A thesis submitted in partial fulfilment of - Queen Margaret University

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5.6.1.1 Personal attributes 157 5.6.1.2 Cognitive abilities and the capacity to learn 158 5.6.1.3 Severity of aphasia 158 5.6.1.4 Rehearsal and consolidation of learning 160 5.6.2 Demonstration of learning the new vocabulary 160 5.6.2.1 Immediate recall 160 5.6.2.2 Delayed recall 161 5.6.2.3 Summary of new learning 161 5.7 Participant C2 163 5.7.1 Predictive factors for learning new vocabulary 163 5.7.1.1 Personal attributes 164 5.7.1.2 Cognitive abilities and the capacity to learn 164 5.7.1.3 Severity of aphasia 164 5.7.1.4 Rehearsal and consolidation of learning 166 5.7.2 Demonstration of learning the new vocabulary 166 5.7.2.1 Immediate recall 166 5.7.2.2 Delayed recall 167 5.7.2.3 Summary of new learning 167 5.8 Participant C3 169 5.8.1 Predictive factors for learning new vocabulary 169 5.8.1.1 Personal attributes 170 5.8.1.2 Cognitive abilities and the capacity to learn 170 5.8.1.3 Severity of aphasia 170 5.8.1.4 Rehearsal and consolidation of learning 172 5.8.2 Demonstration of learning the new vocabulary 172 5.8.2.1 Immediate recall 172 5.8.2.2 Delayed recall 173 5.8.2.3 Summary of new learning 173 5.9 Participant C4 175 5.9.1 Predictive factors for learning new vocabulary 175 vii
5.9.1.1 Personal attributes 176 5.9.1.2 Cognitive abilities and the capacity to learn 176 5.9.1.3 Severity of aphasia 176 5.9.1.4 Rehearsal and consolidation of learning 178 5.9.2 Demonstration of learning the new vocabulary 178 5.9.2.1 Immediate recall 178 5.9.2.2 Delayed recall 179 5.9.2.3 Summary of new learning 180 5.10 Participant C5 181 5.10.1 Predictive factors for learning new vocabulary 181 5.10.1.1 Personal attributes 182 5.10.1.2 Cognitive abilities and the capacity to learn 182 5.10.1.3 Severity of aphasia 183 5.10.1.4 Rehearsal and consolidation of learning 184 5.10.2 Demonstration of learning the new vocabulary 184 5.10.2.1 Immediate recall 184 5.10.2.2 Delayed recall 185 5.10.2.3 Summary of new learning 186 5.11 Participant C6 187 5.11.1 Predictive factors for learning new vocabulary 187 5.11.1.1 Personal attributes 188 5.11.1.2 Cognitive abilities and the capacity to learn 188 5.11.1.3 Severity of aphasia 188 5.11.1.4 Rehearsal and consolidation of learning 190 5.11.2 Demonstration of learning the new vocabulary 190 5.11.2.1 Immediate recall 190 5.11.2.2 Delayed recall 191 5.11.2.3 Summary of new learning 191 5.12 Participant C7 192 5.12.1 Predictive factors for learning new vocabulary 192 viii
Page 1 and 2: An Investigation into the Ability o
Page 3 and 4: Abstract Recent studies have establ
Page 5 and 6: Christine Malcolm (Chief Speech and
Page 7 and 8: 2.6.2.1 Lesion size and site 37 2.6
Page 9 and 10: 3.6.1.2 Number and type of items to
Page 11: 4.8 Chapter summary 132 Chapter 5 T
Page 15 and 16: 5.15.1.1 Personal attributes 208 5.
