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neuropsych > lesson 16 > Flashcards

lesson 16 Flashcards

1
Q

Long-Term Memory

A

long-lasting representation of information

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2
Q

LTM involves

A

Involves stores with wide capacity –> virtually unlimited and can store information for virtually the whole life

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3
Q

LTM is highly

A

organized

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4
Q

Retrieval deficits can be due to

A

Loss of information (proper memory loss)

Difficulty in finding them (strategic deficit

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5
Q

difficulties in ____________ can be _________

A

Difficulties in declarative/explicit (conscious) and in non-declarative/implicit (unconscious) memories can be dissociated

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6
Q

Implicit/Non-declarative is tested with

A

Tested with implicit/incidental tasks (no explicit reference to previous learning)

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7
Q

Learning means

A

a change in behavior –> exposure/practice is not enough

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8
Q

procedural memory

A

executive system working at unconscious level that participates in recalling motor and executive skills necessary to perform a task

stands for mechanical or motor-related skills

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9
Q

procedural memory - neuro correlates

A

basal ganglia, motor-related areas

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10
Q

when necessary, procedural memories are retrieved

A

automatically for use in the implementation of complex procedures related to motor and intellectual skills

Ex: riding a bike or reading

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11
Q

Procedural learning

A

systematical repetition of a complex activity until acquiring and automatizing the capacity of all neural systems involved in performing the task to work together

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12
Q

Priming

A

an effect whereby exposure to certain stimuli influences the response given to stimuli presented later (incidental learning, because subject is not aware)

means a higher probability of recognizing previously perceived information

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13
Q

priming - neural correlates

A

primary and assocation cortex

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14
Q

subjects are quick to respond to ______

A

Subjects are quicker to respond to words that have been primed with semantically related words

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15
Q

Associative memory

A

storage and retrieval of information through assocation with other information –> two types of conditioning: classical and operant

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16
Q

perceptual memory

A

refers to the recognition of the stimuli and is related to familiarity judgements

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17
Q

perceptual memory neural correlates

A

posterior sensory cortex

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18
Q

Classical conditioning

A

associative learning between stimuli and behavior

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19
Q

Operant condition

A

form of learning in which new behaviors develop in terms of their consequences

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20
Q

‘Somatic’ conditioning

A

conditioning of the eye blind reflect after repeated presentation of a neutral stimulus (e.g. sound) following a puff in the eye –> role of cerebellum

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21
Q

“somatic’ conditioning - neural correlates

A

cerebellum

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22
Q

‘Emotional’ conditioning

A

type of learning in which an association is established between a neural stimulus and a negative, unpleasant event, thus leading to fear of the neutral stimulus

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23
Q

‘emotional’ conditioning neural correlates

A

Role of amygdala –> emotional responses are often preserved in amnesic patients

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24
Q

what type of response are often preserved in amnesic patients

A

emotional responses

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25
Q

example of ‘emotional’ conditioning

A

Ex: John Watson’s little Albert experiment

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26
Q

Non-associative memory

A

newly learned behavior through repeated exposure to an isolated stimulus

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27
Q

New behaviors classified into two processes

A

sensitization and habituation operation mechanism

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28
Q

Habituation

A

linked to repetition –> repetition of a stimulus leads to a decrease in its response

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29
Q

Sensitization

A

increase in response to a stimulus due the repeated introduction thereof

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30
Q

Patients with deficits in implicit LTM

A

Parkinson’s disease, Huntington’s disease, dementia

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31
Q

similarities and differences between episodic and semantic memory

A

Episodic and semantic memory are both part of declarative memory, but are PHENOMENOLOGICALLY different – conscious retrieval and the result of learning is a memory

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32
Q

a memory

A

conscious retrieval and the result of learning

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33
Q

Semantic memory

A

knowing; memories for facts/notions/concepts and vocabular, organized according to logical (not temporal) criteria

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34
Q

semantic memory can constitute

A

Can constitute general or specific, conceptual or encyclopedic knowledge without a personal connotation –> context free

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35
Q

semantic memory atrophy =

A

Atrophy in anterior part of the temporal lobe (temporal pole) and lateral-inferior areas

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36
Q

Episodic memory

A

remembering; semantic memories placed in a specific context (i.e., in a sequence, with a location, time and emotional association); they are events, facts, experiences, with a personal connotation = my memory, my story

