A thesis submitted in partial fulfilment of - Queen Margaret University

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5.18 FACTORS AFFECTING THE LEARNING OF NEW VOCABULARY As discussed above, various factors were considered likely to have affected the learning of new vocabulary by the participants with aphasia. An exploratory statistical method was chosen to identify groups of participants who exhibited similar characteristics related to these potentially influencing factors. The immediate recall scores of participants were initially chosen for this analysis as these scores reflected the learning performance of each individual (whereas the delayed recall scores reflected the retention of newly learned vocabulary). As individual cluster groups were not pre-determined and the data sample was less than 200 a hierarchical cluster analysis was applied to the group results for total immediate recall raw scores (see Table 5.1). Following this, hierarchical cluster analyses were conducted for all variable factors (personal attributes, cognitive abilities, severity of aphasia and non-linguistic learning). This data was evaluated to ascertain how variables clustered participants into particular groups. The findings are discussed in relation to the learning of new vocabulary by the aphasic participants. Following these analyses, hypotheses were formed in consideration of the literature and the various performances of participants. These hypotheses were then tested with the aim of forming predictions regarding the ability of individuals in the wider population of people with aphasia to learn new vocabulary. Each hypothesis was tested using quantitative correlation statistics as well as qualitative observations. The normality of the data was assessed and twelve of the data sets were found to have normal distributions. Two factors (non-linguistic learning and executive function) were skewed and were not normally distributed. However, as most parametric tests are reasonably robust, they can tolerate a certain amount of deviation from parametric assumptions. Therefore, it was considered that parametric assumptions were largely satisfied and a Pearson correlation coefficient was chosen to test the hypotheses (see section 5.18.2). These hypotheses were evaluated by correlating the data from Table 5.1 with 219
each participant’s relevant data, i.e. personal attributes, cognitive abilities, severity of aphasia and learning strategies, for both the immediate and delayed recall assessments. Tasks and stimuli are also evaluated and the inter-session reliability is noted. 5.18.1 Hierarchical cluster analyses As described in 5.18, a hierarchical cluster analysis was performed for the total raw scores of all participants (immediate recall) using SPSS for Windows (2003) programme to ascertain if groups of participants with similar scores emerged. Following this, hierarchical cluster analyses were performed to discover whether participants who were grouped together for learning performance also clustered together for other attributes, i.e. amount of newly learned information retained (i.e. delayed recall), age, years in education, emotional status, cognitive abilities, severity of aphasia and learning strategies). C A S E 0 5 10 15 20 25 Label Num +---------+---------+---------+---------+---------+ C7 C8 7 òûòø 8 ò÷ ùòòòòòòòòòòòòòòòòòø C5 5 òø ó ó C6 6 òôò÷ ùòòòòòòòòòòòòòòòòòòòòòòòòòòòø C4 4 ò÷ ó ó C2 2 òûòø ó ó C3 3 ò÷ ùòòòòòòòòòòòòòòòòò÷ ó C1 1 òòò÷ ó C10 10 òø ó C11 C9 9 ò÷ 11 òôòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòòò÷ Figure 5xiv Hierarchical cluster analysis Dendrogram using Average Linkage (Between Groups) 220
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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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was non-fluent with many repetition
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emembering 49% of information origi
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5.7.1.1 Personal attributes C2 was
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GOB pathways). C2’s speech was ch
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Page 215 and 216: 5.12 PARTICIPANT C7 Participant C7
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Page 237 and 238: SPOKEN WORD PICTURE WRITTEN WORD Au
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Page 261 and 262: 5.8.2.1). Secondly, the participant
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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
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Page 281 and 282: 6.3.4.1 Pre-training language scree
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Page 285 and 286: person with aphasia only ever produ
Page 287 and 288: 6.4.2 Methodology As previous resea
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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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A thesis submitted in partial fulfilment of - Queen Margaret University

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