Middleton, E. L., Duquette, K. D., Rawson, K., & Mirman, D. (2022). An examination of retrieval practice and production training in the treatment of lexical-semantic comprehension deficits in aphasia. Neuropsychology, 36(8), 730-752. PMID: 36048069.

This work was an original examination of the role of retrieval practice in enhancing the treatment of lexical-semantic disorders in aphasia.

Middleton, E. L., Schwartz, M. F., Dell, G. S., & Brecher, A. (2022). Learning from errors: Exploration of the monitoring learning effect. Cognition, 224, 105057. PMC9086111.

This work advanced a mechanistic understanding of how learning from spontaneous naming error monitoring occurs in people with aphasia.

 Schuchard, J., Rawson, K. A., & Middleton, E. L. (2020). Effects of distributed practice and criterion level on word retrieval in aphasia. Cognition, 198, 104216. PMC7197013.

By manipulating the amount and timing of retrieval practice naming treatment across multiple sessions, this work examined how naming treatment for aphasia can be made more efficient by leveraging distributed practice principles.

Middleton, E. L., Schwartz, M. F., Rawson, K. A., Traut, H., & Verkuilen, J. (2016). Towards a theory of learning for naming rehabilitation: Retrieval practice and spacing effects. Journal of Speech, Language, and Hearing Research, 59, 1111-1122. PMC5345556.

This work demonstrated proof of concept that training involving retrieval practice (versus errorless learning) and spaced (versus massed) practice persistently impact lexical access ability in people with aphasia.

Middleton, E. L., & Schwartz, M. F. (2012). Errorless learning in cognitive rehabilitation: A critical review. Neuropsychological Rehabilitation, 22(2), 138-168. PMC3381647.

This work critically reviewed evidence for the effects of retrieval practice and spacing learning factors on treatment efficacy in aphasia, and it outlined a program for future research examining how to leverage learning principles to improve aphasia rehabilitation.