A thesis submitted in partial fulfilment of - Queen Margaret University

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Table 5.29 C10’s detailed performance on learning new vocabulary Assessment (type) Raw score Assessment (type) Raw score IR DR IR DR CR – NAME (S) 0 Read aloud (R) 0 CR – NAME (W) 0 W-P match – NAME (L) 9 CR – SKILL (S/W) 0 W-P match – NAME (R) 8 CR – HABITAT (S/W) 4 W-P match – SKILL (L) 7 CR – FOOD (S/W) 5 W-P match – SKILL (R) 1 Recognition (L) 0 Categorisation– 6 HABITAT/FOOD (P) Recognition (R) 0 Categorisation– 3 HABITAT/FOOD (R) P-S match (P) 3 Syllable completion (R) 4 TOTAL SCORE 50 5.15.2.2 Summary of new learning C10 recalled 16% of information for immediate recall assessment. Consideration of the element of chance the data was analysed, in particular her performance in session two. C10 was able to match the new words with their accurate picture for all five words (both listening and reading) (MAYTOR, JUNFLIZ, PONCHINO, FEETOKEL and LUNDRIL) and for three of them she identified their skills (MAYTOR, FEETOKEL and LUNDRIL) and two of these also identified their habitat and food (MAYTOR and FEETOKEL). It is not clear why C10 demonstrated her ability to learn the new words in this particular session but had difficulty in the other three sessions as each session had identical procedures. Whatever the reason C10 demonstrated the ability for learning some of the new words despite the severity of her aphasia. 211
5.16 PARTICIPANT C11 Participant C11’s personal profile is displayed in Table 5.30. She lived with her husband and five children. She presented with moderate residual hemiparesis (dominant hemisphere). Since her stroke C11 had been reluctant to leave her home and had just begun to attend a stroke group at the time of the investigation. Table 5.30 C11’s personal, medical, language and cognitive data Personal details Language screening Word N-word scores Gender F Listening lexical decision 6 5 Age 45;03 Repetition 0 0 Education (yrs) 15 Reading lexical decision 6 8 Pre-morbid employment - bookbinder Read aloud 0 0 Months post-stroke 23 Spelling 0 0 Stroke details -Left middle cerebral Categorisation 15 15 13 artery aneurism (multiple) HADs anxiety 12 Naming 0 HADs depression 5 CLQT language 1 Severe Independent learning 60mins Aphasia score 68 51% Cognitive sub-test scores on CLQT Stepping-stone Route Attention Memory Executive function Visuospatial skills Clock drawing Non-linguistic learning 124 56 6 41 1 0 Moderate Severe Severe Severe Severe 0% 5.16.1 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 C11 with reference to the data in Table 5.30. 212
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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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5.4.2.3 Severity of aphasia While t
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5.5 PARTICIPANT C1 Participant C1
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SPOKEN WORD PICTURE WRITTEN WORD Au
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written form again without the aid
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vocabulary than younger participant
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Page 187 and 188: 5.7.1.1 Personal attributes C2 was
Page 189 and 190: GOB pathways). C2’s speech was ch
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Page 195 and 196: C3’s narration of the Cinderella
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Page 201 and 202: 5.9.1.4 Rehearsal and consolidation
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Page 215 and 216: 5.12 PARTICIPANT C7 Participant C7
Page 217 and 218: pathways), spell words and non-word
Page 219 and 220: (reading) words she made 15 false p
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Page 225 and 226: 5.14 PARTICIPANT C9 Participant C9
Page 227 and 228: C9’s data (see Table 5.26 and Fig
Page 229 and 230: assessments indicated that she had
Page 231 and 232: 5.15.1.1 Personal attributes C10 wa
Page 233: naming. C10 had some difficulties c
Page 237 and 238: SPOKEN WORD PICTURE WRITTEN WORD Au
Page 239 and 240: Table 5.31 C11’s detailed perform
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Page 243 and 244: each participant’s relevant data,
Page 245 and 246: Table 5.32 Hierarchical cluster ana
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Page 249 and 250: Table 5.33 Correlation co-efficient
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Page 259 and 260: with the creation of new neuronal c
Page 261 and 262: 5.8.2.1). Secondly, the participant
Page 263 and 264: 6.3.1.1 The impact of age on the le
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Page 267 and 268: unethical, even perhaps illegal, to
Page 269 and 270: assessment and treatment of emotion
Page 271 and 272: theories on the negative effects of
Page 273 and 274: (CLQT) was developed as a screening
Page 275 and 276: 6.3.3.2 The impact of memory on the
Page 277 and 278: (executive scores of moderate, mild
Page 279 and 280: 320). Additionally, the CLQT indica
Page 281 and 282: 6.3.4.1 Pre-training language scree
Page 283 and 284: 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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