A thesis submitted in partial fulfilment of - Queen Margaret University

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Table 3.5 Preliminary Study Two Total raw scores for delayed recall (spoken and written names and skills) Participant Gender Age Spoken Written Multiplechoice Name Skill Name Skill Name Skill GROUP A participants GA1 Male 28;01 0 0 1 1 10 8 GA2 Female 24;11 0 0 1 1 10 10 GA3 Male 37;05 0 0 0 1 9 5 GA4 Female 41;08 0 0.5 0 0 10 9 GA5 Male 25;09 0 0 0 0.5 9 9 GROUP B participants GB1 Male 39;02 0 0 1 0 10 9 GB2 Female 32;05 0 0 0 0.5 9 7 GB3 Male 53;09 0 0 0 0 8 7 GB4 Female 41;04 0 0 0.5 1 9 8 * GA1 = Group A participant 1 etc. The same assessment procedure was followed as that in the immediate recall (see section 3.3.2.1) and the results are presented in Table 3.5 above. Unlike the immediate recall none of the participants from either Group A or Group B were able to recall any of the names or skills for spoken recall (with the exception of GA4 who recalled part of one skill). The written recall also reflected this difficulty in recalling the new vocabulary with the range of scores varying from 0 to 1 for both names and skills. However, all participants were better able to complete the multiple-choice assessment and the range of scores varied between 8 and 10 for name and 5 to 10 for skills. As with preliminary study one delayed recall (see section 3.2.2.2) the multiple-choice task indicated that participants had learned more information than they had demonstrated by spoken recall alone. 87
As with preliminary study one, participants responded to a number of questions to inform the design of the main investigation. The questions investigated if they felt that the learning strategies discussion prior to training contributed to their ability to learn the new vocabulary. Participants were also asked what they thought had hindered their learning in any way, including time scale given to learn the new vocabulary. A summary of their responses to these questions is in presented in Appendix 3.5. As the spoken recall task was the only replicated assessment in the delayed recall of preliminary studies one (see Table 3.2) and two (see Table 3.5) it was used to compare the number of items remembered for each study. This comparison suggested that despite participants possibly predicting that they would be asked to perform these delayed recall tasks again (from their experience in preliminary study one), they were unable to retain this information in their long-term memory for longer than six weeks. Another interesting observation, which was similar to immediate recall, was the apparent interference from the new vocabulary previously learned in preliminary study one for a number of participants for both word forms (futarg - two participants, curvol, wangor and yamtork - two participants) and associative meanings (creates calm - four participants). 3.3.3 Discussion and implications The aims of preliminary study two (see section 3.3) were achieved. The first aim examined the potential use of particular learning strategies (i.e. mnemonic techniques) that were used by high scoring participants in preliminary study one (Group A), with a view to enhancing the learning performance of those participants who achieved low scores (Group B) in preliminary study one. It was thought that if mnemonic techniques proved successful they could then be incorporated into the methodology of the main investigation. The results (see section 3.3.2) indicated that the use of mnemonic techniques improved learning 88
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An Investigation into the Ability o
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Abstract Recent studies have establ
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Christine Malcolm (Chief Speech and
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2.6.2.1 Lesion size and site 37 2.6
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3.6.1.2 Number and type of items to
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4.8 Chapter summary 132 Chapter 5 T
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5.9.1.1 Personal attributes 176 5.9
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5.15.1.1 Personal attributes 208 5.
