Midterm

Question 0

What is focused attention?

Impairment?

Answer 0

Basic responding to stimuli. Appropriately aroused, alert & oriented to stimuli.
Typically impaired when someone is coming out of a coma.
Typically recovered in TBI.

Question 1

Various types of attention

Answer 1

Focused attention
Sustained attention
Selective attention
Alternating attention
Divided attention

Question 2

What is sustained attention?

Impairment?

Answer 2

Two components.
1. Vigilance-the ability to maintain attention over time. Being ready to respond. Passive attention.
2. Active concentration- involves manipulating information and holding it in mind.
Can only focus for brief periods.

Question 3

What is selective attention?

Impairment?

Answer 3

Attending to what is relevant or important. Freedom from distractibility. Distractions can be internal or external.
Inability to perform therapy tasks in a stimulating environment, or prepare a meal while there is noise in the background.

Question 4

What is alternating attention?

Impairment?

Answer 4

Shifting attention all focus from one thing to another and back again.
Ex. Difficulty changing treatment tasks & needing extra cueing to pick up & start again.

Question 5

What is divided attention?

Answer 5

The ability to respond simultaneously to multiple tasks. May actually be rapid alternating attention or automatic processing for at least one of the tasks.

Question 6

What are common trends in the attention theories?

Answer 6

Key theoretical concepts are maintenance of attention,selectivity, capacity, & shifting of attention.
***these key components rely on working memory-interface between short & long term memory.

Question 7

Define Executive functions

Answer 7

Cognitive skills that allow us to complete goal directed abilities that are not over learned, automatic, or routine.

Question 8

Outline Mateer’s clinical model of executive functions

Answer 8

Initiation and drive (starting behavior)
Response inhibition (stopping behavior)
Task persistence (maintaining behavior)
Organization (actions and thoughts)
Generative thinking (creativity, fluency, cognitive flexibility)
Awareness - ( monitoring & modifying one’s own behavior)

Question 9

Mateer’s exec. Functions clinical model

Initiation& drive

Answer 9

Starting behavior

Question 10

Mateer’s exec. Functions clinical model

Response inhibition

Answer 10

Stopping behavior

Question 11

Mateer’s exec. Functions clinical model

Task persistence

Answer 11

Maintaining behavior

Question 12

Mateer’s exec. Functions clinical model

Organization

Answer 12

Organizing sequencing & timing behavior

Question 13

Mateer’s exec. Functions clinical model

Generative thinking

Answer 13

Creativity, fluency (generate new items in a category) cognitive flexibility( identify alternatives, new ideas,abstract)

Question 14

Mateer’s exec. Functions clinical model

Awareness

Answer 14

Monitoring & modifying ones own behavior.

Question 15

Declarative vs non-declarative memory

Answer 15

Declarative-knowledge base

Non-declarative- learning without awareness

Question 16

Content dependent forms of long term memory

Answer 16

Declarative & non-declarative

Question 17

Declarative memory-two subsystems

Answer 17

Semantic- acquired knowledge about the world. Word meanings, facts,& ideas.
Episodic- recall of personal experiences that are tagged to time and place.

Question 18

Why is the distinction between episodic and semantic memory important in cognitive rehabilitation?

Answer 18

Following brain injury, preserved semantic memory is often spared. This allows access to old knowledge but with poor ability to expand their semantic memory & create new knowledge due to impaired episodic memory.

Question 19

How do most memory theorists view attaining semantic memory?

Answer 19

They view episodic memories as one vehicle by which semantic memory is created.

Question 20

Non-declarative memory

Answer 20

Does not rely on episodic memory. Learn without conscious awareness of learning.

Question 21

Examples of non-declarative learning

Answer 21

Priming-learning without awareness. previous exposure to information can prompt recall without a person being aware of the information was previously presented.
Procedural learning-not facts. It’s procedure.

Question 22

TBI-declarative memory

Answer 22

May have preserved semantics memory.because of impaired episodic memory will have difficulty laying down new semantic memory to create new knowledge.

Question 23

Non-declarative memory

Answer 23

Learning without awareness

Question 24

TBI- non-declarative memory

Answer 24

Often preserved in people with neurological impairment.

Can teach them something procedure. To help someone compensate impairment of semantic & episodic memory.

Question 25

Type of non-declarative memory we teach with lots of repetitions

Answer 25

Procedural memory/learning

Question 26

What is the Glascow Coma Scale and how is it measured?

Answer 26

Measure of brain injury severity
3 perimeters
1. Eye opening
2. Best motor response
3. Best verbal response

Question 27

What is the Rancho Los Amigos Level of Cognitive Functioning

Answer 27

Description of recovery
Very helpful for families to understand the cognitive communication process & what they can do to help maximize their love ones success.

Question 28

Variables in managing dysexecutive syndrome

Answer 28

Time since injury
Severity of dysexecutive symptoms
Co-occurrence of other cognitive deficits
Clients level of awareness
Rehabilitation priorities of client,family, &staff
Support available in discharge environment