A thesis submitted in partial fulfilment of - Queen Margaret University

More documents

Recommendations

Info

Appendix 5.3 Narrations of Cinderella story by participants (broad transcription of spoken and written formats) (unw – unintelligible word ; ilw – illegible word) in brackets [assessor] 5.3a C1 Spoken narration eh Cinderella was eh a princess but she was made to do the tSItS´n the tSItS´n duties and eh washing the floor and eh..em…..cleaning up and ……em doing the washing up and ….em well the ugly sisters ewre out em….she made…em…em..the fairy godmother appeared and em granted her three wishes and ……em…and…and….em…em..and…em…em..eh a ball was her final wish and em em she must em Cinderella must be out of the clock em out of the em clock by eh twelve midnight and em…em and the em…g..g..eh they had em carriages the eh little mice drew and they were transformed into humans and em when they got to the ball she danced with the prince and at midnight em she left hurriedly and em….ran out to…eh..coach…eh…em but the prince…em….em…spotted her shoes and came and looked for her and…eh…..found her and they got married. Written narration Cenceller was a princeess, but she was treated like a servant. When the ugly sisters are wasere out, a Fairy Godmother appeared and granted her three wishes. She would like to go to the ball and so ? her fairy Godmother fixed it. A pumpkin was made in to a coach, rat became humans payboys and she made a beauifit dress. Her Fairy Godmother be back at midnight. So she went to a ball almost forgetting to be back at midnight. She was dancing with a prince and rushed out and one of her shoes ?? get leave lif behind. The prince found it and came looking for her and get married. found her. and they were married. 5.3b P3 Spoken narration Eh eh is Cinderella and it’s the good fairies, the good fairies and they are two good fairies, the one good fairy and two things against them. Yeh, and eh yeh [yeh], it’s the, it’s the, the…..and and the good fairy is the f…f..the f..I can’t say it very well today. I don’t know. I (unw) today ……[just do your best]. Yeh, the good fairy was in the is in the was in the …good fairy…ah I can’t say it again. I can’t say it this way…[so there was Cinderella…..] the good fairy and two bad ones [right] they are, the two are going to the ball, and they are going to the ball and this one is going not to the ball and then they goings to the ball with. The fe the fe the fe the fe the fe fffairy and thing was there and he was [out of breath] and he was taking the thing to the fairy and then ehee…..he wasn’t …..he went to the ball with the and the good fairy and he was seven, seven, ‘ah for crying out loud’ [so how did they get to the ball] they got to the ball with the fairy the fairy godmother and and the coaches and things. And then he goes to the ball and then he comes back from the ball…..himself….goes to the ball himself….and he goes to the ball…that’s right…then he goes yes to the ball. [and what happened at the ball]..well to the ball…and he goes to the ball for till sesesesesen midnight and he goes tp, then he goes to the ball himself, he goes and the good the good the good princess the prince and there’s a goes to the ball and he comes into the ball and he finds to the ball…and dear me that is terrible….and he was to the ball and comes to…..and he finds the ball that the good fairy is a little boy or a girl [grand] and then he and he marries him. Written narration (P3 crossed out some words as below) Cindella + 2 ilw two sisters, ilw Prince Gold silver slipper all ilw metulbic suetal ilw 331
Appendix 5.3 (Continued) Narrations of Cinderella story by participants (broad transcription of spoken and written formats) (unw – unintelligible word ; ilw – illegible word) in brackets [assessor] 5.3c C3 Spoken narration She was un ……well, she wasn’t an orphan….oh aye, she was. She was an orphan. She’s had a father an accident…I think it’s the horse….eh…oh eh ssCinderella was a step mother had two daughters and Cinderella was the orphan and buttons helped her. She was in the kitchen and……eh….the wood eh the garden up the stick and he she eh kø come came across was a prince but he was inconik..incognito. ah oh..oh for gods sake…[what happened then?] eh..oh for gods sake..then..they had a ball and her ssisters sep step sisters gurrr eh she carried out O: eh dresses for her sister sisters em…she was done eh sts sli..ts..oh come on…s sweeping