A thesis submitted in partial fulfilment of - Queen Margaret University

5.9.1.4 Rehearsal and consolidation of learning
C4 utilised the full 30 minutes of independent learning time for all training
sessions to practise the new vocabulary. During this time he wrote the creature
names beside their images, listened to the audio recording a number of times
each session. He also categorised the creature details in terms of habitat and
food.
5.9.2 Demonstration of learning the new vocabulary
C4’s performance on each assessment task is presented in Table 5.17 below
with a summary of his ability to learn the new vocabulary for both immediate and
delayed recall assessments.
5.9.2.1 Immediate recall
C4 recalled seven of the new words in spoken form making two phonemic errors
(i.e. target - fËtaÄg, response = fËkaÄg; target - dÄipl, response = dÄidl). He
required two phonemic and 16 syllable cues to aid recall – only seven of the
cues were successful. Verbal recall was hindered by the lexicalisation of words
and perseveration e.g. target - meItO®, response = meIflaË®; target - dZønflIz,
response = dZønflaË´®; target - lønd®´l, response = løndän). C4 also recalled
seven new words in written form and required five syllable cues to aid recall. He
made spelling errors on all seven responses (e.g. target - DREEPLE, response =
BWEEDLE; target - FUTARG, response = FUTUG). While C4 achieved 100%
recognition on both listening and reading recognition tasks he made six false
positive responses to the listening task and two false positive responses during
the reading task. C4 was unable to recall three skills in the immediate recall of
their training sessions. However, he recalled these same skills in a subsequent
session when attempting to name other skills. This was evidence of implicit
learning. Although C4 categorised the creatures into food and habitat as a
learning strategy, he was unable to recall the items in this manner.
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