Ch. 6

Question 1

Stages of Memory:
____ includes the ____ and ____at the basic level. At higher levels, it includes different components, including concentration over time (____attention), resisting interference (____), and being able to allocate attentional resources (____and ____attention). Attention can be defined in multiple ways.

Answer 1

Attention includes the arousal and alertness at the basic level. At higher levels, it includes different components, including concentration over time (sustained attention), resisting interference (selective), and being able to allocate attentional resources (alternating and divided attention). Attention can be defined in multiple ways.

Question 2

Stages of Memory (CONT):

___ - ___ stage of memory. It involves putting the information in ___ .

Answer 2

Encoding - Initial stage of memory. It involves putting the information in storage.

Question 3

Stages of Memory (CONT): 3 ways to encode information:
1.
2.
3.

Answer 3

1. Semantic features
2. Phonological or phonetic features
3. Visual features

Question 4

Stages of Memory (CONT): Ways to increase coding

1. ____ of the item
2. ____ organization
3. ___ with that item

Answer 4

1. Understanding of the item
2. Semantic organization
3. Relationship with that item

Question 5

Stages of Memory (CONT):

___ - Concept created by a scientist named Hebb. Memory consists of ___ networks.

Answer 5

Consolidation - Concept created by a scientist named Hebb. Memory consists of neural networks.

Question 6

Stages of Memory (CONT): Neurological Correlates:

• Memory is mostly a ___ function.
• Areas include:
  (1) ___ system,
  (2) ___ lobe,
  (3) ___ lobe,
  (4) left ___ (really important for semantic features),
  (5) ___ hippocampus (important for visual features)

Answer 6

• Memory is mostly a subcortical function.
• Areas include:
  (1) limbic system,
  (2) temporal lobe,
  (3) frontal lobe,
  (4) left hippocampus (really important for semantic features),
  (5) right hippocampus (important for visual features)

Question 7

Stages of Memory (CONT):
___ - ___ memory which is transformed into ___ -term memory, and it also includes the ___ of information once it has been ___.

Answer 7

Storage - Fleeting memory which is transformed into long-term memory, and it also includes the storage of information once it has been encoded.

Question 8

Stages of Memory (CONT):

___ ___ - ___ firing of ___ areas lead to reverberating circuits.

Answer 8

Reverberating circuits - Continuous firing of neural areas lead to reverberating circuits.

Question 9

Stages of Memory (CONT):
___ -___ ___ (___ ) - Can be defined as ___ term ___ of connection between ___ cells. With effort, you make the neural connections stronger.

Answer 9

Long-term potentiation (LTP) - Can be defined as long term strengthening of connection between nerve cells. With effort, you make the neural connections stronger.

Question 10

Stages of Memory (CONT):
___ ___ - Areas of encoding are also important for storage. (The areas that are involved in encoding are also involved in storage). Temporal lobe, hippocampus (right and left), limbic system, and frontal lobe. Hippocampus and temporal lobe are especially important for storage. Alzheimer’s disease can impact the temporal lobe, and thus storage is a problem.

Answer 10

Neurological correlates - Areas of encoding are also important for storage. (The areas that are involved in encoding are also involved in storage). Temporal lobe, hippocampus (right and left), limbic system, and frontal lobe. Hippocampus and temporal lobe are especially important for storage. Alzheimer’s disease can impact the temporal lobe, and thus storage is a problem.

Question 11

Stages of Memory (CONT):
___ - ___ from an ___ memory and bringing it into ___ . It includes: Monitoring the ___ of information and ___ of memories pulled from storage.

Answer 11

Retrieval - Searching from an existing memory and bringing it into consciousness. It includes: Monitoring the accuracy of information and appropriateness of memories pulled from storage.

Question 12

Stages of Memory (CONT):

___ ___ - Suggests good ___ , ___ , and ___.

Answer 12

Good recall - Suggests good encoding, storage, and retrieval.

Question 13

Stages of Memory (CONT):

___ ___ - Indicates ___ encoding, ___ storage, but ___ retrieval.

Answer 13

Good recognition - Indicates good encoding, good storage, but poor retrieval.

Question 14

Stages of Memory (CONT): Storage can be affected by interference:
___ interference - Interference in learning ___ information due to presentation of ___ learning material.

Answer 14

Retroactive interference - Interference in learning new information due to presentation of prior learning material.

Question 15

Stages of Memory (CONT): Storage can be affected by interference:
___ ___ - (opposite of retroactive) Deficits in recall of ___ memory or information due to presentation of ___ information.

Answer 15

Proactive interference - (opposite of retroactive) Deficits in recall of old memory or information due to presentation of new information.

