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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 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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5.8.1.1 Personal attributes C3 was
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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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5.9.1.1 Personal attributes C4 was
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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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5.10.1.1 Personal attributes C5 was
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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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5.11.1.1 Personal attributes C6 was
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some word-finding difficulties with
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5.12 PARTICIPANT C7 Participant C7
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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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5.13.1.1 Personal attributes C8 was
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and PLC pathways). C8’s speech wa
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5.14 PARTICIPANT C9 Participant C9
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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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5.16 PARTICIPANT C11 Participant C1
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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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Table 5.35 Correlation co-efficient
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Table 5.39 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
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theories on the negative effects of
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(CLQT) was developed as a screening
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- Page 279 and 280: 320). Additionally, the CLQT indica
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- Page 289 and 290: assessing the learning of new vocab
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- Page 295 and 296: participants also lexicalised the n
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- Page 307 and 308: Further statistical analyses with a
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- 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 and 322: Linebaugh, C. W. (1999) Merging the
- Page 323 and 324: Nation, I. S. P. (1983) Teaching an
- Page 325: Scheibel, A., Conrad, T., Perdue, S
- 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
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- Page 339 and 340: Appendix 4.1 Methods of learning ne
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- Page 355 and 356: Appendix 5.3 (Continued) Narrations
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- Page 359 and 360: Appendix 5.4 (continued) Hierarchic
- Page 361 and 362: Appendix 5.4 (continued) Hierarchic
- Page 363 and 364: Appendix 5.4 (continued) Hierarchic
- Page 365 and 366: Appendix 5.5 (continued) Group corr
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