ImportanceSARS-CoV-2 infection is associated with persistent, relapsing, or new symptoms or other health effects occurring after acute infection, termed postacute sequelae of SARS-CoV-2 infection (PASC), also known as long COVID. Characterizing PASC requires analysis of prospectively and uniformly collected data from diverse uninfected and infected individuals.ObjectiveTo develop a definition of PASC using self-reported symptoms and describe PASC frequencies across cohorts, vaccination status, and number of infections.Design, Setting, and ParticipantsProspective observational cohort study of adults with and without SARS-CoV-2 infection at 85 enrolling sites (hospitals, health centers, community organizations) located in 33 states plus Washington, DC, and Puerto Rico. Participants who were enrolled in the RECOVER adult cohort before April 10, 2023, completed a symptom survey 6 months or more after acute symptom onset or test date. Selection included population-based, volunteer, and convenience sampling.ExposureSARS-CoV-2 infection.Main Outcomes and MeasuresPASC and 44 participant-reported symptoms (with severity thresholds).ResultsA total of 9764 participants (89% SARS-CoV-2 infected; 71% female; 16% Hispanic/Latino; 15% non-Hispanic Black; median age, 47 years [IQR, 35-60]) met selection criteria. Adjusted odds ratios were 1.5 or greater (infected vs uninfected participants) for 37 symptoms. Symptoms contributing to PASC score included postexertional malaise, fatigue, brain fog, dizziness, gastrointestinal symptoms, palpitations, changes in sexual desire or capacity, loss of or change in smell or taste, thirst, chronic cough, chest pain, and abnormal movements. Among 2231 participants first infected on or after December 1, 2021, and enrolled within 30 days of infection, 224 (10% [95% CI, 8.8%-11%]) were PASC positive at 6 months.Conclusions and RelevanceA definition of PASC was developed based on symptoms in a prospective cohort study. As a first step to providing a framework for other investigations, iterative refinement that further incorporates other clinical features is needed to support actionable definitions of PASC.

Implicit learning is a process of acquiring knowledge that occurs without conscious awareness of learning, whereas explicit learning involves the use of overt strategies. To date, research related to implicit learning following stroke has been largely restricted to the motor domain and has rarely addressed implications for language. The present study investigated implicit and explicit learning of an auditory word sequence in 10 individuals with stroke-induced agrammatic aphasia and 18 healthy age-matched participants using an adaptation of the Serial Reaction Time task. Individuals with aphasia showed significant learning under implicit, but not explicit, conditions, whereas age-matched participants learned under both conditions. These results suggest significant implicit learning ability in agrammatic aphasia. Furthermore, results of an auditory sentence span task indicated working memory deficits in individuals with agrammatic aphasia, which are discussed in relation to explicit and implicit learning processes.

This study examines the neural correlates of processing verbal entries with multiple argument structures using fMRI. We compared brain activation in response to ‘alternating transitivity’ verbs, corresponding to two different verbal alternates – one transitive and one intransitive - and simple verbs, with only one, intransitive, thematic grid. Fourteen young healthy participants performed a lexical decision task with the two verb types. Results showed significantly greater activation in the angular and supramarginal gyri (BAs 39 and 40) extending to the posterior superior and middle temporal gyri bilaterally, for alternating compared to simple verbs. Additional activation was detected in bilateral middle and superior frontal gyri (BAs 8 and 9). The opposite contrast, simple compared to alternating verbs, showed no significant differential activation in any regions of the brain. These findings are consistent with previous studies implicating a posterior network including the superior temporal, supramarginal and angular gyri for processing verbs with multiple thematic roles, as well as with those suggesting involvement of the middle and superior frontal gyri in lexical ambiguity processing. However, because ‘alternating transitivity’ verbs differ from simple intransitives with regard to both the number of thematic grids (two vs. one) and the number of thematic roles (two vs. one), our findings do not distinguish between activations associated with these two differences.

Background Implicit learning is a process of learning that occurs outside of conscious awareness and may be involved in implicit, exposure-based language training. However, research shows that implicit learning abilities are variable among individuals with aphasia, and it remains unknown whether individuals who show basic implicit learning abilities also benefit from implicit language training. Aims The aims of this series of experiments were to test implicit learning in individuals with agrammatic aphasia, examine the effects of a novel implicit language treatment, and investigate whether individuals with aphasia who show implicit learning ability also benefit from implicit treatment focused on passive sentence comprehension. Methods & Procedures Nine participants with chronic agrammatic aphasia and 21 neurologically intact participants completed a visuomotor serial reaction time test of implicit learning (Experiment 1). The participants with aphasia also completed a short-term novel implicit sentence comprehension treatment (Experiment 2) that consisted of five sessions of repeated exposure to grammatically correct passive sentences and matching photographs. Sentence comprehension was tested in multiple baseline sessions and on each day of training using a sentence-picture matching task. The relation between participants’ learning patterns across experiments was also examined. Outcomes & Results Individuals with agrammatic aphasia as well as neurologically intact adults demonstrated significant implicit sequence learning in the serial reaction time task. However, the participants with aphasia did not show concomitant improvement in sentence comprehension as a result of the implicit treatment protocol. Conclusions This study suggests that individuals with agrammatic aphasia demonstrate implicit learning ability; however, this ability does not necessarily promote successful outcomes in treatment that is based solely on implicit training methods.

Readers will be able to describe the principles underlying the Son-Rise Program, a developmental approach to treatment for autism. Readers will be able to explain the methods of the investigation of a 5-day intensive Son-Rise Program and the results that report change in social communication in children with autism.