Neurocog Exam 1 Study Guide
Be prepared to write a script to teach family members or caregivers the dos and don'ts of errorless learning.
Do's 1. Actively demonstrate correct way first (implicit) 2. Help perform correctly so it's a positive experience (scaffolding/cueing) 3. Talk through steps during demonstration (not just showing, show and tell) 4. Use encouragement -As many non-verbals as possible -What's rewarding to them as incentive -reward experiencing is better for consolidating experience Don'ts 1. Wait for mistakes to correct 2. Just tell how to do it (need to be actively involved) 3. Punish people for mistakes 4. Do it for person, without inclusion (enabling, not teaching)
Within short term memory encoding information arrives to which three "areas"?
Encoding info arrives to: 1. Executive network of attention 2. Visuospatial (visual and feeling) sketchpad 3. Phonological (auditory) loop: verbal information -processed through executive functions
How can you teach someone to use an external memory aid? Be prepared to describe this in relation to a case study.
Intervention Goal: spontaneous use & awareness of need for aid 3 stage approach: 1. Acquisition - learn contents and purpose -taking planner to see where I write things -here is where I set my alarm/message 2. Application - role play -happening within clinic setting -practice using tool (how does it apply?) -coach them through 3. Adaptation - use in community setting -using it in real life activities -sending away and report back to you about how it went
Be prepared to describe various tasks to assess memory (long term)
Long term 1. Autobiographical Memory (personal) -where they lived -school -what they did for work -when they met their partner -married -birth of child -challenge: have that information so you can determine what's accurate and inaccurate 2. Famous People/Events -less personal -make sure person knew this information before -cultural, age, education can affect this -Where were you during famous event
Name a formal assessment for EF disorder. Describe 2-3 tasks within that assessment.
Wisconsin Card Sorting Test •Sort cards based on rule that examiner has in mind -Feedback "right, wrong" -present person with card, ask them to sort card -correct or incorrect based on rules you do not tell them (color, shape, number of items) -continue to get different cards -rules change after certain number of items •Rules change without notification -challenging, so more high functioning individuals -it's okay to get them wrong! -length depends on type of test -ability to learn a new rule and change a rule -not really functional
Describe a task for which you might use Goal Management Training. Describe how it would be used.
Writing a check: 1. STOP (what am I doing?) 2. DEFINE (goal, task) 3. LIST (steps) 4. LEARN (known all the steps?) 5. DO IT 6. CHECK (am I doing what I planned?) 1. What am I doing? Why am I writing a check? To pay someone 2. My goal is to check out the check to my friend so I can pay her for the cookies. 3. Put my friend's name, Write amount, sign my name, put memo in my checkbook 4. Say the steps again 5. Do it 6. Did I fill it all out? Did I give it to my friend?
Define Executive Functions (in lay and professional terms)
an individual's conscious and flexible control of thoughts and actions to accomplish goals, solve problems, plan, and reason as a situation demands -overlaps with attention and memory
How can you make a paired associates tasks more difficult or easier?
cat-dog wine-beer car-truck trumpet-flute football-basketball -a paired work that can be semantically related or unrelated -you could say "cat", they would say "dog" -make them semantically unrelated to make it more difficult!
Be prepared to describe various tasks to assess memory (short term)
o Word lists: 3 to 15 words, have them recall specific words (immediately or period of time later), fit in distractions, provide choices if needed o Paired Associates (verbal) o Story Recall: determine what information is critical for person to include in story, verbatim?, key ideas or main idea? o Visual Figure: draw figure after looking at it, identify figure from series, abstract would be good for those with language impairments o Facial recognition: show picture of face, take it away, identify face out of foils o Hidden Objects: person would need to retrieve items at the end of session, good for those with language impairments
Behavioral Assessment of Dysexecutive Syndrome (BADS) (1996)
•30-60 min -attempts to be functional/somewhat functioning -6 sections •Sections: 1.Temporal judgment 2.Rule shift cards: card sort task 3.Action program 4.Key search: "you lost your key in this field: how would you plan on finding them?" 5.Zoo map: get to see organization of how they would visit other places 6.Modified six elements
Name a questionnaire used to assess EFs. How can you use interviews or questionnaires in a unique way to determine EF disorders?
•Dysexecutive Questionnaire from BADS -20 items -filled out by caregiver -designed to sample emotional, motivational, behavioral, and cognitive changes in a person with suspected dysfunction -one version for subject, another for someone close (observation and mismatch) -rate 20 statements according to personal experience -5 point scale according to frequency -higher score = more significant deficits in executive functioning
Describe two environmental modifications that might be used for EF disorders.
