A thesis submitted in partial fulfilment of - Queen Margaret University

6.3.3.5 The impact of clock drawing task on the learning
of new vocabulary 255
6.3.3.6 Summary 256
6.3.4 Language ability 257
6.3.4.1 Pre-training language screening assessments 258
6.3.4.2 Main investigation language assessments 259
6.3.5 Learning strategies 260
6.3.6 Summary 262
6.4 Evaluation of the methodology 263
6.4.1 Participants 263
6.4.2 Methodology 264
6.4.2.1 Nature and development of the stimuli 264
6.4.2.2 Development of the methodology 265
6.5 The effectiveness of the cognitive neuropsychology model in
supporting the main investigation and its usefulness as a tool
in learning studies 266
6.5.1 Assess and evaluate the severity of aphasia 266
6.5.2 Support the methodology for learning procedure 267
6.5.3 Measurement of learning 268
6.5.3.1 Baseline measures 268
6.5.3.2 Facilitate the demonstration and measurement
of new learning 268
6.5.4 Facilitate predictions for new learning by participants 269
6.5.4.1 Spoken demonstration of learning 270
6.5.4.2 Written demonstration of learning 271
6.5.4.3 Qualitative characteristics of learning 271
6.5.5 Some support and criticisms of the cognitive
neuropsychological model 272
6.5.6 Summary 274
6.6 Clinical relevance 275
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