A thesis submitted in partial fulfilment of - Queen Margaret University

4.3.2.1 Training of stimuli: phonological information i.e. new word forms
The details of each creature were then introduced, so continuing the staggered
learning format. Each creature’s image was presented individually as the
researcher spoke its name simultaneously. In order to avoid the name being
learned as a proper noun rather than a common noun (see section 2.8.3 and
3.6.1.2) the creature was presented alongside another identical creature picture
as follows:
- “Here is a futarg, here is another futarg, that makes two futargs”.
- [The written name was then presented]
- “The word futarg has six letters, f…u…t…a…r…g”.
- [The researcher pointed to each letter as it was named]
- “……and has two syllables, fu…targ”.
- [Again the written syllable structure was uncovered along with the
spoken presentation]
- Participants were then asked to repeat each name.
4.3.2.2 Training of stimuli: semantic information i.e. new word meanings
Following the presentation of each creature in this manner, a second
presentation was made. On this occasion, each creature’s skill, habitat and food
source were introduced, in both spoken and written form, as follows:
- “Here is another futarg. Futargs have a special skill – they can freeze
their enemies. Futargs live near trees and eat fruit”.
Participants then drew a picture of each creature (while looking at the original
picture) to the best of their ability and then copied the creature’s name below the
picture. The reason for this was two-fold, firstly, it maintained active participation
in the learning process and secondly, it incorporated another modality of
learning to enhance the memory trace of the items to be learned.
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