A thesis submitted in partial fulfilment of - Queen Margaret University

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The green shading in Table 5.32 indicates where participants have common factors in respect of their learning ability (although not necessarily the only members of a particular grouping). For example, when participants were clustered according to delayed recall scores it was revealed that the same cluster groupings emerged as the original ones, i.e. C2 and C3 had similar original learning scores and also retained similar amounts in long-term memory. Although C10 and C11 did not participate in delayed recall tasks it was shown that C9 was still clustered alone suggesting the same pattern for Cluster 5. The severity of aphasia factor indicates that Cluster 3 and Cluster 4 participants also had similar levels of language severity, whereas only C9 and C10 clustered together for this factor and Clusters 1 and 2 did not retain their original groupings for that factor. The grey shading indicates that the originally formed clusters (i.e. immediate recall clusters) were not grouped together for particular factors (but were present within other groups). For example, C4, C5 and C6 had similar immediate recall scores therefore they were grouped together in Cluster 3. However, only two members of that cluster, C5 and C6, were of a similar age (aged 56;3 and 56;10 months respectively) so they grouped together (green shading). However C4, the other member of Cluster 3 was aged 42;11 which was closer to C11 in age who was aged 45;03, therefore they were clustered together rather than with their original cluster members (grey shading). The cluster analyses above presents C1 as remaining in a cluster alone for age, education and months post-stroke. These were the only factors that distinguished her from the other participants (apart from her learning scores). For all other variables C1 appeared within other groups. The participants in Cluster 2, C2 and C3, grouped together for cognitive abilities, in particular, they had very similar scores for attention, memory, visuospatial skills and nonlinguistic route learning. C5 and C6 from Cluster 3 grouped together for age, number of years educated, depression rating, visuospatial skills and ability to learn the non-linguistic route. All three members of Cluster 3 grouped together 223
for months post-stroke, severity of aphasia and memory. The more frequent grouping of C5 and C6 suggests that they shared more characteristics than C4. Cluster 4 appeared to be a strong cluster where participants grouped for all factors with the exception of age, memory, visuospatial skills and clock drawing skills. The final cluster (five) appeared to be the least coherent of the groups as the participants tended to group together as two rather than three group members at a time with participant C9 being the common participant for all but one of the group’s variables. While the power of the cluster analyses above is not strong it enables qualitative observations and comparisons about the learning behaviour of the participants and their similarities and difference in characteristics and abilities. The factors that tended to fall into groups that reflected the groupings for learning performance were months post-stroke, severity of aphasia, attention, visuospatial skills and the ability to learn the non-linguistic route task. There were a number of factors that did not group people in their original clusters, in particular, executive functions and clock drawing skills. However, no one factor appeared to relate directly to learning ability alone. Quantitative statistical correlations were then used to test hypotheses, derived from the literature and participant learning performance, relating to the factors that were considered to affect the ability of people with aphasia to learn the new vocabulary. P3 was included in the data used to test the first hypothesis (see section 5.5), however, as he did not take part in two tasks for the immediate recall assessment (see section 4.6.3), his performance was not included in the group statistics. 5.18.2 Statistical correlations between learning performance and various participant factors Significance of correlations between the variables highlighted above (see section 5.18.1) is now explored. The variables to be considered are divided into the following categories; personal attributes (see section 5.4.2.1), cognitive 224
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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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assessment tasks (see Table 5.2), w
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5.8.1.1 Personal attributes C3 was
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Page 201 and 202: 5.9.1.4 Rehearsal and consolidation
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Page 207 and 208: any other fictional stories so he w
Page 209 and 210: the reading task. C5 matched eight
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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 and 244: each participant’s relevant data,
Page 245: Table 5.32 Hierarchical cluster ana
Page 249 and 250: Table 5.33 Correlation co-efficient
Page 255 and 256: ecency and primacy effect, however,
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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
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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Page 295 and 296: 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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