•Modification of task demands: minimize for better organization •Organization of physical space: help with initiation •Cuing or prompting •Manipulation of physiological factors: medications, activity levels, sleep, right food to eat, most alert (best possible situation in task) -implement heavy tasks when they are most optimal and ready to do them 1. •Creating a filing system within a designated work space. 2. Organization: identifying/labeling designated areas for items and activities 3. Breaking down tasks into smaller increments
Principles of Self-Management Programs
1. Adequate assessment of patient's attention impairments and impact on daily life 2. Patients should be actively involved in identifying activities and developing strategies. 3. Plan in place for assessing outcome of intervention 4. Allow adequate time for training and practice, social supports, and maintenance program.
What are the two different types of procedural memory? Describe each.
-Motor Skill: knowing how to perform a certain motor activity, does not involve conscious thought -riding a bike without being able to tell someone (overlearned, you just do it) -swimming -walking -Cognitive Skill (reference memory): the memory of the procedures that are necessary to win a game or solve a problem -checkers, chess, but not remember rules -connect four
What does it mean to say that Stuss and Benson added a hierarchical component to their theory of executive functions?
-Stuss and Benson: hierarchical (on top of other cognitive functions and relies on memory, attention, etc.) and in turn pour into cognitive functions -executive functions receive input from lower-level, or basic processes (e.g., attention, memory, language, perception), as well as higher-level metacognitive processes.
Give examples of external memory aids and match them to a case study.
-alarms: medications, laundry, meetings -planner -to do list -grocery lists No or low tech 1. Watch & Timer 2. Lists & Notes 3. Maps 4. Calendar 5. *Memory Notebook: most successful 6. Daily pill box External Aids: High tech 1. Google Calendar 2. Notes/Phone reminders 3. CUBE -help find your keys/kids -need to know where your phone is
Describe the procedure for spaced retrieval and include an example of an appropriate task.
-ask person to remember information over period of time -your address is _________ -then ask for address again and double time period -go back to last time they were successful -Recall info over increasing time periods -Info or procedure should be concrete -Double or half the wait time each trial. What types of tasks could you use this technique for? -knowing address -family names -information for safety -anything that should be overlearned or something important for ADLs
Why would you use errorless learning for people with memory disorders? Describe an example of how you would use backward or forward chaining. What task would be appropriate for this treatment technique?
-if you have a memory disorder, harder to learn from mistakes -if you do something in error, you don't remember it was wrong information or corrections -don't want wrong name to be retrieved and practice -reduce amount of errors made because they are less likely to learn from their errors -least amount of errors as possible -Example: Getting ready in the morning 1. Go to the bathroom 2. Change into new clothes 3. Brush hair 4. Brush teeth 5. Go down for breakfast
What would be good information to overlearn? Give examples.
-knowing address -family names -information for safety -phone number of emergency contact
How can executive function disorders affect discourse? Give an example from a clinical population.
-narrative retell or generation for organization/task persistence -ability to monitor themselves and self correct a story -general motivation/perseverance to continue telling a story -staying on topic, awareness -language is disorganized -TBI: lacking in macrostructure, cohesion, and informativeness
1. Backward chaining
-responsible for last task -keep going back (second last step and last step) -back to the place last successful -go all the way and saying all steps -try to progress them on
Why do people often not remember information/activities from just prior to a brain injury?
-still in their working memory, was never consolidated into permanent storage when accident happened -those memories do not make it through consolidation process, just gone, any details they have are from people they have heard the details from
2. Forward chaining
-tell first step -keep filling in beginning information -go back to where she was last successful if there was an error
Describe the difference between Anterograde and Retrograde Amnesia.
1. Anterograde Amnesia: difficulty learning or remembering events after onset (laying down new memories) -you can't make new memories -short term memory greatly affected 2. Retrograde Amnesia: difficulty recalling events prior to onset (can't remember what happened before) -long term memory is greatly affected
Given a case study determine appropriate treatment tasks and a rationale for each task.
