A thesis submitted in partial fulfilment of - Queen Margaret University

status was ‘normal’ (0-7), ‘borderline abnormal’ (8-10) or ‘abnormal’ (11-21) (see
Appendix 4.2).
4.2.2 Screening of cognitive abilities
The cognitive abilities of each participant were screened and their ability to learn
a non-verbal or non-linguistic task was assessed. The assessments used are
discussed below.
4.2.2.1 The Cognitive Linguistic Quick Test (CLQT)
The CLQT (Helm-Estabrooks, 2001) is a published standardised screening
assessment that employs 10 tasks to provide information on the relative integrity
of attention, memory, executive functions, language and visuospatial skills.
Clock drawing skills are also assessed and can be used as a mini-screening
task for cognitive impairment in itself (Helm-Estabrooks, 2001). Severity ratings
are given for each task and each cognitive domain. The CLQT was employed in
this investigation to assess a range of cognitive strengths and weaknesses
among participants across the five cognitive domains. The scoring system of the
CLQT sub-tests was followed according to the instructions. Published normative
data and task descriptions for the CLQT are presented in Appendix 4.3.
4.2.2.2 Non-linguistic learning task
To demonstrate that each participant had the cognitive capacity to learn, a nonlinguistic
task was devised. This was based on a learning task evaluated by
Evans et al. (2000). This ‘stepping-stone route’ task involved the creation of a 6
x 6 abstract patterned ‘stepping stones’ paper-based template (see Appendix
4.4). The task was to commence the route at the arrow at the bottom of the
template and travel up toward the square highlighted on the top line using only
nine moves. As the study followed an errorless learning approach (see section
2.9.2) any route that was not permitted was ‘blocked off’ by a single line. There
was only one possible successful route. Participants were instructed to find and
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