Neuro deficits/disorders/impairments

Concussion signs

Physical: headache, nausea, vomiting, dizzy, sensitive to light and noise Emotional and behavioural: anger, sad, irritable, nervous, frustrated Sleep: sleeping more or less than normal, hard time falling or staying asleep Mental: fogginess and hard time thinking, slowed down thinking, hard time concentrating ****CONCUSSION = type of mild TBI, may not always result in loss of consciousness and often resolve quickly but COULD have symptoms lasting longer than 4 weeks. >Transient disturbance in brain functinoing, that will not be associated with a structural brain injury shown in MRI/CT >ROTATIONAL acceleration of brain

Pantomime (-), DI/CI (+), G/T/O Recognition (+)

Production system deficit: response selection --> cannot select an appropriate motor sequence to carry out

Goal neglect

-A pattern of behavior in which a person fails to keep his or her goal in mind, so that, for example, the person relies on habitual responses even if those responses will not move him or her toward the goal. >PFC injury

ASD occupational performance issues

-ASD = genetic factors and neurological disorder, symptoms must have been observable before 5 and impair everyday functinoing, surplus of synapses >Dressing problems - hyper or hypo-sensitive >Eating: picky and sensitive to different textures >Social withdrawal due to problems with social skills, reading facial expressions >Lack of understanding of tones of voice, verbal/non-verbal communication deficits - pragmatic deficits - problems with humour, metaphors >Hypersensitivity/hyposensitivitiy

Selective attention/focused attention

-Ability to focus on relevant stimuli and filter out irrelevant stimuli to the task (concentration) -Deciding what is relevant and what isn't -Involves focused attention - focusing on stimuli Deficit = distractibility --> will easily get distracted by other stimuli in the environment, cannot pay attention in task while other noises are going on >STROOP TASK - cannot filter out stimuli

what is agnosia

-Agnosia is a category of deficits where the patient lacks recognition of familiar object as perceived by the senses. - This could involve all the senses or some

Inattention/Neglect

-Aligns with theory of unilateral neglect: 1) Deficient in arousal/attention 2) Deficient in visual attention (attention shifting attention - disengage, shift, re-engage) >cannot be accounted for by visual, sensory, auditory, motor deficits also known as: hemineglect, behavioural inattention, hemi-inattention, hemisaptial neglect

Ideomotor apraxia

-An inability to perform a motor act on command, despite the ability to perform the act automatically -Has knowledge of action + object function, could describe what purpose of tool/object is but will not be able to produce a organized motor task -Can do functional object use better than ideomotor apraxia, but still clumsy Pantomime (-), DI (-), CI (-), G/T/O Recognition (+)

Anterior cingulate/SMA damage

-Anterior cingulate needed for executive attention (divided attention) Damage = poor self-initiation of movement, akinetic mutism, response inhibition deficits, apathy

ADHD

-Attention Deficit Hyperactive Disorder -Often has difficulties with sustained attention - doing homework for long periods of time, staying seated in tasks -Poor attention to detail -Does not follow through on instructions, doesn't complete tasks and finish work -Loses things needed for tasks and activities -Easily distracted by extraneous stimuli (selective attention is impaired)

name the types of agnosia

-Auditory -Visual -Visual-spatial -Somatosensory/tactile -Motor perception -Body schema

What type of dysarthria is associated with PD?

-Basal ganglia damage - bilateral stroke HYPOKINETIC DYSARTHRIA -Super fast, stutter, poor pacing, quiet voice, monotone

Anosagnosia

-Belief that the hemiparetic limb after a stroke has NOT been altered (no deficits) -Seen in early stages of stroke -Right hemisphere damage related

Spina bifida Occupational performance issues + motor/cognitive challenges

-Birth defect, NEUROLOGICAL - neural tube defect , higher up the lesion = more impairments, often associated with hydrocephalus and needs a shunt put in Motor challenges: weakness of leg muscles, lack of sensation, bladder and bowel control, scoliosis and joint mobility problems, seizures, pain, skin problems Learning impairments, sexual issues >Toileting: Bladder and bowel control difficulties >Motor impairments - weakness, lack of sensation: reduced mobility, hard time bathing, getting dressed, getting in and out of tub >Lack of sensation of skin: ulcer and pressure injuries >Mobility: may need wheelchair Secondary deficits: learning disability, expressive language, joint mobility problems, seizures, memory problems

what is neglect often accompanied by?

