Cognitive process involve:
attentional skills,
working memory, and
inhibition/self-control
Attentional skills require volition and
inhibition
Focused attention is associated with the - process of attention, primarily in the _ lobes, and the _ _
top-down
frontal
basal ganglia
Stimulus-driven attention-distractibility is associated with the - process of attention, primarily in the _, and / lobes
bottom-up
brainstem
parietal/temporal lobes
Why do some autistic individuals have issues with attention?
their acute senses may be distracting
Effects of the _ _ are associated with poorer attention skills in this generation
modern environment
e.g., multi-tasking
ADHD is divided into three attention types:
predominantly inattentive,
combined, and
predominantly hyperactive-impulsive
Predominantly inattentive individuals with ADHD are associated with distinctly different characteristics to two other forms, damage/lack of maturation in the prefrontal cortex and parietal connections, and
childhood onset “dysexecutive syndrome”
ADHD individuals with predominantly hyperactive-impulsive attentionality are associated with issues in
levels of dopamine
Combined types of ADHD in attentionality are associated with:
abnormalities in dopamine-mediated prefrontal-striatal-cerebellar networks, and
respond to stimulant medications, but not their absence (controversial to use psychotropic drugs)
Previously, ADHD was typically diagnosed by parent/teacher reports, but now we use
objective methods
e.g., helmet movement and game accuracy to assess attention
according to Sohlberg and Mateer (1987), components of attentional skills include:
basic arousal,
selective attention,
alternating attention, divided attention and
sustained attention
according to Sohlberg and Mateer (1987), components of attentional skills include:
basic arousal,
selective attention,
alternating attention, sustained attention and
divided attention
according to Sohlberg and Mateer (1987), components of attentional skills include:
basic arousal,
divided attention,
alternating attention, sustained attention and
selective attention
Sustained attention is associated with vigilance and
working memory
Selective attention is the ability to
withstand distraction
Alternating attention between sources/shifting is associated with
mental flexibility
Divided attention is associated with
response to two or more stimuli simultaneously
The two attention skills associated with multi-tasking are:
alternating attention between sources/shifting and
divided attention
Interventions for attentional issues include: process approaches that _ address attentional components, including - learning
behaviourally
computer-based
Interventions for attentional issues include:
_ activity/ _ stimulation, which is supposed to promote overall neural _
physical
tactile
circuitry
Interventions for attentional issues include:
_ studies are revealing support of the use of medications, with evidence of _ changes
neuroimaging
neuroplastic
Medications are shown to help attentional skills by allowing the individual to
focus on practiced skills to later improve circuitry and with the potential of not needing medication any longer
What type of attentional intervention is associated with a historical lack of scientific support, but is still promising
neurofeedback
An essential reason to improve attention is the individual’s own _ to do so
motivation
According to Boyd (2011), auditory short term memory is
the ability to only REPEAT information, but not to actively perform cognitive action with that information (i.e. recognition)
According to Boyd (2011), auditory working memory is
information held for a short period of time and manipulated in some way to do a task
What type of auditory memory has a limited capacity (about 4 pieces of information, or the number of verbal items one can say/sign in 2 seconds):
working memory
According to Boyd (2011), auditory working memory is NOT related to
intellectual abilities, although WM is definitely useful!
Is there continuous transfer between working memory and long-term memory?
yes
Comorbidity of poor working memory is associated with: specific language impairment, global developmental delays, autism spectrum disorders, traumatic brain injuries, strokes, dementias, and
learning disabilities
Comorbidity of poor working memory is associated with: learning disabilities global developmental delays, autism spectrum disorders, traumatic brain injuries, strokes, dementias, and
specific language impairment,
Comorbidity of poor working memory is associated with: learning disabilities global developmental delays, autism spectrum disorders, specific language impairment, strokes, dementias, and
traumatic brain injuries,
According to Cowan, the types of verbal working memory are: sensory phonological articulatory lexical semantic syntactic constructed scene priming activation
intended speech
According to Cowan, the types of verbal working memory are: sensory phonological articulatory lexical intended speech syntactic constructed scene priming activation
semantic
According to Cowan, the types of verbal working memory are: sensory phonological semantic lexical intended speech syntactic constructed scene priming activation
articulatory
What is a constructed scene in verbal working memory?
“painting a scene” e.g., the box is by the washing machine
Individuals can recall as many items as they can verbally produce in 2 seconds, and verbal rehearsal can support holding verbal information longer in order to relay it to LTM. What process is this referring to?
the phonological loop in working memory
Working memory deficits are exhausting because
they require extra effort to retain information
How are memories lost?
decay (over a few seconds)
capacity limitations (overload)
specific interference and
loss of context (change of situation, retrieval cues are no longer present)
Loss of context is associated with losing memories according to age. What is an example of this?
remembering thing to do when in a different room
Implications of working memory deficits include:
difficulty learning a new vocab,
auditory comprehension,
difficulties developing ltm for language structures,
poor reading comprehension,
challenges in written expression,
difficulties making associations between new information and current knowledge; relating context to new information, and
at risk for missing out on critical pieces of information which hinder academic performance
According to Boyd (2011), cognitive processing speed is
the rate at which individuals process informational input and output
What is describing colours, shapes, as quickly as possible related to?
how quicky one performs overlearned tasks
What intervention is used to see how quickly one can perform overlearned tasks
rapid automatic naming on the CELF-4
Fluent, automatically process information requires _ energy/resources
less
Processing speed may be related to _-ation of _ _
myelination of nerve fibres
Children with TBI and demonstrated tears in the myelin sheath tend to have difficulties with _ _ _. Why?
