Language cognition and communication in adults Flashcards

1
Q

What 5 things does cognition comprise of?

A

Attention
Memory
Executive function
Interactions with sensory processing
Social cognition

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2
Q

What is executive function according to Brookshire?

A

Incorporates aspects of attention, memory, planning, reasoning, and problem solving to organise + regulate purposeful behaviour

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2
Q

What are the 7 levels of the communication chain?

A
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3
Q

What is social cognition?

A

How we operate together

note: can link to personality changes, think relationships

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4
Q

What are the 2 broad types of conditions the adult population can have that can affect LCandC?

A

Acquired
- stroke
- TBI
- progressive degenerative conditions (eg: dementia)
Developmental

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5
Q

What are the 2 approaches to studying language, cognition, and communication?

A

Individual and their mind/brain: medical model approach

Social interactions in everyday life: social model approach

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6
Q

What are 2 disorders that affect LCandC from neurological damage?

A

Aphasia (post-stroke, tumour)
Cognitive-linguistic disorders (TBI + dementia)

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7
Q

How does aphasia impair language processing?

A

Impairs how words are generated, impairs…
- auditory +reading comprehension
- spoken + written language production

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8
Q

At which ‘levels’ does aphasia affect language processing?

A

Single word level, sentence level, and how these are put together in discourse + conversation

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9
Q

Where can language breakdown occur for those with aphasia?

A

Meaning
Word form

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10
Q

What do those with cognitive-linguistic deficits have difficulty with? (5)

A

Word finding
Making inference & links
Abstract language
Remembering what info is shared (over/ under explaining)
Turn taking (reduced awareness)

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11
Q

What do those with cognitive-linguistic deficits fail to do? (5)

A

Self-correction, reliant on others for this
Start/maintain conversation
Ask for clarification
Read social cues
See other points of view

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12
Q

What do those with cognitive-linguistic deficits tend to have/do? (5)

A

Disorganised/confusing discourse
Topic bias (eg: stick/reverting to fav topic)
Repetitiveness
Perseveration (stuck on word/phrase/behaviour and can’t get past)
Confabulation (say something that isn’t true, individual believes it’s true in the moment)

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13
Q

What is the cognitive-linguistic function framework by Body & Perkins?

A
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14
Q

How do cognitive-linguistic disorders impact social interaction?

A
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15
Q

Where is damage in aphasia vs cognitive-linguistic disorder?

A

Aphasia: focal
CLD: diffuse

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16
Q

What is the cognitive status in aphasia vs cognitive-linguistic disorder?

A

Aphasia: usually good
CLD: impaired

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17
Q

What is the language status in aphasia vs cognitive-linguistic disorder?

A

Aphasia: impaired
CLD: variable

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18
Q

What is the communication status in aphasia vs cognitive linguistic disorder?

A

Aphasia: often better than language status
CLD: often worse than language status

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19
Q

What are the types of linguistic impairments contributing to communicative difficulties in aphasia vs cognitive-linguistic disorder?

A

Aphasia: lexical semantic + grammatical (not often pragmatic)
CLD: pragmatic (sometimes lexical semantic too)

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20
Q

What is the role of naturalistic observation for aphasia vs cognitive-linguistic disorder?

A

Aphasia: important for observing compensatory behaviours
CLD: important for observing impairments, and also compensatory behaviours

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21
Q

What is behaviour like in aphasia vs cognitive-linguistic disorder?

A

Aphasia: generally appropriate
CLD: may be ‘inappropriate’

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23
Q

What are the 3 functions of memory?

A

Putting information in
Holding information
Re-accessing information

24
Q

What are 3 other words for ‘putting information in’ in regards to memory?

A

Acquisition
Input
Encoding

25
Q

What are 3 other words for ‘holding information’ in regards to memory?

A

Consolidation
Storage
Maintenance

26
Q

What are 4 other words for ‘re-accessing information’ in regards to memory?

A

Retrieval
Recall
Recognition
Manipulation

27
Q

What are the 2 broad types of memory?

A

Working memory: short + limited
Long term memory (explicit): long + unlimited

28
Q

What was working memory originally referred to as?

