A thesis submitted in partial fulfilment of - Queen Margaret University

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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] 5.3e C5 Spoken narration Eh…………I just went for a taxi ride [aha] eh………….gona…[unw] and a driver eh…. Unable to attempt written version 5.3f C6 Spoken narration Ah..a [unw] this one Cinderella was a beautiful princess who brought up beside her two…step sisters. But eh your prince vaIt´ to the ball…ah.. to become his princess right. But the step sisters has to make Cinders Cinderella work doing eh all his bidding and st tooing and froing from his eh eh to and froing from them right. Eh…now…eh when the the young prince naËnst his bO: Cinderella had wanted to go to the ball right, right but they the the how can I put it the eh not the witch no the fairy godmother wø granted him a wish granted her a wish “You be home for midnight” right eh., you you ha eh “Your carriage will turn into pømpIs and rat” eh right and eh that’s it. So dËli the ..Cinderella went to the ball puffed up [unw] the that is eh so he..she was running for a ball [unw] she was running from the ball the beautif…the handsome prince picked the beautiful glass slipper eh eh an said aloud by the way “I wish wø I I’ll put the ..I was going to say the boot in (laughing) I’ll put the sIp´ on the young girl who who.. this fits ok. And she duly will [unw] to the kingdom and trying all the so eh trying the stIp and I on all the slipper..[unw] he tried to a the ugly sister and said no I can’t find this beautiful p®Is´/ and low and behold Cinderella poked her feet in the door…ah [unw] (laughing) and oh yes “Cinderella you didn’t tell me about Cinderella” and low and behold the slipper fitted her ok and they lo loved happily ever after. Written narrations PRINCE MET CINDERALLA AT THE BALL AND ASKED HER WHERE SHE GOING FROM 5.3g C7 Spoken narration (lots of gesture) Em he was, he was got, he was got a (un) and he lovely. Then he got got married. And he goes they ones here…..down here…..down stair, and he says no…. see so took up stairs….youse down here with the time….(un) of the times and they have…there…..everytime they go there and there. Come on now. Here there, Then she says to ah my please I could go there. And (un) lovely come out. And he says one time you must come out. One. So down and he goes….(un) lovely….(tttttt) and he was lovely and he goes lovely and he goes (kissing noises) and he said (whhh) and he says ah god look at him. So my sister come out look at (tututut) and we went out and he says….what that…what that one……all of this one ….no and he said…[phone rings] have you…and (un) and he goes (ttttt) and goes lovely and lovely that mine and all the times to get. Unable to attempt written narration 333
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] 5.3h C8 Spoken narration Cinzeralla went to bi´ she had eh she had eh god [unw] she’s got f®i other skisters eh yeh she called eh and she had to be home by tElv o clock tonight…eh…eh and she drops the stË or something she drops the stË and eh.. eh I can can’t any more [can you remember what happened then?] no I can’t no [what happened at the end?] I don’t think I can…no..no..no [was it a happy ending do you think?] oh aye. Can ®Em´ can ®Em´ Written narration CINERDA GOT BALL BALL SHE SHOP 334
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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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
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theories on the negative effects of
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(CLQT) was developed as a screening
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6.3.3.2 The impact of memory on the
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(executive scores of moderate, mild
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320). Additionally, the CLQT indica
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6.3.4.1 Pre-training language scree
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abilities of each participant and a
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person with aphasia only ever produ
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6.4.2 Methodology As previous resea
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assessing the learning of new vocab
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provided flexibility not only for s
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presentation. It was proposed that
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participants also lexicalised the n
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module and how it communicates with
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theory of rehabilitation and in rel
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experience in different ways and ch
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upon language rehabilitation, for e
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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 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: 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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A thesis submitted in partial fulfilment of - Queen Margaret University

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