Lecture 7: Cognition (Part II) Flashcards
Executive functions are responsible for selecting and ______ responses
Inhibiting
Staying on task, planning and sequencing, shifting
and evaluating outcomes (reward) are all _______ behaviours.
Goal-directed behaviours
Verbal list learning task looks at whether _______
people are able to learn
Explain the verbal list task
- The tester reads Word lists (15) in a fixed order
- The person recall (3-5 times) as many words as they remember
-There is a second list that is used (Interference list) - The person only recalls it once.
Then the experimenter asks two questions:
1) Recognition – did you hear it before?
2) Source – which list was it on? [source memory]
What is the most consistent finding on people with SZ?
- they have Impaired learning.
Important:
Greater interference - intrusions (from the second list)
Source memory impaired (make mistakes on which list the words came from)
People with SZ Mix up lists
Less important:
Slower, fewer words (over time they learn fewer words)
Poor recall [at recall trial]
Recognition less impaired (usually this is easier, but people with SZ will have problems - lesions in the temporal lobe lesions will show similar problems)
These results tell us that people with SZ have ______
deficits or difficulties in many aspects of learning and memory
There is a variation of the verbal learning task where subjects are given to strategies, what are they? (Guo, 2019)
1) Item-level encoding (starting with living or non-living?, consonant or vowel?)
2) Relational encoding (ex: group together items that are associated with food).
What are the results of the task when subjects are given strategies?
Overall, patients with SZ perform less well for ______ regardless of the strategy. And less well for recall than __________.
Overall, patients with SZ perform less well for recall regardless of the strategy. And less well for recall than recognition.
What were the conclusions that were made from the study (Guo, 2019) where they were given two levels of encoding?
- Deficits in memory related to __________
- Relational encoding related to ______
- poor encoding
- to frontal lobe function
Define working memory
Not just retrieving an item from memory Holding in mind to: - Make a decision - Manipulate information - Remember a rule
The Wisconsin card sorting task is related to which type of memory?
Working memory
Theory of mind (ToM) measures the ability to _________
infer another person’s mental state
People with SZ might also have difficulty with theory or mind, particularly those with ________________
paranoid delusions
The Reward-based learning (Nestor, 2014), Iowa Gambling Task goal was to _________
Try to win money by picking the best deck
What were the results of this study (Nestor, 2014) Iowa Gambling Task?
Patients with lesions to _________ do poorly
reward-related regions
What were the Contour processing in vision (Feigenson, 2014) results?
- 1st episode and chronic perform more poorly at time 1
- 1st episode improve at discharge, chronic do not
Auditory change detection (Umbricht, 2006) with pitch change detection and duration change detection showed that only ______________ show automatic change response
controls
We can conclude from all these studies that widespread changes in cognitive function in SZ appear _____ in the disorder and __________________
Appear early in the disorder
Do not improve with time or medication
Most prominent deficits occur in ________ and _______
executive function and memory
Most prominent deficits in executive function and memory but also in __________________
But, also in learning, especially reward-based
