Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Atypical Brain Development and Degeneration > Cognitive Deficits Following a Stroke > Flashcards

Cognitive Deficits Following a Stroke Flashcards

You may prefer our related Brainscape-certified flashcards:
The Brain flashcards
1
Q

Attention affected by stroke

A

Focus attention

Sustained attention

Selective attention

Divided attention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Memory affected by stroke

A

Visual memory

Auditory memory

Working memory

Episodic memory

Semantic memory

Procedural memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Executive function affected by stroke

A

Initiation

Processing speed

Problem solving

Planning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Perception affected by stroke

A

Visuo-spatial

Visuo-Perceptual

Unilateral spatial neglect

Inattention

Dyspraxia/apraxia

Agnosia

Prosopagnosia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is unilateral spatial neglect?

A

Where a person will only see one side of their body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Is there a problem with vision in unilateral spatial neglect?

A

No, there is no visual defect, they are just not attending to the side of the body that they cannot see

It is a sensory issue

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What part of the brain is affected in unilateral spatial neglect?

A

Parietal lobe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Assessment of unilateral spatial neglect

A

Line bisection test

Clock drawing test

Behavioural Inattention Test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is the line bisection test?

A

Participant presented with lines and asked to cross them

If the deviate from the middle then this indicates neglect

Those with neglect often leave one half of the page because they cannot process the information on the side and think they have crossed all the lines

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Strengths of the line bisection test

A

Simple

Inexpensive

Doesn’t require training

Noninvasive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Limitations of the line bisection test

A

Lack of sensitivity

Can’t tell how severe the neglect is

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is the clock drawing test?

A

Asked to draw a clock with all the numbers and hands on

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Strengths of the clock drawing test

A

Easy to administer

Inexpensive

Provides a more complete picture of cognitive function when used with other assessments

Has demonstrated reliability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Limitations of the clock drawing test

A

Confounded by age and education

May be affected by motor coordination

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Improvements to the clock drawing test

A

Addition of other tests to improve sensitivity and avoid confounds of age and educational level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Behavioural Inattention Test

A

Wilson et al. (1987)

Comprehensive battery of tests

Conventional section

and

Behavioural section

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Conventional section of BIT

A

Line crossing

Letter cancellation

Star cancellation

Shape copying

Line bisection

Representational drawing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Behavioural section of BIT

A

Picture scanning

Phone dialling

Menu reading

Article reading

Telling and setting the time

Coin sorting

Address and sentence copying

Map navigation

Card sorting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Strengths of the Behavioural Inattention Test

A

Comprehensive

Ecologically valid

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Limitations of the Behavioural Inattention Test

A

Time consuming

Expensive

Have to train people to do the tests to ensure consistency between therapists

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What parts of the brain are affected in dyspraxia/apraxia?

A

Parietal lobe
- Detects sensory information around them

Frontal lobe
- Planning and coordination of movement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What is dyspraxia?

A

Problems with motor coordination

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What is apraxia?

A

Problems with organising speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Assessment of dyspraxia/apraxia

A

Butler (2002)

Based on a differential diagnosis of what it is not

Comprehension deficit

Muscle weakness

Sensory impairment

Tone of abnormality

Other movement disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What is agnosia?

A

Inability to interpret sensations and therefore recognise things

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What is prosopagnosia?

A

Inability to recognise faces

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What has been damaged in prosopagnosia?

A

The fusiform gyrus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Language affected by stroke

A

Broca’s aphasia

Wernicke’s aphasia

Transcortical motor/sensory or mixed aphasia

Conductive aphasia

Global aphasia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Broca’s aphasia

A

Motor based

Difficulty producing speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Wernicke’s aphasia

A

Can produce speech well but have poor comprehension or understanding

31
Q

Global aphasia

A

Poor understanding of speech and poor motor control to produce speech

32
Q

Mini Mental State Examination

A

Folstein et al. (1975)

5 parts

  • Orientation
  • Registration
  • Attention and calculation
  • Recall
  • Language

Given score out of 30 (higher = better cognitive function)

33
Q

Orientation

A

Asked about the time and date

34
Q

Registration

A

Asked to name objects

35
Q

Attention and calculation

A

Mental arithmetic

36
Q

Recall

A

Recall the objects named in the registration task

37
Q

Language (MMSE)

A

Asked to name objects and follow instructions

38
Q

Strengths of the Mini Mental State Examination

A

Easy to complete

Quick

Inexpensive

Does not require training

Used widely

Easy to interpret

39
Q

Limitations of the Mini Mental State Examination

A

Lacks sensitivity
- Can tell if someone has an impairment in the cognitive function but cannot distinguish between differences

