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Cognitive Communication > Exam 1 > Flashcards

Exam 1 Flashcards

0
Q

Working memory

A
  • supports processing (manipulation)

- holds information transiently through rehearsal (maintenance)

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1
Q

Two components of memory

A
  • working momory/short term memory

- long term memory

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2
Q

Components of working memory

A
  • central executive (coordinates info and provides attentional control)
  • visuospatial sketchpad (acts on visual and spatial info)
  • phonological loop (operates on verbal info)
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3
Q

Long Term Memory

A
  • supports knowledge
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4
Q

processes of LTM

A
  • acquisition
  • storage
  • access
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5
Q

Types of Long Term memory

A
  • episodic memory (audobiographical)
  • semantic memory (knowledge, concepts)
  • lexical memory (word knowledge)
  • procedural memory (skills, how to do things)
  • priming
  • classical conditioning
  • ## non associative learning
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6
Q

Priming

A
  • exposed to stimulus -> changes response to it or to related stimulus
  • priming results in subsequent responses that are:
    1. faster
    2. more accurate
    3. biased in some way
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7
Q

classical conditioning

A
  • neutral stimulus becomes associated with another stimulus that elicits a response.
  • Types:
    1. emotional (little Albert)
    2. skeletal (Pavlov’s dogs)
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8
Q

Non Associative Learning

A
  • does not require associating different stimuli
  • Types:
    1. habituation- decrease in response with repeated exposure
    2. sensitization- increase in responsiveness due to repeated exposure or aversive stimulus.
    3. dishabituation- restoration of habituated response
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9
Q

Two Categories of LTM

A
  1. Declarative
  2. Nondeclarative
    - declarative and nondeclarative operate in parallel
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10
Q

Declarative LTM

A
  • models the external world
  • is either true or false
  • expressed via recollection
  • detects and codes what is unique about a single event
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11
Q

Nondeclarative LTM

A
  • neither true nor false
  • expressed through performance
  • acquired without conscious awareness
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12
Q

neural substrate of

a. working memory
b. short term memory

A

a. dorsolateral prefrontal cortex

b. ventrolateral prefrontal cortex

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13
Q

neural substrate of LTM

A
  • declarative - medial temporal lobe structures, diencephalon
  • nondeclarative
    a. skills and habits (procedural) - basal ganglia.
    b. priming - neocortex
    c. classical conditioning - 1.emotional-amygdala, 2.skeletal-cerebellum
    d. nonassociative learning - reflex pathways
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14
Q

memory formation

A
  • long term potentiation
  • synapses are strengthened
  • requires strong neural stimulation via repetition or salient events
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15
Q

Forgetting

A
  • long term depression

- synapses are weakened

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16
Q

Executive functioning processes

A
  • coordination and monitoring (working memory)
  • inhibition (a. behavioral (self) control, b. interference control (stop distractions from own brain))
  • cognitive flexibility (task switching and set switching)
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17
Q

Neural substrate for executive functioning

A
  • prefrontal cortex
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18
Q

Executive functioning is trainable

- can be improved by..

A
  1. repeated practice

2. exercising/challenging the skills

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19
Q

Exec. Func. Assessments

A
  • may not measure what the name implies

- may differ from real world skills

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20
Q

Attention

A

The ability to select some information for further processing or inhibit info from further processing

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21
Q

Types of attention

A
  • selective -time, space
  • divided - doing more than one thing at the same time
  • alternating - going back and forth between tasks
  • endogenous - inside your own head (internal)
  • exogenous - outside of you (external)
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22
Q

Aging

A
  • people differ in how they age
  • genes play a role
  • probably no singe cause for aging
  • maximum life span potential has not changed (~120 years)
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23
Q

Average life expectancy has __________

A

increased
45 years in 1900
78 years in 2010

24
Q

well documented way to increase average life span?

A
  • Caloric restriction
  • CRON
  • Fasting (1 day/week, 1 week/month..)
25
Q

Biological theories of aging

- free radical oxidation

A
  • uneven # of electrons -> free radicals unstable, reactive
  • to achieve stability, free radicals steal electron they need
  • stealing the electron damages the cell
26
Q

Free Radicals

A
  • molecule of oxygen with an uneven # of electrons
  • AKA reactive oxygen species
  • we need some free radicals for normal immune system function and a variety of cellular functions.
27
Q

Free radicals steal electrons from …?

A
  • our DNA
  • lipids in cell membranes
  • our proteins
28
Q

Antioxidants

A
  • donate an electron, thus stabilizing the free radical

- are not harmed in the process

29
Q

how are free radicals produced?