1. Attention Process Training APT-II -Number cancellation with visual distracter -Sustained attention in noise -Flexible shape cancellation -Divided & alternating attention tasks Sustained -Unscramble & alphabetize words, calculate money amounts -where do they start to break down??? -Have them go a little past that each time Alternating -Verbal interruptions while reading (alternate motor & cognitive tasks) -reading, sorting coins, reading -interrupt them and have information they need to remember Selective -Sorting activities, add additional distractions -phone ring, window open, door open, etc. Divided -Sort deck of cards while listening to verbally spelled word (dual motor & cognitive task) -have to say the word aloud (pretty nonfunctional, but stimulating a kind of attention)
Why is assessment of attention difficult?
1. Attention overlaps with other cognitive functions and it is difficult to evaluate attention in isolation of these functions (e.g., executive functions, memory). 2. Tests are decontextualized (for less time and money): sterilized environment, non real life environments 3. Different types of attention overlap also (sustained attention but also divided attention)
Describe the four stages from the Stages Model of Memory.
1. Encoding: early processing of the material -all sensory information is encoded, but some is encoded more strongly than others -how well information is encoded can contribute to how well it is stored for later use and eventually recalled -simple repetition and organizing material in a way hat is meaningful 2. Consolidation: Transferring encoded information to permanent storage -more efficient after successful encoding -information is susceptible to interference 3. Storage: Permanent holding of information learned for future use -once placed in long-term store, permanent unless pathologic process -Not always available for recall (why rehearsal increases opportunity for future recall) 4. Retrieval: The process of pulling information from storage to use it -recall of information after 30 minutes is long-term store -deficits benefit from presentation of information in recognition format (multiple choice, yes/no)
Describe two tasks to evaluate verbal and non-verbal memory. Why is it important to assess both? Why are photos of familiar places, people, or objects considered verbal?
1. Describe two tasks to evaluate each. -verbal: paired associates, story retell -nonverbal: picture recall of unfamiliar faces, recognize complex visual figure or draw it task 2. Why is it important to assess both? -they involve different types of working memory -verbal information: the phonological loop is activated -non-verbal memory: the visual-spatial sketchpad is activated -someone who has language difficulties: focus on non-verbal memory to give an accurate picture of their memory, as language deficits can affect verbal memory. 3. Why are photos of familiar places, people, or objects considered verbal? -most people will assign verbal labels to pictorial stimuli -pictorial stimuli need to be abstract to escape verbal labeling
Given a case study determine appropriate assessment tasks and a formal assessment tool for various types of attention.
1. Digit Span: sustained attention -if backwards, also required divided attention because focusing on numbers but also rearranging them 2. Digit Sequencing: clinician presents numbers and the client needs to say numbers back but say them in order from lowest to highest number -divided attention because focusing on numbers but also rearranging them 3. Symbol Digit Modalities Test: Code assigns symbols to digits 1-9 -Fill in or say symbols/numbers in sequence -alternating: looking up at code, look back down to write 4. Stroop Test: Say the color of the text -Brief measure of attention & cognitive flexibility -selective attention is needed: block out distraction
Be prepared to describe a mnemonic strategy in relation to a case study.
1. First letter: HOMES, ROYGBIV, PEMDAS 2. Chunking: chunking into groups, not all at once, into categories 3. Quantifying: assigning number to things you need to remember 4. Visual imagery: visually place in room, on page, in imagination 5. Storytelling: making a story about it 6. Verbal rehearsal: speaking out loud or in head, practicing aloud -restoring information -pull them from your memory itself -just a better way to remember information -not foreign -ways to memorize!
Describe an example of an everyday task that requires the use of each type of attention
1. Focused Attention: Focused attention to my watch when I check the time. 2. Sustained Attention: Sustained attention would be needed when listening to a 2-hour workshop at an ASHA convention. 3. Selective Attention: Selective attention would be needed when you are reading at Mass but there is a baby crying in a pew. 4. Alternating Attention: Alternating attention would be needed when you are studying, but receive a text and reply to it, but then go back to studying. 5. Divided Attention: Divided attention would be needed when you are typing your notes up and talking to your grandmother on the phone at the same time.
Describe how you would assess each type of attention. How will you determine if a deficit is present or not?
1. Focused: Observe if the client pays attention to your face while talking, is focused on you -easily distracted (seems like they don't care) 2. Sustained: Having a client tap when they hear a certain noise for one minute -tap at any noise, does their performance decrease over time 3. Selective: cancellation tasks that combine 2 or more features, finding symbols on a map -if they can't ignore other items, loose track of symbol, experience information overload 4. Alternating: modified cancellation task, where they cross off one letter in first row and another letter in the second row -preservation on one, cancel out same letter in second row 5. Divided: someone needs to tap when the hear a certain letter and tap when they see a certain number on the screen. (both visual and auditory stimuli) -can only focus on one, can't multitask, can either attend to letter or number not both, missing taps, slow
What is considered by some to be the first step in attention therapy? How would you implement this first step clinically?
