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122 HLTHPSYCH > MOD2 - Cognitive Foundations of BHD > Flashcards

MOD2 - Cognitive Foundations of BHD Flashcards

1
Q

what is learning based on and what does it result in

A

based on experience and results in a relatively consistent change in behaviour or behaviour potential

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2
Q

what is classical conditioning

A

relationships between events in our environment

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3
Q

what is the process of classical conditioning

A

learning new stimuli associations between 2 previously unrelated stimuli

UCS naturally elicits a reflexive response and previously neutral stimulus did not elicit response.

we learn prev neutral stim predicts a certain event and we respond accordingly

after repeated pairings with the UCS the neutral stimulus elicits the response on its own

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4
Q

what is a reflex

A

unlearned response elicited by stimuli that have a biological relevance for an organism

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5
Q

what is an unconditioned stimulus/UCS

A

any stimulus that naturally elicits a reflexive response

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6
Q

what is an unconditoned response/UCR

A

the response naturally elicited by the UCS

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7
Q

what is the conditioned stimulus/CS

A

previously neutral stimulus that is able to elicit a particular response after being paired with the UCS

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8
Q

what is the conditioned response/CR

A

response elicited by the CS

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9
Q

what is acquisition

A

process by which the CR is first elicited

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10
Q

what are the 2 requirements that are critical for classical conditioning

A

timing so pairings are close enough in time to be perceived as being related

UCS and CS need to be paired several time

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11
Q

what is stimulus generalisation in classical conditioning

A

CR occurs to other stimuli that are similar to the CS but have never been paired with the UCS

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12
Q

what is stimulus discrimination in classical conditoning

A

distinguishes among stimuli similar to CS

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13
Q

what is extinction in classical conditioning

A

CR disappears when the CS repeatedly occurs without the UCS

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14
Q

what is operant conditioning

A

process by which a behaviour is associated with its consequences

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15
Q

what is thorndike’s law of effect

A

actions that subsequently lead to satisfying state of affairs are more likely to be repeated

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16
Q

what is a reinforcement and what type of conditioning is it associated with

A

operant conditioning

stimulus that occurs after the behaviour and increases the likelihood that the behaviour will occur in the future

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17
Q

what is a punishment and what type of conditioning is it associated with

A

operant conditioning

stimulus that occurs after the behaviour and decreases the likelihood that the behaviour will occur in the future

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18
Q

what is positive reinforcement

A

presentation of pleasant stimulus after a behaviour

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19
Q

what is negative reinforcement

A

removal of unpleasant stimulus after a behaviour

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20
Q

what is positive punishment

A

presentation of unpleasant stimulus after a behaviour

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21
Q

what is negative punishment

A

removal of pleasant stimulus after a behaviour

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22
Q

what type(s) of conditioning is extinction of a behaviour associated with

A

both operant and classical

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23
Q

what is extinction of a behaviour

A

fading of a behaviour after initial burst when reinforcement of the behaviour stops

spontaneous recovery could occur

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24
Q

what are primary reinforcers

A

naturally reinforcing biologically determined

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25
Q

what are secondary reinforcers

A

learned reinforcers and do not inherently satisfy a physical need

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26
Q

what are the 2 schedules of reinforcements

A

continuous and intermittent

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27
Q

what is continuous reinforcement schedules

A

reinforcer occurs after every response

eg after each time the behaviour is performed

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28
Q

what is intermittent/partial reinforcement schedules

A

reinforcer occurs intermittently rather than after every response

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29
Q

what are the 2 subtypes of intermittent reinforcement schedules

A

ratio and interval schedules

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30
Q

what are the 2 types of ratio schedules

A

fixed ratio and variable ratio

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31
Q

what is fixed ratio schedules

A

reinforcer occurs after a fixed number of behavioral responses

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32
Q

what is a variable ratio schedule

A

reinforcer occurs after a variable number of behavioural responses whose average is pre-determined