up the floor she was dO: done eh…trodden eh…I’m no getting to the ball and the b eh fairy godmother eh cam an whisk no the pumpkin and eh the mice and oh don’t know what the kœ®´ eh the….fairy godmother wen oh wanted to eh the Cinderella was in white…oh god and the carriage pømpIn and the …I don’t know carrots oh sh after they went to the ball…for gods sake.. lovely eh oh beautiful dress..the oh lots of stairs ah..he…was the oh the prince prince? was enchanted by her and they danced n danced oh the….clock ssstI started to…no..12 o’clock “oh I must get back to the carriage”..the..oh her sisters was oh the tSË was..oh whats the word…oh….left the shoe the prince caught it…eh….the Cinderella was in the coach…and…the prince’s getting eh..eh..married what thed shoe the lady that lost the shoe..and the se stepsisters was “oh no, I want no”. the s prince no..the..eh prince is dev devastated an..oh god.the buttons said “I’ll know..i know the girl “Cinderella…oh..come..oh..se step sister “oh no, no” Cinderella cam off the shoe. Oh happily ever after. Unable to attempt written narration as was unwell 5.3d C4 Spoken narration There was a ball but…….eh.sIn sIn´ wanted to go to ..but didn’t have anything to go in eh so eventually eh she she went eh Lapland no…no…she she went to the ball and …… [what happened then?] she she left her her one of her f…one of her l l one of her shoes and the the beautiful prince picked it up and says that [unw] thing fitted [yes] and eh so the next day he went in and checked all [wnl and hes and and eh [unw] the house where she stayed. There was the two of her sisters and her. He’s checked the two the two other ssisters first and and they of course they were trying all sorts to get it to fit and they couldn’t manage so they taId taId her and he was delighted and they got married. Written narration She was very nice to get with it not no utill till the, that she get to found out. The glass slapper fit of the goor. On the go the go to get marriaged. 332
Page 1 and 2:
An Investigation into the Ability o
Page 3 and 4:
Abstract Recent studies have establ
Page 5 and 6:
Christine Malcolm (Chief Speech and
Page 7 and 8:
2.6.2.1 Lesion size and site 37 2.6
Page 9 and 10:
3.6.1.2 Number and type of items to
Page 11 and 12:
4.8 Chapter summary 132 Chapter 5 T
Page 13 and 14:
5.9.1.1 Personal attributes 176 5.9
Page 15 and 16:
5.15.1.1 Personal attributes 208 5.
Page 17 and 18:
6.3.3.5 The impact of clock drawing
Page 19 and 20:
Appendices 2.1 Main representative
Page 21 and 22:
5.2 Raw and percentage scores for n
Page 23 and 24:
Figures 2i Cognitive neuropsycholog
Page 25 and 26:
Younger people who are having and s
Page 27 and 28:
Chapter 2 Review of the literature
Page 29 and 30:
sentences. As aphasia also affects
Page 31 and 32:
continue to experience significant
Page 33 and 34:
noted that there were three areas t
Page 35 and 36:
natural reaction to the loss of abi
Page 37 and 38:
2.3.3 Impact of aphasia on the fami
Page 39 and 40:
facets of a person’s life as well
Page 41 and 42:
with the literature regarding the l
Page 43 and 44:
Rehabilitation is not thought to al
Page 45 and 46:
everything that we learn and experi
Page 47 and 48:
eorganisation in hemiplegic stroke
Page 49 and 50:
(Kasten and Sabel, 1995) and replic
Page 51 and 52:
1998), tingling, itching or painful
Page 53 and 54:
Emission Tomography (PET) scans ana
Page 55 and 56:
ehabilitation, function can be limi
Page 57 and 58:
Studies have not always found age t
Page 59 and 60:
larger intracranial capacity could
Page 61 and 62:
permanent loss of particular skills
Page 63 and 64:
depression in people with severe ap
Page 65 and 66:
maintenance of permanent records of
Page 67 and 68:
intensity aphasia rehabilitation wa
Page 69 and 70:
2.7 CURRENT THEORETICAL ACCOUNTS OF
Page 71 and 72:
people with apparently similar char
Page 73 and 74:
Additionally, harmful or redundant
Page 75 and 76:
information about a word (Harley, 2
Page 77 and 78:
(as in semantic dementia) as well a
Page 79 and 80:
esearchers (Breedin et al., 1998; W
Page 81 and 82:
As many adults have acquired a wide
Page 83 and 84:
healthy individuals as mentioned ab
Page 85 and 86:
et al. (2001) evaluated the ability
Page 87 and 88:
of new vocabulary where both the wo
Page 89 and 90:
syllables in each word, therefore t
Page 91 and 92:
vocabulary; facilitate the demonstr
Page 93 and 94:
methodology developed and used in t
Page 95 and 96:
Chapter 3 Preliminary Studies 3.1 I
