NCS Cognitive Impairments

Question 1

where in the brain is attention located?
a. frontal lobe
b. basal ganglia
c. temporoparietal junction
d. superior colliculis
e. all of the above

Answer 1

e. all of the above

Question 2

cocktail party effect is an example of what phenomenon or processing
a. fast processing
b. slow processing
c. spotlight phenomenon

Answer 2

a. fast processing

Question 3

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

Answer 3

c. spotlight phenomenon

Question 4

which is not a component of working memory
a. attention
b. orientation
c. executive function
d. memory

Answer 4

b. orientation

Question 5

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

Answer 5

c. phonological loop

Question 6

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

Answer 6

b. episodic buffer

Question 7

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

Answer 7

a. visuospatial sketchpad

Question 8

where is working memory located in the brain
a. prefrontal cortex
b. mediotemporal lobe
c. parietal lobe
d. in various brain regions

Answer 8

a. prefrontal cortex

Question 9

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

Answer 9

c. t

Question 10

you are testing TUG cog in the natural condition (without attentional instruction). are you looking at task trade off or within task performance?

Answer 10

within task performance

Question 11

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?

Answer 11

task trade off

Question 12

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

Answer 12

d. mutual facilitation

Question 13

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

Answer 13

c. mutual interference

Question 14

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

Answer 14

b. cognitive priority trade off

Question 15

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

Answer 15

a. gait priority trade off

Question 16

which of the following is a dual task interference function outcome measure
a. TUG
b. BBS
c. WWTT
d. ABC scale

Answer 16

c. WWTT

Question 17

which of the following is a dual task interference function outcome measure
a. TUG
b. BBS
c. WART
d. ABC scale

Answer 17

c. WART

Question 18

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

Answer 18

c. WWTT

Question 19

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

Answer 19

d. WART

Question 20

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

Answer 20

d. WART
patient must be able to tandem walk 20ft single task

Question 21

true or false: cognitive and motor recovery in TBI occur in parallel

Answer 21

false

Question 22

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

Answer 22

a. fixed attentional capacity

Question 23

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

Answer 23

b. bottleneck theory

Question 24

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

Answer 24

f. all of the above

Question 25

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

Answer 25

a. inferolateral temporal lobe

Question 26

where in the brain is procedural learning located a. striatum b. neocortex c. amygdala d. cerebellum

Answer 26

a. striatum

Question 27

where in the brain is priming and perceptual learning located a. striatum b. neocortex c. amygdala d. cerebellum

Answer 27

b. neocortex

Question 28

where in the brain is emotional classical conditioning located a. striatum b. neocortex c. amygdala d. cerebellum

Answer 28

c. amygdala

Question 29

where in the brain is motor classical conditioning located a. striatum b. neocortex c. amygdala d. cerebellum

Answer 29

d. cerebellum

Question 30

true or false: learning can occur without remembering it

Answer 30

true

Question 31

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

Answer 31

a. selective attention

Question 32

what process is necessary for transfer from short term memory to long term memory a. selective attention b. retrieval process c. active memory encoding

Answer 32

c. active memory encoding

Question 33

what process is necessary for transfer from long term memory to short term memory a. selective attention b. retrieval process c. active memory encoding

Answer 33

b. retrieval process

Question 34

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

Answer 34

c. source memory

Question 35

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

Answer 35

d. prospective memory

Question 36

which of the following brain structures is not associated with procedural memory a. mediotemporal lobe b. cerebellum c. supplemental motor area d. basal ganglia

Answer 36

a. mediotemporal lobe

Question 37

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

Answer 37

e. procedural memory

Question 38

which of the following disorders does not disrupt procedural memory a. PD b. HD c. depression d. MCI

Answer 38

d. MCI

Question 39

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

Answer 39

b. explicitly describe how to perform the task

Question 40

verbal fluency assesses what cognitive process a. memory b. attention c. executive function

Answer 40

c. executive function

Question 41

abstraction assesses what cognitive process a. memory b. problem solving c. executive function

Answer 41

c. executive function

Question 42

multiple errands test assesses what cognitive process a. memory b. attention c. executive function d. dual task interference

Answer 42

c. executive function

Question 43

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

Answer 43

a. dorsolateral prefrontal cortex

Question 44

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

Answer 44

b. orbitofrontal cortex

Question 45

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

Answer 45

c. medial frontal cortex

Question 46

problem solving is associated with pathways through all of the following lobes except a. frontal b. parietal c. temporal d. occipital

Answer 46

d. occipital

Question 47

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

Answer 47

a. stop, define, list steps, learn, do it, check

Question 48

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

Answer 48

a. inferior prefrontal cortex/orbitofrontal area as this area has ties to amygdala

Question 49

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

Answer 49

b. dorsolateral prefrontal

Question 50

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

Answer 50

c. medial prefrontal cortex

Question 51

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)

Answer 51

a. intellectual awareness (knowledge of impairment)

Question 52

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)

Answer 52

c. anticipatory awareness (anticipates problems that could occur due to impairments)

Question 53

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

Answer 53

a. intellectual awareness

Question 54

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

Answer 54

b. emergent awareness

Question 55

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

Answer 55

c. anticipatory awareness

Question 56

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

Answer 56

d. aggravatedly confront their mistakes