Question 16

Stages of Memory (CONT):

Neurological correlates:

Answer 16

Frontal lobe (strategy formation, temporal order of information, self-monitoring, and initiating retrieval), limbic system (hippocampus, amygdala- emotional memories).

Question 17

Time-dependent Memory:

___ memory (AKA ___ ___ ): Refers to mental ___ of information at any point in time. It may last for ___ -seconds without rehearsal. The information is ___ and ___ . Manipulate meaning you can add things to that information or you can change that information.

Answer 17

Working memory (AKA immediate attention): Refers to mental manipulation of information at any point in time. It may last for 30-seconds without rehearsal. The information is temporary and manipulative. Manipulate meaning you can add things to that information or you can change that information.

Question 18

Time-dependent Memory (CONT):

___ -term memory (AKA ___ -term ___ ): ___ -term memory can be stored from ___ -seconds to an ___ . The information is much more ___ , it is more ___ than working memory. Sometimes ___ may have an impact on short-term memory. For example, if she starts to play loud music, that loud music is going to get in the way.

Answer 18

Short-term memory (AKA short-term storage): Short-term memory can be stored from 30-seconds to an hour. The information is much more controlled, it is more permanent than working memory. Sometimes interruptions may have an impact on short-term memory. For example, if she starts to play loud music, that loud music is going to get in the way.

Question 19

Time-dependent Memory (CONT):

___ -term memory (AKA ___ -term ___ ): Is ___ in nature and has an ___ capacity. The information in the ___ -term memory can be effectively stored with ___ features.

Answer 19

Long-term memory (AKA long-term storage): Is permanent in nature and has an unlimited capacity. The information in the long-term memory can be effectively stored with semantic features.

Question 20

Time-dependent Memory (CONT):

___ memory (AKA ___ memory): ___ memory forms in individual’s ___ base. Ex. Date of birth, etc.

vs.

___ -___ memory (AKA ___ memory): Information that is more ___ processed and about which we are not ___ aware of.

Answer 20

Declarative memory (AKA explicit memory): Declarative memory forms in individual’s knowledge base. Ex. Date of birth, etc.

vs.

Non-declarative memory (AKA implicit memory) (Page 169): Information that is more passively processed and about which we are not consciously aware of.

Question 21

Time-dependent Memory (CONT):

___ memory: More ___ domain of cognition, including the knowledge about the ___ (word meanings, ___ of information, ___ , and ideas). In TBI, people may also have ___ memory deficits. Related to ___ ’s disease, it may be intact during the ___ stages, but over time, they will have trouble with semantic memory.

vs.

___ memory: Recall of ___ experiences that are tagged in time of place. In individuals with ___ , episodic memory may be affected, and they may have trouble forming ___ memories.

Answer 21

Semantic memory: More broad domain of cognition, including the knowledge about the world (word meanings, classes of information, facts, and ideas). In TBI, people may also have semantic memory deficits. Related to Alzheimer’s disease, it may be intact during the early stages, but over time, they will have trouble with semantic memory.

vs.

Episodic memory: Recall of personal experiences that are tagged in time of place. In individuals with TBI, episodic memory may be affected, and they may have trouble forming new memories.

Question 22

Time-dependent Memory (CONT):

___ memory: Memory for ___ or ___ to do something for the ___.
Errorless learning

Answer 22

Prospective memory: Memory for intentions or memory to do something for the future.
Errorless learning

Question 23

Factors helping Memory:

___ ___ : Based on things that seem ___ to us are ___ , ___ , and ___ more efficiently.

Answer 23

Perceptual salience: Based on things that seem important to us are encoded, stored, and retrieved more efficiently.

Question 24

Factors helping Memory (CONT):

___ : ___ of the information leads to better ___ of the information.

Answer 24

Rehearsal: Repetition of the information leads to better storage of the information.

Question 25

Factors helping Memory (CONT):

___ : Associating ___ information with ___ information is helpful.

Answer 25

Associations: Associating new information with prior information is helpful.

Question 26

Memory Loss:

___ memory loss: Loss of information for events ___ to the accident.

Answer 26

Retrograde memory loss: Loss of information for events prior to the accident.

Question 27

Memory Loss (CONT):

___ memory loss: Loss of information for events ___ an accident.

Answer 27

Anterograde memory loss: Loss of information for events following an accident.

Question 28

Memory Loss (CONT):

___ -___ ___ (___ ): Inability to store information during the ___ recovery phase.

Answer 28

Post-traumatic Amnesia (PTA) (Page 172): Inability to store information during the initial recovery phase.

Question 29

Memory Loss (CONT):

___ -___ memory loss: ___ memory deficits on damage to ___ areas of the brain.

Answer 29

Material-specific memory loss: Specific memory deficits on damage to specific areas of the brain.