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6.3.3.5 The impact of clock drawing
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Appendices 2.1 Main representative
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5.2 Raw and percentage scores for n
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Figures 2i Cognitive neuropsycholog
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Younger people who are having and s
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Chapter 2 Review of the literature
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sentences. As aphasia also affects
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continue to experience significant
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noted that there were three areas t
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natural reaction to the loss of abi
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2.3.3 Impact of aphasia on the fami
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facets of a person’s life as well
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with the literature regarding the l
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Rehabilitation is not thought to al
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everything that we learn and experi
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eorganisation in hemiplegic stroke
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(Kasten and Sabel, 1995) and replic
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1998), tingling, itching or painful
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Emission Tomography (PET) scans ana
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ehabilitation, function can be limi
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Studies have not always found age t
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Page 79 and 80: esearchers (Breedin et al., 1998; W
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Page 83 and 84: healthy individuals as mentioned ab
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Page 89 and 90: syllables in each word, therefore t
Page 91 and 92: vocabulary; facilitate the demonstr
Page 93 and 94: methodology developed and used in t
Page 95 and 96: Chapter 3 Preliminary Studies 3.1 I
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Page 99 and 100: 3.2.1.4 Delayed recall Approximatel
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Page 129 and 130: 4.3 TRAINING SESSION PROCEDURE Each
Page 131 and 132: 4.3.2.1 Training of stimuli: phonol
Page 133 and 134: assessments was administered both i
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Page 137 and 138: 4.4.3 Results of P1’s post-traini
Page 139 and 140: Table 4.4 Pilot Study One Total raw
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Page 143 and 144: 4.4.5 Summary of pilot study one Pi
Page 145 and 146: 4.5.2 Results of P2’s performance
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Page 151 and 152: 4.6.3 Methodological issues A numbe
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Page 157 and 158: Chapter 5 Main Investigation 5.1 IN
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The methodology for the training an
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(i.e. C1, P3 and C2) remained the t
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the immediate recall was not the sa
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Table 5.5 Characteristics of error
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scores (Zigmond and Snaith, 1983) a
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expected that younger participants
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5.4.2.3 Severity of aphasia While t
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5.5 PARTICIPANT C1 Participant C1
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SPOKEN WORD PICTURE WRITTEN WORD Au
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written form again without the aid
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vocabulary than younger participant
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was non-fluent with many repetition
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emembering 49% of information origi
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5.7.1.1 Personal attributes C2 was
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GOB pathways). C2’s speech was ch
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assessment tasks (see Table 5.2), w
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C3’s narration of the Cinderella
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errors with six out of the 20 new w
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5.9.1.4 Rehearsal and consolidation
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achieved 100% recognition on the li
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any other fictional stories so he w
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the reading task. C5 matched eight
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some word-finding difficulties with
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pathways), spell words and non-word
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(reading) words she made 15 false p
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and PLC pathways). C8’s speech wa
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C9’s data (see Table 5.26 and Fig
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assessments indicated that she had
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5.15.1.1 Personal attributes C10 wa
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naming. C10 had some difficulties c
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SPOKEN WORD PICTURE WRITTEN WORD Au
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Table 5.31 C11’s detailed perform
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influencing factors (for example, a
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each participant’s relevant data,
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Table 5.32 Hierarchical cluster ana
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for months post-stroke, severity of
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Table 5.33 Correlation co-efficient
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ecency and primacy effect, however,
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drawing skills and the ability to l
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with the creation of new neuronal c
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5.8.2.1). Secondly, the participant
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6.3.1.1 The impact of age on the le
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education that an individual experi
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unethical, even perhaps illegal, to
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assessment and treatment of emotion
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theories on the negative effects of
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(CLQT) was developed as a screening
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6.3.3.2 The impact of memory on the
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(executive scores of moderate, mild
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320). Additionally, the CLQT indica
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6.3.4.1 Pre-training language scree
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abilities of each participant and a
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person with aphasia only ever produ
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6.4.2 Methodology As previous resea
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assessing the learning of new vocab
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provided flexibility not only for s
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presentation. It was proposed that
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participants also lexicalised the n
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module and how it communicates with
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theory of rehabilitation and in rel
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experience in different ways and ch
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upon language rehabilitation, for e
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the investigation of people with po
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Further statistical analyses with a
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extend the examination of the abili
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task), severity of aphasia and amou
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References Alexander, M. P. (1994)
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Candia, V., Schafer, Th., Taub, E.,
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Fillingham, J. K., Sage, K. and Lam
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Howard and Hatfield (1987) Aphasia
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Linebaugh, C. W. (1999) Merging the
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Nation, I. S. P. (1983) Teaching an
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Scheibel, A., Conrad, T., Perdue, S
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Warrington, E. K. and McCarthy (198
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Appendix 3.1 Preliminary study one:
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Appendix 3.2 (continued) Preliminar
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Appendix 3.4a Preliminary study two
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Appendix 3.6 Stimuli used for the m
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Appendix 3.6 (continued) Stimuli us
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Appendix 4.1 Methods of learning ne
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Appendix 4.2 Hospital Anxiety and D
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Appendix 4.2 (Continued) Hospital A
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Appendix 4.4 Non-linguistic learnin
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Appendix 4.5 Language screening ass
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Appendix 4.6 Familiar, trained and
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Appendix 4.8 Examples of written an
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APPENDIX 5.2 Participant consent fo
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Appendix 5.3 (Continued) Narrations
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Appendix 5.3 (Continued) Narrations
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Appendix 5.4 (continued) Hierarchic
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Appendix 5.5 (continued) Group corr
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Appendix 5.5 (continued) Group corr
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Appendix 5.7 Total recall of tasks
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