A
  • they are produced when we consume oxygen (eg., breathing, exercising)
  • through exposure to toxins (eg., radiation, cigarette smoke..)
30
Q

oxidative stress

A
  • imbalance between free radicals and antioxidants
31
Q

Effects of Oxidative stress

A
  • damages nerve cells (parkinson’s, Alzheimer’s)
  • gene (DNA) mutations (cancer)
  • damage to vascular cells (stroke, heart attack)
32
Q

Biological theories of aging

- Genetic

A
  • randomly occurring gene mutations progressively destroy DNA.
  • DNA destruction affects cell reproduction
    • alternate theory: mutations are NOT random, mutations are programmed and highly ordered.
33
Q

Types of intelligence

A
  • Crystalized

- fluid

34
Q

Crystalized intelligence

A
  • basic knowledge and skills
  • accumulates over the life span
  • “wisdom”
  • tends to be preserved
35
Q

fluid intelligence

A
  • problem solving
  • executive formation
  • may decline
36
Q

Orientation to…

A
  • person (knowing who they are)
  • place (where they are)
  • time (date)
  • situation
    • older people should be alert and oriented to person, place and time (A&OX3) or person, place, time, and situation (A&OX4)
  • may see time as an issue due to less structure as they age.
37
Q

What type of attention may be a problem as we age?

A

Divided attention

38
Q

Memory as we age

A
  • depends on the kind
  • working/short term memory may be a problem
  • prospective and long term memory often good; may be superior to younger people
39
Q

what type of memory may even be superior for older people than for younger people

A
  • prospective and long term
40
Q

Mild Cognitive Impairment

A
  • NOT part of normal aging

- intermediate stage between normal function and dementia

41
Q

Neuropathologic changes underlying aging

A
  • neuritic plaques
  • neurofibrillary tangles
  • Lewy bodies
  • These changes are found in individuals with dementias and with no dementia
42
Q

Predictors of age-related cognitive loss

A
  • difficulty identifying odors
  • presence of diabetes
  • level of education (more is better)
  • size of one’s social network (more is better)
  • history of depression
  • cognitive reserve
43
Q

cognitive reserve

A
  • resilience to neuropahologic changes
  • 2 types
  • amount of cognitive reserve related to education, occupational attainment, leisure activities in later life
44
Q

2 types of cognitive reserve

A
  • cognitive - ways in which tasks are performed

- Brain - differences in brain structure

45
Q

mini mental state assesses..?

A
  • orientation
  • short term memory
  • lexical, visual, and phonological
  • long term memory
  • naming, semantic and lexical
  • phonological working memory
  • reading comprehension
  • written expression
  • visuospatial skills, alternating attention
  • inhibition, auditory comprehension
  • executive function
46
Q

Tests for memory and attention

A
  • mini mental state
  • MOCA
  • RIPA-2
47
Q

MOCA assesses

A
  • working memory
  • long term memory
  • orientation
  • attention
48
Q

Theories

- cognitive changes with age

A
  • slowing in neural processing hypothesis
  • disuse hypothesis
  • cohort hypothesis
49
Q

Slowing in neural processing hypothesis

A
  • theory for cognitive changes with age
  • loss of myelin slows conduction
  • loss of dendritic branching causes fewer synapses
  • decrease in transmitter synthesis
  • decrease in post-synaptic receptors
50
Q

Disuse Hypothesis

A
  • theory for cognitive changes with age

- use the skill or lose it (long term depression - LTD)

51
Q

Cohort hypothesis

A
  • theory for cognitive changes with age
  • cognitive effects of aging are affected by when you were born.
  • our experiences may affect how we age
52
Q

changes in sensory systems as we age

A
  • hearing
  • vision
  • tactile (touch, temperature)
53
Q

Acculturation

A
  • familiarity with social/health care systems
  • African Americans born here have roots back to civil war -> more familiar than first generation
  • hispanics from US territory (eg. Puerto Rico) more familiar than those from other places (eg. Mexico)
54
Q

Linguistic/cultural issues

A
  • many Native American elderly have limited English proficiency
  • Hispanic elderly differ in their ability to communicate effectively in English
55
Q

support systems

- multicultural -

A
  • vary among minorities
56
Q

Ageism

A
  • discrimination against someone because of age.

- common in the health care setting

57
Q

Sources of ageism in healthcare

A
  • to justify why the medical needs of the older person were not addressed
  • frustration about not being able to meet job demands
  • feeling unable to help or save the older person
  • being reminded of one’s own life and mortality.
58
Q

WHO

  • what is it?
  • what is it’s objective?
A
  • World Health Organization
  • for all people to attain the highest possible health status
  • governed by 193 member states

Cognitive Communication (4 decks)

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