Page 97 and 98:
for the main investigation by the n
Page 99 and 100:
3.2.1.4 Delayed recall Approximatel
Page 101 and 102:
written recall assessment task (par
Page 103 and 104:
indicates a large reduction of item
Page 105 and 106:
ehearsal taking place prior to the
Page 107 and 108:
one were discussed with each partic
Page 109 and 110:
Graph 3.2 Comparison of number of i
Page 111 and 112:
As with preliminary study one, part
Page 113 and 114:
during the training session, some p
Page 115 and 116:
3.5 PRELIMINARY STUDY FOUR This stu
Page 117 and 118:
Fifty four percent of participants
Page 119 and 120:
preliminary studies the British Nat
Page 121 and 122:
where main investigation participan
Page 123 and 124:
perhaps reduce the number of items
Page 125 and 126:
preliminary studies as described in
Page 127 and 128:
emember the route taking them from
Page 129 and 130:
4.3 TRAINING SESSION PROCEDURE Each
Page 131 and 132:
4.3.2.1 Training of stimuli: phonol
Page 133 and 134:
assessments was administered both i
Page 135 and 136:
to match the name and skill present
Page 137 and 138:
4.4.3 Results of P1’s post-traini
Page 139 and 140:
Table 4.4 Pilot Study One Total raw
Page 141 and 142:
session. This reflected the general
Page 143 and 144:
4.4.5 Summary of pilot study one Pi
Page 145 and 146:
4.5.2 Results of P2’s performance
Page 147 and 148:
P2 recalled 14 (70%) of the new wor
Page 149 and 150:
demonstrate this learning during im
Page 151 and 152:
4.6.3 Methodological issues A numbe
Page 153 and 154:
would be asked not to repeat the wo
Page 155 and 156:
4.8 CHAPTER SUMMARY The three pilot
Page 157 and 158:
Chapter 5 Main Investigation 5.1 IN
Page 159 and 160:
- The medical stability of particip
Page 161 and 162:
The methodology for the training an
Page 163 and 164:
(i.e. C1, P3 and C2) remained the t
Page 165 and 166:
the immediate recall was not the sa
Page 167 and 168:
Table 5.5 Characteristics of error
Page 169 and 170:
scores (Zigmond and Snaith, 1983) a
Page 171 and 172:
expected that younger participants
Page 173 and 174:
5.4.2.3 Severity of aphasia While t
Page 175 and 176:
5.5 PARTICIPANT C1 Participant C1
Page 177 and 178:
SPOKEN WORD PICTURE WRITTEN WORD Au
Page 179 and 180:
written form again without the aid
Page 181 and 182:
vocabulary than younger participant
Page 183 and 184:
was non-fluent with many repetition
Page 185 and 186:
emembering 49% of information origi
Page 187 and 188:
5.7.1.1 Personal attributes C2 was
Page 189 and 190:
GOB pathways). C2’s speech was ch
Page 191 and 192:
assessment tasks (see Table 5.2), w
Page 193 and 194:
Page 195 and 196:
C3’s narration of the Cinderella
Page 197 and 198:
errors with six out of the 20 new w
Page 199 and 200:
Page 201 and 202:
5.9.1.4 Rehearsal and consolidation
Page 203 and 204:
achieved 100% recognition on the li
Page 205 and 206:
Page 207 and 208:
any other fictional stories so he w
Page 209 and 210:
the reading task. C5 matched eight
Page 211 and 212:
Page 213 and 214:
some word-finding difficulties with
Page 215 and 216:
Page 217 and 218:
pathways), spell words and non-word
Page 219 and 220:
(reading) words she made 15 false p
Page 221 and 222:
Page 223 and 224:
and PLC pathways). C8’s speech wa
Page 225 and 226:
Page 227 and 228:
C9’s data (see Table 5.26 and Fig
Page 229 and 230:
assessments indicated that she had
Page 231 and 232:
5.15.1.1 Personal attributes C10 wa
Page 233 and 234:
naming. C10 had some difficulties c
Page 235 and 236:
Page 237 and 238:
SPOKEN WORD PICTURE WRITTEN WORD Au
Page 239 and 240:
Table 5.31 C11’s detailed perform
Page 241 and 242:
influencing factors (for example, a
Page 243 and 244:
each participant’s relevant data,
Page 245 and 246:
Table 5.32 Hierarchical cluster ana
Page 247 and 248:
for months post-stroke, severity of
Page 249 and 250:
Table 5.33 Correlation co-efficient
Page 251 and 252:
Page 253 and 254:
Page 255 and 256:
ecency and primacy effect, however,
Page 257 and 258:
drawing skills and the ability to l
Page 259 and 260:
with the creation of new neuronal c
Page 261 and 262:
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 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 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: APPENDIX 5.2 Participant consent fo
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
show all

A thesis submitted in partial fulfilment of - Queen Margaret University

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?