Original ArticlesThe Time Course of Priming in Aphasia An Exploration of Learning Along a Continuum of Linguistic Processing DemandsSilkes, JoAnn P.; Baker, Carolyn; Love, TracyAuthor Information School of Speech, Language, and Hearing Sciences (Drs Silkes and Love), San Diego State University, San Diego, California (Ms Baker); and Center for Research in Language (Dr Love), University of California San Diego (Ms Baker). Corresponding Author: JoAnn P. Silkes, PhD, School of Speech, Language, and Hearing Sciences, San Diego State University, 5500 Campanile Rd, SLHS-1518, San Diego, CA 92182 (email@example.com). The authors thank Matthew Walenski, Jamie Brown, Ashlee Heldrith, Daniel Sanchez, and Uyen Pham for their work at various stages of this project, and they thank their participants for their time. This work was supported primarily by NIH Grant DC R01DC009272 (Love, PI) with additional support from internal funding from San Diego State University (to Love). The authors have indicated that they have no financial and no nonfinancial relationships to disclose. Topics in Language Disorders: January/March 2020 - Volume 40 - Issue 1 - p 54-80 doi: 10.1097/TLD.0000000000000205 Buy Metrics Abstract This study investigates learning in aphasia as manifested through automatic priming effects. There is growing evidence that people with aphasia have impairments beyond language processing that could affect their response to treatment. Therefore, better understanding these mechanisms would be beneficial for improving methods of rehabilitation. This study assesses semantic and repetition priming effects at varied interstimulus intervals, using stimuli that are both nonlinguistic and linguistic in tasks that range from requiring nearly no linguistic processing to requiring both lexical and semantic processing. Results indicate that people with aphasia maintain typical patterns of learning across both linguistic and nonlinguistic tasks as long as the implicit prime-target relationship does not depend on deep levels of linguistic processing. As linguistic processing demands increase, those with agrammatic aphasia may require more time to take advantage of learning through implicit prime-target relationships, and people with both agrammatic and nonagrammatic aphasia are more susceptible to breakdown of the semantic networks as processing demands on that system increase. Copyright © 2020 Wolters Kluwer Health, Inc. All rights reserved.