Test Help Summaries

TEST HELP...

Group 1
Memory:
To help the mental functioning of our clients we need to have a basic understanding of how humans process information. Information processing examines the uptake, selection, coding, and storage of information. This process is similar to a computer. Entering data through a keyboard involves forming a memory code which is encoding. Saving data in file on a hard disk involves maintaining encoded information in memory over time, or storage. Calling up file and displaying data on a monitor is similar to the retrieval process in information processing which involves recovering information from memory stores. It is also important to note that learning can occur with gradual changes in the strength of connections through experiences.

Group 2

Consciousness: awareness of internal and external stimuli
- Most fundamental element of human cognition
- Includes awareness of self, others, and various aspects of physical environment

Consciousness: follows a continuum from coma (mental state with no responses can be elicited) to alertness
(ability to respond to any stimuli)

Consciousness can be evaluated by response to the various types of stimuli

States of low alertness are called disoriented states
- Person looses awareness of time, place, and person
- Can indicate an organically based mental disorder

Orientation: A form of consciousness that is assessed by asking questions such as…..
Time?
Hour?
Month? ……Etc.

Example: Drunken Person
- Being intoxicated is an example of a disoriented state in which consciousness is limited


Group 3
PERCEPTION
What is it?
*perception is the interpretation of sensory input
What are the two theories?
enrichment theory-the view that the information we receive through our senses is formless and we must augment this information to make sense of it
i.e. Exhibit 3.5 pg.86
differentiation theory-the view that all information needed to interpret sensory input is continued in the sensations

Group 4

Attention

Focusing on a specific stimuli whether it be a phone or a lecture without outside interference
Evaluating Attention Capabilities
serial 7’s: focus on the ability to attend; start at 100 and subtracting 7’s
spelling backwards/ reciting months of year backwards
Vigilance and concentration
Aspects of attention
look like you are paying attention (outward appearance)
hypervigilance: paying too much attention to outward stimuli
concentration: the ability to focus inwardly on the task at hand (pay attention without looking- typing without looking at keyboard)

Group 5
Associationism – Mental associations in your mind.
Three fundamental factors of associations:
o Continuity – associations formed because two events occur together in the same time or space.
 Example: If a child touches a stove and burns himself. That child has a lasting association that the stove is hot.
o Similarity- associations being formed because events or ideas that occur close together have features that are similar.
 Example: When learning Spanish, think of a similar word in English to help learn.
o Repetition- associations that often occur together.
 Example: If you’ve always eaten pancakes and syrup together then you’ll always associate pancakes with syrup.
o Reinforcement – 4th major factor. Any event that brings about learning or increases the probability that a particular response will occur.
 Classical conditioning- reinforcement that involves the strengthening of an association between a stimulus and a response through the presentation of a second stimulus. (Ex. A dog can learnto flex its paw in response to a bell (first stimulus) that is associated with a second stimulus (a shock)
 Operant conditioning- reinforcement refers to the acquisition of new responses because of their effect on the environment. (Ex. If a response solves a problem for a child, the child will repeat that response if provided with a similar situation, because of the associated result.)


Group 6
MEMORY

• Memory is considered the most critical component of the learning process

• There is a distinction made between immediate, long-term, and short-term memory:
 Immediate Memory = information that is retained for up to 10 seconds
 Immediate Memory Loss can be tested by digit span (when a person repeats a list of numbers forward and backwards)
 Short-Term Memory Loss: Caused by impairment in areas involving regular and rehearsed information
 Short-Term Memory has limits: can maintain unrehearsed information for 20-30 seconds or rehearsed information for 5-10 minutes
 Long-Term Memory Loss: Caused by problem in retrieving information

• George Miller
 He concluded that when information is added to short-term memory, some of the older information will have to be displaced.
 He wrote: “ The Magical Number Seven, plus or Minus Two: Some Limits on Our Capacity for Processing Information.”

• Information-Processing Approach – ( 4 Stages or “4 R’s”)
 Registration – receives information through senses
 Rehearsal – important in helping short term memory
 Retention – remembering the information provided
 Recall – Memory loss is generally caused by a problem in recall (retrieval of the needed information)


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