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37
Q

Retrograde

A

past events

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38
Q

anterograde

A

new learnings

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39
Q

episodic memory atrophy =

A

Atrophy in mesial temporal cortex

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40
Q

Semantic and episodic interact in

A

Semantic and episodic interact in new learnings;

new knowledge is episodic at beginning of process

but with time and continuous recall it becomes semantic and redundant

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41
Q

new knowledge is ___ at the beginning but with time and continuous recall it becomes _____

A

new knowledge is episodic at beginning of process but with time and continuous recall it becomes semantic and redundant

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42
Q

episodic and semantic memory - clinical point of view

A

May be dissociated from a clinical point of view –> intact episodic memory, but loss of knowledge about concepts, objects, people, facts, and the meanings of words (semantic deficit)

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43
Q

episodic memory and time

A

dependent

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44
Q

episodic memory and recollection

A

mostly voluntary

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45
Q

episodic memory and encoding

A

strategic

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46
Q

episodic memory and storage

A

visual/semantic

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47
Q

episodic memory and significance

A

operational

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48
Q

semantic memory and time

A

independent

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49
Q

semantic memory and recollection

A

mostly automated

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50
Q

semantic memory and encoding

A

features mediated

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51
Q

semantic memory and storage

A

amodal or modality specific

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52
Q

semantic memory and significance

A

propositional

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53
Q

Semantic memory =

A

our ‘encyclopedia’

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54
Q

semantic memory includes

A

Includes notions/concepts that are organized

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55
Q

semantic memory is independent of

A

Independent of spatial and temporal coordinates regarding where and when learning took place

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56
Q

semantic memory according to two criteria

A

associations and taxonomies

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57
Q

Concept (or semantic) representations

A

distributed representations incorporating defining groups of features –> reflect patterns of engagement of neural networks in associative cortices, where knowledge is stored as synaptic connection strengths

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58
Q

concept representations - From a theoretical point of view, these distributed representations are constituted by

A

nodes and links

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59
Q

The distance between nodes represents

A

the similarity between items (closer = more similar, vice versa)

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60
Q

Each concept is defined by the links

A

with other concepts

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61
Q

Hierarchical Semantic Network Model

A

proposed on the results of experimental studies in healthy subjects (HS)

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62
Q

nodes

A

items stored in semantic memory

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63
Q

Hierarchical Semantic Network Model - the nodes can be divided between

A

superordinate and basic-level (subordinate) concepts

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64
Q

Hierarchical Semantic Network Model - Each concept is associated with

A

some features (e.g., the canary can sing, is yellow, is a bird so it has wings…)

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65
Q

Hierarchical Semantic Network Model - cognitive economy

A

the information is stored as to eliminate redundancy (a property characterizing a particular class of things is assumed to be stored only at the place in the hierarchy that corresponds to that class)

Performances in tasks as semantic fluency or reaction times when answering questions

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66
Q

Spreading activation model

A

proposed based on the results of experimental studies in HS

is a non-hierarchical model

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67
Q

Non-hierarchical model

A

the length of the link indicates the relationship between concepts –> shorter the link, the faster the co-activation

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68
Q

Non-hierarchical model - The activation of a node/link produces a

A

The activation of a node/link produces a partial activation of all connected nodes (spreading activation), which depends on teh strength of the association and direction –> the stronger the link, the faster the co-activation

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69
Q

Non-hierarchical model - The spreading activation

A

decreases with time

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70
Q

Model Based on Semantic Features

A

Proposed based on teh results of experimental studies in HS

Model based on semantic features: meaning of concepts is defined by a list of attributes

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71
Q

Model Based on Semantic Features is very different from

A

Very different from the idea of hierarchial/non-hierarchical networks

No cognitive economy

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72
Q

Atrophy in neural structures crucial for semantic memory

A

anterior part of temporal lobe (temporal pole and inferior-lateral areas)

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73
Q

semantic memory atrophy symptoms

A

impoverished knowledge of objects and people, impaired semantic sorting, reduced category (or semantic) fluency, impaired spoken and reading comprehension, severe anomia in everyday life (spontaneous language) and naming tests

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74
Q

what is spared with semantic memory atrophy

A

perceptual skills (posterior temporal and occipital cortices are not damaged), non-verbal problem solving, grammatic and phonological functions (language), episodic memory

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75
Q

question about embodiment with semantic knowledge

A

Is the nature of semantic knowledge embodied or unembodied?

