Week 8 Flashcards
Addenbrooke’s Cognitive examination
The Addenbrooke’s Cognitive Examination (ACE) is a cognitive screening test used to assess various domains of cognitive function, including attention, memory, language, and visuospatial ability.
The ACE is composed of several subtests including tests of attention, memory, language, and visuospatial ability. The test takes approximately 20-30 minutes to administer and can be used to assess cognitive function in individuals with a wide range of neurological and psychiatric disorders.
Causes to changes in cognition
- Physiological/Neurological. Eg tumour, neurodegenerative, trauma, cardiovascular based, frontal lobe/limbic system
- Infection
- Metabolic
- Nutritional (ETOH use)
- Polypharmacy (taking multiple medications)
Cognition
The ways in which we perceive and process information
Develop over time (staged over childhood)
Cognitive components
Organisation
Reasoning/Judgement
Problem solving
Insight
Attention/Memory
- If there is an imbalance it might impact the function of another component. Eg How we perceive something
Cognitive Quick Linguistic Test
The Cognitive Quick Test (CQT) is a brief screening tool designed to assess cognitive function, specifically in the domains of language and memory.
The CQT assesses multiple language functions, including naming, verbal fluency, comprehension, repetition, and reading. The test also includes a memory recall task.
Concrete operational stage
Characterized by a significant increase in the ability to think logically and to perform mental operations. During this stage children are more able to understand conservation classification of objects. They become better at understanding the relationships between objects and events and can begin to think logically about concrete events and problems.
However, children at this stage still struggle with abstract and hypothetical thinking. They are not yet able to reason about concepts that are not directly tied to concrete objects or events.
Delirium
Linked with altered cognition - Acute disturbance of cerebral function with impaired conscious level, hallucinations and autonomic overactivity
* Often temporary and short duration
* Can be caused by infection/dehydration/metabolic changes (eg uti)
Disinhibition
Inability to follow social rules o communication through any action (verbal or non-verbal) eg rude comments or remarks, bold behaviour (eg flashing)
Decreased insight
Emotional lability
Unpredictable shifts in mood often characterised by intense, exaggerated or inappropriate emotional responses to minor stimuli. Eg sudden outbursts of laughter, tears or anger that are disproportionate to the situation.
Executive functioning
Executive functioning refers to a set of cognitive processes that are involved in controlling and regulating one’s own behaviour in order to achieve a goal. These processes are responsible for planning, organizing, initiating, and monitoring goal-directed behaviour.
Executive functioning encompasses a range of skills, including attentional control, working memory, cognitive flexibility, inhibitory control, and metacognition.
Formal operational stage
Characterized by the ability to think abstractly and to engage in hypothetical reasoning.
During this stage, individuals become capable of reasoning about abstract concepts and hypothetical situations, rather than just relying on concrete objects and events. They are able to engage in deductive reasoning, which involves using logical principles to draw conclusions from a set of facts or assumptions. They can also engage in hypothetical-deductive reasoning, which involves testing hypotheses through logical reasoning.
Individuals in the formal operational stage are also able to think about multiple possibilities and outcomes, which enables them to engage in more complex problem-solving and decision-making. They are capable of considering different perspectives and weighing the pros and cons of different options.
Impaired learning
Difficulty learning new skills
Can impact on memory function (hippocampus)
Difficulty interpreting verbal, visual and sensory information
Impulsivity
Acting out a desire or action
Often without consideration
Sudden
Following urges or desires
Can increase at night (sundowning)
Inattention
Loss of focus on current task/situation
Distractible
Lack of shared attention
Poor concentration
Insight
Perception and interpretation of a situation
Comprehending the true nature of a situation
Self understanding
Memory (changes to)
Ability to recognise and interpret information (verbal and visual)
Difficulty in retaining information over time
Difficulty in retrieval of information from long-term memory to consciousness
Memory (working memory)
Long term memory
* Declarative memory
- Remembering events
- Knowing facts
* Procedural memory
- Skills/habits
- Emotional associations
- Conditioned reflexes
Piaget’s stages
Sensorimotor (Object permanence 0-2 years)
Preoperational (Symbolic thought 2-6/7 years)
Concrete operational (Operational thought 7-11 years)
Formal operational (Abstract concepts)
Pre-operational stage
Characterized by a significant increase in language development and the use of symbols to represent objects and ideas. During this stage, children develop the ability to think symbolically and to use language to represent objects and events that are not present. They are also able to engage in pretend play, which involves creating imaginary scenarios and acting them out. However, children at this stage still have a limited ability to understand abstract concepts or to reason logically.
Piaget referred to this stage as “pre-operational” because children at this stage have not yet developed the ability to perform mental operations, which are logical processes that allow them to manipulate and organize information. For example, children at this stage may struggle to understand conservation.
Sensorimotor stage
Characterized by infants’ use of their senses and motor skills to understand the world around them. They begin to develop object permanence, which is the understanding that objects continue to exist even when they are out of sight. Infants also learn cause and effect relationships through trial and error, such as realizing that shaking a rattle produces sound.