1. Increase awareness of attention deficits -Self-talk: I need to pay attention, focus, complete step one first -Independent environmental modifications Ask the client why they are here and what we are working on before an activity. Give an example to them about how their attention deficits affect their life. -Ask them how their attention was in that task.
Initiation and Drive
1. Informal observation to assess to see if they initiate checking in at the front desk. Are they initiating conversation? 2. Lay out the Wisconsin card sorting task and tell the client to start sorting, assess if they need further prompting to get going
Awareness (Self-monitoring)
1. Informal: Can they recognize when they are having issues with other components? Can they self-correct and make conversational repairs? Questionnaire that they fill out about their awareness Porteus Maze: See it visually when they make a mistake, need to be aware during the task 2. Porteus Maze: client will self correct errors if they demonstrate self awareness when they make an error or just plow through the lines
Response Inhibition
1. Informal: How well do they do in noise? There will be somebody else in the room. Do they keep their focus on you? Wisconsin Card Sorting: generative new rule but do they preservation on old response? 2. Wisconsin card sorting task and seeing if they are able to not just sort the cards in the manner they want
TEA subtests
1. Map Search: person is given 2 minutes to find particular symbol on map (color for each minute), selective attention 2. Elevator Counting: measures sustained, plays a tone and person has to count how many floors they have gone up 3. Elevator Counting with Distraction: selective attention, count number of tones of lower pitch 4. Visual Elevator: series of cards, how many floors you went up and down 5. Auditory Elevator with Reversal 6. Telephone "book" Search: selective 7. Telephone "book" Search: Dual Task 8. Lottery: listen to winning number, ignore nonwinning numbers -looking at accuracy -how quickly they can complete task -looking at search strategies with different colored markers -different forms so you can give it more than once
Principles of Direct Training Treatments
1. Intervention should be based on some model or theory: based on what model... 2. Hierarchically organized - with higher levels treated as treatment progresses 3. Sufficient repetition and intensity of treatment - 2 APT sessions/week for 6 weeks. Automaticity of practice strategies 4. Systematic collection of data to make informed treatment decisions 5. Facilitate and measure generalization to real world 6. Flexibly adapt therapy to meet the individual needs
Joe - soldier returning from Afghanistan with moderate TBI. Chief attention-related complaint is difficulty with alternating and divided attention. Describe how you would design a self management program to address all 4 principles of self-management strategies (guided reading questions).
1. Interview, family interview, Modified cancellation task, backward digit span, sequencing digit span 2. Ask what the patient what he wants to work on and where he notices his attention is impacted the most. See what dual tasks he struggles with alternating the most. -trial and error of strategies -ask him what time of the day works best for him for therapy -practice self-talk -mark on paper how many times he felt himself losing attention -simple divided tasks first, work way up -eliminate as many distractors as possible 3. Reassess after a period of treatment in home, assess how he uses self strategies, tracking when he uses strategies 4. Home practice, introducing self management skill early enough (compensatory), making sure family is aware of these strategies
Organizing
1. Key search of the BADS: organizing how you would go about finding the key in an efficient manner 2. Key search from the BADS for how they find it
Task Persistence
1. Narrative discourse retell Do they tell it from beginning to end without stopping and getting frustrated? 2. Porteus Maze: when the client gets stuck do they continue to work to find a route or give up
What is semantic and episodic memory? How are they different? Give an example of task that would test for deficits in each.
1. Semantic: learning facts, meanings -"George Washington was first president" -Task: who is the President right now? -Washington, DC is the US Capital -Knowing that grass is green 2. Episodic: remembering event -life experiences -"I remember first time eating ice cream" -Task: Tell me a moment from your childhood -Tell me about your wedding day, graduation, etc.
Describe two compensatory strategies that would be appropriate for someone with sustained, divided or alternating attention deficits. Provide a rationale for your selection.
1. Sustained: schedule demanding tasks when energy and alertness are greatest so attention can be given for longer periods of time compared to when the person is fatigued -trying to break tasks into smaller pieces, scheduling breaks 2. Divided: Take regular breaks and know own limitations, break important tasks into small steps because multi-tasking too much at one time -if having conversation, have communication partner repeat what they say and clarify -trying not to do two things at one time 3. alternating: self talk to help switch from one task to the other to remind a client to go to the next task or back to the previous task -sticky note reminders
List three case history questions that you would ask that relate SPECIFICALLY to executive function disorders. Relate these to Sohlberg and Mateer's model.