-Can have it in multiple modalities: visual, perceptual/body schema, visual-spatial, motor neglect, auditory, etc. -Hemianopia (field cut, blindness on one side) -Hemiparesis (paralysis on one side) -Anosognosia (unawareness of deficits)

Pantomime (-), DI (-), CI (+), G/T/O Recognition (+)

-Cannot do delayed imitation or pantomime... >Image generation deficit - producition system

What types of Attention are impacted by Alzheimer's Dementia

-Temporal lobe damage and then shifting to frontal lobe damage over time Difficulties with executive attention: divided attention (multi-tasking)

What would someone with episodic memory deficit show?

-They are not able to imagine themselves in future or past and "relive" or re-experience sensory details of past events despite knowing they happened -Specific deficit of events and the contextual details of the event - time and place, but able to recall undated general knowledge that is context-free Example: Able to know sister got married, but doesn't remember specific details of the wedding and re-experience being there (what happened, etc.)

Form constancy dysfunction

-Unable to recognize various forms, shapes and objects, regardless of their position, location or size --> if there are subtle variations, won't be able to recognize it problems: >hard time using tools in new environments, being unable to find objects when not in normal orientation (tools tossed around in bag), using tools that are diff from every day form, hard time recognizing handwriting in diff. fonts and printing styles, hard time following directions w/ pictures

Pantomime (+), DI (-), CI (+), G/T/O Recognition (+)

-Working memory production system deficit -Cannot hold visual memory of movement long enough + rehearse it to do delayed imitation

Supervisory Attentional System (SAS)

-Would have a hard time with NOVEL TASKS but not routine tasks >Wouldn't be able to avoid habitual responding and environmental dependency, will be easily distracted, cannot monitor effectiveness of actions and redirect

topographic agnosia

-a deficit in recognizing spatial landscapes indoors and outdoors, related to damage to the parahippocampal place area (inferior temporal lobe) -cannot recognize familiar places + landscapes

associative agnosia

-able to form a whole visual percept and perceive patterns, but cannot access it's meaning or purpose and identify common objects/items deficit: "what" pathway, occipito-temporal lobes, ventral "what" pathway >often right hemisphere damage, near inferior temporal gyrus (local features of objects)

propsapagnosia

-cannot recognize faces apperceptive: cannot even form percept of face associative: knows it is a face, but cannot access meaning and recognize who that face is even if familiar damage: fusiform face area in inferior temporal lobe

what brain region is damaged in neglect

-diverse impairments but ALL cover the tempero-parietal junction - often the RIGHT side Visual spatial attentional neglect could also be due to occipito-temporal lesions

anomia

-inability to name objects despite being able to see and recognize them, describe its meaning/purpose damage: further into the "what" pathway, in occipito-temporal lobes but more in the temporal lobe (links to language processing) >often damage to the left hemisphere

apperceptive agnosia

-inability to process basic features of visual information to form a coherent visual percept/pattern - cannot perceive patterns damage: primary visual cortex, going into the parietal lobe - usually right hemisphere damage "global" features of visual image

occupational performance issues with CP

-lots of comorbidities : ADHD, bipolar disorder, epilepsy, deafness, bladder problems, sleep disorders, learning disability, visual impairment, joint contractures -Feeding: may need feeding tube due to problem with motor control of swallowing, saliva, using limbs to eat and maintain posture -Dressing: limited mobility, cannot independently pull pants or shirt on -Bathing: reduced mobility, cannot maintain posture on own -School: other comorbidities that are common like ADHD, learning disabilities, visual and hearing impairments --> hard participating in activities, hard time with motor control and dexterity - cutting, glue, writing -Social inclusion: mobility problems, cannot engage in playground play

Retrieval failure - 3 things needed for retrieval

-the inability to recall long-term memories because of inadequate or missing retrieval cues, despite knowing they know 1) Recognition: judging whether an item has been seen before 2) Recollection: remembering the contextual details and the encountering event 3) Familiarity: knowing without remembering how or where

tactile agnosia

inability to identify objects by touch - shape, temp, weight, texture, density >hard time finding objects without looking, manipulating tools without looking (screwdriver + nail)

auditory agnosia - 3 types

inability to perceive incoming auditory stimuli + make sense of it, even though hearing is INTACT amusia - cannot perceive musical sounds and tones word deafness - cannot perceive common spoken words, but can detect other sounds sound agnosia - cannot perceive common sounds like beeping, alarm sounding

Cerebral palsy (CP)

