lecture 10 Flashcards
Cognitive disorders
Systematic difficulties with process related to learning, knowing or understanding.
Ex: Processing information differently.
Psychiatric disorders
Systematic difficulties with thoughts, emotions or behaviors.
Ex: Experiencing feeling of paranoia.
Neurological disorders
Structural biochemical or electrical abnormalities.
Ex: having physical lesions.
( symptoms didn’t exist before.)
Language Disorder: Paraphasia
Adding syllables ( related to Wernickie’s aphasia)
Dyslexia
poor fluent/accurate word recognition, poor spelling and difficulty with word coding. It’s a learning disability and neurobiological in nature
Attentional dyslexia
multiple letter or words cause difficulty
Neglect dyslexia
may misread the first or last part of a word.
Letter-by-letter reaidng
affected person reads word only by spelling them out to themselves (aloud or silently)
Deep dyslexia
Semantic errors (misreading marry as Christmas because the words are often paired). Troubles more with abstract words and have diffciulty with short term memory.
Phonological dyslexia
Inability to read nonwords aloud
Surface dyslexia
1- can’t recognize words directly but can understand them by using letter-to sound relation if they sound out the words.
2-It doesn’t develop in languages are written as how the sound.
3-Common symptom of children who have difficulty learning to read.
Dual route of reading: Lexical route
1- The person recognizes the whole words and relies on the activation of picture or sound representation from long-term memory.
2- It can recognize all familiar words but it fails with unfamiliar ones because there is no representaion .
Nonlexical route
1- Uses a subword procedure based on sound-spelling rules.
2- It can succeed with regular words and nonwords but it can’t succeed with irregular words.
Selective attention
paying attention to one thing while ignoring others
Divided
attention
1-Paying attention to more than one thing at a time.
2-Hard to do sometimes ( 2 convos at a time)
Attentional capture
1- Shift of attention to very salient stimuli (loud noise)
coctail party effect
Quantitive limits of attention
1- There are limits to the amount of information in the world that the mind can attend to and process simultaneoulsy.
Serial Bottlenecks
1- Limitation that occur in the cognitve processing because the brian can attend to one stimuli at a time. (e.g. :parties)
Early selection theory of serial bottlenecks:
Filter occurs before we perceive teh stimulus
Late selection theory of serial bottlenecks:
Filter occurs after we perceive the stimulus
Early vs Late processing- who is right?
-They both occur depending on the type of information.
Processing capacity
Amount of information a person can handle
Perceptual load
Relative difficulty of the perceptual task
1-Low load= easy to process
2-High load= harder to process
If you are doing a harder test you are less likely to pay attention to irrelevant stimuli.
Inattentional blindness
not noticing something is cleary there when paying attention to other stimuli ( unexpected event)
Change blindness
Not noticing changes to stimuli when paying attention to other stimuli (presence, identitiy or location)
attentional blink
Difficult to process back to back stimuli
Cognitive control
The ability to control cognitive functions which include attention, memory etc.
Cognitive load
relative difficulty of the cognitive task
Endogenous
active, top-down, goal-directed intentional
ex: attend to the 4th sound in a sequence
Exogenous
Passive, bottom-up, stimulus-driven, incidental.
ex: unpredicted changes: be be be be ba be
Attention bias toward emotional stimuli
1- A lion is an example of emotional stimuli (draws attention due to fear)
2-Paying more attention to your romantic partner.
Attention and brain
1-Parietal cortex: attention to location
2- Occipitotemporal: attention to features such as color and form
3- Anterior cingulate and prefrontal: visual tasks
Attentional disorders
ADHD, Aging , Autism,PTSD etc.
Topography
arrangement of an area
Topographic disorientation
general inability to navigate through familiar environments. Individuals may struggle to find their way in both known and unfamiliar settings.
Ego centric disorientation
Difficulty perceiving the relative location of objects with respect to self.
1- able to gesture toward to object eyes open but cannot with eyes closed.
2-Impaired mental rotation: ability to visualize objects from different angles
3-Uniformly impaired in way-finding tasks both in familiar and unfamiliar places.
Spatial disorientation
Disorientation in the perception of the body or enviroment.
1-Alice in Wonderland effect
2-out of body experience
3-Missing places (hospital lady example)
Heading disorientation
poor sense of direction, unable to follow a course even when they can recognize the landmarks (Taxi driver being able to recognize the city but doesn’t know where he is and how to proceed his destination )
Landmark agnosia
unable to use landmarks to orient oneself
Anterograde disorientation
can navigate familiar but not new enviroment
profound amnesia
not being able to form new memories.
what memory systems are impaired in amnesia?
Long terms Memory impaired Short-term and working memory are intact.
Human memory?
1-Storage and encoding depends on attention
2- memories decay overtime if unused
3-It’s active, interpretive, fallible
Emotional memory
Memory flow inamygdala
Sensory memory (Short-term memory)
Brief persistence of perceptions after the sensation passes
1-Iconic: Visual
2-Echoic :auditory
3-Haptic: tactile
What is learning and the power-law?
The longer you practice something the faster you remember. ( the longer one practices the smaller the practice effect gets.)
Learning and Long term potentiation
1-Neurons that are activated simultaneously adjust their connection strength over time.
2-They require less and less time to transmit signals between them
Brain activation-skill acquisition
As people become more proficient at a task they use less of their brain
Long term (declarative memory)
memory for facts data events
Long-term (nondeclarative memories)
memory for skills, motor acts routines
Retrograde amnesi
loss of events before the brain injury
Anterograde amnesia
inability to learn new things
Time-dependent retrograde amnesia
loss of recently acquired memories that ccured before the injury but still able to remember childhood.
Childhood (infantile) amnesia
inability to remember events from the first 4 years and fewer events remembered up until the age of 11
Fugue state
sudden and usually transient memory loss of personal history
Medical anomalies
1-becoming amnesic for recogniiton of animals but not faces
2-Procedural learning is in intact
Barlet’s culture and memory structure
1- Read a folk story from another culture and report it later
2-Subject make systematic errors in the reports they interpret stories on their own.
Schema theory
Organizing the input according to the existing framework. (unfamiliar story turns into familiar culture )