Page 17 and 18: 6.3.3.5 The impact of clock drawing
Page 19 and 20: Appendices 2.1 Main representative
Page 21 and 22: 5.2 Raw and percentage scores for n
Page 23 and 24: Figures 2i Cognitive neuropsycholog
Page 25 and 26: Younger people who are having and s
Page 27 and 28: Chapter 2 Review of the literature
Page 29 and 30: sentences. As aphasia also affects
Page 31 and 32: continue to experience significant
Page 33 and 34: noted that there were three areas t
Page 35 and 36: natural reaction to the loss of abi
Page 37 and 38: 2.3.3 Impact of aphasia on the fami
Page 39 and 40: facets of a person’s life as well
Page 41 and 42: with the literature regarding the l
Page 43 and 44: Rehabilitation is not thought to al
Page 45 and 46: everything that we learn and experi
Page 47 and 48: eorganisation in hemiplegic stroke
Page 49 and 50: (Kasten and Sabel, 1995) and replic
Page 51 and 52: 1998), tingling, itching or painful
Page 53 and 54: Emission Tomography (PET) scans ana
Page 55 and 56: ehabilitation, function can be limi
Page 57 and 58: Studies have not always found age t
Page 59 and 60: larger intracranial capacity could
Page 61 and 62: permanent loss of particular skills
Page 63 and 64:
depression in people with severe ap
Page 65 and 66:
maintenance of permanent records of
Page 67 and 68:
intensity aphasia rehabilitation wa
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2.7 CURRENT THEORETICAL ACCOUNTS OF
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people with apparently similar char
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Additionally, harmful or redundant
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information about a word (Harley, 2
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(as in semantic dementia) as well a
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esearchers (Breedin et al., 1998; W
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As many adults have acquired a wide
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healthy individuals as mentioned ab
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et al. (2001) evaluated the ability
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of new vocabulary where both the wo
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syllables in each word, therefore t
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vocabulary; facilitate the demonstr
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methodology developed and used in t
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Chapter 3 Preliminary Studies 3.1 I
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for the main investigation by the n
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3.2.1.4 Delayed recall Approximatel
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written recall assessment task (par
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indicates a large reduction of item
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ehearsal taking place prior to the
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one were discussed with each partic
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Graph 3.2 Comparison of number of i
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As with preliminary study one, part
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during the training session, some p
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3.5 PRELIMINARY STUDY FOUR This stu
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Fifty four percent of participants
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preliminary studies the British Nat
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where main investigation participan
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perhaps reduce the number of items
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preliminary studies as described in
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emember the route taking them from
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4.3 TRAINING SESSION PROCEDURE Each
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4.3.2.1 Training of stimuli: phonol
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assessments was administered both i
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to match the name and skill present
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4.4.3 Results of P1’s post-traini
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Table 4.4 Pilot Study One Total raw
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session. This reflected the general
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4.4.5 Summary of pilot study one Pi
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4.5.2 Results of P2’s performance
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P2 recalled 14 (70%) of the new wor
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demonstrate this learning during im
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4.6.3 Methodological issues A numbe
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would be asked not to repeat the wo
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4.8 CHAPTER SUMMARY The three pilot
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Chapter 5 Main Investigation 5.1 IN
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- The medical stability of particip
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The methodology for the training an
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(i.e. C1, P3 and C2) remained the t
Page 165 and 166:
the immediate recall was not the sa
Page 167 and 168:
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
Page 191 and 192:
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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Page 207 and 208:
any other fictional stories so he w
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the reading task. C5 matched eight
Page 211 and 212:
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some word-finding difficulties with
Page 215 and 216:
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pathways), spell words and non-word
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(reading) words she made 15 false p
Page 221 and 222:
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and PLC pathways). C8’s speech wa
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Page 227 and 228:
C9’s data (see Table 5.26 and Fig
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assessments indicated that she had
Page 231 and 232:
5.15.1.1 Personal attributes C10 wa
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naming. C10 had some difficulties c
Page 235 and 236:
Page 237 and 238:
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,
Page 245 and 246:
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
Page 251 and 252:
Page 253 and 254:
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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
Page 267 and 268:
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
Page 277 and 278:
(executive scores of moderate, mild
Page 279 and 280:
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
Page 285 and 286:
person with aphasia only ever produ
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6.4.2 Methodology As previous resea
Page 289 and 290:
assessing the learning of new vocab
Page 291 and 292:
provided flexibility not only for s
Page 293 and 294:
presentation. It was proposed that
Page 295 and 296:
participants also lexicalised the n
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module and how it communicates with
Page 299 and 300:
theory of rehabilitation and in rel
Page 301 and 302:
experience in different ways and ch
Page 303 and 304:
upon language rehabilitation, for e
Page 305 and 306:
the investigation of people with po
Page 307 and 308:
Further statistical analyses with a
Page 309 and 310:
extend the examination of the abili
Page 311 and 312:
task), severity of aphasia and amou
Page 313 and 314:
References Alexander, M. P. (1994)
Page 315 and 316:
Candia, V., Schafer, Th., Taub, E.,
Page 317 and 318:
Fillingham, J. K., Sage, K. and Lam
Page 319 and 320:
Howard and Hatfield (1987) Aphasia
Page 321 and 322:
Linebaugh, C. W. (1999) Merging the
Page 323 and 324:
Nation, I. S. P. (1983) Teaching an
Page 325 and 326:
Scheibel, A., Conrad, T., Perdue, S
Page 327 and 328:
Warrington, E. K. and McCarthy (198
Page 329 and 330:
Appendix 3.1 Preliminary study one:
Page 331 and 332:
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
Page 347 and 348:
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
Page 361 and 362:
Page 363 and 364:
Page 365 and 366:
Appendix 5.5 (continued) Group corr
Page 367 and 368:
Appendix 5.5 (continued) Group corr
Page 369:
Appendix 5.7 Total recall of tasks
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A thesis submitted in partial fulfilment of - Queen Margaret University

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