-A condition that affects body movement and coordination, all impacts MUSCLE TONE -It is caused by brain injury or brain malformation that occurs before, during, or immediately after birth when an infant's brain is still developing. Spastic = stiff and hypertonic, 86% - weird postures due to overactive muscles and jerky movements >damage to motor cortex or white matter projections Nonspastic = hypotonic or fluctuating tone i) Dyskinetic = involuntary movements >athetosis = slow and writhing movements, involuntary, fluctuating tone >chorea = spastic movements, limb/facial muscle involuntary movements >dystonia = twisting movements >damage to basal ganglia ii) Ataxic = no coordination -damage to cerebellum

Ideational Apraxia

-Cannot formulate a MOTOR PLAN - spatial and temporal aspects of it - Conceptual system damage (Roy's Model) -Deficit in knowledge of action and knowledge of tool object function -Pantomime (-), G/T/O recognition (-), Imitation (+) - intact perception/sensory system, after ruling out auditory problems Deficits you may see: >Cannot do pantomime >No functional gesture/tool/object recognition, cannot use them and doesn't understand how to use them >Able to do delayed and concurrent imitation

Autotopagnosia

-Cannot localize, recognize, identify parts of one's own body and understand their relationship to each other Damage: Left parietal lobe or posterior temporal lobe >Problems using right limb, confusing sides of body and differentiating own body parts from those of others , cannot point to body part by verbal request ADLs impacted: dressing apraxia, mobility (positional transfers) - may not understand directions on how to orient body when trying to transfer from sit to stand

Developmental disability thinking impairments

-Concrete thinking, difficult with generalization, comprehension difficulties, limited understand about world -Short and long term memory limitations -May make unique connections -Lack of understanding due to lack of exposure -Blindness to onconsistencies -Egocentricity

Anterior cerebral artery stroke symptoms

-Contralateral hemiparesis: leg > arm -Contralateral lack of sensation -Emotional changes/lability, depression, altered mood -Mental confusion

Middle cerebral artery stroke impacts

-Contralateral weakness/lack of motor strength and control in upper body, face> legs -Lack of sensation in arm and face -Aphasia -Homonymous hemianopsia Left: language (aphasia), motor (limb apraxia, speech apraxia), local aspects of images Right: neglect (attention), perceptual and spatial deficits, dysarthria, global aspects

Visual closure dysfunction

-Deficit in identifying objects visually based on perception of only parts of that object

Somatophrenia

-Denies ownership of a paralyzed/hemiparetic limb (right hemisphere cerebral damage) -Believes limb belongs to someone or something else after stroke

Emotional, cognitive, behavioural changes after a TBI

-Depression, anxiety, low mood -Fatigue and sleep problems -Withdrawn, poor social skills -Reduced insight, lack of control (frontal lobe), disinhibition -Apathy -Memory impairment -Slowness of processing -Need help with re-orientation

Astereopsis

-Depth perception impairment - cannot perceive depth of things in relation to self or depth of objects in relation to other things in environment >cannot recognize height of curb of sidewalks, how far away laptop keyboard is or glass of water it, pouring liquids, catching a ball, traffic accidents

Anterograde disorientation

-Difficulty constructing NEW representations of environments, but can successfully navigate objects in previously learned objects -Parahippocampal gyrus damage

Topographical disorientation + 4 types

-Difficulty in understanding and remembering the relationship of one location to another, hard time navigating environments 1) Egocentric disorientation 2) Anterograde disorientation 3) Landmark agnosia 4) Heading Disorientation

Limb kinetic apraxia

-Difficulty making precise, voluntary movements with hand contralateral to brain lesion - errors in precise finger movements observed in pantomime, imitation, and G/T/O functional use - For example, a person affected by limb apraxia may have difficulty waving hello, tying their shoes, or typing on a computer

Apraxia of speech

-Difficulty programming movements of tongue, lips, throat needed for proper sequence of speech sounds but not associated with weakness -Voluntary muscle problems Leads to: groping movement of lips, halting and slow speech - articulation and prosody impacts, often seen in BROCA

Heading disorientation

-Difficulty understanding relationship of oneself to objects in environment + describing own location, learning new routes, and using landmarks -No sense of direction @ all, lesion to posterior cingulate

Position in space dysfunction

-Difficulty with concepts relating to positions such as up/down, in/out, behind/in front of, before/after -Cannot perceive 2 or more objects position in space relative to oneself + in relation to others (2D or 3D) --> won't know if an object is above or below another, may have hard time orienting tools in correct position to use it

