A thesis submitted in partial fulfilment of - Queen Margaret University

would be asked not to repeat the word again, but to listen to the researcher
saying the word twice. The level of frustration experienced by P3 when he was
not succeeding, particularly during the delayed recall session, along with the
percentage of items being forgotten at this stage (see section 5.6) led to the
decision not to proceed with a one-month post-training assessment for
participants in the main investigation. The final methodology that was employed
in the main investigation is presented below. It is discussed in relation to the
single word processing model that was chosen to support the methodology for
facilitation of learning the new vocabulary (see section 2.9.3).
4.7 THE METHODOLOGY FOR THE MAIN INVESTIGATION
The outcome of the pilot studies in this chapter culminated in the completion of
the final methodology. This would be employed to facilitate the learning of new
vocabulary and enable the demonstration of this new learning by main
investigation participants. The various tasks involved in the pre-training
screening assessments, the procedure followed during the four training sessions
and the immediate and delayed recall assessment of this new learning are
summarised in Chapter 5 (see Figure 5.1, section 5.5.2).
As discussed in Chapter 2, the cognitive neuropsychology approach was chosen
to support the learning and assessment methodology for the main investigation
(see section 2.9.3). The importance of the assessment procedure enabling
participants with all levels of severity of aphasia to demonstrate any learning has
been discussed throughout the development of the methodology. The cognitive
neuropsychology model was considered an appropriate model to this facilitate
the various levels of the training and assessment procedure.
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