9/16-9/18--Information Processing

Question 1

Does a language Impaired client only have impairments in language?

Answer 1

No, they have problems in other areas as well, not just language

Question 2

What does it take to learn language?

Answer 2

ability to perceive sequenced acoustic events of short duration

ability to attend actively, be responsive, anticipate stimuli

ability to use symbols

ability to invent syntax from the language of the environment

mental energy to do all of the above.

ability to interact & communicate with others

Question 3

Draw the information processing model

Answer 3

…

Question 4

What are the 4 steps to information processing?

Answer 4

1. attention
2. discrimination
3. organization
4. memory/retrieval

Question 5

Describe attention

Answer 5

automatic activation in the brain

orientation that focuses awareness

focus

brain focuses on stimulus and creates a “neural” or mental model in working memory so that further processing can occur

Question 6

Do we always attend to all stimuli?

Answer 6

no.

Question 7

A child who attends poorly may miss important stimuli, what will this result in?

Answer 7

poor discrimination

Question 8

What is discrimination?

Answer 8

the ability to identify stimuli from a group of competing stimuli and decide if they are similar or dissimilar to the model stored in working memory

Question 9

What is “working memory”

Answer 9

this is the place where information is kept active by systematic coding, storage, access, retrieval.

for example, an incoming or outgoing sentence is held here while it is processed

There muse be enough memory capacity to handle complex information while encoding and decoding information–while still being flexible.

Question 10

Describe Organization

Answer 10

Information is categorized for storage and later retrieval

Question 11

What does effective organization of information lead to?

Answer 11

easy later retrieval

Question 12

What does ineffective organization affect?

Answer 12

it negatively impacts later recall and overloads memory

Question 13

What does efficient processing rely on?

Answer 13

good organization which leaves room for more information

Question 14

if there are greater associations formed what happens?

Answer 14

there is better memory and retrieval

Question 15

What is memory/retrieval?

Answer 15

• the storing and retrieval of information
• storage capacity grows and accurate, fast retrieval speeds up with maturity in typically developing systems
• it is easiest to retrieve information that has been retrieved often, has few competing items in memory, has distinct environmental cues, and that was learned recently and well

Question 16

Describe Long-Term Memory

Answer 16

This is the “place” where previously learned information is organized and stored for retrieval when needed

Question 17

Describe Transfer/Generalization

Answer 17

• this is the application of learned material to new problems, previously unlearned materials, and unfamiliar contexts
• This is not one of the four steps, but is vital for learning

Question 18

What is near transfer?

Answer 18

Minimal difference between learned information and the new area (easier)

Question 19

What is far transfer?

Answer 19

a substantial difference between the two (harder)

Question 20

As we grow and develop linguistically and cognitively, what happens on many levels at the same time?

Answer 20

processing

Question 21

At bottom levels, what is occurring?

Answer 21

shallow processing/perceptual analysis

Question 22

At top levels, what is occurring?

Answer 22

elaborate; associating the new information with stored knowledge in the brain. Leads to better memory because of associations formed

Question 23

What is bottom up processing?

Answer 23

brand new concepts, concepts unrelated to stored information, and less complex stimuli are 1st processed perceptually at bottom levels and are then forwarded to working memory to be encoded and stored in long-term memory.

Question 24

What is top down processing?

Answer 24

with elaborate stimuli, such as language, higher or top level processes analyze the incoming information to see how it “fits” (linguistic knowledge; word knowledge, etc.) Language is “heard in relation to guesses based on previously stored linguistic information. NEAR AND FAR TRANSFER AID IN THIS.

Question 25

What is executive function responsible for?

Answer 25

planning, cognitive flexibility, abstract thinking, rule acquisition, initiating actions, and selecting relevant sensory information

Question 26

What does the brains Central Executive Function determine?

Answer 26

the cognitive resources needed and monitors and controls their application while controlling the flow of information.

Question 27

What is CEF responsible for?

Answer 27

selective attention and coordination and inhibition of stimuli and concepts

Question 28

What may children with LI exhibit difficulty with in terms of Central Executive functioning?

Answer 28

the ways in which they attend to and perceive information and the ways in which concepts are represented

Question 29

What is the definition of Executive Function?

Answer 29

the planning processes we automatically use at the beginning of a task and when dealing with new stimulation

intact executive functions lead to activities such as anticipating, selecting goals, planning, initiating activities, self-regulation, self monitoring, etc..

Question 30

When someone has executive DYSfunction, what may they have problems with?

Answer 30

• recalling information
• planning or organization or sequencing information meaningfully
• problems integrating new information
• problems pulling diverse but related information together to derive higher meaning
• maintaining goal-directed behavior
• dealing with new situations
• thinking flexibly
• behavior problems
• noncompliance
• disorganization
• disinhibition/lack of impulse control
• recalling and restating information (verbal instructions, text, personal experiences)
• problems following multi-step directions and completing multi-step tasks
• problems defining a goal and breaking it down into manageable steps

Question 31

Difficulty with what may impact a client’s ability to process information effectively?

Answer 31

executive function

Question 32

Why do Children with LI have difficulty?

Answer 32

b/c of the way they attend to and perceive information and the ways in which concepts are represented

Question 33

read my notes on 9/18/14 pg. 4 in navy blue. just need to read it. i don’t think we need to memorize this part

Answer 33

….

Question 34

What is MR/ID/DD defined as?

Answer 34

originates before age 18

substantial limitations in present functioning

significantly sub-average (2 Sd below mean of 100=IQ of 68), intellectual functioning, co-occurring with limitations in 2 or more adaptive ares: communication, self care, etc…

significant limitations in intellectual functioning and the adaptive behavior ares noted in conceptual, social, and practical skill.

**must meet all criteria to be considered a person with an ID

Question 35

What is considered “average” in a normal curve?

Answer 35

w/in 1 SD of Mean

Question 36

What is our magic # in the school system?

Answer 36

77.5 (ON AT LEAST 2 MEASURES)

in Public schools 1.5 SD from the mean is severe enough to qualify for services