Mental health thinking impairments

-Distorted thinking -Working memory impairments -Visual perception - hallucinations, delusions -Cognitive impairment, lack of insight and awareness

Motor neglect

-Failure to use affected limb in absence of any physical impairment, cannot move motor action towards contralesional space -Frontal lobe lesions -If forced to use limb, will be able to do it (constrained conditiosn)

Wernicke's Aphasia

-Fluent/receptive aphasia -Lots of speech output but empty content that makes no sense/nonsensical -Poor comprehension - jargon -Hard time expressing themselves, may not be aware they do not make sense

Impairment in awareness/insight

-Frontal lobe damage - may have memory and attentional problems -No awareness of one's own limitations and deficits, leading to difficulties with engaging in therapy 3 stages: 1) intellectual: know there is problem, doesn't accommodate it 2) anticipatory: starts to anticipate which tasks might be hard for them 3) emergent: ready to accommodate + participate in therapy

Deficits in attention lead to what deficit in memory?

-Inability for ENCODING - acquisition, registration, consolidation of sensory memory into short term memory Short term memory relies heavily on ADEQUATE ATTENTION, and memory forms the basis for ALL LEARNING!!!!!

colour agnosia

-Inability to associate particular objects with particular colours, cannot recognize colours >associative form of agnosia: can perceive colour (can sort similar-coloured images and objects), but cannot point to colour examiner names, cannot name what colour things are, does not know what the usual normal colour of every day objects should be "provide a list of red things

Figure-ground dysfunction

-Inability to distinguish foreground from background in a visual array >cannot see a utensil on a patterned placement >locating items in a pencil box >cannot read text with a competing background (e.g. text on computer with a distracting background) >cannot sort + match socks when folding laundry, find matching socks >difficulty reading things with lots of print on the page, with different background colours + fonts --> picture books

Perceptual neglect

-Inability to perceive or attend to things on contralateral side of OWN body -Parietal lobe lesion, Right hemisphere -PERSONAL SPACE

Landmark agnosia

-Inability to recognize key landmarks that are often used for navgiation -Can still describe routes + draw maps -Parahippocampal, fusiform, lingual gyrus

Right/Left discrimination dysfunction

-Inability to recognize the concepts of right and left >may confused R and L sides of body and environment -doesn't know how to turn right or left - driving instruction problems -doesn't know if picture of a hand is left or right -hard time getting dressed - which sleeve is for right side

Finger agnosia

-Inability to recognize which finger was touched or is being used, cannot identify own fingers or name fingers on command >hard time doing tasks that require hand dexterity - writing, buttoning up things, clipping nails

Visual-spatial neglect

-Inability to report, orient, respond to stimuli in contralateral space that is NOT caused by sensorimotor deficits (sensory and motor system intact) -Right side brain damage - left neglect -Usually peri-personal/extra-personal space

Egocentric disorientation

-Inability to represent the location of objects in relationship to the self, hard time learning spatial directions and landmark locations -Associated with damage to the posterior parietal lobe

constructional apraxia

-Inability to reproduce geometric figures and designs - both 2D and 3D models >requires: visual spatial perception, visual attention, spatial analysis of orientation of parts to one another (position in space), and motor coordination Right: misses global features - distorted in spatial relationships Left: misses local features - specific elements of drawings

R/L discrimination issues (with self - body schema)

-Inability to tell L from R of one's OWN body -Doesn't understand diff between R and L sides of body -Could lead to dressing apraxia, positional transfer problems

Posterior cerebral artery stroke symptoms

-Lack of coordination (IPSILATERAL) -Unsteady gait -Trouble with swallowing -Slurred speech -Visual deficits - contralateral hemianopia, double vision -vertigo

Retrograde + Anterograde amnesia

-Loss of memories from before a TBI = retrograde >degree of severity of brain damage often measured by level of this -Inability to form new memories after trauma = anterograde

Hydrocephalus signs

-May develop acutely after TBI Wet, weird, wobbly >gait worse than before >dementia worse than before >urinary incontinence not present before

Multiple sclerosis

-Most common acquired neurological disease, susceptible to microenvironmental changes (hot temperature) -More women, northern climates, average age = 30, high SES 4 types: Benign - never gets worse, no functional limitations 15 years after onset Relapsing-remitting - unpredictable relapses and periods of remission, with each relapse being worse than the one before Secondary progressive - starts off with relapsing-remitting and then progresses to severe disability + death Primary progressive - starts off as progressing