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76
Q

Embodied cognition

A

concepts can (weak version) / have to (strong version) be presented in the motor and/or sensory system

Cognition in organized in such a way that it mirrors perception and action

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77
Q

Unembodied cognition

A

concepts are abstract/symbolic entities that are unrelated to sensory and/or motor information

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78
Q

Unitary content hypothesis

A

semantic knowledge is stored in an abstract, amodal format, and organized based on categories

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79
Q

Multiple semantics hypothesis

A

semantic knowledge is stored in a distributed network of modality-specific subsystems –> information in each system in organized in a modality-specific manner

80
Q

Taxonomic organization

A

semantics organized based on categories (taxonomies)

Some patients may be specifically impaired in the processing of some but not other semantic categories (e.g., living vs. non-living objects, or concrete versus abstract nouns)

81
Q

Lateralization for words

A

left hemisphere

82
Q

lateralization for faces

A

right hemisphere

83
Q

Living vs. Non-living hypothesis

A

some items can be more easily categorized on visual features (living/natural things) while others based on how they are used (tools)

84
Q

Category-specific effects may depend on

A

what type of semantic information is more relevant for each specific category (to distinguish between members of the same category) - e.g. visual information for living entities, verbal/motor information for tools

85
Q

Differential weighting hypothesis

A

Dorsal stream for tools

Ventral stream of visual processing for living

86
Q

Example of category-specific semantic deficit

A

Bilateral lesion in anterior inferotemporal regions

87
Q

Bilateral lesion in anterior inferotemporal regions

A

(living) degrading semantic representation for living items —> drawing task

Crucial identifying features are lost — super-ordinate features are incorrectly attributed

88
Q

Studies on patients and simulations through artificial neural networks are coherent with the view that:

A

Memory is stored in distributed networks (modality-specific) –> embodied

Connections between items (i.e., link between nodes) play a major role

89
Q

“distributed-only” hypothesis

A

conventional “distributed-only” hypothesis in which the neural patterns corresponding to the concepts are spread across multiple sensory and motor areas, and binding occurs in a purely distributed and self-organizing manner

90
Q

“distributed plus hub” view

A

globally flavored “distributed plus hub” view, which involves the same distributed regions coordinated by a single “hub”

91
Q

what neuro structures might act as a hub for the convergence of information

A

Infero-lateral temporal cortex and the temporal pole

92
Q

Infero-lateral temporal cortex and the temporal pole may act as a hub for convergence of information, due to

A

Their role in visual perception (and the primary of vision in semantic knowledge)

Their strong connections with auditory, limbic and frontal regions

93
Q

Episodic memory

A

semantic memories placed in a specific context (i.e., in a sequence, with a location, time and emotional association); events, facts, experiences –> personal connection

94
Q

Prospective/Anterograde episodic LTM

A

memory for the future; refers to the ability to remmber “what we need to do”. As things are were planned to be done at some specific time (appts)

Learning of new things

95
Q

Prospective/Anterograde episodic LTM includes the ability to

A

Encode the plan for the future (appts)

Estimate the time interval between the plan adn event

Retrieve the plan at the correct time

(execute plan)

Verify whether the plan was correctly executed

96
Q

Prospective/Anterograde episodic LTM requires

A

Requires attention, planning strategies, episodic memory, good time estimation (role of frontal lobe functions)

97
Q

Retrospective memory

A

memory of people, words, and events encountered or experienced in the past

Includes all other types of memory including explicit episodic (facts, events, experiences), semantic and implicit)

98
Q

Double Dissociation(s)

A

STM and LTM

Implicit/procedural and explicit/declaractive (episodic) LTM memory –> amnesic patients

Semantic and episodic LTM

99
Q

Memory and Learning

A

input –> encoding —> storage —> retrieval

100
Q

Encoding

A

recording and processing the input in the sensory buffers

101
Q

Sensory encoding

A

extraction of the “verbal: meaning of stimuli –> allows to compare stimuli with internal knowledge

102
Q

Visual encoding

A

activation of visual imagination for the formation of “pictorial representations”

103
Q

Auditory encoding

A

interaction with phonological, lexical, and semantic representations

104
Q

encoding may be

A

voluntary or automatic

105
Q

what boosts the process of encoding

A

Review and mnemonics boost the process

106
Q

what is encoding strongly influenced by

A

STRONGLY influenced by the emotional content of the stimulus

107
Q

neural correlates of encoding

A

hippocampus, amygdala, pre-frontal areas

108
Q

Encoding disorder

A

deficit in the recording or representation of the stimulus

109
Q

Disorder in the encoding/storage

A

related to a difficulty in the formation of complex links between multiple elements (–> semantic store)

110
Q

Consolidation

A

generation of a representation over time (minutes to years)

