A thesis submitted in partial fulfilment of - Queen Margaret University

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Appendix 5.5 Group correlation scatterplots for immediate and delayed recall 800 Age (IR) 700 Age (DR) C9 C8 C5 C6 C10 C3 700 C9 C8 C5 C6 C3 600 C7 C7 600 C4 500 C4 C1 500 C1 AGE 400 0 100 200 C2 300 400 AGE 400 0 100 C2 200 300 IMMRECAL DELRECAL Education (IR) Education (DR) 22 C1 22 C1 20 20 18 16 C2 18 C2 EDUC 14 12 10 8 C10 C9 C7 C8 C5C6 C4 C3 EDUC 16 14 12 10 C9 C8 C7 C5 C4 C6 C3 0 100 200 300 400 0 100 200 300 IMMRECAL DELRECAL 70 Months Post-Stroke (IR) C1 70 Months Post-Stroke (DR) C1 60 60 50 50 40 C2 40 C2 P.STROKE 30 20 10 0 C11 C7 C8 C6 C5 C4 P.STROKE 30 20 10 0 C8 C7 C5 C4 C6 0 100 200 300 400 0 100 200 300 IMMRECAL DELRECAL 341
Appendix 5.5 (continued) Group correlation scatterplots for immediate and delayed recall HADs Anxiety (IR) 18 C10 16 C9 14 C11 12 10 C3 HADs Anxiety (DR) 18 C5 16 C9 14 12 10 C3 8 6 4 C8 C7 C6 C2 C1 8 6 4 C8C7 C6 C2 C1 HADSA 2 0 0 100 200 C4 300 400 HADSA 2 0 0 100 C4 200 300 IMMRECAL DELRECAL HADs Depression (IR) 18 C10 16 14 HADs Depression (DR) 12 C9 C5 C6 10 12 8 HADSD 10 8 6 4 2 0 0 C11 C9 100 C7 C8 C5C6 200 C4 C2 C1 C3 300 400 HADSD 6 4 2 0 0 C8 100 C7 C4 C2 200 C3 C1 300 IMMRECAL DELRECAL 400 Independent Learning Time (IR) 130 Independent Learning Time (DR) C1 120 C4 C2 C3 C1 300 C2 C3 110 C6 200 C5 C6 C4 100 C8 IMMRECAL 100 0 50 C10 C11 60 70 80 C9 90 100 110 120 130 ILTIME 90 80 70 0 C9 C8 100 C5 200 300 ILTIME DELRECAL 342
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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 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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the investigation of people with po
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Further statistical analyses with a
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extend the examination of the abili
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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 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 361 and 362: Appendix 5.4 (continued) Hierarchic
Page 363: Appendix 5.4 (continued) Hierarchic
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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