memory, language and executive dysfunction Flashcards

1
Q

what are the stages of memory *

A

registration - input from senses, and attention and ability into the memory system

encoding - processing and combining the recieved info

storage - holding of that input in the memory system, assimilate with already known info

retrival - recoving stored info from the memory system (if problem at this stage would benefit from prompts/cues)

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2
Q

what stage of memory does alzhiemer’s effect *

A

encoding

prompts dont help

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3
Q

theory 2 of memory - duration *

A

conceptual divisions in memory systems

  • sensory - not last long, might not be aware of it at all
  • working/short term mem - few seconds - when info processed it is laid down as this
  • long term memory - few days
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4
Q

describe the model for memory incorporating stages and duration *

A

info goes into sensory receptors - some info lost, some laid down as short term memory if we focus attention on it; rehearsal means it will stay in short term, if not rehearsed there is a limited capacity so info is lost

info can be stored in long term mem - either from short term or from sensory

info from long term is retrieved (reactivating working mem) - dont know if this is by same architecture as laying down memory eg hippocampi

longterm memory is transferred to neocortex

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5
Q

what are the different types of memory *

A

long term memory is composed of declaritive and non-declaritive

declaritive composed of episodic (problem present that cant remember anything from on holidy for eg), or semantic (acquired knowledge eg capitals)

non-declaritive (w/o consciousness, usually well conserved in lesions) made of procedural (eg driving), priming, conditioning, non-associative learning

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6
Q

areas of the brain involved in different aspects of long term memory *

A

declaritive (explicit) - medial temporal lobe/diencephalon

procedural - striatum

priming - neocortex

simple classical conditioning

  • emotional response - amygdala
  • skeletal musculature - cerebellum
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7
Q

what part of the brain does episodic memory involve *

A

medial temporal lobe including hippocampus, enterhinal cortex, mammillary bodies, parahippocampal cortex

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8
Q

effect on memory of bilateral removal of the temporal lobe *

A

remove the hippocampus = memory deficits - responsible for learning of declaritive memory - cant remember what just happened

basal ganglia project to prefrontal so might be involved in the problem - retrival deficit

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9
Q

what type of memory is the temporal lobe related to *

A

semantic memory

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10
Q

what type of memory is associated with prefrontal cortex *

A

working memory

retrival

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11
Q

what type of memory is the cerebellum associated with *

A

procedural memory

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12
Q

summarise memory disorders *

A

total amnesia is rare - especially when there is otehrwised preserved cognition

many neuro conditions effect memory with different lesion sites

the various aspects of memory are effected in different ways by different disorders

eg episodic, semantic (primary semantic deficit - semantic dementia), anterograde/retrograde dementia - when people have siezures or epilepsy they might have remote memory problems

implicit memory or learning are often on tact - for example mirror drawing improves each time a person does it, even of they have no declaritive memory of having done it before

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13
Q

effect of temporal lobe damage by herpes encephalitis

A

procedural memory fine

but unable to lay down new memories

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14
Q

describe modality of memory *

A

L hemisphere mainly concerned with verbal information processing

R with non-verbal - ie face processing so prosopregnosia is likely to effect R

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15
Q

describe the serial position effect

A

have primicy effect and recency effect

more likely to remember words at start and end of list

in alzheimer’s the primicy effect is lost - memory already gone because the coding is deficit

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16
Q

what alters the probability of remembering words

A

order

personal salience

number of words

chunking or other encoding strategy - repeat the lsit a few times to see if people can do this - in fronto/fronto-striatal disruption difficulty chunking even with repetition

delay time

distraction

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17
Q

clinical implication of the way we remember

A

give important info at the beginning and end

emphasise and repeat important info at end

make salient - ie link back to initial concerns

chunk info into meaningful categories

avoid overloading with information - working memory is 7+/- 2 items

can use pneumonics

18
Q

summarise language

A

it is ubiquitous

a system of symbols, rules and structure that enable us to communicate

nio humans found without language

debate whether innate (because universal across cultures) or exposure

both organic and environmental factors are important - there is a critical time frame for language develop, we are designed to develop language but this depends on exposure

19
Q

what is the structure of language

A

phenome - the smallest uniot of sound in a language that can signal a difference in meaning - humans can express just >100, in english there are 44

morphemes are the smallest units of meaning in a language - typically 1 syllable, combined to make words

words

phrases

sentences

written text and conversational discourse

20
Q

what is syntax

A

rules that govern teh way morphemes and words are combined to communicate a particular language

theory of universal grammer - under normal conditions humans will develop language with particular properties eg distinguishing nouns from verbs

children of parents who speak pidgin language ie with no grammer, develop languages which are fully gramatical - suggests that there needs to be some exposure but an innnate part of the brain controls syntax

21
Q

describe language development *

A

1-3months - distinguish speech and nonspeech, prefer speech, undifferentiated crying gives way ot cooing when happy

4-6months - babbling sounds - contain sounds from every language, child vocalises in response to vocalisation from others

