A thesis submitted in partial fulfilment of - Queen Margaret University

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Bhogal, S. K., Teasell, R. and Speechley, M. (2003) Intensity of aphasia therapy, impact on recovery. Stroke, vol. 34; 987-993. Bjork, E. L. and Bjork, R. A. (1996) Continuing influences of to-be-forgotten information. Consciousness and Cognition vol. 5; 176-196. Black, M. and Chiat, S. (2003) Linguistics for clinicians. Oxford University Press. London. Boardmaker Picture Index (1996) The Picture Communication Symbols. Mayer-Johnson Co. Bolla-Wilson, K., Robinson, R. G., Starkstein, S. E., Boston, J. and Price T.R. (1989) Lateralization of dementia of depression in stroke patients. American Journal of Psychiatry, vol. 146 (5);627-634. Boyle, M. (1999) What's in a name? not much is it's not well defined. Aphasiology, vol.13 (2); 132- 134. Braisby, N. and Gellatly, A. (2005) Foundations of cognitive psychology. In N. Braisby and A. Gellatly (Eds) Cognitive Psychology. Open University Press. Milton Keynes. Breedin, S. D., Saffran, E. M. and Schwartz, M. F. (1998) Semantic factors in verb retrieval: an effect of complexity. Brain and Language, vol. 63 (1); 1-31. Brindley, P., Copeland, M., Demain, C. and Martyn, P. (1989) A comparison of the speech of ten chronic Broca’s aphasics following intensive and non-intensive periods of therapy. Aphasiology, vol.3 (8);695-707. British National Corpus (1998) http://info.ox.ac.uk/bnc/corpora.html accessed 2001 Bryan, K., Jordan, L., Lock, S., Maxim, J., O'Kelly, D., and Gambrell, E. (2003) Different strokes work after stroke project. http://www.differentstrokes.org.uk Buell, S. J. and Coleman, P. D. (1981) Quantitative evidence for selective dendritic growth in normal human aging but not in senile dementia. Brain Research, vol.214;23-41. Burgio, F. and Basso, A. (1997) Memory and aphasia. Neuropsychologia, vol. 35 (6); 759-766. Butfield, E. and Zangwill, O. L. (1946) Re-education in aphasia: a review of 70 cases. Journal of Neurology, Neurosurgery and Psychiatry, vol. 9; 75-79. Bütefisch, C. M., Hummelsheim, H., Denzler, P., and Mauritz, K. H. (1995) Repetitive training of isolated movements improves the outcome of motor rehabilitation of the centrally paretic hand. Journal of the Neurological Sciences, vol. 130; 59-68. Byng, S. (1993) Hypothesis testing and aphasia therapy. In A. Holland and M. Forbes (Eds) World perspectives on aphasia. Singular Press. San Diego CA. Byng, S. and Black, M. (1995) What makes a therapy? some parameters of therapeutic intervention in aphasia. European Journal of Disorders of Communication, vol. 30; 303-316. Byng, S. and Black, M. (1989) Some aspects of sentence production in aphasia. Aphasiology, vol. 3 (3); 241-263. Callahan, C. D. (2001) The assessment and rehabilitation of executive function disorders. In Johnstone, B. and Stonnington, H. H. (Eds) Rehabilitation of neuropsychological disorders. Psychology Press, Hove. 291
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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 195 and 196:
C3’s narration of the Cinderella
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errors with six out of the 20 new w
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5.9.1.4 Rehearsal and consolidation
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achieved 100% recognition on the li
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Page 207 and 208:
any other fictional stories so he w
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the reading task. C5 matched eight
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some word-finding difficulties with
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pathways), spell words and non-word
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(reading) words she made 15 false p
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and PLC pathways). C8’s speech wa
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C9’s data (see Table 5.26 and Fig
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assessments indicated that she had
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5.15.1.1 Personal attributes C10 wa
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naming. C10 had some difficulties c
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SPOKEN WORD PICTURE WRITTEN WORD Au
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Table 5.31 C11’s detailed perform
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influencing factors (for example, a
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each participant’s relevant data,
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Table 5.32 Hierarchical cluster ana
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for months post-stroke, severity of
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Table 5.33 Correlation co-efficient
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Page 253 and 254:
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ecency and primacy effect, however,
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drawing skills and the ability to l
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with the creation of new neuronal c
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5.8.2.1). Secondly, the participant
Page 263 and 264: 6.3.1.1 The impact of age on the le
Page 265 and 266: education that an individual experi
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
Page 293 and 294: presentation. It was proposed that
Page 295 and 296: participants also lexicalised the n
Page 297 and 298: module and how it communicates with
Page 299 and 300: theory of rehabilitation and in rel
Page 301 and 302: experience in different ways and ch
Page 303 and 304: upon language rehabilitation, for e
Page 305 and 306: the investigation of people with po
Page 307 and 308: Further statistical analyses with a
Page 309 and 310: extend the examination of the abili
Page 311 and 312: task), severity of aphasia and amou
Page 313: References Alexander, M. P. (1994)
Page 317 and 318: Fillingham, J. K., Sage, K. and Lam
Page 319 and 320: Howard and Hatfield (1987) Aphasia
Page 321 and 322: Linebaugh, C. W. (1999) Merging the
Page 323 and 324: Nation, I. S. P. (1983) Teaching an
Page 325 and 326: Scheibel, A., Conrad, T., Perdue, S
Page 327 and 328: Warrington, E. K. and McCarthy (198
Page 329 and 330: Appendix 3.1 Preliminary study one:
Page 331 and 332: Appendix 3.2 (continued) Preliminar
Page 333 and 334: Appendix 3.4a Preliminary study two
Page 335 and 336: Appendix 3.6 Stimuli used for the m
Page 337 and 338: Appendix 3.6 (continued) Stimuli us
Page 339 and 340: Appendix 4.1 Methods of learning ne
Page 341 and 342: Appendix 4.2 Hospital Anxiety and D
Page 343 and 344: Appendix 4.2 (Continued) Hospital A
Page 345 and 346: Appendix 4.4 Non-linguistic learnin
Page 347 and 348: Appendix 4.5 Language screening ass
Page 349 and 350: Appendix 4.6 Familiar, trained and
Page 351 and 352: Appendix 4.8 Examples of written an
Page 353 and 354: APPENDIX 5.2 Participant consent fo
Page 355 and 356: Appendix 5.3 (Continued) Narrations
Page 357 and 358: Appendix 5.3 (Continued) Narrations
Page 359 and 360: Appendix 5.4 (continued) Hierarchic
Page 365 and 366:
Appendix 5.5 (continued) Group corr
Page 367 and 368:
Appendix 5.5 (continued) Group corr
Page 369:
Appendix 5.7 Total recall of tasks
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