111
Q

After the encoding phase

A

information is stored at the hippocampus level

112
Q

at the hippocampus level

A

encoding stimuli are progressively “communicated” to different neurcortical structures, passing form a “hippocampus-dependent” phase to a (partially) “hippocampus-independent” one

113
Q

Consolidation disorder

A

alteration process during the transition from STM to LTM

114
Q

Recovery

A

generation of a representation based on information stored; process of active retrieval of previously learning information

115
Q

can recovery be facilitated

A

Can be facilitated –> cued recall (for clinical purposes too) – required the activation of numerous brain structures

116
Q

Brain network is implicated in

A

different recovery-related processes, as voluntary or automatic recall, response selection, visual imagination, spatial references

117
Q

brain network for recovery

A

Dorsolateral prefrontal cortex (right)

Hippocampus

Anterior cingulate gyrus

Posterior cingulate gyrus, cuneus, precuneus, retrosplenial cortex

Cerebellum

Parietal cortex (right)

118
Q

encoding

A

Sensory-assocative parietal areas

119
Q

high level encoding and strategic retrieval

A

Prefrontal areas

120
Q

storage

A

Mesial-temporal/temporal areas

121
Q

Retrograde amnesia

A

inability to remember past events –> not historical facts (i.e. semantic memory)

loss of memories that were acquired before the onset of illness/time of trauma

122
Q

Anterograde amnesia

A

inability to learn, store, and recall verbal and non-verbal information

impaired learning of new things since the onset of illness/time of trauma

123
Q

Global amnesia – hypothesis of a ‘gradient’ (Ribot’s law)

A

oldest memories are more resistant

124
Q

what does anterograde amnesia not impact

A

No deficits in verbal and non-verbal STM or in implicit memory

125
Q

how to assess retrograde amnesia

A

Assessment: questionnaires that recall the ‘episodic’ knowledge of more recent events

126
Q

Elderly subjects have a physiological reduction in the

A

autobiographical memory of their most recent events (Ribot’s Law of Regress) –> reduction of episodic memory in favor of semantic memory

127
Q

In patients with head traumas

A

can often observe a temporal gradient of recovery of memories (lastly those close to the trauma) – variability in the temporal extension of the disorder (hrs – yrs)

128
Q

episodic memories have what kind of deficit - retrograde amnesia

A

Recovery deficit (not storing deficit) for episodic memories

129
Q

clinical picture - anterograde amnesia

A

reduced ability to form new memories

130
Q

clinical picture - retrograde amnesia

A

variable alteration of old memory

131
Q

clinical picture - global amnesia

A

Anterograde amnesia: reduced ability to form new memories

Retrograde amnesia: variable alteration of old memory

Temporal and topographical disorientation

132
Q

clinical picture - global amnesia - spared

A

Spared STM, implicit memory, language function, general intelligence and emotional behaviors

133
Q

clinical picture - global amnesia - ability to learn

A

Ability to learn new skill/task, especially at procedural level, but patient will not remember where/how they learned that skill or task

134
Q

clinical picture - global amnesia - Confabulations and anosognosia

A

–> associated to diencephalic and fronto-basal lesions

135
Q

Confabulations

A

constitute frequent positive/productive symptoms in amnesia

136
Q

Confabulations may be

A

May be realistic/contextually plausible (usually ~95%) or fantastic, spontaneous, or induced

137
Q

confabulations - Spontaneous

A

frequent in subjects with diencephalic and fronto-basal lesions

138
Q

confabulations - Provokes (or by embarrassment)

A

frequent in subjects with general amnesic disorder

139
Q

In most types of amnesic patients, confabulations testify that there is a dysfunction of the

A

temporal consciousness versus patients with bilateral hippocampal damage who have completely lost the sense of time

140
Q

temporal consciousness

A

ability to locate objects/events in the right ‘place’ along one’s personal story – according to past/present/future coordinates

141
Q

Sacks’ book - temporal consciousness

A

a man with a past (or future), stuck in a constantly changing, meaningless moment

142
Q

Coding deficit hypothesis

A

amnesic patients have deficit in deep processing of information while coding presented stimuli

143
Q

Trace consolidation hypothesis

A

amnesic patients are not able to consolidate new memories –> interruption of the transition from STM to LTM

144
Q

Recall deficit hypothesis

A

amnesics are unable to select the memory sought –> inaccessible memory

145
Q

Context hypothesis

A

amnesics are unable to use contextual information related to the events to be remembered

146
Q

‘classical’ global amnesic lesions

A

mesial temporal amnesia, diencephalic amnesia, and basal forebrain amnesia

147
Q

mesial temporal amnesia

A

Damage to hippocampus and adjacent medial temporal structures, usually bilateral –> mesial temporal amnesia (e.g. patient H.M.)

