A thesis submitted in partial fulfilment of - Queen Margaret University

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McCloskey, M. (2004) Does Harley have a point? comments on Harley’s: does cognitive neuropsychology have a future? Cognitive Neuropsychology, 21 (1); 37-39. McDonald, S., Togher, L., and Code, C. (1999) Traumatic brain injury and communicaion disorders. Psychology Press, Hove. McNeil, M. R. and Pratt, S. R. (2001) Defining aphasia: some theoretical and clinical implications of operating from a formal definition. Aphasiology, vol. 15(10/11); 901-911. McNeil, M. R., Odell, K. and Tseng, C. H. (1991) Toward the integration of resource allocation into a general theory of aphasia. Clinical Aphasiology, vol. 20; 21-39. Meinzer, M., Djundja, D., Barthel, G. Elbert, T., and Rockstroh, B (2005) Long-term stability of improved language functions in chronic aphasia after constraint-induced aphasia therapy. Stroke, vol. 36; 1462-1466. Meinzer, M., Elbert, T., Wienbruch, C., Djundja, D., Barthel, G. and Rockstroh, B. (2004) Intensive language training enhances brain plasticity in chronic aphasia. BMC Biology, vol. 2: 20 Merzenich, M., Jenkins, W. M., Johnston, P., Schreiner, C., Miller, S. L., and Tallal, P. (1996) Temporal processing deficits of language-learning impaired children ameliorated by training. Science, vol. 271; 77-81. Mesulam (1998) From sensation to cognition. Brain, vol. 121; 1013-1052. Miceli, G., Capasso, R., Daniele, A., Esposito, T., Magarelli, M. and Tomaiuolo, G. (2000) Selective deficit for people’s names following left temporal damage: an impairment of domain-specific conceptual knowledge. Cognitive Neuropsychology, vol. 17 (6); 489-516. Michallet, B., Tétreault, S. and Le Dorze, G. (2003) The consequences of severe aphasia on the spouses of aphasic people: a description of the adaptation process. Aphasiology, vol. 17 (9); 835- 859. Morgan, K., Kadom, N., Sawaki, L., Tessitore, A., Ohayon, J., McFarland, H., Frank, J., Martin, R. and Cohen, L. G. (2004) Training-dependent plasticity in patients with multiple sclerosis. Brain, vol. 127; 2506-2517. Muntner, P., Garrett, E., Klag, M. J., and Coresh, J. (2002) Trends in stroke prevalence between 1973 and 1991 in the US population 25 to 74 years of age. Stroke, vol. 33; 1209-1213. Murray, L. L. (2004) Cognitive treatments for aphasia: should we and can we help attention and working memory problems? Journal of Medical Speech-Language Pathology, vol. 12 (3); xxv-xi Murray, L. L. (1999) Attention and aphasia: theory, research and clinical implications. Aphasiology, vol. 13(2); 91-111. Mykletun, A., Stordal, E., and Dahl, A. (2001) Hospital anxiety and depression (HAD) scale: factor structure, item analyses and internal consistency in a large population. British Journal of Psychiatry, vol. 179; 540-544. Nakayama, H., Jørgensen, H. S., Raaschou, H. O. and Olsen, T. S. (1994) The influence of age on stroke outcome: the Copenhagen stroke study. Stroke, vol. 25; 808-813. Naeser, A. M., Helm-Estabrooks, N., Haas, G., Auerbach, S. and Sprinivasan, M. (1987) Relationship between lesion extent on Wernicke’s area on computer tomographic scan and predicting recovery of comprehension in Wernicke’s aphasia. Archives of Neurology, vol. 44; 73-82. Nation, I. S. P. (1990) Teaching and learning vocabulary. Heinle and Heinle, Boston, MA. 299
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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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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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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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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
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education that an individual experi
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unethical, even perhaps illegal, to
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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 and 316: Candia, V., Schafer, Th., Taub, E.,
Page 317 and 318: Fillingham, J. K., Sage, K. and Lam
Page 319 and 320: Howard and Hatfield (1987) Aphasia
Page 321: Linebaugh, C. W. (1999) Merging the
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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