cognitive processing speed
jumps along axon have to occur more often than between Nodes of RAnvier
Implications of slow processing speed are common in many _ disorders
developmental
Slow processing speed makes it difficult to
keep up in class or with work load
Slow processing speed may be slow with auditory or _ comprehension (struggle to access/process the information in a timely manner)
reading
Slow process speed may be associated with being slow to __ or in written form
respond verbally
Slow processing speed may be associated with a struggle to _ _, tend to be off-topic
keep up in conversations
Slow processing speed is: variable or constant?
variable, depending ont he task
Slow processing speed may co-occur with attentional problems, _, or may exist independently
working memory deficits
“Fast-mapping” refers to the concept that children can _
learn new vocab or structures based on a single (or just a few) exposures to the structure
“Fast-mapping” may explain the “_” seen in toddlers
explosion in vocabulary
Clinically, it is clear that some children seem to have mechanisms where vocab and structures are very quickly incorporated into _; others struggle
LtM
Underlying systems may be at play with _, but isi it is clear that attention working memory, focus, etc. is influential
“fast-mapping”
“Fast-mapping” allso appears to help with inferring the _ of related items
vocab
Inhibition skills are also referred to as:
self-regulation
Inhibition skills include:
_ factors and _ skills
linguistic factors
nonlinguistic skills
Linguistic factors associated with inhibition skills include:
vocab selection
selective attention to most critical linguistic information, and
topic maintenance
Nonlinguistic skills associated with inhibition skills include:
deferring gratification
waiting for rewards
turn-taking
reciprocal interactions/flexibility with agenda, and
focus on less-preferred activity
_ children are found to have better inhibition and cognitive flexibility
Bilingual
Children with better inhibitory control have better _ and _ outcomes
academic and linguistic outcomes
Neuroimaging suggests the _ _ and amygdala are involved in behavioural inhibition for adultss, but is potentially _ mediate
prefrontal cortex
developmentally mediated
Who developed the declarative and procedural memory system?
Michael Ullman
According to _, language has often been thought to depend on dedicated neurocognitive substrates
Chomsky
According to _, language depends on memory systems that serve non-linguistic functions that are found in both humans and other animals
Ullman
The two memory systems proposed by Ullman are:
declarative and procedural memory systems
Ullman’s model of declarative memory includes:
semantic knowledge
episodic knowledge
learning quickly with little need for repeated exposure and
explicit knowledge
Ullman’s model of declarative memory includes:
explicit knowledge
episodic knowledge
learning quickly with little need for repeated exposure and
semantic knowledge
Ullman’s model of declarative memory includes:
semantic knowledge
learning quickly with little need for repeated exposure and
episodic knowledge
declarative memory is considered _-based
content
Declarative memory is often used more as a/n _
adult
Procedural memory is often used more as a/n _
child
According to Ullman’s model, procedural memory includes:
specializing for learning rules and sequences
needing repeated exposure to learn patterns or “rules”
learning and memories not available to conscious memory (e.g., 2 year-olds and use of /s/ in third person forms) and
implicit knowledge
According to Ullman’s model, procedural memory includes:
implicit knowledge
needing repeated exposure to learn patterns or “rules”
learning and memories not available to conscious memory (e.g., 2 year-olds and use of /s/ in third person forms) and
specializing for learning rules and sequences
According to Ullman’s model, procedural memory includes:
implicit knowledge
specializing for learning rules and sequences
learning and memories not available to conscious memory (e.g., 2 year-olds and use of /s/ in third person forms) and
needing repeated exposure to learn patterns or “rules”
When discussing learning a new language, procedural memory systems would argue that it is easier to learn the language’s _, whereas declarative memory systems would be easier to learn the language’s _
native accent (procedural - child up to 3 or 4) syntax (declarative memory - adult)
What is the base for the declarative memory and procedural memory systems?
biological
Declarative memory involves _ _ lobe structures, and the hippocampus
medial temporal
Declarative memory involvesover time, memories become _ dependent on structures (i.e. one tends to _)
LESS dependent
generalize
Declarative memory involvesBA 45 and 45 and parts of the _ _ which provide access to these regions
basal ganglia
Declarative memory involves the neurotransmitters:
acetylcholine, _ gene, and estrogen
brain-derived neurotrophic factor (BDNF)
Procedural memory involves _/basal ganglia circuits, including _ regions BA 44 and _ _ in basal ganglia
frontal
premotor regions
caudate nucleus
BA 44 in the premotor regions are involved in procedural memory process as a part of
Brodmann’s area
Procedural memory MAY involve _ _ as a part of its system
mirror neurons
_ seems to play an important role in procedural memory
dopamine
T or F: declarative memory and procedural memory systems interact and complement each other in learning the same or analogous knowledge
true!
The procedural memory system is associated with _ area, as it deals mroe with isssues of expression and isues with grammar, as is mroe typical for children (- area of the brain)
Broca’s area
non-fluent area
The declarative memory system is associated with _ area, as it deals mroe with issues of vocabulary including neologisms, as well as issues with semantic language, more likely to occur in adults (part of the _ area of the brain)
Wernicke’s
fluent area
Language and the declarative and procedural memory systems vary in the types of learning, with declarative memory associated with _ learning, and procedural memory associated with _ learning
declarative - conscious
procedural - implicit
Declarative memory is helpful when creating irregular forms, formulaic language, and
semantics, vocab
Procedural memory is helpful when learning regular forms for tense, plurals, retrieval of lexical items, especially grammatic function words, and
formulation of novel utterances/word order
The declarative and procedural memory systems work together and will compensate for each in the case of _
loss of function
A deficit in declarative memory is associated with Alzheimer’s disease, semantic dementia, and
fluent aphasias
A deficit in procedural memory is associated with specific language issues, ASD, non-fluent aphasias and
Parkinson’s disease