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33
Q

what are the 2 types of interval schedules

A

fixed and variable

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34
Q

what is a fixed interval schedule

A

reinforcer occurs for the first behavioural response made after a fixed period of time

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35
Q

what is a variable interval schedule

A

reinforcer occurs for the first behavioural response made after a variable period of time whose average is predetermined

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36
Q

what is observational learning

A

your response is influenced by the observation of others (models)

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37
Q

what are the 4 factors in observational learning

A

motivation

attention

retention

reproduction

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38
Q

what is vicarious conditioning

A

imitation of anothers behaviour depends on the characteristics of the model such as prestige, likeability/attractiveness and if they were observed to be rewarded or punished for behaviour

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39
Q

what is learned helplessness

A

an expectancy that one cannot escape aversive events

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40
Q

what are the 3 steps to learned helplessness

A

uncontrollable bad events

perceived lack of control

generalised helpless behaviour

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41
Q

what are the 3 types of deficits that learned helplessness is marked by

A

motivational

emotional cognitive

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42
Q

what is the motivational deficit in learned helplessness

A

slow to intiate known actions

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43
Q

what is the emotional deficit in learned helplessness

A

can appear rigid, lifeless, frightened or distressed

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44
Q

what is the cognitive deficit in learned helplessness

A

demonstrate poor learning in new situation

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45
Q

what is learned helplessness in a health context

A

people in situations where they have little control (eg poverty, homelessness, disabilites) give up trying to influence their environment

learned they are helpless so may have poor health and mental health consequences

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46
Q

the mental processes involved in acquiring, representing and processing knowledge are characterised by what 2 points

A

individual differences in perception

subjective interpretations of environment and relationships

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47
Q

what are contingencies

A

outcomes are dependent on our actions

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48
Q

what is the internal locus

A

belief that own actions determine our fates

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49
Q

what is the external locus

A

belief that our lives are governed by forces outside our control or by people more powerful than ourselves

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50
Q

what is the locus of control

A

expectancy as to whether or not fate determines outcomes in life

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51
Q

what is the behaviour of those with an internal locus in terms of health context

A

those with internal locus of control are more likely to practice good health care habits

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52
Q

what is the behaviour of those with an external locus in terms of health context

A

those with external locus of control are more likely to believe that health is outside their control so take fewer actions to improve their health and can end up in poorer shape

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53
Q

what is self-efficacy

A

belief that one an perform adequately in a particular situation

related to competence in a specific situation and activity

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54
Q

is the thought “I can do that behaviour if i want to, try try try again” high or low self efficacy

A

high

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55
Q

is the thought “no way i can’t do that/ i cant do it/ i quit” high or low self efficacy

A

low

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56
Q

what are the 4 factors that impact self-efficacy

A

mastery experience

vicarious experience

persuasion

emotional arousal

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57
Q

what is mastery experience in self efficacy

A

able to master behaviours easily so more likely to try new experiences

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58
Q

what is vicarious experience in self efficacy

A

if other people can do it i can too

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59
Q

what is persuasion in self efficacy

A

other people support you or you support yourself

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60
Q

what is emotional arousal in self efficacy

A

nerves

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61
Q

what is self-efficacy’s role in health context

A

when people feel they have self-efficacy over health conditions or treatments the effects of their health condition becomes less of a stressor

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62
Q

what is attribution theory

A

how people interpret and explain causal relationships in the social world

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63
Q

what is an explanatory attribution style

A

individuals explanatory style can determine how they cope and behave following uncontrollable adverse events

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64
Q

what is are the 2 types of explanatory attribution style

A

optimistic and pessimistic

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65
Q

what is optimistic explanatory style - what do they credit their success and failures to

A

healthy and credits success to internal factors

failures to external factors so confidently works for sucess

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66
Q

what is pessimistic explanatory style - what do they credit their success and failures to