Divided attention

-Multitasking -Requires a high level of attention --> focuses on multiple items at once *involves executive attention (PFC) - allocation of attentional resources

Dorsolateral PFC damage

-Needed for alertness/sustained attention -Need for: Problem solving, working memory, flexibility, set shifting, goal-directed behaviour, abstract reasoning, planning Damage: goal neglect, cognitive rigidity, poor planning and problem solving, concrete thinking, cannot stay on task and gets distracted

Parkinsons

-Neurodegenerative disease, progresssive, damage to substantia nigra -Tremor -Rigidity -Akathisia -Postural instability -May have hypokinetic dysarthria - stuttering, fast speech -Implicit LTM impairments

Development Coordination Disorder

-Neurological disorder characterized by difficulty with motor planning and coordination and output - clumsiness -Cannot plan motor tasks, organize their movements, perform coordinate actions, adjust movements in face of changing demands

What would a deficit in prosody sound like?

-Often will sound monotone, flat affect, cannot add context to speech involves: loudness, intonation, stress, accent, pitch, rhythm, pauses

Occupational performance issues in MS

-Physical effects: weakness, altered sensations, gait problems, vertigo, visual disturbances, poor coordination, bladder control problem, spasticity -Cognitive impairments as well >Walking difficulties - gets fatigued >Falls risk - impaired balance and coordination >Reduced standing tolerance when preparing meals >Transfering in/out of tub or shower >Energy conservation and fatigue management

Pantomime (+), DI (-), CI(-) , G/T/O Recognition (+)

-Response organization/control production system deficit

Short term memory deficits

-Retaining new information would be difficult; following multistep oral directions would require the student to use auditory short-term memory -Hard time following along in conversations and reading (esp. long sentences) - cannot remember beginning of sentence to understand entire purpose of sentence/thought -Hard time dialing phone numbers

What attentional issues would you see after brain injury?

-Slowness of processing -Difficulty listening to conversations when multiple things going on at once - selective attention -Lower attentional capacity --> cannot focus on things for long periods of times or many things at once -Reduced sustained attention -Cannot do 2 things at once - divided attention

3 theories of basis of unilateral neglect

1) Deficient in arousal/attention 2) Deficient in visual attention (attention shifting attention - disengage, shift, re-engage) 3) Deficient in spatial representation of contra-lesional space (internal perception/representation of neglected space)

Dysarthria (3 types)

1) Flaccid: damage of nerves supplying speech muscles (LMN): weakness in speech and or/respiratory muscles >Impacts: respiration, phonation, resonance, prosody, articulation >Sounds: breathy, weak, monotone, nasally, slurred, slow 2) Spastic: damage to UMN: weakness in resp/speech muscles >Impacts: phonation, prosody >Sounds: nasally, monotone, slurred, HARSH AND STRAINED, TIGHT, slow 3) Ataxic: damage to cerebellum >Impacts: prosody and articulation >Sounds: Irregular breakdown of sounds - slow, slurred, monotone

3 types of functions that behaviours are maintained by

1) Gain attention/gain tangible 2) Escape/avoidance 3) Sensory/self regulatory

What would indicate a bad outcome after a TBI

1) Glasgow coma scale between 3-8 (SEVERE), 13-15 = mild, 9-12 = moderate 2) Duration of coma: greater than 6 hours = bad 3) Length of post-traumatic amnesia: greater than 11 weeks = no independent living

What are the diff types of LTM - diff brain regions?

1) Implicit/Non-declarative: unconsciously recalling or recognizing information without being aware of doing so, non-intentional - skills, habits, knowing HOW Brain region: basal ganglia 2) Explicit/Declarative: consciously recalling and recognizing information, experiences, facts, knowing WHAT >Semantic >Episodic Brain region: many areas - frontal lobe, amygdala, thalamus, medial temporal lobe structures Episodic: uncinate fasciculus connections between ventral frontal lobe and temporal lobe

2 aspects of conceptual system

1) Knowledge of action 2) Knowledge of tool/object function

Posner + Peterson - 3 aspects of attention and brain regions involved

1) Orienting: selective attention/directed attention Disengaging = Right Posterior Parietal Lobe Shifting = Superior colliculus Re-engaging = Lateral pulvinar nucleus of posterolateral thalamus 2) Alertness -sustained attention/arousal/vigilance RIGHT Dorsolateral PFC, Posterior parietal cortex, subcortical thalamic regions 3) Executive: target detection, supervisory control, divided attention PFC, Anterior cingulate (Frontal areas)

