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Learning & Cognition > L&C Lecture 1 > Flashcards

L&C Lecture 1 Flashcards

1
Q

Precipitating Problems of Cognitive Processing Problems

A 
Agitation
Inability/refusal to follow daily routines
Inability to advocate for self
Apparent lack of motivation
Confusion
Memory loss
Inattentativeness
Sleeping for long periods of time or inability to sleep
Inappropriate vocalizations or inability to communicate
Physical aggressiveness
Wandering
Inappropriate use of objects that belong to other people
Trouble reading
Difficulty performing simple math functions
Withdrawn
Forgetfulness
Inability to focus on a task
Poor grooming
Difficulty initiating tasks
Difficulty with problem solving
Failure to note own mistakes
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2
Q

Performance skills

A

are the abilities clients demonstrate in the actions they perform.

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3
Q

Cognitive skills

A

Actions or behaviors a client uses to plan and manage the performance of an activity.

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4
Q

BODY FUNCTIONS

A 
“[T]he physiological functions of body systems (including psychological functions)” (WHO, 2001, p. 10). 
     Mental functions (affective, cognitive, perceptual)
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5
Q

Specific mental functions

A
  • Higher-level cognitive
    • Judgment, concept formation, metacognition, cognitive flexibility, insight, attention, awareness
  • Attention
    • Sustained, selective, & divided attention
  • Memory
    • Short-term, long-term, & working memory
  • Perception
    • Discrimination of sensations (e.g., auditory, tactile, visual, olfactory, gustatory, vestibular-proprioception), including multi-sensory processing, sensory memory, spatial, and temporal relationships
  • Thought
    • Recognition, categorization, generalization, awareness of reality, logical/coherent thought, and appropriate thought content
  • Mental functions of sequencing complex movement
  • Execution of learned movement patterns
  • Emotional
    • Coping and behavioral regulation
  • Experience of self and time
  • Body image, self-concept, self-esteem
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6
Q

Global mental functions

A

Consciousness

  • Level of arousal, level of consciousness
  • Orientation
  • Orientation to person, place, time, self, and others
  • Temperament and personality
  • Emotional stability
  • Energy and drive
  • Motivation, impulse control, and appetite
  • Sleep (physiological process)
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7
Q

Active Learning

A

Asking questions while learning is active learning. Active learning is a goal-directed process. Learners ask questions with the intent of finding out the answer.

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8
Q

Effective learners

A

Effective learners actively build connections across knowledge units, they “make sense” or build associations

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9
Q

Precipitating Problems (behaviors)

A

are indicators that a person has lost the ability to perform

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10
Q

Specific and global mental functions

A

underlie abilities clients demonstrate in the actions they perform

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11
Q

OT intervention

A

-OT intervention is informed by an understanding of specific and global mental functions and is designed to enable a person with cognitive dysfunction to perform.

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12
Q

OT intervention process

A
  • Document precipitating problem
  • Assess specific and global mental functions
  • Assess how specific and global mental functions affect performance
  • Design intervention to enhance performance
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13
Q

Rehearsal strategy

A

-Listing mental functions

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14
Q

Elaboration strategy

A
  • Asking and answering questions
  • Summarizing key ideas
  • Drawing a Venn Diagram
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15
Q

Organizational strategy

A

-Constructing and matching two columns of terms is both an organizational and an elaboration strategy

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16
Q

Neuroanatomical-Based Approach

A
  • Treatment protocols based on theoretical constructs
  • target specific dysfunctions
  • Ex. USN-unilateral spatical neglect
  • Ex: phasic alerting, eye patch, prism adaptation
17
Q

Restorative/Remedial Approach

A
  • Hierarchical- assumes transfer from treatment tasks to variety of diverse occupational contexts
  • focus on improving cognitive deficits (the client factors/body functions of individual)
  • appropriate for clients with min to mod specific cognitive deficits
  • Ex. Use computer programs for training the mind
18
Q

Cognitive Compensatory Approach

A
  • Focus on managing- teach transfer
  • focus on acquisition of processing strategies
  • Multicontext treatment approach, goal management training, mediated learning, emotion-laden, problem-solving
  • Teach strategies based on current cognitive abilities
19
Q

Functional and Environmental Approach

A
  • Focus on managing- capitalize on procedural memory

- Errorless learning, modify task to fit cognitive level

20
Q

Cognitive Functional Evaluation based on PEO framework (STAGES)

A
  1. Interview & background information, including an occupational history
  2. Cognitive screening & baseline status tests
  3. General measures of cognition in occupations
  4. Cognitive tests for specific domains
  5. Specific measures of cognitive domains in occupational and
  6. Environmental assessment
21
Q

The encoding process

A
  • Selection
  • Acquisition
  • Construction
  • Integration
22
Q

Selection

A
  • the learner actively pays attention to some of the information that is impinging on the sense receptors, and transfers this information into working memory (or “active consciousness”).
23
Q

Acquisition

A
  • the learner actively transfers the information from working memory into long-term memory for permanent storage.
24
Q

Construction

A
  • the learner actively builds connections between ideas in the information that have reached working memory. The building of internal connections (Mayer, 1982, 1984) involves the development of a coherent outline organization or schema (Bransford, 1979) that holds the information together.
25
Q

Integration

A
  • the learner actively searchers for prior knowledge in long-term memory and transfers this knowledge to working memory. The learner may build external connections (Mayer, 1982, 1984) between the incoming information and prior knowledge.
26
Q

Eight Categories of Learning Strategies

A
  • Rehearsal strategies for basic learning tasks
  • Rehearsal strategies for complex learning tasks
  • Elaboration strategies for basic learning tasks
  • Elaboration strategies for complex learning tasks
  • Organizational strategies for basic learning tasks
  • Organizational strategies for complex learning tasks
  • Comprehension monitoring strategies
  • Affective strategies
27
Q

Rehearsal strategies for basic learning tasks

A
  • such as repeating the names of items in an ordered list.
28
Q

Rehearsal strategies for complex learning tasks

A
  • such as copying, underlining or shadowing the material presented in class.
29
Q

Elaboration strategies for basic learning tasks

A
  • such as forming a mental image or sentence relating the items in each pair for a paired-associate list of words.
30
Q

Elaboration strategies for complex learning tasks

A
  • such as paraphrasing, summarizing, or describing how new information relates to existing knowledge.
31
Q

Organizational strategies for basic learning tasks

A
  • such as group or ordering to-be-learned items from a list or a section of prose.
32
Q

Organizational strategies for complex learning tasks

A
  • such as outlining a passage or creating a hierarchy.
33
Q

Comprehension monitoring strategies

A
  • such as checking for comprehension failures. Common school tasks in this category include using self-questioning to check understanding of the material presented in class and using the questions at the beginning of a section to guide one’s reading behavior while studying a textbook.
34
Q

Affective strategies

A
  • such as being alert and relaxed, to help overcome fear of failure (being called on to respond in class or taking a test). Common school tasks in this category include reducing external distractions, or using thought stopping to prevent thoughts of doing poorly or diverting attention away from distracting thoughts or media.

Learning & Cognition (1 decks)

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