1. What brings you in?: awareness, what do they recognize as strengths and weaknesses 2. What daily tasks are difficult? What is difficult about that task?: organization, initiation and drive, etc. 3. What is the hardest part of daily tasks for you? Are you able to stay on task while doing an activity?
Generative Thinking
1. Zoo map of the BADS: flexible in their thinking about where they go and when Increases complexity and have to work into narrower parameters 2. Verbal fluency from D-KEFS: name animals
Name and define the five types of attention
1. focused attention: fundamental, low-level ability to orient and respond to specific stimuli in any modality -Ability to make purposeful, specific responses to individual stimuli 2. sustained attention: referred to the ability to maintain attention to an ongoing, repetitive task for a period of time -Concentrating on one task for an extended period of time without switching off. -might involve the recruitment of working memory to hold the task instructions in mind and might require a response set 3. selective attention: sustain attention to a target stimulus in the presence of irrelevant stimuli -Ignore distractions (external and internal) 4. alternating attention: flexibly switch back and forth between different tasks and task instructions -ability to alternate attention back and forth between stimuli -Shifting focus of attention and switching between tasks or stimuli and back again. -always idea of switching 5. divided attention: ability to engage in multiple tasks simultaneously -Responding to multiple tasks at the same time -OR giving 2+ responses simultaneously -multi-tasking, simultaneously
Describe Sohlberg and Mateer's model of executive function as it relates to an activity or task.
1. initiation and drive (activation or starting of a cognitive system) 2. response inhibition (stopping automatic or prepotent response tendencies) 3. task persistence (maintaining a behavior until task completion) 4. organization (organizing and sequencing information) 5. generative thinking (creating multiple solutions, flexible thinking) 6. awareness (monitoring and modifying one's behavior, even when task was done)
Organizational strategies: Goal Attainment Scaling
1. making a snack for their grandkids -Co-construct what the snack is and other activities -Implemented by sitting down with client and discussing what tasks it would be beneficial to do this with -components: Initiation, organization, task persistence, awareness -QOL: Yes because it can increase independence and participation in activities 2. Taking garbage out (more indepedent)
Instructional techniques: Errorless learning
1. sending an email: go through the steps of sending an email -components: Initiation and drive, task persistence, organization, self awareness -QOL: Can improve connectedness and communication with others 2. Making breakfast (more independent)
Environmental Adaptations: Cueing/Prompting
1. train communication partner to prompt them "what is the first step?, etc" for getting ready, making coffee etc. -components: Initiation and drive, organization, task persistence, inhibition -QOL: Yes, maybe as they become less dependent on prompt and become more independent 2. Manipulation of physiological factors: therapy in morning when most awake and alert (more productive during therapy)
Define priming. Explain how it relates to memory and implicit memory in particular.
2. Priming -Unconscious behavioral responses resulting from prior exposure -refers to the facilitation in the processing, detection, or identification of an item as a consequence of its prior exposure in tasks not requiring conscious recollection -work-stem completion task after seeing a list of words -require less stimulus energy -pavlov's dog
What is Post traumatic Amnesia?
3. Posttraumatic (PTA): period of confusion - no new learning (interior grade amnesia, can't lay down new memories) -mostly associated with onset of memory loss due to traumatic event -isn't always temporary -the time after a period of unconsciousness when the injured person is conscious and awake, but is behaving or talking in a bizarre or uncharacteristic manner.
Joe - soldier returning from Afghanistan with moderate TBI. Chief attention-related complaint is difficulty with alternating and divided attention. Describe how you would design his direct training program to address all 6 principles (guided reading notes). Emphasis should be placed on how you plan to promote generalization (Principle 5).
According to Sohlberg & Mateer's attention theories, focusing on alternating and divided attention using APT-III would be appropriate for Joe. For divided attention, there could be a task where someone needs to tap when the hear a certain letter and tap when they see a certain number on the screen. -Hierarchically: increase pace at which he hears letters and sees number, add in distractor noises For alternating attention, you can cancel out one symbol for 30 seconds, then cancel out another for 30 seconds, and so on. -Hierarchically: Increase number of symbols to cancel per 30 seconds, add distractors 2 APT sessions/week for 12 week semester for 45 minutes each session. Data: number of correct taps over total accurate taps, number of symbols correctly canceled over total correct symbols Generalization: real world level distractions, people's names in his life, talking to someone and playing a game, watching a show and talking to someone -Service dog: add in his dog barking in back, squeaky toys -Playing off strengths
Describe at least three examples of a direction attention training tasks and of self-management strategies.