148
Q

Mesial temporal structures include:

A

Hippocampus, perirhinal cortex, entorhinal cortex, parahippocampal cortex, amygdala

149
Q

diencephalic amnesia

A

Damage to the hypothalamus and thalamus

150
Q

Diencephalon consists of:

A

Thalamus

Hypothalamus and posterior pituitary

Epithalamus

Posterior commissure

Pineal body

Subthalamus

151
Q

basal forebrain amnesia

A

Damage to the basal forebrain

152
Q

what lesions lead to global amnesia

A

bilateral hippocampal lesion does

153
Q

what lesions do not lead to global amnesia

A

The amygdala, prefrontal cortex, parietal cortex, and basal ganglia, also involved in memory, but lesions in these structures do not lead to global amnesia

154
Q

Patient H.M.: global amnesia

A

Bilateral removal of hippocampus and adjacent medial temporal structures to solve a pharmacologically resistant epilepsy

155
Q

Patient H.M.: global amnesia - after surgery

A

Cured epilepsy;

Spared intellectual and language abilities;

Spared procedural learning/memory

Showed a mild retrograde amnesia (few years before surgery)

Showed extremely strong anterograde amnesia (new explicit learning was completely impaired)

156
Q

Transient global amnesia (TGA)

A

not so rare clinical condition; person experiences a sudden memory loss (loss of information in the episodic memory store)

Lasts between 4 – 12 hours

157
Q

During a TGA episode…

A

Retrograde amnesia, concerning few hours – years

Cannot form new memories (anterograde component)

Patient repeats same question several times without remembering the answer

Impaired learning

158
Q

TGA may be due to

A

May be due to psychic trauma or stress or to ischemia (decrease in blood supply) in medial temporal structures

159
Q

ischemia

A

decrease in blood supply

160
Q

Dissociative amnesia

A

sudden (often complete) retrograde amnesia for autobiographical memory

Spared anterograde component (spared learning)

Associated with psychic trauma

161
Q

How to Test a Patient with Global Amnesia - STM

A

verbal and non-verbal material (visuo-spatial), memory span, working memory

162
Q

in patient with global amnesia expect STM to be

A

spared

163
Q

How to Test a Patient with Global Amnesia - Long-term declarative memory (anterograde component = learning test)

A

(anterograde component = learning test):

Verbal and nonverbal material

Structured (short story) and unstructured material (word lsit)

Free recall, cued recall, and recognition

164
Q

in patient with global amnesia expect Long-term declarative memory (anterograde component = learning test) to be

A

impaired

165
Q

How to Test a Patient with Global Amnesia - Long-term declarative memory (retrograde component)

A

Autobiographical memory

Source memory for historical events (e.g. where you at the time of the COVID outbreak?)

166
Q

in patient with global amnesia expect Long-term declarative memory (retrograde component) to be

A

impaired

167
Q

in patient with global amnesia expect Semantic memory to be

A

SPARED

168
Q

in patient with global amnesia expect procedural memory to be

A

SPARED

169
Q

in patient with global amnesia expect prospective memory to be

A

(IMPARIED, because required episodic memory and learning)

170
Q

in patient with global amnesia expect Logical reasoning and language abilities to be

A

SPARED

171
Q

A case of Global Amnesia - Jimmy G

A

lost mmeory of last 30 years – convinced he was 19 and it was 1945

Only memories he had were those of his youth until 1945 including semantic knowledge of anything before 1945

Not able to learning anything new – couldn’t explain his illness to him but was sometimes partially aware of it

Didn’t recognize his face, his brother’s face, nor where he lived (eventually developed a sense of ‘familiarity’ for the hospital

Performed well at neuropsych tests

172
Q

what was Jimmy G’s case probably due to

A

Probably due to Korsakoff Syndrome: destruction of mamillary bodies due to alcoholism

173
Q

alcohol abusers may suffer from

A

Wernicke’s encephalophy (deficiency of vitamin B1) which may result in a permanent damage of the mammillary body (Wernicke-Korsakoff disease), often with an associated thalamic lesion

174
Q

Jimmy G had inability to

A

consolidate information –> leading to ‘holes’ in semantic knowledge; loss of episodic memory leads to lack of continuity, to a never-ending flux of sensations… a world of isolated impressions