7-11months - only phenomes heard in own language, child moves tongue with vocalisations, child discriminates some words without understanding their meaning and begins to initiate word sounds herd from others

12months - firts recognisable words as 1 word utterence

12-18 - increase knowledge of meaning, use single words to express whole phrases, usually nouns

18-24 - vocab extends to 50-100 words, 1st rudumentory sentances usually 2 words, little use of articles, conjunctions, or axillary verbs

2-4yrs - vocab expands rapidly, get larger sentences, grammatically incorrect but express basic syntax, expresses concepts with words and describe imaginary objects and ideas

4-5yrs - child has learnt basic gramatical rules for combining nouns, adjectives, articles, conjugations and verbs into meaningful sentences

22
Q

what happens if children are raised without exposure to language

A

they are w/o language

even with rehab still incompetent

23
Q

describe the critical period for lanuage gain *

A

<5yrs

between 5 and puberty it is harder

we know this because of 2nd language acquisition, children with brain injuries at different stages and feral children raised w/o language

exposure to language is required

24
Q

describe hemispheric specialisation for language *

A

95% of R handed people have L hemisphere dominance

19% of L handed have dominance for R, another 19% have no dominance

therefore post-brain injury dominance may effect recovery

25
effect of lesion to broca's area \*
non-fluent speech impaired repitition poor ability of syntax intact comprehension effortful expression *this is expressive aphasia*
26
where is broca's area \*
l hemisphere, frontal region
27
describe wernick's aphasia \*
*receptive aphasia* problem in comprehending speech - input/reception of language fluent meaningless speech - wouldnt notice the aphasia if you didnt speak their language paraphasias - errors in producing specific words semantic paraphasias - substituting words similar in meaning phonemic paraphasias - substituting words similar in sounds neologisms - non-words poor repitition impairment in writing can managage aspects of conversation - eg speak at right time but cant respond to specific qns
28
where is wernick's area \*
temporal lobe
29
describe the language circuits\*
info about sound is analysed in cortex and sent to wernick's area wernick's area analyses this to see what word was said this info goes through the arcuate fasiculus to broca's area broca's area forms a motor plan to repeat the word and sends it to motor cortex motor cortex illicts plan
30
effect of lesion to arcuate fasciculus \*
cant repeat word but can understand because of intact wernick's and can speak spontaneously because of intact broca's
31
what are the different types of aphasia \*
global - not fluent, cant comprehend, cant repeat mixed trasncortical - not fluent, cant comprehend broca's - not fluent, cant repeat transcortical motor - not fluent wernick's - cant comprehend or repeat transcortical sensory aphasia - cant comprehend conduction- cant speak anomic - naming deficit - common
32
what conditions are associated with aphasia \*
lesions to dominant hemisphere caused by: stroke tBI cerebral tumour progressive neurodegenerative conditions - primary progressive aphasia
33
what is the new theory of localisation of language \*
not just 1 key connective tract - there are many eg uncinate fasciculus, the inferior front-occipital fasciculus, the middle longitudinal fasciculus, inferior longitudinal fasciculus language is distributed throughout brain - involving frontal, temporal, parietal in middle hemispheres, and the basal ganglia, thalamus and cerebellum
34
what is dysexecutive syndrome \*
the disruption of executive function and is closely related to frontal lobe damage has cognitive, emotional and behavioural symptoms
35
what is executive function \*
the mental processes taht allow us to plan, focu attention, remember instructions and juggle multiple tasks it coordinates response for different things - not just 1 function involves inhibiting response
36
causes of dysexecutive syndrome (\*
head trauma tumour degenerative disease cerebrovascular disease psychiatric problems
37
what are the 2 possible behavioural and emotional aspects of dysexecutive syndrome \*
1 * hyperactivity * impulsive * disinhibited * perseverative * emotional dysregulation * socially inappropriate * rude, crass, prone to swearing 2 * hypoactivity * lack of drive * apathetic * poor initiation of tasks * lack of spontinuity * emotional bluntness * theory of mind difficulties - social cognitive difficulties - dont know whats in other people's minds * reduced empathy get either of these - dependant on discrete brain areas
38
cognitive effects of the dysexecutive syndrome \*
attentional and working memory difficulties - prefrontal cortex poor planning and organisation difficulty coping with novel situations and unstructured tasks difficulty switching from task to task difficulty keeping track of lots of tasks difficulty with complex/abstract thinking
39
what regions of the frontal lobe are effected in dysexecutive syndrome \*
prefrontal cortex - memory orbito-frontal - impulsivity and disinhibition - behaviour change medial - loss of spontaneity, initiation - lack of drive, apathy (not depression - report mood as fine), akinetic mutism dorsolateral - inability to formulate and carry out plans - cognitive problems
40
describe the connections between prefrontal cortex and subcortical structures in dysexecutive syndrome \*
it means that conditions look like there is a problem in the frontal cortex, but actually the damage is to subcortical areas eg movement disorder - parkinsons can develop apathy because of connections, not necessarily direct damage to frontal regions