NCS Cognitive Impairments Flashcards
where in the brain is attention located?
a. frontal lobe
b. basal ganglia
c. temporoparietal junction
d. superior colliculis
e. all of the above
e. all of the above
cocktail party effect is an example of what phenomenon or processing
a. fast processing
b. slow processing
c. spotlight phenomenon
a. fast processing
you are focusing on fine motor task and you did not notice your dog came into the room.
this is an example of what processing or phenomenon
a. fast processing
b. slow processing
c. spotlight phenomenon
c. spotlight phenomenon
which is not a component of working memory
a. attention
b. orientation
c. executive function
d. memory
b. orientation
your locker combination is an example of what type of central executive information in working memory
a. visuospatial sketchpad
b. episodic buffer
c. phonological loop
c. phonological loop
telling someone a story about your childhood is an example of what type of central executive information in working memory
a. visuospatial sketchpad
b. episodic buffer
c. phonological loop
b. episodic buffer
thinking about how to get home from work is an example of what type of central executive information in working memory
a. visuospatial sketchpad
b. episodic buffer
c. phonological loop
a. visuospatial sketchpad
where is working memory located in the brain
a. prefrontal cortex
b. mediotemporal lobe
c. parietal lobe
d. in various brain regions
a. prefrontal cortex
you are looking to test dual task performance but the patient has subpar arithmetic skills. you decide to do a TUG + fluency
which of the following letters is not a typical letter since it does not have the most common used words
a. a
b. f
c. t
d. s
c. t
you are testing TUG cog in the natural condition (without attentional instruction). are you looking at task trade off or within task performance?
within task performance
you are doing dual task training walking while carrying water. you tell the patient to make sure they do not spill water
are you looking at task trade off or within task performance?
task trade off
you are testing TUG cog in the natural condiiton (without attentional instruction). the patient improves in both speed of walking and counting speed. what dual task effect do you document
a. gait priority trade off
b. cognitive priority trade off
c. mutual interference
d. mutual facilitation
d. mutual facilitation
you are testing TUG cog in the natural condiiton (without attentional instruction). the patient declines in both speed of walking and counting accuracy. what dual task effect do you document
a. gait priority trade off
b. cognitive priority trade off
c. mutual interference
d. mutual facilitation
c. mutual interference
you are testing TUG cog in the natural condiiton (without attentional instruction). the patient demonstrates increased gait instability but is able to maintain counting accuracy and speed. what dual task effect do you document
a. gait priority trade off
b. cognitive priority trade off
c. mutual interference
d. mutual facilitation
b. cognitive priority trade off
you are testing TUG cog in the natural condiiton (without attentional instruction). the patient demonstrates normal gait performance but is unable to count as fast. what dual task effect do you document
a. gait priority trade off
b. cognitive priority trade off
c. mutual interference
d. mutual facilitation
a. gait priority trade off
which of the following is a dual task interference function outcome measure
a. TUG
b. BBS
c. WWTT
d. ABC scale
c. WWTT
which of the following is a dual task interference function outcome measure
a. TUG
b. BBS
c. WART
d. ABC scale
c. WART
you are assessing a patients dual task interference. you assess the time to walking 20ft, turn around, and walk 20ft back while they are saying alternate alphabet
what outcome measure are you performing
a. TUG cog
b. TUG motor
c. WWTT
d. WART
c. WWTT
you are assessing a patients dual task interference. you assess forward digit span and find they can recall 6 numbers. then they tandem walk 20ft. at the end of the 20ft, they only remember 4 numbers.
what outcome measure are you performing
a. TUG cog
b. TUG motor
c. WWTT
d. WART
d. WART
you want to assess dual task interference but they have significant balance impairment with NBOS. which of the following is not an appropriate dual task functional outcome measure
a. TUG cog
b. TUG motor
c. WWTT
d. WART
d. WART
patient must be able to tandem walk 20ft single task
true or false: cognitive and motor recovery in TBI occur in parallel
false
your patient demonstrates dual task interference. you explain that multitasking surpasses the point of activity the brain is able to perform with good form. what theory are you explaining
a. fixed attentional capacity
b. bottleneck theory
a. fixed attentional capacity
your patient demonstrates dual task interference. you explain the brain is only able to process performance of one activity at a time. what theory are you explaining
a. fixed attentional capacity
b. bottleneck theory
b. bottleneck theory
where in the brain is episodic memory located
a. medial temporal lobe
b. hippocampus
c. amygdala
d. prefrontal cortex
e. mammillary bodies
f. all of the above
f. all of the above
where in the brain is semantic memory located
a. inferolateral temporal lobe
b. hippocampus
c. amygdala
d. prefrontal cortex
e. mammillary bodies
f. all of the above
a. inferolateral temporal lobe
where in the brain is procedural learning located
a. striatum
b. neocortex
c. amygdala
d. cerebellum
a. striatum
where in the brain is priming and perceptual learning located
a. striatum
b. neocortex
c. amygdala
d. cerebellum
b. neocortex
where in the brain is emotional classical conditioning located
a. striatum
b. neocortex
c. amygdala
d. cerebellum
c. amygdala
where in the brain is motor classical conditioning located
a. striatum
b. neocortex
c. amygdala
d. cerebellum
d. cerebellum
true or false: learning can occur without remembering it
true
what process is necessary for transfer from short term sensory store to short term memory
a. selective attention
b. retrieval process
c. active memory encoding
a. selective attention
what process is necessary for transfer from short term memory to long term memory
a. selective attention
b. retrieval process
c. active memory encoding
c. active memory encoding
what process is necessary for transfer from long term memory to short term memory
a. selective attention
b. retrieval process
c. active memory encoding
b. retrieval process
you are trying to remember where you know a particular actress from
this is an example of what type of memory
a. episodic memory
b. semantic memory
c. source memory
d. prospective memory
e. procedural memory
c. source memory
you notice you are out of milk. you make a mental note to buy milk when you go to the store later today.