A

unhealthy as they credit success to luck and failure to lack of ability

therefore low expectation of success

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67
Q

what are the 2 main errors of attribution

A

fundamental attribution error

self-serving bias

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68
Q

what is fundamental attribution error

A

tendency to attribute another person’s behaviour to personality/disposition while ignoring situational causes

even when there are strong situational cues we tend to underestimate them

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69
Q

what are the 4 reasons that we make FAE

A

not enough info about situational factors

pay more attention to people than objects

we would have acted differently in their place

cultural influences

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70
Q

what is self serving bias

A

tendency to attribute personal success to internal factors and personal failures to external factors

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71
Q

what are the 2 reasons that we have self serving bias

A

saving face in front of other people

preserves self esteem in short term

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72
Q

what are the 3 theories of chronic pain

A

gate control

operant conditioning

cognitive behavioral

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73
Q

what is sensation

A

process by which stimulation of a sensory receptor gives rise to neural impulses that result in an experience/awareness of conditions inside or outside the body

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74
Q

what is perception

A

process of organising info in the sensory image and interpret it as having been produced by properties of object or events in the external 3D world

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75
Q

what is pain

A

body’s response to harmful stimuli that are intense enough to cause/threaten tissue damage

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76
Q

what are the 3 factors of pain

A

type of sensation

frequency

intensity

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77
Q

what are the 3 components of pain

A

experience (sensation/perception)
response (reaction/behaviour)
management

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78
Q

pain perception and experience is strongly influenced by what 3 factors

A

attention

cognition

mood

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79
Q

what is chronic pain

A

pain that lasts longer than 3 months

impacts an individual’s wellbeing and difficult to diagnose and treat/manage

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80
Q

what is the gate control theory

A

gate exists at the spinal cord that ca block some pain signals while allowing others through the brain

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81
Q

what is the 2way input to the gate control theory

A

ascending and descending

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82
Q

what is the ascending messages of the gate control theory

A

messages are biological in nature

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83
Q

what is the descending messages of the gate control theory

A

messages are psychological in nature

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84
Q

non painful input has what effect on the gate in the gate control theory

A

closes the gate to the painful inputs and prevents pain sensation from travelling to the CNS

thus non-noxious physical and psychological input can suppress pain

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85
Q

what is the operant conditioning theory of chronic pain

A

learned associations between pain behaviour and its consequences

86
Q

what is withdrawal in the operant conditioning theory of chronic pain

A

response to painful stimuli to escape noxious stimuli by moving away or removing pain

87
Q

what does withdrawal from noxious stimuli exemplify in terms of reinforcement

A

negative reinforcement

88
Q

what are the treatment approaches in the operant conditioning theory of chronic pain

A

focus on changing behaviour and use conditioning to decrease unhelpful behaviours or increase helpful behaviours

89
Q

interventions in the operant conditioning theory of chronic pain seek to

A

identify and modify antecedents of experiences/behaviours

reinforce/punish behaviours by changing consequences

90
Q

what are the 3 components of the cognitive triangle

A

thoughts/psychological

feelings/emotions

behaviour/reaction

91
Q

what is the cognitive behavioral theory

A

individuals seen as active processors of info = a persons perceptions impact their behaviour

92
Q

what are the 2 types of coping in the cognitive behavioral theory

A

active and passive coping

93
Q

what is active coping

A

focus on trying to control pain/function despite it

individuals use own resources to deal with pain

leads to problem solving attitude and positive effect on pain

94
Q

what is passive coping

A

focus on avoiding the experience of pain

individual feels helpless in dealing with their pain

leads to inactivity or over reaction and negative effect on pain

95
Q

operant conditioning model of chronic
pain relates to ___ aspects

cognitive behavioral model of chronic pain relates to ___ aspects

A

operant = behavioural

cognitive = cognitive

96
Q

what is cognitive development

A

gradual transition from infant to adult mental capacity

97
Q

before piaget what was assumed about childrens cognition

A

assumed that children are merely less competent thinkers than adults

98
Q

what is piagets scheme

A

mental structure made up of organised group of memories thoughts and strategies

schemes are units of knowledge of related content

99
Q

what is assimilation and accomodation

A

assimilation = reality is assimilated into ones worldview

accomodation = changing ones worldview to better reflect reality

100
Q

what occurs in the sensorimotor stage

A

sensorimotor intelligence so become more coordinated and move from reflexive to voluntary action

reflexive schemes substage 0-1mnth where newborns suck/grasp/look in the same way no matter the circumstances

