A thesis submitted in partial fulfilment of - Queen Margaret University

ehearsal taking place prior to the assessment. However, despite no additional
rehearsal or consolidation of learning, as well as the training being short and
intensive, some of the novel representations were stored in long-term memory
and recalled when required (see Table 3.2). The qualitative data recorded that
those participants who achieved the higher scores reported that they used
mnemonic type strategies as depicted in Table 3.3. Those with the lower scores
reported that they employed learning methods such as written copying of details;
learning by repetition and others were unable to explain their learning strategy.
The stimuli used in this first preliminary study proved to be suitable for training
new vocabulary in adults of normal language and cognitive functioning (see
Table 3.1).
The data from preliminary study one (see section 3.2.3) raised a number of
questions that were addressed in preliminary study two (see section 3.3). Firstly,
could the lower scoring participants from Group B (PS2, 3, 5 and 9) enhance
their learning scores for similar new vocabulary through training in mnemonic
learning strategies immediately prior to a training session? If so, it would
suggest that it might be useful to teach such strategies to participants with
aphasia in the main investigation prior to training, in order to enhance their
learning of the novel stimuli. Secondly, as the images, skills and novel names
were created and linked by the same person, was it possible that the mnemonic
learning techniques, used by Group A (PS1, 4, 6, 7 and 10), were successful
due to the influence of some intrinsic link between the stimuli? Or would these
techniques be similarly successful if the names, eye colour and skills were
randomly assigned to each image? Additionally, preliminary study two
anticipated observing the replication of learning performance by participants
thus demonstrating reliability of results from preliminary study one.
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