A thesis submitted in partial fulfilment of - Queen Margaret University

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4.4 PILOT STUDY ONE This pilot study assessed the validity of the non-linguistic learning task (stepping-stone route) (see section 4.2.2.2) and evaluated the feasibility of the full training and assessment procedure with an adult with no history of aphasia and with normal cognitive functioning. This evaluation informed the procedure for the main investigation, in terms of the number of sessions required for training and assessment of the new words, the timing of these sessions, the comprehension and clarity of all instructions and any practicalities relating to the presentation of the stimuli. 4.4.1 Participant details P1 was female (aged 23;09 years) and had completed a total of 17 years in education. She was an allied health professional who worked part-time clinically and part-time as a research assistant. During the period of the study P1 was absent from work due to a relapse in multiple sclerosis. P1 was insistent that she participated in the study at this time, as she wanted to occupy herself during her recovery period. P1 was unable to use her dominant hand for all tasks as a result of her relapse. During this time she also experienced fatigue and was being administered intravenous steroids daily. 4.4.2 Results of P1’s performance of screening assessments As anticipated, P1 scored 100% for the immediate and delayed recall of the nonlinguistic learning route (see section 4.2.2.2) as well as for all sections of the CLQT (Helm-Estabrooks, 2001) (see section 4.2.2.1). P1 scored 8 (borderline) on both the anxiety and depression scale, indicating that she was a little more anxious and depressed than would be deemed normal, which may have been due to her illness. The results of the language screening assessments (100% accuracy) demonstrated that P1 was of normal linguistic functioning. 113
4.4.3 Results of P1’s post-training assessment P1 was trained in all stimuli following baseline measures and was assessed immediately following the independent learning time in all four training sessions (immediate recall). Three days following the last training session, she was assessed again (delayed recall) and in addition one month after this assessment. P1’s performance scores will now be presented. 4.4.3.1 Immediate recall P1’s ability to learn the new vocabulary is detailed in Table 4.3 below. Table 4.3 Pilot Study One Total raw and percentage correct scores for immediate recall by P1 ASSESSMENTS SCORE (%) Repeat new word form 20 (100) Copy written version of word form 20 (100) Recognise word form (listening) 20 (100) Recognise word form (reading) 20 (100) Cold recall name (spoken) 20 (100) Cold recall name (written) 20 (100) Cold recall skill 20 (100) Cold recall habitat 20 (100) Cold recall food 20 (100) Syllable completion (reading) 20 (100) Word-picture matching name (listening) 20 (100) Word-picture matching name (reading) 20 (100) Word-picture matching attribute (listening) 20 (100) Word-picture matching attribute (reading) 20 (100) Categorisation attributes (picture) 20 (100) Categorisation attributes (reading) 20 (100) Total performance 320 (100) As presented P1 found no difficulty in learning the new vocabulary and achieved 100% accuracy for the 20 word form and word meaning assessments for all four 114
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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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As many adults have acquired a wide
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healthy individuals as mentioned ab
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Page 129 and 130: 4.3 TRAINING SESSION PROCEDURE Each
Page 131 and 132: 4.3.2.1 Training of stimuli: phonol
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Page 139 and 140: Table 4.4 Pilot Study One Total raw
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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
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Page 151 and 152: 4.6.3 Methodological issues A numbe
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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
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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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A thesis submitted in partial fulfilment of - Queen Margaret University

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