A

Short-term store/ short-term memory
- storage depot
- length of maintenance rehearsal determined likelihood of LT storage

29
Q

How was working memory reconceptualised by Baddeley?

A

More emphasis on the nature of the processing mechanisms, than the time in ‘storage depot’

30
Q

What is the contemporary construct of working memory?

A

Dynamic, active system that serves both maintenance + manipulation functions
Operates in multiple sensory-perception modalities

31
Q

What is maintenance, in regards to working memory?

A

Mentally holding info for brief periods after the actual stimulus presentation is over

32
Q

What is manipulation in regards to working memory?

A

Performing a mental operation on the info over and about maintenance
- takes more concentration, less instantaneous

33
Q

What is Baddeley’s more recent model of working memory?

34
Q

What is the phonological store/loop?

A

Speech based
Storage buffer

35
Q

What is the visuospatial sketchpad?

A

Visuospatially based
Storage buffer

36
Q

What is the central executive?

A

Modality free
Attention-like
Resource allocator
Linked to subsystems
Modality free

37
Q

What is the episodic buffer?

A

Diverse information
Demanding of central executive
Holds, integrates, binds

38
Q

What is explicit, declarative, long-term memory?

A

Revealed when performance requires conscious recollection of previous experiences

39
Q

What are 2 important subtypes of LT memory?

A

Semantic: facts
Episodic: events over time

40
Q

What are other subtypes of LT memory?

A

Defined by modality (eg: verbal vs spatial)
Defined by operation (eg: source memory, meta cognitive knowledge of when something entered memory)

41
Q

How does explicit LT memory link to communication?

A

Stored information necessary for speech, language, literacy, social interaction

Eg: naming/identifying, recalling verbal sequences

  • this involves a large capacity and LT storage
42
Q

What is an example of a working memory assessment that involves speech and language?

A

Digit span immediate recall *forward & backwards tasks)

43
Q

What is an example of a LT memory assessment that involves speech and language?

A

Word list / sentence / story recall after a longer interval (minutes, hours)

44
Q

What is an example of a working memory and LT memory assessment that involves speech and language?

A

Verbal fluency tasks (eg: name as many animals as you can in 1 min)
- uses LTM to access stored items
- uses WM to monitor spoken items, and not repeat them

45
Q

What is perception?

A

The elaboration + interpretation of a sensory stimulus based on knowledge

Eg: may hear sounds, but perceive speech

46
Q

How are stimuli and cognitive processes involved in information processing?

47
Q

What is attention?

A

The prioritisation of external/internal stimuli
Describes various behaviours + cognitive processes + states of being

48
Q

What are the 2 concepts relating to attention?

A

Physical orientation: overt attention
Cognitive resource allocation: covert attention

49
Q

What is physical orientation in relation to attention?

A

Moving as needed to put the sensory system within gathering range of the stimulus

50
Q

What is cognitive resource allocation in relation to attention?

A

Filtering stimuli from sensory-perceptual input so certain elements are available for further processing
Diverting focus between cognitive processes to prioritise
Sustaining concentration over time

51
Q

What is inattentional blindness, as investigated by Simons and Chabris?

A

Filtering in visual attention
- ppts asked to watch video and count number of ball passes between those in white shirts

  • most reported number of ball passes from those in white shirts
  • none reported number of ball passes from those in black shirts
  • few reported seeing the gorilla
52
Q

What is the lab experiment studying filtering auditory input?

A

Dichotomy listening technique + shadowing: one message to left ear, one to right ear

  • listener repeated one message whilst both presented
  • little recall from non-shadowed message

Initial belief that only the attended message was processed from sensory-perceptual input into memory
BUT experience improved recall of non-shadowed message (attention is a plastic, dynamic system)

53
Q

Which test is used to measure attention?

A

Stroop tests
- speeded reading (fastest)
- speeded colour naming
- speeded ink colour identification (slowest)

54
Q

What part of cognitive processing does overt physical orientation affect?

A

Sensory reception

55
Q

What part of cognitive processing does covert filtering affect?

A

Perception

56
Q

What part of cognitive processing does covert prioritising/diverting affect?

A

Memory + other higher order cognitive functions