module 8 attention and memory Flashcards
describe contemporary, Eurocentric models of memory
Memory can be describd as a process of encoding, storage and retrieval. Knowledge/memory may be lost at any stage.
There is short term memory/working memory, and long term memory.
INFORMATION PROCESSING MODEL OF MEMORY;
stimulus>sensory registers>short term memory (process of rehearsal or retrieval) >long term memory.
Info may be lost at any stage.
DECLARATIVE MEMORY AND PROCEDURAL/IMPLICIT MEMORY MODEL;
Just describes different memory types
Declarative memory-specific conscious knowledge
Procedural/implicit memory-regulates the change in behaviour that occurs with learning, but it may not be conscious.
Semantic memory-general facts and concepts.
Episodic memory-situation and context specific.
WORKING MEMORY MODEL;
Describes working memory as a multi-component system;
Phonological loop;stores whilst actively maintaining acoustic info. If not actively maintained, is rapidly lost.
Visuospatial sketchpad; stores and actively maintains visual and spatial info.
Central Executive System;oversees the Pl & Vs,interacts with other regions also. Engages longterm memory also.
describe the structure of the WMS-IV (Wechsler Memory Scale)and which memory processes are assessed by each of the subtests and indices
Uses same norms and employs similar analysis as per WAIS-iv.
Available in 2 battery sets; aged 16-69 years, and aged 65-90 years.
there are seven SUBSETS;
1.Brief cognitive exam (optional)
2.Logical memory 1 and 2.
3.Verbal paired associates 1 &2.
4.Designs 1 &2.
5.Visual reproduction 1 &2
6. Spatial addition
7. Symbol span (not for 65-90 bracket).
the subtests are distributed across FIVE DOMAINS;
1. Auditory Memory-measures ability to recall verbal info. Tested with subtests Logical Memory 1 &2, and Verbal Paired associates 1 &2.
2.Visual Memory-measures ability to remember visual info. Subtests Designs 1 &2, and Visual Reproduction 1 &2.
3. Visual Working Memory (without audio)-ability to manipulate visuospatial info in short term memory. Subtests Spatial Addition, and Symbol Span.
4. Immediate Memory-ability to recall auditory and visual info immediately. Subtests Logical memory 1, Verbal Paired Associates 1, Designs 1, and Visual Reproduction 1.
5. Delayed Memory-recall of visual and auditory info after 30 min. Subtests Logical Memory 2, Verbal Paired Associates 2, Designs 2, and Visual Reproduction 2.
outline the strengths and limitations of the WMS-IV in the assessment of memory.
Cannot truly assess long term memory.
Good reliability and validity but cannot give precise diagnosis.
Highly weighted towards attention, with little towards rehearsal.
Takes quite some time, especially for those struggling.
Those with poor memory may find it demoralising.
Possibly not so well correlated or right comparative norms for ethnic groups.
KICA
Kimberley Indigenous Cognitive Assessment- simple series of questions re general health, basic recognition and life skills. Lower score indicates further assessment recommended.
WMS-iv subtests
1.Cognitive status exam;optional screen. Similar to MMSE.
orientation to time
mental control
clock drawing
incidental recall
automaticity and inhibitory control
verbal fluency.
Then classified as average to very poor.
2.Visual reproduction
A series of five increasingly complex line drawings is presented one at a time for 10 seconds. Examinee is asked to draw the designs from memory.
After a delay, the examinee is asked:
to draw the designs again from memory in any order (free recall)
to identify each of the designs from six options (recognition)
to draw the designs while looking at them (optional): if there is concern about a primary issue with drawing, rather than memory.
A complex scoring procedure means that subtest should be scored outside of the testing session.
3.Logical memory
This tests narrative memory under a free recall condition. There are:
two short stories which are orally presented (older adults have first story presented twice).
the examinee asked to retell each story immediately after hearing it and after a 20–30 minute delay.
For the delayed recognition task the examinee is asked yes/no questions about each story.
4. Spatial addition (adult battery)
This test assesses visual-spatial working memory using a visual addition task.
The examinee is shown, sequentially, two grids with blue and red circles. The examinee is then asked to add or subtract the location of circles based on a set of rules.
5.Verbal paired associates
This is to assess verbal memory for word pairs. There are:
14 pairs (4 related, 10 unrelated) for adult battery
10 pairs (4 related, 6 unrelated) for older adult battery
4 trials of the same list in different orders.
After 20–30 minutes first word presented from each pair and asked to provide the corresponding word.
The recognition trial consists of the examinee being read 40 word pairs (adult version), 30 word pairs (older adult) and then identifying which of the pairs were presented earlier.
An optional word recall task can be to ask the examinee to say as many of the words from the pairs as they can remember.
6.Designs (adult battery)
This is to assess the spatial memory for unfamiliar visual material. The test involves the following:
The examinee is shown a grid with four to eight designs on a page for 10 seconds which is then removed from view.
The examinee then selects the designs from a set of cards and places them in a grid, in the same place as previously shown.
20–30 minutes later the examinee is asked to recreate the designs again, using the cards in the grids.
A recognition trial is when the examinee is shown a series of grids and asked to select the two designs that are correct and in the same location as before.
7.Symbol span
The symbol span test assesses the visual working memory using novel visual stimuli.
The examinee is briefly shown a series of abstract symbols on a page and then asked to select the symbols from an array, in the same order as they were presented on the previous page.
scoring WMS-iv
SCORES PRODUCED
-five index scores (standard scores)
-subtest scaled scores
-process scores: optional scores that may provide additional information about examinee’s performance
-contrast scaled scores (index and subtest level): for testing hypotheses about differences in scores (comparing the examinee’s performances against each other)
-brief cognitive status exam (BCSE) yields a performance classification, impaired versus not-impaired, to rule out generalised cognitive impairment.
INTERPRETATION
1.Look at the Index scores—what are the strengths and weaknesses?
2.Are there any patterns or variability at the subtest level?
3.Look at the raw responses—what qualitative information can be derived?
4.How does the memory performance compare to assessment of general intellectual ability and other cognitive functioning?
CONSIDER
1.What are the person’s specific memory problems (and strengths)?
2.How severe are the problems?
3.Are the impairments specific to memory or generalised?
4.Are the scores in line with premorbid expectations (based on education, occupation, social functioning, behavioural functioning)?
5.What does the history say?
6.What could be causing the problem?
what might detrimentally impact memory
primary sensory deficits
motor deficits
intellectual disability
language impairment
attentional impairment
executive impairments
spatial impairments
poor effort
lack of cooperation
fatigue
slowed processing.
