Vocabulary Quiz

Question 1

Anterograde Amnesia:

Answer 1

impairment in ability to encode, store, or retrieve declarative information that is encountered after the neurological event that caused the amnesia to occur.

Question 2

Consolidation:

Answer 2

the time-dependent processes that stabilize a memory trace in the neural connections after the initial acquisition.

Question 3

Declarative Memory:

Answer 3

the conscious, intentional recollection of experiences (episodic memory) and information (semantic memory); often used synonymously with explicit memory.

Question 4

Distributed Practice:

Answer 4

breaking up practice into a series of shorter sessions; often conducted in an expanded rehearsal format where there is a gradual increase in the time interval between the practice trials

Question 5

Elaboration:

Answer 5

a process that encourages a deeper level of processing than simply rehearsing. Creating a visual image or trying to remember a special feature of target information are examples of elaboration

Question 6

Episodic Memory:

Answer 6

memory of autobiographical events (i.e., times, places, contextual knowledge) that can be explicitly stated. Together with semantic memory, it makes up the category of declarative memory.

Question 7

Errorless Learning:

Answer 7

the minimization of error responses during the presentation of target stimuli.

Question 8

Explicit Memory:

Answer 8

the conscious, intentional recollection of experiences (episodic memory) and information (semantic memory); often used synonymously with declarative memory.

Question 9

Implicit Memory:

Answer 9

retrieval occurs from long-term memory through the repeated performance of tasks rather than conscious recall; often referred to as non-declarative memory. Priming is an example of implicit memory, and procedural memory is a form of implicit memory. It uses a different memory system than explicit/declarative memory.

Question 10

Long-term Memory:

Answer 10

memories that are a part of a durable store. Short-term memories become long-term memories through processes of repetition and association.

Question 11

Maintenance:

Answer 11

preservation of memories or skills over time.

Question 12

Metacognition:

Answer 12

knowledge about one’s own thinking and an ability to regulate its functioning. The use of strategies to help remember information is an example of metacognitive ability

Question 13

Non-declarative Memory:

Answer 13

retrieval occurs from long-term memory through the repeated performance of tasks rather than conscious recall; often referred to as implicit memory. It uses a different system than declarative/explicit memory.

Question 14

Posttraumatic Amnesia (PTA):

Answer 14

the state of confusion and inability to form new declarative memories after a traumatic brain injury; usually improves over time.

Question 15

Procedural Memory:

Answer 15

a form of implicit/non-declarative memory that lets people perform actions, such as riding a bike or tying shoelaces, without conscious attempts at recall.

Question 16

Priming:

Answer 16

the process of whereby exposure to an item influences that processing of the subsequent item.

Question 17

Prospective Memory:

Answer 17

remembering to initiate intended actions at a future time.

Question 18

Retrieval:

Answer 18

the process of recovering an intended memory, usually through the use of cues that bring it into awareness.

Question 19

Retrograde Amnesia:

Answer 19

impairment in declarative memory for information and events experienced prior to the event that caused the amnesia.

Question 20

Semantic Memory:

Answer 20

the storage of accumulated concept-based knowledge. Together with episodic memory, it makes up the category of declarative memory.

Question 21

Working Memory:

Answer 21

the processes responsible for holding information in short-term memory; often referred to as the “temporary scratch pad: for declarative memory and encompasses the processes necessary for holding on to and manipulating information.

Question 22

Types of Long-Term Memory

Answer 22

•Declarative Memory: explicit knowledge base; information held with conscious awareness.
o Episodic Memory: storage of events that are tagged in time and place.
o Semantic Memory: storage of facts and concepts
o Metamemory: awareness of one’s own memory functioning
o Prospective Memory: remembering to initiate future intentions

Question 23

Types of Long-Term Memory 2

Answer 23

•Non-declarative Memory: implicit memory; doesn’t require conscious awareness of learning
o Procedural Memory: acquisition of rules, sequences, and perceptual motor skills.
o Emotional Associations: association of feelings with people and events
o Priming: increased probability of producing a response because of having previously produced it.

Question 24

Short term memory:

Answer 24

is what is “on your mind” at any moment in time, your “mental workspace”

Question 25

Exploratory learning/discovery learning:

Answer 25

rely on the learner to experiment and draw conclusions from his or her performance (i.e., discovery learning)

Question 26

Trial & Error learning:

Answer 26

the clinician sets up the environment to allow the client to explore and develop his or her own understanding of target concepts or strategies. The instructor’s role is to observe errors and provide feedback.