101
Q

what are the 4 piagets stage and what ages do they occur at

A

sensorimotor = birth-2yr
preoperational = 2-7yr
concrete operational = 7-11yr
formal operational = 12yrs +

102
Q

what are the 2 main attainments of the sensorimotor stage

describe this stage

A

object permanence and ability to imitate

no though beyond immediate physical experience (5 senses)

103
Q

what is object permanence

A

understanding that an object continues to exist even if it cant be seen or heard

104
Q

what are the 2 markers of peroperational stage

what develops in this stage

A

thoughts and communication egocentrism (focused on own experiences) and symbolic thought (clear mental representation of objects and events not physically present)

moving from imitation to more sophisticated symbolic or make believe play

language development

105
Q

what occurs to thought in the concrete operational stage

what is the main process that is mastered

A

thinking becomes more logical, practical and organised

conservation is mastered (objects physical properties dont change when nothings added/taken away)

106
Q

what are the 2 concepts found in new research on concrete operational thought

A

skills dont emerge spontaneously

previous experience influences understanding

107
Q

does everyone reach the formal operational stage

A

may not exist for some

108
Q

what occurs in the formal operational stage

A

abstract and hypothetical thinking emerges

109
Q

what are the 3 levels to understanding illness and piaget and what ages do they occur at

A

prelogical explanations = 2-6yr

concrete logical explanations = 6-12yr

formal logical explanations = 12+

110
Q

what are the 2 categories of the prelogical stages

A

phenomenism = ‘magical’ terms (dont understand cause and effect)

contagion = illness is from person/object thats close by or activity occured before illness

111
Q

what are the 2 categories of the concrete logical explanation stages

A

contamination = multiple symptoms possible and germs/behaviour cause illness

internalisation = illness is within the body, differentiate organs and diff treatments improve health

112
Q

what are the 2 categories of the formal logical explanation stages

A

physiologic explanations = illness defined in terms of bodily malfunction

psychophysiological explanations = mind and body interact and accept role of stress/worry (most mature understanding of illness)

113
Q

what was vygotsky’s sociocultural theory

A

children are product of culture and are influenced by social interaction

114
Q

what is social constructivism

A

learning is active creation of knowledge from personal experience

115
Q

vygotsky believed that learning was continuous/in stages

A

continuous

116
Q

what were the 2 key concepts in vygotsky’s theory

A

social constructivism and language play central role in development

(children talk to themselves when problem solving - private speech)

117
Q

what is the zone of proximal development in vygotsky’s sociocultural theory

A

difference between a childs independent performance and assisted/guided performance

118
Q

what is scaffolding in vygotsky’s sociocultural theory

A

teacher/parent adjusts amount and type of support to the childs level of development

119
Q

what are the 4 things that must be done to prepare children and adolescents for medical issues or going to the doctors/surgery

A

establish cognitive level of child

determine illness experience

establish experience of a specific treatment

check understanding of explanations after giving them

120
Q

how can children be prepared for surgery

A 
tours of theater
videos
interactive materials
address anxiety
relieve guilt
educate parents
after surgery parent stay
121
Q

what is the definition of chronic illness

A

interferes with daily functioning for >3mnths/yr

hospitalisation lasting >1month/yr

affects child for life/rare cure/life-time management

122
Q

the impact of chronic illness depends on what 5 factors

A

type of diagnosis and degree of physical impairment

visibility of illness

uncertainty about prognosis

irregular and unpredictable effects of illness

treatment and pain associated with disease and treatment

123
Q

what might nonadherence look like

A

discontinuation of treatment

increasing/decreasing dose without consulting physician

124
Q

what are potential causes of non-adherence

A 
complex treatment
side effects
poor doctor/patient communication
ae
patient beliefs about illness/medicaiton
125
Q

what are the 4 multimodal interventions to supporting families and young people in the healthcare setting

