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Flashcards in Vision and Cognition Deck (83)
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1

The individual's capacity to acquire and use information in order to adapt to environmental demands

Cognition

2

What is the roll of an OT in a medical team when working with a patient with cognition impairments?

Cognition in occupation, of course! Usually a TBI

3

T/F: The modern day approach to cognition is moving away from the idea that cognition can be divided into specific subskills

True!

4

What are the 3 levels of the cognitive hierarchy

1. Primary cognitive capacities
-Orientation
-Attention
-Memory
2. Higher-Level thinking abilities
-Problem-solving
-Reasoning
-Concept Formation
3. Metaprocessing Abilities
-Executive functions
-Self Awareness

5

The lowest level of the cognition hierarchy

Primary Cognitive Capacities (Orientation, Attention, Memory). Seen as prerequisites to higher-level thinking abilities and to influence meta-processing.

6

What are the subsections within the Primary Cognitive Capacities?

1. Orientation: Awareness of self in relation to person, place, time, and circumstance (X4)
2. Attention (Limited Capacity)
-Sustained
-Selective
-Divided
-Alternatining
3. Memory: Information storage and retrieval
-Sensory registers -> Short-term memory -> Long-term memory

7

Awareness of self in relation to person, place, time, and circumstance (X4)

Orientation. It is one of the primary cognitive capacities along with attention and memory

8

Deployment of mental resources for concentration

Attention. It is one of the primary cognitive capacities along with orientation and memory

9

The capacity to maintain attentional performance over time

Sustained attention

10

Concentrates on one set of stimuli while ignoring competing stimuli

Selective attention

11

Allows person to respond to more than one task at a time-more complex

Divided attention

12

Flexibly shifting attention between multiple operations

Alternating attention

13

Four types of attention

Sustained, selective, divided, alternating. Attention is one of the three primary capacities along with orientation and memory

14

Information storage and retrieval

Memory. Sensory registers to short-term memory to long term memory

15

Problem solving, reasoning, and concept formation are all...

Higher level thinking abilities. Middle of the cognitive hierarchy after primary capacities and before metaprocessing abilities

16

T/F: Higher-Level thinking abilities depend on Metaprocessing abilities

False. Higher-Level thinking abilities depend on primary cognitive capacities.

17

Identifying the problem, defining the problem generating possible solutions and select one, implement the preferred solution, and evaluate the outcome against the desired goal are all under the umbrella of...

Problem solving. One of the higher-level thinking abilities along with reasoning and concept formation

18

The three higher-level thinking abilities are...

1. Problem-Solving
2. Reasoning
3. Concept formation (ability to analyze relationships between objects and their properties.)

19

Why is it useful to assess problem-solving in a client?

Helpful in identifying where client may be having difficulty. But, everyday problem-solving does not always follow a specific sequence. Use a sequence to organize your observations rather than as "right" sequence

20

This cognitive ability allows you to draw inferences or conclusions from known or assumed facts and involves sequencing, classification and deductive and inductive reasoning

Reasoning. One of the three higher-level thinking abilities along with problem solving and concept formation.

21

The ability to analyze relationships between objects and their properties

Concept formation. One of the three higher level thinking abilities along with problem solving and reasoning

22

T/F: Executive functions and self-awareness are both primary cognitive capacities

False! Executive functions and self-awareness are metaprocessing abilities. Orientation, memory, and attention are primary cognitive capacities.

23

Self-awareness is necessary for the successful performance of unstructured multi-step occupational tasks and roles

False. Executive Functions are necessary for the successful performance of unstructured multi-step occupational tasks and roles

24

The four components to executive function are...

Volition, planning, purposive action, and effective performance.
Formulate goal or intention to act, plan (identify and sequence steps to move toward goal or end point), translation of intention into productive, self-serving activity...initiate, maintain, switch and stop sequences of complex behavior in orderly and integrated manner, monitor and self-correct

25

The ability to process information about the self and compare it to a longstanding self-evalution

Self-Awareness. One of the metaprocessing abilities along with executive functions

26

T/F: Observations of cognition during occupation are standardized

False. Observation of cognition during occupation should be non-standardized

27

In this assessment, a client performs 4 IADL activities with graded cues. The level of independence recorded and categorized into 5 executive function constructs (initiation, organization, sequencing, judgment and safety, and completion

The Executive Function Performance Test Assessment. E.g., client is asked to cook oatmeal while given cues

28

This assessment rates for independence, safety and adequacy and includes 26 core tasks, categorized into 4 functional domains (functional mobility, self care, IADL with cognitive emphasis and IADL with physical emphasis)

Performance Assessment of Self-Care Skills (PASS)

29

This treatment approach has an emphasis on self-discovery and is a performance-based, problem-solving, intervention approach

The CO-OP approach. Clients learn best when they succeed according to their OWN goals. Assists clients to develop an individualized approach to therapeutic treatment. Enables skill-acquisition (strategy use and guided discovery)

30

This intervention approach was developed as an alternative to motor interventions that focused on remediation of deficits

CO-OP. It is a combination of contemporary task-orientated motor theory with learning theory. Teach thinking patterns that will support desired behaviors. Develop self-instructional training: Executive strategy (goal plan do check), use of self-talk, metacognitive training: reflect, evaluate, change goal/plan