A thesis submitted in partial fulfilment of - Queen Margaret University

abilities (see section 5.4.2.2), language ability (see section 5.4.2.3) and learning
strategies (see section 5.4.2.4). The contribution of the methodology to the
scores of participants will also be noted i.e. stimuli and task (see section 5.18).
5.18.2.1 Personal attributes
The variables that were considered under the heading of ‘personal attributes’
include age of participants, number of years in education, HADs anxiety and
depression self-rating and number of months post-stroke. The following
hypotheses were tested by the statistical analysis:
Hypothesis two Age correlates negatively with the recall of new vocabulary
therefore older participants will learn less new vocabulary
than younger ones (see section 2.6.1.1).
Hypothesis three The number of years in education correlates positively with
the recall of new vocabulary therefore participants with more
years education will learn more new vocabulary than those
with less educational experience (see section 2.6.1.2).
Hypothesis four The number of months post-stroke correlates positively with
the recall of new vocabulary therefore participants who are
longer post-stroke will learn more vocabulary than those who
are earlier post-stroke (see section 5.4.2)
Hypothesis five A self-rating of anxiety correlates negatively with the recall of
new vocabulary therefore more anxious participants will learn
less new vocabulary than those without anxiety (see section
2.6.3.2).
Hypothesis six A self-rating of depression correlates negatively with the
recall of new vocabulary therefore participants experiencing
depression will learn less new vocabulary than those without
depression (see section 2.6.3.2)
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