Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
585-12
Attention & Memory
| Term | Definition |
|---|---|
| types of attention | Sustained Selective Alternating Divided |
| EEG | Spontaneous Measures synaptic potentials made at dendrites Microvolts are detected on scalp and then amplified |
| beta vs. alpha waves | 13-25 cycles/ sec Using brain actively vs. 10-12 cycles/ sec Relaxed alertness |
| theta vs. delta waves | 5-8 cycles/sec Little bit drowsy, light sleep vs. 1-5 cycles/ sec Sleeping state |
| sustained attention | Maintaining attention over time Impaired sustained attention & error rates related Measured by time spent on task R prefrontal function & white matter |
| selective attention | Focus on specific sensory inputs Influenced by color, style, size Process & filter relevant info Cocktail party effect |
| cocktail party effect | Auditory Have to filter out other noises in environment to listen to conversation Brain injuries may struggle with this |
| exogenous vs. endogenous attention | Bottom up, stimulus attracts attention to minimal cognitive inputs. Intact in alert pt. Rancho 3+ vs. Top down, directed by the brain to serve a behavioral goal. Cueing can help identify, EF problems |
| alternating attention | Cognitive flexibility, change focus Switch btwn tasks w/ diff cog demands Prefrontal cortex, post parietal lobe, thalamus, midbrain EF & working memory involved |
| divided attention | Multitasking Attend to 2 competing stimuli Limited attentional resources depleted= deficits Mentally demanding EF; tested w/ dual task paradigms |
| attention brain structures | Frontal lobe Reticular activating system- in brainstem, fires when awake Arousal |
| attention assessments | Moss attention rating scale Test of everyday attention- selective, sustained, attentional switch |
| attention intervention | Attention process training Training specific functional skills Compensatory technique |
| attention process training | Resembles neuropsychological tests Quantitative and qualitative measures Client can do on their own Not generalizable, need to pair with task specific |
| attention training specific functional skills | Simulated driving Training specific ADLs/IADL Incorporate strategies like time pressure management and self instruction |
| attention compensatory techniques | Avoid distracting environments Reduce visual distractors Control rate of incoming information (slower speech, provide additional time) Use checklists Minimize multi-tasking |
| time pressure management | Helps pt deal more effectively w/ mental slowness Ask for more specific info & instructions, stop talking, written plan, restate important instruction Verbal remediation, rehearsal, anticipate demands, self pace, self monitor |
| factors for time pressure success | Initially target easy tasks Use self-talking Educate pt the importance of strategies Use distributes practice paradigm (brief trials over long time) |
| declarative memory vs. procedural memory | Facts & events, part of long term Medial temporal lobe, hippocampus, frontal vs. Skills & habits Striatum, frontal, parietal |
| simple classical conditioning vs. non associative learning | Emotional & skeletal responses Amygdala, cerebellum vs. Reflex pathways Neural connections |
| episodic vs. semantic memory | Autobiography for contextually specific events vs. Knowledge of the general world |
| memory impact on rehab | Declarative & non-declarative can be changed to long term with rehearsal, but only non declarative can be trained through remedial activity aiming for generalization |
| non declarative memory | Knowing how to perform a skill No conscious retrieval Knowledge expressed in performance w/o person being aware of possessing knowledge Form of LTM |
| short term memory | Store limited info for limited amount of time Encode-> storage -> retrieval (7 items, 4 chunks) Rehearsal to form LTM |
| recency effect | Series of information, items in start and end are often recalled a lot better than information provided in the middle Perceptual response First few items may stick, but typically will forget all w/ delayed recall |
| neural networks for working memory | Parietal cortex Frontal cortex Anterior cingulate cortex |
| working memory vs. prospective memory | Actively manipulate info that is short term via rehearsals Use n-back for ax vs. Remembering to carry out future intentions Need to generate future goals first, then carry them out |
| lesion in frontal-parietal vs. lesion in medial temporal lobe | Non-declarative memory is affected vs. Declarative memory is removed. Degen, alzheimers, surgical removal |
| patient H.M. | TBI at age 9. Bilateral MTL removal (cortex, amygdala, hippocampus) at age 27 Unable to form new declarative memory Working memory intact, able to learn new skills & procedural memory |
| anterograde amnesia vs. retrograde amnesia | Memory deficit that extends forward in time from onset of amnesia. Affects new learning. vs. Any memory deficit that stretches backward in time from onset of amnesia. Worse for recent events vs older memories |
| james lang theory vs. cannon-bard theory | Body 1st experiences physiological reaction, then you experience emotion based on feeling. SCI experiences emotion, smtms less intense vs. Emotion 1st in thalamus, then to cortex & ANS, Ppl w/ suppressed NS can experience emotions |
| Papez circuit | Experience of emotion is determined by activity in cingulate cortex. It plays role in attention, working memory Emotional expression governed by hypothalamus We recall emotional contents better than neural, aware of emotional info, good w/ association |
| memory ax (self report) | Everyday memory questionnaire Prospective memory questionnaire Prospective & retrospective memory questionnaire Cognitive failure questionnaire |
| memory ax | Rivermead behavioral memory test - prospective, facts, immediate learning & delayed recall GOAT Cognistat Contextual memory test A-ONE |
| memory strategy training | Association techniques- use diff senses, not very transferrable Organization techniques- mnemonics, PQRST |
| association techniques | Verbal visual, verbal face image Visual imagery useful to help delayed recall of everyday relevant verbal materials Ask patients to associate meaningful things Peg word method |
| first letter mnemonics | First letter of a series of words Simplify storage, reduce cog effort Reinforced by semantics or meaning of words Incorporate storytelling and humor, add emotional relevance |
| PQRST | Preview information to be recalled Question info Read materials carefully to answer State the answers Test regularly for retention Self instructional & promotes active listening Enhance LTM for mid memory problems |
| errorless learning vs. spaced retrieval | Good for severe memory impairment, stimulate neuroplasticity Teach correct steps, no guessing vs. W/ errorless learning Ask them to recall, gradually lengthen between recall |
| forward chaining vs. backward chaining | Therapist does 1st step, then pt. Pt repeats steps. vs. Therapist shows all steps, then does most steps. Pt does last steps. Increase pt steps overtime |
| cognitive strategy training | Emphasize learning process Acquisition, application, adaptation |
| acquisition stage | Pt education Identify strategies to be learned Explore examples & personal stories to make technique practice & useable Encourage pt to use technique in own lives |
| application and adaptation stage activities | Face to name association Verbal mnemonics Organization strategy Visual imagery |
Created by:
craftycats_
Popular Neuroscience sets