A

educational approaches
modelling
incentives (reinforcements)
family support and problem solving

126
Q

what are the 2 types of memory

A

short and long term memory

127
Q

what are the 2 types of short term memory

and how long do they last for

A

sensory (>1sec) and working (>1min)

128
Q

what are the 2 types of long term memory

what are they in terms of conciousness

A

explicit (conscious) and implicit (unconcious)

129
Q

what are the 3 processes of memory

give a brief description for each

A

encoding = convert info into usable form in memory

storage = retaining info in memory

retrieval = bringing to mind info stored in memory

130
Q

what is encoding in memory

A

transform external events and internal thoughts into both temporary and long lasting memories

131
Q

when you’ve encoded info it goes into what type of memory

A

short term memory

132
Q

what is maintenance rehearsal

A

repeating info to get into your short term memory

133
Q

what are the 3 steps in encoding long term memories

A

perception of stimuli -> encoding

engram -> consolidation

long term potentiation -> storage

134
Q

what is perception of stimuli when encoding long term memories

A

anatomical change via neurotransmitter release

135
Q

what is creating an engram when encoding long term memories

A

physical memory trace in brain

136
Q

what is long term potentiation when encoding long term memories

A

gradual strengthening of connections among neurons from repetitive stimulation

137
Q

what are the 3 depths to encoding memories

list from shallow to deep and what they mean

A

shallow = structural (letters/physical)

phonemic (sounds like)

deep = semantic (attach meaning to it)

138
Q

what are the 3 types of sensory memory

describe them in terms of capacity, duration and which sense they primarily are associated with

A

iconic = 0.5sec long, visual, large capacity

echoic = 3-4sec long, hearing, short duration

haptic = less than 1 sec long, touch

139
Q

what are the 3 measurements of working memory

A

capacity
chunk
duration

140
Q

what are the 3 techniques to turning working memory and its immediate experiences/sensory input to long term memory

A

auditory rehearsal
visual spatial sketchpad
central executive

141
Q

what is auditory rehearsal

A

repeating info to yourself

142
Q

what is central executive

A

directs focus

eg study break, get dinner

143
Q

what is storage capacity and duration for long term memory

what kinds of things are stored

A 
potentially long duration/lifetime
huge capacity
mutistore system
- past experiences/events
- thoughts and feelings
- skills and abilities
- identity and sense of self
144
Q

what are the 2 types of explicit long term memory

A

semantic and episodic

145
Q

what are the 4 types of implicit memory

A

procedural
priming
conditioning
habituation

146
Q

what is explicit memory

A

memories for facts, events and beliefs about the world that we’re consciously aware of

we recall it intentionally

147
Q

what is episodic memory

A

recollection of events and experiences in our lives

148
Q

what is somatic memory

A

knowledge of facts about the world

149
Q

what is implicit memory

A

knowing ‘how’

experiential or functional form of memory

dont deliberately remember and cannot be consciously recalled or reflected on

150
Q

what is procedural memory

A

how to do things

motor skills, habits

151
Q

what is priming in terms of memory

A

identify stimulus easier after prior exposure

152
Q

what is conditioning and habituation in terms of memory

A

forms of unconscious learning

153
Q

how does long term memory happen in terms of anatomical change

A

memory trace may reflect alterations in neurotransmitter release at specific sites