Question 27

Systematic instruction:

Answer 27

the theory underlying systematic instruction is that persons with learning challenges benefit most from structured training that includes explicit models, a minimization of errors during initial acquisition (to prevent the learning of errors), strategies to promote learner engagement and carefully guided practice to enhance mastery, maintenance, and generalization across contexts. The key to systematic instruction is the deliberate use of specific techniques designed to enhance the likelihood that information will be learned and stored in memory.

Question 28

Direct Instruction (DI):

Answer 28

is a comprehensive, explicit instructional method shown to be effective in teaching a wide range of material across different populations with learning challenges, particularly individuals with learning disabilities. The following are key techniques that are associated with DI: analyzing and sequencing instructional content (i.e., task analysis), training in a broad range of examples, using simple, consistent instructional wording, establishing a high mastery criterion, providing models and carefully faded prompts, providing high amounts of correct massed practice following distributed practice, and providing cumulative care.

Question 29

Strategy Instruction (SI):

Answer 29

this approach, which can be integrated with the DI approach, teaches learners to monitor their own thinking. Other terms for this instruction include: procedural facilitators, scaffolded instruction, cognitive strategies, and metacognitive strategy instruction.

Question 30

Restorative Treatment Strategies:

Answer 30

is an approach that attempts to decrease impairments in basic cognitive functions. An example would be a drill oriented therapy with hierarchical exercises designed to increase attentional capacity.

Question 31

Compensatory Treatment Strategies:

Answer 31

are those that develop strategies to maximize function with or without changes in underlying cognitive impairments. An example might be teaching the use of external memory aid.

Question 32

Metacognitive Strategies:

Answer 32

it is our ability to think about thinking, it includes knowing when and how to use a strategy that will help use understand, learn, and remember. Metacognitive strategies include teaching a person to monitor their own speech and accuracy during a task completion.

Question 33

Scaffolding:

Answer 33

teaches learners to monitor their own thinking, and can be integrated with the direct instruction approach. Instructional techniques include: establishing the context for learning (seeing the big picture) by using tools (i.e., graphic organizers or outlines), using questions and/or prompts to encourage learner self-assessment, and teaching the learner to use self-regulation scripts to summarize and elaborate on content.

Question 34

Errorless Learning/Instruction/Training:

Answer 34

client is given a model first, if the client makes an error, hr or she is immediately provided with the correct response and asked to repeat it.

Question 35

Errorful Learning/Instruction:

Answer 35

emphasize attempts by the individual to recall the target information or skill without prior models or prompts,, with the trainer providing models only as feedback in response to errors.

Question 36

Method of Vanishing Cues:

Answer 36

a form of error-controlled learning in which the client is given progressively stronger or weaker cues following recall attempts of the targeted information or skills.

Question 37

Spaced Retrieval:

Answer 37

is a form of distributed practice; that is, successful recall of information over expanded time intervals.

Question 38

Elaboration Techniques:

Answer 38

learning that is facilitated when the learner is actively engaged; techniques include; visualization and attention-enhancing techniques to elaborate the incoming information to make it more salient, thereby increasing the likelihood that the memory will be durable.

Question 39

Self-efficacy:

Answer 39

is the most widely accepted and discussed personal characteristic the influences participation in behavior change programs. The term refers to the belief that one can perform a particular task; it is related to self-confidence.

Question 40

Locus of Control (internal vs. external):

Answer 40

Predicts the completion of exercise programs. With an internal locus of control, individuals believe that they have control over changes and take responsibility for making active behavioral changes. It predicts greater short-term completion of exercise routines.

Question 41

Stimulus Variation:

Answer 41

An emphasis on training multiple exemplars or enhancing the stimulus in some way (ie., stim pre-exposure) resulted in positive findings in 94% of studies.

Question 42

Ecological Validity:

Answer 42

importance of using meaningful/functional stimuli & tasks.

Question 43

Compliance:

Answer 43

does the client follow the prescribed treatment plan? What is their “level of participation” in Tx?

Question 44

Self-efficacy:

Answer 44

is the most widely accepted and discussed personal characteristic the influences participation in behavior change programs. The term refers to the belief that one can perform a particular task; it is related to self-confidence.

Question 45

List and describe the 3 classes of treatment approaches:

Answer 45

• Restorative: approaches that attempt to decrease impairments in basic cognitive functions. Improvements may be due to a change in the individual’s approach to a situation rather than a result of strengthening a cognitive ability.
• Metacognitive: strategies that allows individuals to engage in thinking activities that improve cognitive function. Some evidence shows that these strategies improve other aspect of executive function.
• Compensatory: approaches that attempt to maximize function, with or without changes in underlying cognitive impairments