Unilateral neglect types

1) Perceptual 2) Visual spatial 3) Motor -may be in personal, peri-personal, or extra-personal space perceptual = usually personal

4 aspects of production system (Roy)

1) Response selection 2) Image generation 3) Working memory 4) Response organization/control

6 language deficits displayed by someone with aphasia

1) Semantic paraphasia: substitute word with similar meaning 2) Neologism: making up words 3) Telegraphic speech: verbal utterances, lacks appropriate grammar and certain words but meaning is still clear 4) Circumlocution: talking around the word by describing properties of it 5) Phonemic paraphasia: substitute word that sounds similar to target word 6) Preservation: getting stuck on one word or idea - repetition of phrases, ideas, words, questions, etc.

5 warning signs of stroke

1) Weakness 2) trouble speaking 3) visual impairments 4) dizzy 5) headache *onset is SUDDEN!!!!!!, and even if temporary - still warning sign

body schema perceptual issues

1) autopoganosia 2) R/L discrimination issues (specific to self) + dressing apraxia 3) finger agnosia 4) somatophrenia 5) anosagnosia 6) neglect (personal space)/spatial inattention 7) impaired self-awareness and insight

When to intervene with behaviour

1) if it is problematic for person + others 2) if it interferes with learning 3) if it isolates the person 4) if there are other strategies that could replace the problem behaviour

3 areas of age-related cognitive decline

1) sensory register: takes longer to register information, needs to be presented slower 2) working memory: less capacity and reduced processing time 3) knowledge base: harder to retrieve information

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Sustained attention and deficit

Ability to remain focused for a long period of time, or on unchallenging uninterested tasks when fatigued -Requires alertness*, vigilance - sustained arousal and attention -attention span over time Deficit: difficulty paying attention for long periods of time or when tired/uninterested in task at hand

Orbitofrontal and Ventromedial PFC DAMAGE

Damage = -Risk taking, poor social skills, disinhibition, emotional dysregulation, personality changes, disinhibition, self-regulatory disorder, poor insight, disregard for rules

-Pantomime (+), Delayed/Concurrent imitation (-), G/T/O Recognition (-)

Deficit: -Can perform actions on demand - so they can form a motor plan and initiate it, problem with visual perception -Cannot imitate or recognize gestures/tools/objects >Sensory perceptual system damage --> visual/gestural information and visual object information is damaged >Auditory perception intact

DCD occupational performance issues

Eating: poor coordination of limbs leading to messy eating --> need to coordinate cutting with fork and knife, hard to do - using both sides of the body, overshoot force needed to pick up a glass of milk Getting dressed and undressed: requires fine motor coordination such as undoing buttons, could lead to more frequent accidents, may put on clothes twisted, takes a longer time due to over-reliance on vision Writing: difficulty with coordination needed for holding a pencil (pencil grasp) - needs accurate timing and force, may have messy writing and improper spacing Sports: difficulty adjusting movements based on changing environmental stimuli like catching a ball --> requires coordinationW

Broca's aphasia

Expressive and non-fluent -Comprehension > Expression -Halting, effortful speech, two-word speech (telegraphic), hard time getting words out and expressing themselves

Hyposensitivity vs. hypersenstiviity

Hyposensitive = sensory seeking, look for attention - risky behaviours Hypersensitive = avoidance, be very cautious and fearful, rigid in every day tasks, over-reactive to mild stimuli, easily overwhelmed

Interference memory

Retrieval error - information can be lost or less accurate due to an overlap of similar information

Hallmarks of sensorimotor, preoperational, concrete operational, formal operational

Sensorimotor: object permanence Preoperational: pretend play, language development, symbolic thought, prelogical thought/centration - only one aspect of object, egocentrism (no theory of mind) Concrete operational: logical thinking, conservation, mathematical problems, can sort objects based on size Formal operational: abstract logic, hypothesizing, fantasizing, apply reasoning - fluid intelligence starts

Alternating attention/shifting attention

The ability to move or alternate attention back and forth from one stimulus to another -Requires disengaging/shifting/reengaging (ORIENTING) - posterior parietal lobe

visual spatial perception - deficits (8)

The capacity to appreciate the spatial arrangement of one's body, objects in relationship to oneself, and relationships between objects in space -usually right hemisphere occipito-parietal lobes "where" path 1) Figure-ground 2) Form constancy 3) R/L discrimination 4) Position of space 5) Stereopsis 6) visual closure dysfunction 7) topographical disorientation 8) constructional apraxia