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Lecture 6

PSY372 Lecture 6 (March 5, 2014).docx

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Department
Psychology
Course
PSY372H5
Professor
Christina Gojmerac
Semester
Winter

Description
PSY372 Lecture 6 - Assignment 2 o Don’t need to include the articles, only need references o ONLY 6 articles o 6 pages MAX. - Mini review o Specific area of memory research o Survey old and new literature o Ground breaking results for classical studies o Should have a point to it o Not just summarizing what you read, trying to create a story, a flow - SEMANTIC MEMORY - Social history of patient - Medical and psychiatric history o Why are those medical conditions important?  Vascular risk factors that can potentially cause a stroke in the brain  Negative effect of blood supply to the brain o Hit by car when he was young, but no loss of consciousness so it’s not as severe with in terms of brain damage o Slurred speech and blood sugar was high o Family history  Dealing with the brain - Self report o He thought he was coming into the clinic for diabetes o He is forgetting things such as streets and navigations, forgetting names of people or his schedule for the day  Doesn’t seem bother by it o Memory problems 2 years ago - Presenting problems o He is forgetting words  Unusual memory slips o Difficulties recognizing people o He has no problems remembering his detailed schedule and clients (even if he forgets his name) o Change in personality  Angry and aggressive  OCD  Withdrawn socially and towards his wife, emotionally  Lack of empathy o Continues to function, can hold down the job, shovel, manage the bills, etc; - Behavioural observations o With examiner, he was polite and well groomed o Poor insight, doesn’t know the extent of his cognitive problem o Impulsive (even before examiner is done explaining the task, he jumps on it) o Frontal lobes may be affected o Inappropriate behaviour (socially) o Fixated on certain things o Couldn’t determine any language effects - Chart 1: intellectual functioning o 0-16 o Raw score compared with people in his age group o Average=10 o Anybody below 7 is considered to be impaired o Vocabulary test: definitions  Patient struggled on this task, didn’t know what they mean o Similarities: think about two words and think about why they’re alike (abstract category)  Assessing semantic memory  Patient had difficulty on this too o Matrices: non verbal IQ tests  Don’t need known knowledge  His intelligence is good - Verbal skills o Semantic fluency: category cue  Coming up with as many animals as fast as they can o Phonemic fluency: first letter cue  Come up with as many words that starts with a certain letter o BORB (by association): Look at picture and make association between them  Assess semantic memory o BORB (by feature): Look at objects (visual task) and match different objects with same features - Visual skills o If you give patient any visual task, he does well in them o VOSP: showing people various objects that’s degraded o Benton Face recognition: face matching task o Prosopagnosia: inability to recognize faces - Verbal memory o He struggles with list learning tasks o Does better with story tasks - Visual memory o Good - Attention o He is slow to process information (one aspect of attention) - Executive functions o Some he does well on, some not so well o Can still remember episodic memory, but have trouble with semantic memory - What is his diagnosis? o Semantic dementia  Start in temporal region of the brain (anterior temporal lobe)  Eventually affects frontal lobe and then rest of the brain  Usually comes out with people in their 50s o Did well on episodic tasks but not semantic o Explicit for episodic - Semantic memory o Body of world knowledge, facts, vocabulary, vast storage of information o Schemas and scripts o Knowledge of word meaning - Role of semantic memory o Fill in the blanks of what you can’t see  Ex. Prof know we are all sitting on chairs even though she can’t see all of them o Inferences  Ex. Seeing a sparrow walking, and knowing that it can also fly without actually seeing it fly. o Appropriate actions  Schemas  Ex. How job interview will go even if you’ve never been to an interview o Guiding attention to things we should notice  Ex. Fire, get out of the room. o Understanding language o Plan, reason and make decisions - Relationship with episodic memory o Is episodic memory a gateway to semantic
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