A thesis submitted in partial fulfilment of - Queen Margaret University

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training sessions. She responded promptly and confidently on all occasions and did not make any semantic or phonemic errors. P1 performed equally well on all assessment tasks and all of the creature details were equally easy for her to learn and recall. 4.4.3.2 Delayed recall The materials for all stimuli remained with P1 following the final training session. This was to allow P1 to rehearse and consolidate her learning. It also served to reduce possible ‘recency effects’ contaminating the delayed recall assessments. Five days following the fourth training session, P1 was assessed using the same assessment tasks as with immediate recall to ascertain how much information was retained from the previous week’s training. It was thought that this would indicate if the newly learned vocabulary had been retained in long-term storage to be retrieved at a later date. P1 replicated her performance during the immediate recall tasks for all 20 creatures names, skills, habitat and food, again achieving 100% correct on all assessments. All stimuli were returned following this assessment. 4.4.3.3 One month delayed recall P1 was assessed again one month after the delayed assessment session to ascertain the length of time that the new learning could be retained. She knew that this assessment was planned but did not have any access to the stimuli between the delayed recall assessment and this assessment one month later. As Table 4.4 below indicates, P1 recalled all 20 creature names and skills but had some difficulty recalling the habitat and food items where she recalled 16 out of a maximum of 20. This was also reflected in the categorisation tasks for habitat and food. P1’s performance indicated that the training and assessment procedure not only facilitated immediate short-term memory recall but also retention and retrieval from long-term memory. 115
Table 4.4 Pilot Study One Total raw and percentage correct scores for one month delayed recall by P1 ASSESSMENTS SCORE (%age) Cold recall name (spoken) 20 (100) Cold recall name (written) 20 (100) Cold recall skill 20 (100) Cold recall habitat 16 (80) Cold recall food 16 (80) Recognise word form (listening) 20 (100) Recognise word form (reading) 20 (100) Syllable completion (reading) 20 (100) Word-picture matching name (listening) 20 (100) Word-picture matching name (reading) 20 (100) Word-picture matching skill (listening) 20 (100) Word-picture matching skill (reading) 20 (100) Categorisation habitat and food (picture) 17 (85) Categorisation habitat and food (reading) 17 (85) Total performance 266 (83) 4.4.3.4 Timing of sessions The length of time that P1 required for the training and assessment of the stimuli is presented in Table 4.5 below by session. Task Pre-training baseline assessments Each training session - presentation of stimuli independent learning time taken Table 4.5 Pilot Study One Timing of all sessions for P1 20 minutes 10 minutes Total time 60 minutes assessments 15 minutes 45 minutes Delayed assessments One month delayed assessments 20 minutes 40 minutes 116
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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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et al. (2001) evaluated the ability
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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
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Page 117 and 118: Fifty four percent of participants
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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
Page 133 and 134: assessments was administered both i
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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
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
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Page 177 and 178: SPOKEN WORD PICTURE WRITTEN WORD Au
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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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5.8.1.1 Personal attributes C3 was
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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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