Direct attention training tasks 1. Selective: sorting activities with distractions 2. Sustained: counting out 100 cards 3. Alternating: Reading, sorting coins, reading again Self-management strategies 1. Break important tasks into small, achievable steps 2. Take regular breaks (know when enough is enough) 3. Schedule demanding tasks when levels of energy & alertness are greatest (when to schedule therapy)
What is declarative memory?
Explicit (declarative) - consciously, "that" 1. Semantic: learning facts -"George Washington was first president" 2. Episodic: remembering event -"I remember first time eating ice cream" -free recall, recognition
Describe the difference between explicit and implicit memory.
Explicit: -AKA declarative memory, "that" -Experienced -Conscious remembering/learning information -Semantic: facts, meaning of words -Episodic: events in your life -require a functioning medial temporal lobe -Amygdala, hippocampus, cortex. -episodic typically more vulnerable than semantic memories Implicit: -AKA non-declarative memory -("how") -Unconscious remembering -Procedural: motor and cognitive skills -Priming: unconscious behavioral responses -classical conditioning: cerebellum -procedural from basal ganglia (caudate nucleus) -perceptual/occipital lobe damage: priming issues -MTL has role too!
Describe tasks that would assess immediate recall, delayed recall and recognition. Be prepared to describe how you would know if someone had deficits in each area.
Informal (Working Memory/STM) 1. Immediate Recall -Test after presentation -give someone info, immediately see if they can recall -present a 5-item word list, have them repeat right after -if they can't recall any of them, or only some 2. Delayed Recall -Test over several periods of time (20-30 minutes) -after some type of delay -document amount of delay/amount of time -ask them for 5-term word list you asked them about 20 minutes ago (expect them to get a couple) 3. Recognition -Identify stimuli among foils -if they do not get answer correct -provide choices, may have recognition of correct choice -much easier than retrieving information on own -provide list of 10 words and they would have to identify the 5-item word list from them
What does the Test of Everyday Attention measure? How does it differ from other formal assessments?
What type of attention does it measure? -focused comes along, sustained, selective, alternating, divided -normed to use with any adults -children version -45-60 minutes -big benefit: functional measure of attention, tries to introduce real life tasks
What is the Paced Auditory Serial Addition Test (PASAT)? What does it assess?
Measures: Reaction time & what types of attention? -attention and calculation ability -Add consecutive numbers presented -Respond orally -60 digits over 4 trials -Record accuracy & response time -Example: "2, 4" "6" -focused attention -Sustained attention: long time -Divided: adding and listening together -another type of digit span assessment -correlate with education level and math ability: may do poorly, look at case history -examples help -hard with people with language disorders
How does the Rivermead Behavioral Memory Test-2 differ from other formal memory tests?
Rivermead Behavioural Memory Test-2 (Wilson, Cockburn, Baddeley, 2003) -similar to test of everyday attention 1. Everyday memory - finding objects placed around room, recalling routes & errands -functional assessment!!!! -ecological validity -setting an alarm to do something
Briefly compare the following models of attention: Early Filter Model, Filter Attenuation Model, Later Filter or Late Selection Model.
The filter attenuation model differs from the early filter model because it takes into account the cocktail party effect, which allows for attention to be switched from one stimuli to another. The early filter model states that irrelevant stimuli are filtered out right away; however, the filter attenuation model fixes this and emphasizes that these stimuli are not attenuated early on, making the information available to be attended to later on. In comparison, the late selection model selection states that selection of the target stimulus occurs later and that all stimuli are getting filtered until you respond.
Describe the Weak Modularity Framework as it relates to memory. How does this affect clinical practice?
Weak Modularity: Kosslyn & Koenig stated "simple computations and their underlying neural substrates are relatively localized and loosely autonomous" What does this mean? How does it affect clinical practice? -Neural substrates are somewhat localized but more so overlap and work together for various cognitive functions. We (as SLPs) work towards the systems working together rather than strengthening just one or two systems -some areas grouped together more than others, but some structures distributed in network -memory is integrated with other parts of brain than just one -some areas of the brain might help out a bit (overlap and work together) -it's not a 1 to 1 correspondence
