A thesis submitted in partial fulfilment of - Queen Margaret University

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syllables with correct final syllables. C8 further demonstrated his learning by matching 12 names to target pictures (listening) and 13 in reading format. Table 5.25 C8’s detailed performance on learning new vocabulary Assessment (type) Raw score Assessment (type) Raw score IR DR IR DR CR – NAME (S) 5 2 Read aloud (R) 14 1 CR – NAME (W) 13 6 W-P match – NAME (L) 12 6 CR – SKILL (S/W) 0.5 0 W-P match – NAME (R) 13 9 CR – HABITAT (S/W) 5 7 W-P match – SKILL (L) 11 5 CR – FOOD (S/W) 4 6 W-P match – SKILL (R) 6 4 Recognition (L) 13 14 Categorisation– 8 7 HABITAT/FOOD (P) Recognition (R) 11 7 Categorisation– 11 3 HABITAT/FOOD (R) P-S match (P) 17 15 Syllable completion (R) 11 10 TOTAL SCORE 154.5 102 5.13.2.2 Delayed recall C8 recalled two words in spoken form in response to nine spoken syllable cues and recalled six in written form. He also matched 6 new words (listen) and nine new words (reading) to the correct image. C8 recognised 14 (listening) and 11 (reading) words as known to him and made three false positive responses for this task. He also demonstrated memory for the new word forms by correctly matching 15 images to the correct number of syllables and matched 10 initial syllables to final syllables. This indicated that C8 had retained some of the new vocabulary that he had learned. 5.13.2.3 Summary of new learning C8 recalled 48% of information learned for immediate recall assessments. He recalled 32% in delayed recall assessments indicating that he had retained 66% of original information learned in long-term memory. C8 made some false recognition errors perhaps slightly overestimating his learning ability. As predicted C8 had a lot of difficulty demonstrating his learning in spoken format. 201
5.14 PARTICIPANT C9 Participant C9’s personal profile is presented in Table 5.26. She presented with severe upper and lower limb hemiparesis (dominant hemisphere) and used a wheelchair and stair lift to mobilise. She lived alone with social services help for activities of daily living. C9 had a history of severe depression and received electro-current therapy treatment following her stroke. Table 5.26 C9’s personal, medical, language and cognitive data Personal details Language screening Word N-word scores Gender F Listening lexical decision 7 7 Age 57;07 Repetition 6 1 Education (yrs) 11 Reading lexical decision 8 7 Pre-morbid employment – Read aloud 3 0 School dinner lady and cleaner Months post-stroke 114 Spelling 0 0 Stroke details - Left fronto-parietal Categorisation 15 15 15 and Right internal capsule infarct HADs anxiety 14 Naming 5 HADs depression 10 CLQT language 18 Severe Independent learning 85mins Aphasia score 89 66.9% Cognitive sub-test scores on CLQT Stepping-stone Route Attention Memory Executive function Visuospatial skills Clock drawing Non-linguistic learning 60 74 17 50 0 18 Moderate Severe Moderate Moderate Severe 100% 5.14.1 Predictive factors for learning new vocabulary The various factors for determining predictors of new learning are discussed in section 5.4.2 and are evaluated below for C9 with reference to the data in Table 5.26. 202
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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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of new vocabulary where both the wo
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syllables in each word, therefore t
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vocabulary; facilitate the demonstr
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methodology developed and used in t
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Chapter 3 Preliminary Studies 3.1 I
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for the main investigation by the n
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3.2.1.4 Delayed recall Approximatel
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written recall assessment task (par
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indicates a large reduction of item
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ehearsal taking place prior to the
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one were discussed with each partic
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Graph 3.2 Comparison of number of i
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As with preliminary study one, part
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during the training session, some p
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3.5 PRELIMINARY STUDY FOUR This stu
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Fifty four percent of participants
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preliminary studies the British Nat
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where main investigation participan
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perhaps reduce the number of items
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preliminary studies as described in
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emember the route taking them from
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4.3 TRAINING SESSION PROCEDURE Each
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4.3.2.1 Training of stimuli: phonol
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assessments was administered both i
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to match the name and skill present
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4.4.3 Results of P1’s post-traini
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Table 4.4 Pilot Study One Total raw
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session. This reflected the general
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4.4.5 Summary of pilot study one Pi
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4.5.2 Results of P2’s performance
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P2 recalled 14 (70%) of the new wor
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demonstrate this learning during im
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4.6.3 Methodological issues A numbe
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would be asked not to repeat the wo
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4.8 CHAPTER SUMMARY The three pilot
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Chapter 5 Main Investigation 5.1 IN
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- The medical stability of particip
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The methodology for the training an
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(i.e. C1, P3 and C2) remained the t
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the immediate recall was not the sa
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Table 5.5 Characteristics of error
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scores (Zigmond and Snaith, 1983) a
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expected that younger participants
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Page 177 and 178: SPOKEN WORD PICTURE WRITTEN WORD Au
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Page 231 and 232: 5.15.1.1 Personal attributes C10 wa
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Page 237 and 238: SPOKEN WORD PICTURE WRITTEN WORD Au
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Page 273 and 274: (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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