Lacks evaluation of executive function

Confounded by age

Confounded by level of education

Confounded by sociocultural background

40
Q

Improvements to the Mini Mental State Examination

A

Addition of other tests to improve sensitivity and avoid confounds of age and education level

41
Q

Montreal Cognitive Assessment

A

Assesses 7 things

  • Visuospatial executive function
  • Naming
  • Memory
  • Attention
  • Abstraction
  • Language
  • Orientation
42
Q

Visuospatial executive function

A

Individuals have to draw a clock or a cube for example

43
Q

Naming

A

Name some objects

44
Q

Memory

A

Read a list of words and have to recall them

45
Q

Attention

A

Given a list of letters and have to tap when they hear a specific letter

46
Q

Abstraction

A

Similarities or differences between objects

47
Q

Language (MoCA)

A

Asked to repeat three sentences

Asked to say 3 words beginning with P

48
Q

Strengths of the MoCA

A

More sensitive than the MMSE

Available in alternate languages

Freely accessible

49
Q

Limitations of the MoCA

A

Relatively new

Reliability and validity are not thoroughly tested

50
Q

Neuropsychological Test

A
  • Visuospatial memory tests
  • Verbal learning test
  • Wechsler Memory Scale
  • Delis-Kaplan Executive Function System
  • Number/Letter Sequencing
  • Boston Naming Test
  • Wechsler Adult Intelligence Scale
  • Phonemic/Category Fluency
51
Q

Strengths of Neuropsychological Test

A

In depth assessment of cognitive deficits

52
Q

Limitations of Neuropsychological Test

A

Takes a long time to administer

People may not perform well as they are tired of all the tests and not because they have deficits

53
Q

Remedial treatments for unilateral spatial neglect

A

Visual scanning

Computer based scanning

Virtual reality therapy

54
Q

Visual scanning

A

Constantly prompting the patient to scan the environment and try and process the side they cannot process

Can often forget that it is there and so don’t do this by themselves

55
Q

Computer Based Scanning

A

Games that encourage the patient to use both sides

56
Q

Pros of computer based scanning

A

Can be administered at home

Doesn’t require a therapist in the room at the time

57
Q

Virtual reality therapy

A

Using virtual reality to encourage individuals to attend to the neglected side

58
Q

Compensatory treatment for unilateral spatial neglect

A

Prisms adaptation

Limb activation strategies

Sensory feedback strategies

Eye patching and hemispatial glasses

59
Q

Prisms adaptation

A

Wear a specific type of glasses that shift the visual field so that patients are forced to attend to the neglected side

60
Q

Limb activation strategies

A

Activation of the body on the neglected side

Actively encourages them to attend to the neglected side

61
Q

Sensory feedback strategies

A

Visual/auditory feedback to encourage them to attend to the neglected side

62
Q

Eye patching and hemispatial glasses

A

Left neglect, cover their right eye

  • Forces them to use their left eye to attend to things
  • Can become overly reliant on their right eye and therefore only attend to the right side of the body
  • Covering this eye means they are forced to attend to the neglected side
63
Q

Therapy for dyspraxia/apraxia

A

Strategy training

Sensory stimualtiom

Proprioceptive stimulation

Cueing, verbal, physical prompts

64
Q

Strategy training

A

Gives them instructions on how to do basic tasks such as plugging in a plug

65
Q

Sensory stimulation

A

Stimulation of the nerve cells

Not much research to back this up

66
Q

Proprioceptive stimulation

A

Switch from doing something on one side to the other

Encourages activation across the hemispheres

67
Q

Cueing, verbal, physical prompts

A

Helps them to know what is coming next

68
Q

Therapy for aphasia

A

Speech and language therapy

Group therapy

Training conversation/communicative partners

Computer based therapy

Constraint induced therapy

69
Q

Speech and language therapy

A

Works with the individual and helps them with the sounds and production of speech

Like teaching a child to speak

70
Q

Group therapy

A

Elman & Bernstein-Ellis (1999)

Forced into a group situation means that they will communicate in any way they can

71
Q

Training conversation/communication partner

A

Train family members/people living with them

People who have lost the ability to speak may feel embarrassed and stupid

Important that people around them are sensitive and encouraging

72
Q

Computer based therapy

A

Seeing pictures of words and hearing words read out

Can see instantly if they are producing and pronouncing the words correctly

Can be used in homes and doesn’t require a therapist

73
Q

Constraint induced therapy

A

Can become overly reliant on gestures/objects to communicate and so will never improve

This therapy stops individuals using these methods and encourages them to use speech

Atypical Brain Development and Degeneration (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions