A thesis submitted in partial fulfilment of - Queen Margaret University

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Darley, F.L. (1982) Aphasia. W. B. Saunders. P. A. Philadelphia. Darley, (1972) The efficacy of language rehabilitation in aphasia. Journal of speech and hearing disorders, vol. 37; 3-21. Davis, G. A. (1993) Principles of treatment. A survey of adult aphasia and related language disorders. Prentice-Hall. Englewood Cliffs, N. J. Dawson, D. R. and Chipman, M. (1995) The disablement experienced by traumatically brain-injured adults living in the community. Brain Injury, vol. 9; 339-353. Deary, I. J. (2001) Intelligence: a very short introduction. Oxford University Press. New York. de Groot, A. M. B. and Kiejzer, R. (2000) What is hard to learn is easy to forget: The roles of word concreteness, cognate status, and word frequency in foreign-language vocabulary learning and forgetting. Language Learning, vol. 50 (1); 1-56. de Riesthal, M. and Wertz, R. T. (2004) Prognosis for aphasia: relationship between selected biographical and behavioural variables and outcome and improvement. Aphasiology, vol. 18 (10); 899-915. Doesborgh, S. J. C., van de Sandt-Koenderman, W. M. E., Dippel, D. W. J., van Harskamp, F., Koudstaal, P. J., and Visch-Brink, E. G. (2002) The impact of linguistic deficits on verbal communication. Aphasiology, vol.16 (4/5/6); 413-423. Downes, J. J., Kalla, T., Davies, A. D. M., Flynn, A., Ali, H., and Mayes, A. R. (1997) The preexposure technique: a novel method for enhancing the effects of imagery in face-name association learning. Neuropsychological Rehabilitation, vol. 7(3); 195-214. Elbert, T., Candia, V. Altenmüller, E., Rau, H., Sterr, A., Rockstroh, B., Pantev, C. and Taub, E. (1998) Alteration of digital representations in somatosensory cortex in focal hand dystonia. NeuroReport, vol. 9; 3571-3575. Elbert, T., Pantev, C., Weinbruch, C., Rockstroh, B., and Taub, E. (1995) Increased cortical representation of the fingers of the left hand in string players. Science, vol. 270; 305-307. Ellis-Hill, C. S. and Horn, S. (2000) Change in identity and self-concept: a new theoretical approach to recovery following a stroke. Clinical Rehabilitation, vol. 14; 279-287. Ellis, A. W. and Young, A. W. (1996) Human cognitive neuropsychology. Psychology Press, Hove. Enderby, P. and Emerson, J (1995) Does speech and language therapy work? A review of the literature. Whurr Publishers Ltd. UK. Enderby, P. and Petheram, B. (2002) Has aphasia therapy been swallowed up? Clinical Rehabilitation, vol. 16; 604-608. Evans, J. J., Wilson, B. A., Schuri, U., Andrade, J., Baddeley, A., Bruna, O., Canavan, T., Della Sala, S., Green, R., Laaksonen, R., Lorenzi, L., and Taussik, I. (2000) A comparison of "errorless" and "trial-and-error" learning methods for teaching individuals with acquired memory deficits. Neuropsychological Rehabilitation, vol. 10 (1); 67-101. Ferguson, A. (1999) Learning in aphasia therapy: it's not so much what you do, but how you do it! Aphasiology, vol. 13 (2); 125-132. Fifer, W. P. and Moon, C. M. (1994) The role of mother's voice in the organization of brain functions in the newborn. Acta Paediatrica, vol. 83; 86-93. 293
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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
Page 191 and 192:
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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Page 217 and 218:
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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Page 227 and 228:
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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Page 237 and 238:
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
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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 and 314: References Alexander, M. P. (1994)
Page 315: Candia, V., Schafer, Th., Taub, E.,
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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