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Cognitive Retraining > CR: Lesson 4 > Flashcards

CR: Lesson 4 Flashcards

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1
Q

What is Donald Hebb’s Reverberating Circuit Theory

A

Hebb’s Rule: the repetition of a reverberatory activity induces lasting cellular changes…
“neurons that fire together wire together”

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2
Q

stages of memory

A

attention, encoding, storage, retrieval

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3
Q

attention

A

the most basic level of memory–includes altertness and arousal

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4
Q

_____are the most commonly reported deficits following brain injury and they occur due to diffuse ______ injury (DAI) and brainstem _______death.

A

attentional deficits

axonal

neuron

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5
Q

Attention also includes_________, which allows a person to temporarily hold onto information in order to move the information to the next stage

A

working memory

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6
Q

Encoding

A

this is the level of analysis (processing) performed on the material to be remembered.

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7
Q

What does the level of processing hypothesis suggest

A

the more deeply the information is processed, the more likely it is that the information will be recalled.

Therfore, rehearsal strategies that require deeper levels of processing will result in higher recall (ex, chunking, associationg, categorizing)

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8
Q

Rehearsal strategies are mediated by the ________ in the _________, which is damaged by many brain injuries.

A

executive function system

frontal lobe

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9
Q

Storage

A

refers to the transfer of information in working memory into a LTM (long term memory) store in the brain for permanent storage and long term retrieval.

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10
Q

Adequate ________ must occur to store information.

A

encoding

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11
Q

Types of interference that may prevent adequate encoding and therefore prevent storage

A

retroactive interference- disruption storing informatio ndue to the presentation of subsequent material

proactive interfere- disruption storing information due to the presentation of information prior to its presentation

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12
Q

Problems with storage often occurs due to damage to the ___________and _________.

A

temporal lobe

hippocampus

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13
Q

Information may be adequately encoded, but it is not maintained in _______= rapid rae of forgetting

A

storage

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14
Q

Retrieval

A

involves searching for and activating memory traces in order to retrieve memory

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15
Q

2 types of retrieval

A

recognition- has this been experienced before? usually more accurate than recall

recall- utilizing accurate memory traces to recall information

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16
Q

Retrieval is mediated by the ________.

A

frontal lobe

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17
Q

People with frontal lobe damage display more errors of _________, _____________, and ________.

A

distortion ( erroneous memories)
confabulation ( false creation of memories)
poor source memory( where ceratain info was encountered or learned)

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18
Q

True or False. Usually one or more stages of memory are impaired by diffuse damage.

A

True

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19
Q

Brain structures that are specifically involved in memory and learning are….

A 
the frontal lobe
hippocampus
temporal lobe
amygdala
cingulate cortex, etc.
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20
Q

Long Term Memory

A 
stores info (semi) permanently
unlimited capacity
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21
Q

Short Term Memory

A

stores info for short period

limited capacity

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22
Q

Working Memory

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A

stores info while being manipulated (to perform operation or transfer to LTM)

23
Q

Average capacity for short term memory is…

24
Q

Where does “attention” stage of memory fit into types of memory?

25
Where does "encoding" stage of memory fit into types of memory?
STM, WM
26
Where does "storage" stage of memory fit into types of memory?
STM, LTM
27
Where does "retrieval" stage of memory fit into types of memory?
LTM (must be in LTM to be retrievable)
28
Declarative Memory
refers to your explicit knowledge base, things that you know that you can describe or declare
29
Two types of declarative memory
semantic--knowledge about world such as definitions, facts, ideas episodic- the memory of personal experiences
30
Episodic memory often leads to the formation of most of our ________memory
semantic... | because we infer meaning and facts based on personal experience
31
After brain injury, ______ memory is often impaired.
episodic
32
Nondeclarative Memory
type of memory that does not depend on episodic memory. involves not the factual knowledge of what we know, but the implicit memory for how to do things or how we learn things.
33
Two types of nondeclarative memory
priming- process of cues prompting accurate recall w/o one's awareness procedural- refers to the memory for how to do things, whether they are perceptual or motor tasks
34
Everyday Memory
Prospective Memory- remembering to carry out prior intentions Metamemory- awareness of your memory function and/ or deficits
35
Outcomes are highly correlated with the success of what type of everyday memory function?
prospective memory
36
Disorders of Memory
Anterograde Memory Loss (Amnesia) Retrograde Memory Loss Postraumatic Amnesia Material-specific memory loss
37
anterograde memory loss (amnesia)
inability to form new memories after brain injury
38
retrograde memory loss
loss of memory for events prior to the injury
39
postraumatic amnesia
confusion, decreased orientation and inability to remember information minute to minute following a brain injury...usually resolves to some degree
40
material-specific memory loss
loss of memory pertaining to specific modalities
41
Basic Guideline for working with memory-impaired patients
``` simplfy info reduce amt to be remembered check for understanding link new to existing info use distributed practice help client organize info train client to use strategies w/ deep processing ```
42
3 Main Memory Treatment Types
1. restorative methods 2. domain specific methods 3. use of external aids
43
Restorative Methods
``` designed to restore or improve general memory ability---does not have empirical evidence on their side. memory practice drills- mneomonic strategies (visual, verbal, semantic) ```
44
Prospective Memory Training (PROMPT)
increase time between instruction and performance increase complexity of task increase distraction in the interval decrease number of cues Also..effectively used with an external aid.
45
Metamemory Training
``` things you can do to increase awareness of memory deficits: education experience (card games) prediction exercises executive strategies ```
46
Domain-Specific Methods
designed to improve memory for a particular skill or pieces of information (ex. dysphagia precautions, operating a computer...)
47
Two procedures that a client can implement independently...
1. mneumonic strategies | 2. expanded rehearsal (space retrieval)--should be ERROR FREE
48
Priming
provide partial cues Method of vanishing cues--provide as many cues as necessary initially to make a correct response, then remove the cues little by little.
49
Creation of Personal History
create autobiography ensure that format matches patient abilities/environment utilized for people w/ retrograde amnesia for personal life facts can use expanded rehearsal or cueing to help remember significant facts.
50
What functions can external aids circumvent?
``` planning (executive functions) maintaining info in storage loop (WM) recall task (declarative memory) initiate task (executive functions ```
51
What is the favored mode of memory compensation?
utilization of external aids
52
3 step training for use of external aids
1. acquisition--familiarize with it 2. application-- teach how to use it 3. adaptation--teach patient how to use it in everyday setting
53
Selecting an external aid
- purposeful & goal-oriented - similar to something the client used premorbidly - flexible--can be used in a variety of contexts - specific to the patient
54
Conduct a Needs Assessment to match an aid to a client. Things to consider are
1. organic factors 2. personal factors 3. situational factors

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