A thesis submitted in partial fulfilment of - Queen Margaret University

ecalled 15 new words in written form making 10 spelling errors (e.g. target -
YAMTORK, response = YAMAK; target - POPKINEL, response = POOKIN; target -
ZOODOP, response = ZOOTOK). C6 demonstrated further learning by recognising
19 creatures in listening and 20 in reading tasks with only one false positive
response. C6 also demonstrated implicit learning on two occasions – named
target PENTAR as PENCOT (when given the initial syllable as a cue) and in the
following session named the target - PONCHINO, PENTAR. He was also unable to
recall two skills, CREATES HARMONY and CREATES CALM in their appropriate
sessions but did recall them in subsequent sessions for other target words.
5.11.2.2 Delayed recall
C6 recalled two new words in spoken form requiring six phonemic and 14
syllable cues to aid recall. He made two phonemic errors in this recall (i.e. target
- sneItl, response = sneIl; target - køÄvOl, response = køÄnOl). C6 also recalled
eight new words in written form and all eight had spelling errors (e.g. target -
CURVOL, response = KURNOL; target - POPKINEL, response = POPKRIN). C6
recognised 18 creature names from both listening and reading tasks with only
one false positive. He demonstrated further learning by matching initial syllables
of 16 new words with their appropriate final syllable.
5.11.2.3 Summary of new learning
C6 demonstrated learning of the new vocabulary by recalling 59% of information
for immediate recall assessments. He recalled 41% of information for delayed
recall assessments demonstrating that he retained 70% of the original learning
in long-term memory. As predicted C6’s word-finding difficulties impacted upon
his learning and while he had some memory difficulties they didn’t prevent him
from learning some of the new vocabulary.
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