154
Q

what is important about patient HM

A

no new LTM but working memory and procedural memory mostly intact

155
Q

what part type of memory is the striatum responsible for

A

habit formation

156
Q

what part type of memory is the cerebellum responsible for

A

procedural memory

157
Q

what part type of memory is the hippocampus responsible for

A

semantic memory and consolidation of memories

158
Q

what part type of memory is the amygdala responsible for

A

memories about emotions

159
Q

what are the 3 ways to access memories in the retrieval part of memory

A

recall
recognition
reconstruction

160
Q

what is recall in terms of info and stimuli

A

generate a mental representation of info/stimuli now absent

161
Q

what is recognition in terms of info and stimuli

A

notice that info/stimuli is like the one experienced before

162
Q

what is reconstruction in terms of info and stimuli

A

piece together memory based on info/stimuli that can be recalled

163
Q

which is stronger recall or recognition

A

recognition

164
Q

what are the 4 factors affecting LTM retrieval

A

stress and memory
flashbulb memories
serial position of info
the context

165
Q

how does stress and memory affect LTM retrieval

how is this relevant in clinical context

A

level of attention/arousal related to memory performance

stress and memory relationship isnt linear

directly relevant to info given in stressful clinical context

166
Q

how does flashbulb memories affect LTM retrieval

A

strong vivid (usually visual) and detailed memories of dramatic events

learning about events after they happened

emotionally charged

belief that resistant to decay

167
Q

how does serial position affect LTM retrieval

what are the 2 types of effects and how is this clinically relevant

A

relates to position of info when given lots of info at once

primacy effect = first items recalled better (LTM)
recency effect = last items recalled better (working memory)

clinical context = important info first, repeat last

168
Q

how does context affect LTM retrieval

A

external and internal context state can affect retrieval (environment and state)

encoding specificity = context embedded in info

the more overlap between conditions at encoding and retrieval the better the retrieval

use environmental cues to aid episodic memory retrieval

169
Q

what are 5 reasons for forgetting

A

failure to encode

decay

interference

retrieval failure

motivated forgetting

170
Q

the rate of forgetting is steepest for ___ ___ ___ ___

A

most recent material learnt

171
Q

what is failure to encode in terms of forgetting

what are 4 reasons this happens

A

fail to effectively put material into LTM

not enough attention
lack of rehearsal
no elaboration of info
too much stress

172
Q

what is decay in terms of forgetting

A

memory fades over time

points to impermanence of memory/storage
relates to how frequently recalled/rehearsed

173
Q

what is interference in terms of forgetting

when is interference greatest

A

confusion or entanglement of similar memories

greatest when competing info most similar

174
Q

what is retrieval failure in terms of forgetting

why does this occur

A

inability to find the necessary retrieval cue

cant recall previously remembered info

due to mismatch between retrieval and encoding context

175
Q

what is motivated forgetting in terms of forgetting

why

A

forgot what we dont want to think about = repression

usually due to trauma

176
Q

what are 4 mnemonic techniques

A

rhymes
acronyms
method of loci
keywords

177
Q

what are 6 ways to prevent forgetting

A

pay attention

elaborative rehearsal

self referencing

state dependent learning

address serial position effects

mnemonic techniques

178
Q

what is infantile amnesia

A

the lack of explicit memory for events before the age of 3years

179
Q

what memories are present in infancy (0-1years)

what type of memory predominates

A

implicit memory predominates

recognition not recall

object permanence

180
Q

what memories are present in toddlers (2-3 years)

what memory types are forming

A

implicit memory increases

semantic and episodic memory forming

able to recall names, objects and places
development of language

recognition better than recall

181
Q

what did the mobile conjugate reinforcement task aim to do

what types of memory and conditioning did it use

what was the baseline, acquisition and retention

A

procedural and long term memory task relies on the operant conditioning programme

baseline = foot kicks not connected
acquisition = connected kicks led to rapid increase in kicks  (baby learns kicking moves the mobile)
retention = recognition and quicker response after the delay
182
Q

what 3 things is the significant improvement in memory during early childhood due to

