A thesis submitted in partial fulfilment of - Queen Margaret University

of neuronal connections. Learning approaches can provide further tools for
addressing this in using, for example, the reduction of cognitive load on patients
through the use of a staggered learning approach and the employment of an
errorless learning paradigm in order to promote only accurate responses and
inhibit impaired productions of speech. In addition the provision of time within
language rehabilitation to rehearse and consolidate the stimuli, perhaps
supported by errorless learning, may also promote accurate language
restitution. Such approaches may contradict some therapeutic approaches
where participants are encouraged to guess correct responses. However the
danger of creating and strengthening maladaptive connections through
repetition and rehearsal of incorrect responses can only serve to reduce the
functional impact of therapy and the creation of patterns of accurate responses.
Clinical studies have been supplemented and expanded by computer model
approaches which have sought to mimic patterns of recovery observed in
language rehabilitation and which in time could inform the language therapy
process(es) (Harley, 2004; Robertson, 1999; Robertson and Murre, 1999).
6.6.3 Prognostic factors
The literature has identified a number of prognostic factors that are generally
considered to impact upon the recovery of aphasia (see section 2.6). This
investigation has also examined these factors in relation to the ability of people
with aphasia to learn new vocabulary (see section 6.3). The same factors that
affect the recovery from aphasia appear to affect the demonstration new
vocabulary learning. These factors could be considered when assessing the
potential of individuals to recover from aphasia. Additionally, where language
recovery appears to have reached a plateau in individuals (i.e. progress
ceases), it may be important to identify such factors that may be contributory
elements impeding further language restitution. Identification of those factors
that affect both recovery from aphasia and new learning for specific individuals
could encourage clinicians to address particular difficulties before embarking
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