A thesis submitted in partial fulfilment of - Queen Margaret University

4.3.3.2 Lexical recognition task
A tape-recording of the names of the five newly learned creatures along with five
familiar creatures and five non-words were randomly presented. Participants
answered ‘yes’ when they recognised a word (including those newly learned
creatures) and ‘no’ for a word they did not know. This task was then replicated in
written form where participants circled those words that were familiar to them
(including those newly learned creatures), from a list of five familiar words, five
newly learned words and five non-words (replicating the baseline assessment,
see section 4.3.1).
4.3.3.3 Syllable matching task
The initial syllable of each creature’s name was presented in written format
alongside the final syllable of that creature’s name as well as the final syllables
of the four other new words learned during that session (see Appendix 4.7).
Participants were required to match the beginning of each word with its
appropriate ending to form the newly learned word. In the case of tri-syllabic
words the first two syllables were presented with the final syllable to be chosen
by participants.
4.3.3.4 Categorisation tasks
The written words of the four habitats and food sources (see section 4.3.2.2)
were arranged on a flat surface. Participants were given each individual
creature’s image and were required to point to their appropriate habitat / food
source. This task was then replicated using a written form of each creature’s
name.
4.3.3.5 Word-to-picture matching tasks
Pictures of the five creatures trained that session were arranged on a flat
surface. These tasks involved participants choosing the correct creature picture
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