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Cognitive Retraining > CR: Lesson 4 > Flashcards

CR: Lesson 4 Flashcards

1
Q

What is Donald Hebb’s Reverberating Circuit Theory

A

Hebb’s Rule: the repetition of a reverberatory activity induces lasting cellular changes…
“neurons that fire together wire together”

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2
Q

stages of memory

A

attention, encoding, storage, retrieval

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3
Q

attention

A

the most basic level of memory–includes altertness and arousal

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4
Q

_____are the most commonly reported deficits following brain injury and they occur due to diffuse ______ injury (DAI) and brainstem _______death.

A

attentional deficits

axonal

neuron

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5
Q

Attention also includes_________, which allows a person to temporarily hold onto information in order to move the information to the next stage

A

working memory

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6
Q

Encoding

A

this is the level of analysis (processing) performed on the material to be remembered.

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7
Q

What does the level of processing hypothesis suggest

A

the more deeply the information is processed, the more likely it is that the information will be recalled.

Therfore, rehearsal strategies that require deeper levels of processing will result in higher recall (ex, chunking, associationg, categorizing)

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8
Q

Rehearsal strategies are mediated by the ________ in the _________, which is damaged by many brain injuries.

A

executive function system

frontal lobe

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9
Q

Storage

A

refers to the transfer of information in working memory into a LTM (long term memory) store in the brain for permanent storage and long term retrieval.

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10
Q

Adequate ________ must occur to store information.

A

encoding

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11
Q

Types of interference that may prevent adequate encoding and therefore prevent storage

A

retroactive interference- disruption storing informatio ndue to the presentation of subsequent material

proactive interfere- disruption storing information due to the presentation of information prior to its presentation

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12
Q

Problems with storage often occurs due to damage to the ___________and _________.

A

temporal lobe

hippocampus

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13
Q

Information may be adequately encoded, but it is not maintained in _______= rapid rae of forgetting

A

storage

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14
Q

Retrieval

A

involves searching for and activating memory traces in order to retrieve memory

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15
Q

2 types of retrieval

A

recognition- has this been experienced before? usually more accurate than recall

recall- utilizing accurate memory traces to recall information

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16
Q

Retrieval is mediated by the ________.

A

frontal lobe

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17
Q

People with frontal lobe damage display more errors of _________, _____________, and ________.

A

distortion ( erroneous memories)
confabulation ( false creation of memories)
poor source memory( where ceratain info was encountered or learned)

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18
Q

True or False. Usually one or more stages of memory are impaired by diffuse damage.

A

True

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19
Q

Brain structures that are specifically involved in memory and learning are….

A 
the frontal lobe
hippocampus
temporal lobe
amygdala
cingulate cortex, etc.
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20
Q

Long Term Memory

A 
stores info (semi) permanently
unlimited capacity
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21
Q

Short Term Memory

A

stores info for short period

limited capacity

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22
Q

Working Memory

A

stores info while being manipulated (to perform operation or transfer to LTM)

23
Q

Average capacity for short term memory is…

A

3-5 items

24
Q

Where does “attention” stage of memory fit into types of memory?

A

STM, WM

25
Q

Where does “encoding” stage of memory fit into types of memory?

A

STM, WM

26
Q

Where does “storage” stage of memory fit into types of memory?

A

STM, LTM

27
Q

Where does “retrieval” stage of memory fit into types of memory?

A

LTM (must be in LTM to be retrievable)

28
Q

Declarative Memory

A

refers to your explicit knowledge base, things that you know that you can describe or declare

29
Q

Two types of declarative memory

A

semantic–knowledge about world such as definitions, facts, ideas
episodic- the memory of personal experiences

30
Q

Episodic memory often leads to the formation of most of our ________memory

A

semantic…

because we infer meaning and facts based on personal experience

31
Q

After brain injury, ______ memory is often impaired.

A

episodic

32
Q

Nondeclarative Memory

A

type of memory that does not depend on episodic memory. involves not the factual knowledge of what we know, but the implicit memory for how to do things or how we learn things.

33
Q

Two types of nondeclarative memory

A

priming- process of cues prompting accurate recall w/o one’s awareness

procedural- refers to the memory for how to do things, whether they are perceptual or motor tasks

34
Q

Everyday Memory

A

Prospective Memory- remembering to carry out prior intentions

Metamemory- awareness of your memory function and/ or deficits

35
Q

Outcomes are highly correlated with the success of what type of everyday memory function?

A

prospective memory

36
Q

Disorders of Memory

A

Anterograde Memory Loss (Amnesia)
Retrograde Memory Loss
Postraumatic Amnesia
Material-specific memory loss

37
Q

anterograde memory loss (amnesia)

A

inability to form new memories after brain injury

38
Q

retrograde memory loss

A

loss of memory for events prior to the injury

39
Q

postraumatic amnesia

A

confusion, decreased orientation and inability to remember information minute to minute following a brain injury…usually resolves to some degree

40
Q

material-specific memory loss

A

loss of memory pertaining to specific modalities

41
Q

Basic Guideline for working with memory-impaired patients

A 
simplfy info
reduce amt to be remembered
check for understanding
link new to existing info
use distributed practice
help client organize info
train client to use strategies w/ deep processing
42
Q

3 Main Memory Treatment Types

A
  1. restorative methods
  2. domain specific methods
  3. use of external aids
43
Q

Restorative Methods

A 
designed to restore or improve general memory ability---does not have empirical evidence on their side.
memory practice drills-
mneomonic strategies (visual, verbal, semantic)
44
Q

Prospective Memory Training (PROMPT)

A

increase time between instruction and performance
increase complexity of task
increase distraction in the interval
decrease number of cues
Also..effectively used with an external aid.

45
Q

Metamemory Training

A 
things you can do to increase awareness of memory deficits:
education
experience (card games)
prediction exercises
executive strategies
46
Q

Domain-Specific Methods

A

designed to improve memory for a particular skill or pieces of information (ex. dysphagia precautions, operating a computer…)

47
Q

Two procedures that a client can implement independently…

A
  1. mneumonic strategies

2. expanded rehearsal (space retrieval)–should be ERROR FREE

48
Q

Priming

A

provide partial cues
Method of vanishing cues–provide as many cues as necessary initially to make a correct response, then remove the cues little by little.

49
Q

Creation of Personal History

A

create autobiography
ensure that format matches patient abilities/environment

utilized for people w/ retrograde amnesia for personal life facts
can use expanded rehearsal or cueing to help remember significant facts.

50
Q

What functions can external aids circumvent?

A 
planning (executive functions)
maintaining info in storage loop (WM)
recall task (declarative memory)
initiate task (executive functions
51
Q

What is the favored mode of memory compensation?

A

utilization of external aids

52
Q

3 step training for use of external aids

A
  1. acquisition–familiarize with it
  2. application– teach how to use it
  3. adaptation–teach patient how to use it in everyday setting
53
Q

Selecting an external aid

A
  • purposeful & goal-oriented
  • similar to something the client used premorbidly
  • flexible–can be used in a variety of contexts
  • specific to the patient
54
Q

Conduct a Needs Assessment to match an aid to a client. Things to consider are

A
  1. organic factors
  2. personal factors
  3. situational factors

Cognitive Retraining (6 decks)

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