A thesis submitted in partial fulfilment of - Queen Margaret University

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4.3.2.3 Consolidation and rehearsal of learning - Independent learning Following the second presentation, participants were advised that they were allocated independent learning time (maximum of 30 minutes) to learn as many details as they could about each creature (i.e. name, skill, habitat and food), in whatever manner they chose. The independent learning period incorporated an errorless learning approach to facilitate the learning of the new vocabulary. That is, as participants could immediately check their responses to the various tasks listed below, it reduced errorful memory traces being created. Participants could choose to use any or all of the following options to aid their learning of the stimuli: - Listen to the details to be learned via a tape-recording (name, skill, habitat and food) as many times as they wished. - Look at the written and picture representations of the vocabulary (see Appendix 4.7). - Practise writing the word forms and associated meanings through copying the above material. - Practise semantic and syllable matching tasks that would be similar to assessments they would later complete, reducing task artefact during the assessment period (see Appendix 4.8). After all tasks were described to participants the researcher left the room during the independent learning time of 30 minutes (although participants could ask for further direction). At the end of the independent learning period all stimuli were removed from participants. 4.3.3 Procedure for assessment of new learning Assessments were administered following the independent learning time to establish how many words each participant had learned. As it would be important to facilitate the demonstration of learning by those participants in the main investigation who were unable to say the words accurately, a range of 109
assessments was administered both in spoken and written format. The assessments that were chosen to demonstrate the learning of new words by participants now follow and the main pathways and modules of the cognitive neuropsychological approach which are accessed during each task are presented in Table 4.2 below. Table 4.2 Cognitive Neuropsychology Pathways accessed by new vocabulary assessment tasks Tasks Main representative areas accessed of Cognitive Neuropsychology model Cold recall Visual/ Object Recognition Semantic System Phonological Output Lexicon Phonological Output Buffer Lexical recognition (listening) Auditory Phonological Analyses Phonological Input Lexicon Lexical recognition (reading) Abstract Letter Identification Orthographic Input Lexicon Syllable matching Abstract Letter Identification Orthographic Input Lexicon Semantic System Orthographic Output Lexicon Categorisation Auditory Phonological Analyses Phonological Input Lexicon Abstract Letter Identification Orthographic Input Lexicon Semantic System Word-to-picture matching (listening) Auditory Phonological Analyses Phonological Input Lexicon Semantic System Word-to-picture matching (reading) Abstract Letter Identification Orthographic Input Lexicon Semantic System 4.3.3.1 Cold recall Each creature’s image was presented and participants were asked to state all details that they could remember about each one. If any information was omitted the researcher probed for the name, skill, habitat and food source of each creature. 110
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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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larger intracranial capacity could
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permanent loss of particular skills
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depression in people with severe ap
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maintenance of permanent records of
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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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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 109 and 110: Graph 3.2 Comparison of number of i
Page 111 and 112: As with preliminary study one, part
Page 113 and 114: during the training session, some p
Page 115 and 116: 3.5 PRELIMINARY STUDY FOUR This stu
Page 117 and 118: Fifty four percent of participants
Page 119 and 120: preliminary studies the British Nat
Page 121 and 122: where main investigation participan
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Page 129 and 130: 4.3 TRAINING SESSION PROCEDURE Each
Page 131: 4.3.2.1 Training of stimuli: phonol
Page 135 and 136: to match the name and skill present
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
Page 141 and 142: session. This reflected the general
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
Page 147 and 148: P2 recalled 14 (70%) of the new wor
Page 149 and 150: demonstrate this learning during im
Page 151 and 152: 4.6.3 Methodological issues A numbe
Page 153 and 154: would be asked not to repeat the wo
Page 155 and 156: 4.8 CHAPTER SUMMARY The three pilot
Page 157 and 158: Chapter 5 Main Investigation 5.1 IN
Page 159 and 160: - The medical stability of particip
Page 161 and 162: The methodology for the training an
Page 163 and 164: (i.e. C1, P3 and C2) remained the t
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Page 167 and 168: Table 5.5 Characteristics of error
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Page 173 and 174: 5.4.2.3 Severity of aphasia While t
Page 175 and 176: 5.5 PARTICIPANT C1 Participant C1
Page 177 and 178: SPOKEN WORD PICTURE WRITTEN WORD Au
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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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5.12 PARTICIPANT C7 Participant C7
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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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