A thesis submitted in partial fulfilment of - Queen Margaret University

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It is clear from the dendrogram in Figure 5xiv above that the interpretation of which clusters are formed is subjective. For example, groups could be formed using the red line, which would create two clusters, C10, C11 and C9 forming one group, and all other participants forming another. Similarly, the green line could form yet another set of clusters. However, the groups indicated by the blue line were chosen for this investigation since the closer a group is to zero, the more similar the members of the group are, therefore, these groups suggest more similar abilities and attributes than other group choices. Table 5.32 below presents the five participant clusters that emerged from the hierarchical cluster analysis using immediate recall scores (See Appendix 5.4a). In the top row, the initial clusters formed by applying the immediate recall learning scores of participants to the cluster analysis (representing the learning ability of each participant) (See Appendix 5.4a). As can be seen in Table 5.32 there was only one participant (C1) in Cluster 1. She achieved the highest score of all 12 main investigation participants. Cluster 2 contained participants C2 and C3 as they achieved similar scores. Cluster 3 contained three participants (C4, C5 and C6). Participants C7 and C8 formed Cluster 4 and the fifth cluster contained C9, C10 and C11 who were the three lowest scoring participants. The various other factors that were examined using cluster analysis are also presented and the individual dendrograms for each factor are presented in Appendix 5.4. In order to make comparisons, each member is presented in Table 5.32 in the column of their respective immediate recall cluster (for example, C1 is always presented in Cluster 1, C11 always in Cluster 5). The objective of this analysis was to identify what factors participants who were clustered together, as a result of similar learning levels (immediate recall scores), also had in common, in order to ascertain if particular factors could be attributed to be shown to impact upon participant learning ability. 221
Table 5.32 Hierarchical cluster analyses Comparison of various clusters with initial immediate recall score groupings Variables Cluster 1 Cluster 2 Cluster 3 Cluster 4 Cluster 5 Immediate C1 (318) C2 (284) C7 (155) recall clusters C3 (266) C8 (154.5) Delayed recall C1 (263.5) C2 (188) C3 (210.5) C4 (215) C5 (199) C6 (189.5) C4 (144) C5 (159) C6 (132) C4 (515) Age (months) C1 (473) C2 (407) C3 (651) C5 (675) C6 (682) Education C1 (21.5) C2 (17) C4 (14) (years) C3 (13) C5 (13) C6 (13) Months poststroke C1 (66) C2 (39) C4 (13) C3 (96) C5 (20) C6 (13) HADs rating C1 (6) C2 (4) C4 (1) anxiety C3 (10) C5 (6) C6 (16) HADs rating depression Severity aphasia of C1 (4) C2 (4) C4 (1) C3 (1) C5 (10) C6 (10) C1 (124) C2 (99.5) C3 (124.5) Attention C1 (203) C2 (197) C3 (185) Memory C1 (163) C2 (129) C3 (133) Executive functions Visuospatial skills Clock drawing skills Non-linguistic route C1 (30) C2 (30) C3 (24) C4 (120) C5 (127.5) C6 (119.5) C4 (122) C5 (148) C6 (184) C4 (128) C5 (129) C6 (133) C4 (25) C5 (20) C6 (28) (n) = total raw score data Green shading = grouped together as in immediate recall clusters Grey shading = original clusters not formed C7 (110.5) C8 (102) C7 (615) C8 (668) C7 (12) C8 (11) C7 (29) C8 (5) C9 (76) C10 (50) C11 (49) C9 (56) C9 (691) C10 (722) C11 (543) C9 (11) C10 (9) C11 (15) C9 (114) C10 (146) C11 (23) C7 (5) C10 (16) C8 (5) C9 (14) C11 (12) C7 (4) C8 (3) C9 (10) C10 (16) C11 (5) C7 (97) C11 (68) C8 (99) C9 (89) C10 (91) C9 (60) C7 (180) C8 (195) C7 (101) C8 (114) C7 (25) C8 (26) C10 (126) C11 (124) C9 (74) C10 (117) C11 (56) C9 (17) C10 (23) C11 (6) C1 (99) C2 (103) C5 (93) C7 (94) C10 (72) C3 (88) C4 (79) C8 (99) C9 (50) C6 (82) C11 (41) C1 (12) C2 (13) C4 (10) C7 (12) C10 (8) C3 (13) C5 (0) C8 (10) C9 (0) C6 (7) C11 (1) C1 (18) C2 (18) C4 (18) C7 (17) C9 (18) C3 (18) C5 (13) C8 (18) C10 (6) C6 (14) C11 (0) 222
Page 1 and 2:
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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assessment tasks (see Table 5.2), w
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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
Page 223 and 224: and PLC pathways). C8’s speech wa
Page 227 and 228: C9’s data (see Table 5.26 and Fig
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Page 231 and 232: 5.15.1.1 Personal attributes C10 wa
Page 233 and 234: 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: each participant’s relevant data,
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Page 249 and 250: Table 5.33 Correlation co-efficient
Page 255 and 256: ecency and primacy effect, however,
Page 257 and 258: drawing skills and the ability to l
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
Page 285 and 286: person with aphasia only ever produ
Page 287 and 288: 6.4.2 Methodology As previous resea
Page 289 and 290: assessing the learning of new vocab
Page 291 and 292: provided flexibility not only for s
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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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