this is an example of what type of memory
a. episodic memory
b. semantic memory
c. source memory
d. prospective memory
e. procedural memory
d. prospective memory
which of the following brain structures is not associated with procedural memory
a. mediotemporal lobe
b. cerebellum
c. supplemental motor area
d. basal ganglia
a. mediotemporal lobe
way finding is an example of what kind of memory
a. episodic memory
b. semantic memory
c. source memory
d. prospective memory
e. procedural memory
e. procedural memory
which of the following disorders does not disrupt procedural memory
a. PD
b. HD
c. depression
d. MCI
d. MCI
you are working with a patient with Alzheimer’s
which of the following strategies will not improve your patient’s learning of a new procedural task
a. high rep practice
b. explicitly describe how to perform the task
c. demonstrate how to perform the task
d. use hand over hand to perform the task
b. explicitly describe how to perform the task
verbal fluency assesses what cognitive process
a. memory
b. attention
c. executive function
c. executive function
abstraction assesses what cognitive process
a. memory
b. problem solving
c. executive function
c. executive function
multiple errands test assesses what cognitive process
a. memory
b. attention
c. executive function
d. dual task interference
c. executive function
you are working with a patient post TBI, they demonstrate impaired problem solving and impaired error regulation
where do you expect a lesion
a. dorsolateral prefrontal cortex
b. orbitofrontal cortex
c. medial frontal cortex
a. dorsolateral prefrontal cortex
you are working with a patient post TBI, they demonstrate disinhibition
where do you expect a lesion
a. dorsolateral prefrontal cortex
b. orbitofrontal cortex
c. medial frontal cortex
b. orbitofrontal cortex
you are working with a patient post TBI, they demonstrate apathy
where do you expect a lesion
a. dorsolateral prefrontal cortex
b. orbitofrontal cortex
c. medial frontal cortex
c. medial frontal cortex
problem solving is associated with pathways through all of the following lobes except
a. frontal
b. parietal
c. temporal
d. occipital
d. occipital
what are the steps of goal management training in persons with frontal lobe TBI
a. stop, define, list steps, learn, do it, check
b. define, learn, list steps, do it, stop, check
c. define, list steps, learn, do it, stop, check
d. define, list steps, learn, do it, check, stop
a. stop, define, list steps, learn, do it, check
you are working with a person s/p TBI, they present with distractibility, emotional lability, perseveration, and disinhibition
which brain area can you assume is damaged
a. inferior prefrontal cortex/orbitofrontal area
b. dorsolateral prefrontal
c. medial prefrontal cortex
a. inferior prefrontal cortex/orbitofrontal area
as this area has ties to amygdala
you are working with a person s/p TBI, they are working on multi step/task scenario and lacks a clear plan for completing the task, is inattentive to the rules, and isn’t accurate in her self-assessment
which brain area can you assume is damaged
a. inferior prefrontal cortex/orbitofrontal area
b. dorsolateral prefrontal
c. medial prefrontal cortex
b. dorsolateral prefrontal
you are working with a person s/p TBI, they are working on multi step/task scenario and demonstrate apathy and passive affect
which brain area can you assume is damaged
a. inferior prefrontal cortex/orbitofrontal area
b. dorsolateral prefrontal
c. medial prefrontal cortex
c. medial prefrontal cortex
according to barco-crosson hierarchy of awareness, the base of awareness is
a. intellectual awareness (knowledge of impairment)
b. emergent awareness (recognition of problem as it is happening)
c. anticipatory awareness (anticipates problems that could occur due to impairments)
a. intellectual awareness (knowledge of impairment)
according to barco-crosson hierarchy of awareness, the highest level of awareness is
a. intellectual awareness (knowledge of impairment)
b. emergent awareness (recognition of problem as it is happening)
c. anticipatory awareness (anticipates problems that could occur due to impairments)
c. anticipatory awareness (anticipates problems that could occur due to impairments)
you are working with a patient s/p TBI on multi task scenarios. they are unable to acknowledge errors or properly follow rules. according to barco-crosson hierarchy of awareness, what level of awareness is this
a. intellectual awareness
b. emergent awareness
c. anticipatory awareness
a. intellectual awareness
you are working with a patient s/p TBI on multi task scenarios. they are able to follow rules and realize they are breaking a rule during practice. according to barco-crosson hierarchy of awareness, what level of awareness is this
a. intellectual awareness
b. emergent awareness
c. anticipatory awareness
b. emergent awareness
you are working with a patient s/p TBI on multi task scenarios. they know they have difficulty with directions so they write down the order of performance. according to barco-crosson hierarchy of awareness, what level of awareness is this
a. intellectual awareness
b. emergent awareness
c. anticipatory awareness
c. anticipatory awareness
which of the following is not an appropriate intervention technique to improve a patient’s way finding and motor learning
a. use real life, meaningful situations
b. give feedback
c. take video
d. aggravatedly confront their mistakes
d. aggravatedly confront their mistakes