Relationship between semantic and episodic memory –> learning new concepts/facts requires medial temporal structures

175
Q

learning new concepts/facts requires

A

Relationship between semantic and episodic memory –> learning new concepts/facts requires medial temporal structures

176
Q

LTM assessment should always include

A

Personal orientation testing

Delayed recall of a paragraph or story

Learning tests

Assessment of memory for material presented in visual mode

177
Q

Personal orientation testing

A

assessed in an “informal” way during initial interview or with more specific questions regarding remote events

Facts relating to family life (marriage, children, grandchildren)

Education history (school attended, qualifications)

Work history (employment and duties, place of work, progression, retirement

178
Q

LTM assessment - retrograde memory

A

memory for public events and autobiographic memory

Semi structured questionnaires to investigate the quantity and quality of recallable events for specific periods of the subjects life

179
Q

LTM assessment - Standarization, normative data and clinical validation of new autobiographical memory test: ma-self

A

MA-Self: new tool standardized on a sample of 347 adults with a typical cognitive profile and clinically validated on 36 elderlies with cognitive decline – includes three memory subscales:

Autobiographical episodic memory (about past and future projection)

Autobiographic semantic memory (about the remote and recent past)

Memory of public events (control scale)

180
Q

Verbal short story – delayed recall

A

Can you please repeat the store I read to you early

Number of correct memories and describing confabulations, if present

181
Q

delayed recall errors

A

Substitutions (synonyms, similar concepts, numbers)

Omissions (larger or smaller, irrelevant, relevant or crucial for the correct reproduction of the story)

Additions or elaborations (insignficiant or significantly altering the story, or downright bizarre [see confabulations])

Deviations from the sequence of the story

182
Q

learning test

A

8 lists of words; 15 words in each list; tests learning + retrieval capacity (recall or recognition)

183
Q

2 types of possible assessment for learning test

A

Read whole list and ask to repeat for 3/5 times –> delayed recall after 15 minutes
Some versions of the test after 15 minutes there is a recognition test (recognition of the 15 words between 30 distractors)

and selective reminder test

184
Q

Selective reminder test

A

read the list, ask the subject to repeat, re-read only the missing words; for 5 times –> delayed recall after 15 minutes

Test continues until subject has reached the criterion of two complete successive repetitions without any presentation by the examiner, or up to a maximum of 18 trials

185
Q

learning test is evaluation of

A

learning ability, retrieval capacity (recall or recognition), primary and recency effect

186
Q

Episodic Memory Deficits – Treatment

A

What is the impact of the memory deficit on the patient’s everyday life?

187
Q

Episodic Memory Deficits – Treatment - answer is related to

A

What are the critical features of the patient’s amnesia

Teh possible presence of anosognosia (lack of awareness of the deficit)

The possible presence of frontal (planning/strategic) and language deficits

The quality of patient’s (social) environment

188
Q

Episodic Memory Deficits – Treatment - answer is influenced by the following INDIRECT PROBLEMS:

A

Presence of anxiety (linked to the fear of forgetting relevant information)

Presence of depression (linked to the continuous failures in everyday life)

Social isolation (linked to inability to take part in teh social environment)

189
Q

Social isolation (linked to inability to take part in teh social environment)

A

–> group rehabilitation

190
Q

Presence of depression (linked to the continuous failures in everyday life)

A

–> psychotherapy

191
Q

Presence of anxiety (linked to the fear of forgetting relevant information)

A

–> relaxing techniques

192
Q

Episodic Memory Deficits – Treatment - Key Principles

A

Simplify information provided to the patient

Use brief but meaningful sentences

Provide one instruction/item to be remembered at one time

Make sure the environment is not disturbing/confusing

Ensure the conveyed information has been comprehended

Suggest the patient to link new information to previous knowledge
e.g. if you need to remember the name of a new person, consider if you alread know someone of the same name

Favor a deep elaboration of the information
e.g. by encouraging the patient ot make questions on unclear points

Apply errorless learning (versus trial and errors ones)

Errors are coded (and remembered) at the level of procedural memory

Teach patient to use external devices

193
Q

Episodic Memory Deficits – Treatment - adaptation methods

A

external and internal methods

194
Q

External methods

A

environmental adaptation, mnemonic aids (e.g. alarm clocks, calendars, diaries, recorders, etc.)

195
Q

Internal methods

A

restitutive and substitutive methods

Examples: use of mnemonics (transform the story to be remembered into images), item categorization, vanishing cues, repetition priming, conditioning

neuropsych (25 decks)

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