A

advances in attention

advances in the speed and efficiency of info processing

advances in language development

183
Q

in early childhood what type memory is better episodic or semantic

A

episodic

184
Q

what are children between the ages of 3-6 better at remembering

A

better at remembering what they did than what they saw

185
Q

in early childhood (3-6years) which memory type develops first

what kind of memory keeps improving

A

implicit memory develops first = can produced behavioural change without conscious awareness

explicit memory continues to improve = memories people know they have, facts, names and events

186
Q

what is memory like in middle school (6-10years)

A

gradual increase in our understanding of memory

aware we forget things, can learn and use mnemonics

learn to use external aids

rehearsal, organization and elaboration

187
Q

what is the misinformation effect

A

misleading info is incorporated into ones memory after an event

188
Q

what are false memories

A

recollections that feel real but are not

189
Q

what kind of interviewing leads to false memories and how can this be avoided

A

suggestive interviewing

avoided by using free recall prompts

190
Q

what is crystallised intelligence

A

skills that depend on accumulated knowledge, experience

judgement and social skills

semantic and procedural memories

191
Q

what is fluid intelligence

A

depends on info processing skills

speed of analysing info

working memory capacity

192
Q

what happens to memory in adulthood (20s-60s)

in terms of brain volume, memory strategies, LTM, focus, combine info to pattern

A

brain volume peaks in 20s and declines gradually

info in working memory diminishes

use of memory strategies declines

more difficult extracting info from LTM

sustaining 2 complex tasks becomes more difficult

focus on relevant info becomes more difficult

ability to combine visual info into a pattern declines with age

193
Q

what is the compensation for memory decline in adulthood

A

allow more time for processing

194
Q

what happens to memory skills use daily in adulthood

A

decline less

195
Q

what kind of memory and knowledge remains unchanged or increase

A

general, procedural and occupational knowledge

196
Q

what happens to fluid intelligence over time

A

decreases

197
Q

what are the age related declines in fluid intelligence

A

working memory

episodic memory

source of memory

198
Q

what happens to crystalized intelligence over time

A

stability over time

199
Q

what are the age related stability of crystalised intelligence over time

A

semantic memory

procedural memory

200
Q

what is working memory and what does it encompass

A

planning

organising

flexible thinking

201
Q

what is semantic memory and what does it encompass

A

words, facts, concepts

202
Q

what is procedural memory and what does it encompass

A

learning without conscious effort

203
Q

what is the biological hypothesis in terms of memory decline in late adulthood

A

decline in neuron density of frontal cortex and hippocampus

extensive loss of nerve cells in hippocampus = early sign of Alzheimer’s

204
Q

what is dementia

A

progressive disorder marked by disturbance of higher cognitive function’

205
Q

what is cerebrovascular dementia

A

strokes leave dead brain cells and lead to dementia

combo of genetic and environmental factors

206
Q

what are the 2 types of alzheimers disease

A

sporadic and familial

207
Q

what is sporadic AD

in terms of onset, hereditary and onset

A

no obvious family history

later onset

heredity may play a role in somatic mutation

208
Q

what is familial AD

in terms of onset, hereditary and onset

A

early onset

genes on chromosomes 1, 14 and 21

rapid progress

209
Q

what are 7 symptoms of Alzheimer’s

A

memory problems - recent memory first

deterioration of skillful and purposeful movements

depression

problems speaking, reading, understanding

sleep disturbances

poor judgement

disorientation to time and place

210
Q

what happens to the neurons in alzheimers brain deterioration

A

neuron death

neurofibrillary tangles inside neurons
plaques outside neurons

chemical changes

211
Q

what are 6 risk factors for alzheimers

A

stroke

high blood pressure

obesity and diabetes

smoking

depression and chronic stress

head trauma

212
Q

what are 4 protective factors for alzheimers

A

high education = more synaptic connections = cognitive reserve

physical activity

diet

HRT and anti-inflammatory drugs

122 HLTHPSYCH (12 decks)

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