Question 30

Assessment of Memory:
How to assess Encoding?

Encoding: You can present information to the client and ask them to ___ it back. ___ correct response indicates ___ working memory. ___ response indicates possible ___ in encoding.

Answer 30

Encoding: You can present information to the client and ask them to repeat it back. Immediate correct response indicates intact working memory. Delayed response indicates possible deficits in encoding.

Question 31

Assessment of Memory (CONT):
How to assess Retention?

Retention over time: Tested by ___ recall of presented items.

Answer 31

Retention over time: Tested by delayed recall of presented items.

Question 32

Assessment of Memory (CONT):
How to assess Recognition?

Recognition: Can be tested by ___ /___ ___ .

Answer 32

Recognition: Can be tested by yes/no questions.

Question 33

Assessment of Memory (CONT):

Commonly used tests

Answer 33

o Auditory Verbal Learning Test (AVLT)
o California Verbal Learning Test (CVLT)
o Rivermead Behavioral Memory Test (RBMT)

Question 34

General Advice for Memory Treatment:
o Give ___ directions.
o Monitor your ___ of speech- ___ controlled rate can be more effective.
o Use of ___ stress on important words (including directions and overall treatment).
o Include ___ and extra ___ whenever possible.
o Utilize ___ to whole ___ strategy (breaking big tasks into individual components)
o Complete ___ training before other memory training
o Keep items ___ related.

Answer 34

o Give short directions.
o Monitor your rate of speech- slow controlled rate can be more effective.
o Use of emphatic stress on important words (including directions and overall treatment).
o Include overlearning and extra rehearsal whenever possible.
o Utilize part to whole learning strategy (breaking big tasks into individual components)
o Complete rehearsal training before other memory training
o Keep items functionally related.

Question 35

Definitions of other cognitive domains and related examples:

___ : The awareness of self in relation to one’s ___.

Answer 35

Orientation: The awareness of self in relation to one’s environment.

Question 36

Definitions of other cognitive domains and related examples:

External organization
• ___ : Put things in consistent places
• ___ : Keep most commonly used items close.
• ___ : Items used together should be kept together.
• ___ : Keep things in logically distinct locations
• ___ : Things that are used together should be kept together.

Answer 36

External organization
• Consistency: Put things in consistent places
• Accessibility: Keep most commonly used items close.
• Grouping: Items used together should be kept together.
• Separation: Keep things in logically distinct locations
• Proximity: Things that are used together should be kept together.

Question 37

Chapter 8: Definitions of other cognitive domains and related examples:

___ ___ : Broad set of abilities required for ___ , ___ , and ___ -serving behaviors.

Answer 37

Executive Functioning: Broad set of abilities required for independent, appropriate, and self-serving behaviors.

Question 38

Chapter 8: Definitions of other cognitive domains and related examples: Executive Functioning (CONT):

Main Components:
• ___
o Capacity for intentional behavior
o Determining needs / wants and actions associated with them
o Formulating goals and intentions
o No formal tests – evaluated in daily living / family report
• ___
o Identification and organization of steps necessary to carry out an intention
o Requires planning ahead and taking an abstract perspective (what if …)
o Mazes are good (but not functional) tests if you do not allow corrections.
• ___ ___
o A productive, self-serving activity
 Initiation
 Maintenance
 Switching
 Stopping
o Not difficult for overlearned, routine tasks
• ___ ___
o Monitor performance (requires divided attention)
o Self-correct
o Regulate intensity and tempo of behavior

Answer 38

• Volition
o Capacity for intentional behavior
o Determining needs / wants and actions associated with them
o Formulating goals and intentions
o No formal tests – evaluated in daily living / family report
• Planning
o Identification and organization of steps necessary to carry out an intention
o Requires planning ahead and taking an abstract perspective (what if …)
o Mazes are good (but not functional) tests if you do not allow corrections.
• Purposive Action
o A productive, self-serving activity
 Initiation
 Maintenance
 Switching
 Stopping
o Not difficult for overlearned, routine tasks
• Effective Performance
o Monitor performance (requires divided attention)
o Self-correct
o Regulate intensity and tempo of behavior

Question 39

Chapter 8: Definitions of other cognitive domains and related examples: Executive Functioning (CONT):

Assessment tasks:
• ___ assessments (there’s no one test that can test executive functioning)
• ___ -___ task
• ___ -___ tasks
• ___ tasks (let patient succeed / fail safely)

Answer 39

• Standardized assessments (there’s no one test that can test executive functioning)
• Route-finding task
• Work-like tasks
• Functional tasks (let patient succeed / fail safely)