A thesis submitted in partial fulfilment of - Queen Margaret University

provided flexibility not only for spoken demonstration of the new vocabulary but
also in other ways (such as word-picture and written syllable matching). This
facilitated the demonstration of learning by participants unable to respond to
assessments using either spoken or written format due to the severity of their
aphasia.
6.5.3 Measurement of learning
Tasks relating to the cognitive neuropsychology model were used to establish
baseline assessments as well as immediate and delayed assessments to
demonstrate the learning and retention of the new vocabulary.
6.5.3.1 Baseline measures
Although the originality of the stimuli had been established in preliminary and
pilot studies (see Chapter 3 and Chapter 4) it was important to obtain a baseline
measure for learning to confirm the originality of the stimuli for participants. This
involved a listening and reading recognition task and also enabled the practise
of assessment tasks, thus reducing task artefact. These tasks also provided
qualitative data, which informed the main investigation findings. For instance if
participants could copy the written word and draw the creature image then it was
assumed that they had adequate visuospatial skills for participation in the main
investigation. Baseline measures also recorded when participants made false
recognition responses for non-words and for such participants their performance
on post-training recognition assessment tasks were noted with caution (for
example, C11 who presented with false positives and negatives in both baseline
and training assessment recognition tasks).
6.5.3.2 Facilitate the demonstration and measurement of new learning
Assessment tasks were devised for the main investigation, which also aimed to
target the various modules and pathways of the cognitive neuropsychology
model. These tasks facilitated the demonstration of learning for participants with
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