Area of the brain for episodic declarative memory
Ex: events, memories
Medial temporal lobes
Hippocampus, parahippocampus
Anterior thalamic nucleus, mammillary body, fornix, prefrontal cortex
Area of the brain for semantic declarative memory
Ex: facts and concepts, events
Language and ability to understand it
Inferolateral temporal lobes
Anterior temporal lobe
Area of the brain for procedural memory
Ex) explicit: learning to drive stick
Implicit: learning to ride a bike (have to do it rather than listen to instructions to learn it)
Basal ganglia, cerebellum, supplementary motor area
Dorsolateral prefrontal cortex impairments
Connections to posterior parietal and superior temporal regions: integration of sensory information
- dysexecutive syndrome (disruption of executive function)
- problems with planning
- strategy development
- cognitive persistence
- problem solving despite distractions
Orbitofrontal cortex damage impairments
Connections to amygdala and temporal region
- Disinhibition
- emotional lability
- decreased judgement
- distractibility
- perseveration
Medial prefrontal cortex impairments
Connections to amygdala
- apathetic/passive presentation
- decreased affect
- initiative
- maintenance of activity
- motor and verbal production
- “pseudo-depression”
Mini mental State Exam Cutoff
Less than 24 indicate possible dementia
Montreal Cognitive Assessment (MoCA) cutoff score
Cutoff score less than 26
Mild cognitive impairment, physical lesiure activities can cause
Exercise has a protective role against the development of dementia
Dual task cost calculation
Dual task performance- single task performance
/ single task performance
x 100= % of dual task cost
Ideamotor Apraxia
- breakdown between idea and voluntary movement
- able to carry out automatic tasks but unable to imitate gestures on command
-ex: patient is able to reach for a cup of water in his room, during therapy he is unable to attain elbow ROM when asked to reach for his cup
Ideational Apraxia
- difficulty understanding the task or cannot formulate motor patterns needed for completion
- either automatically or on command
Ex: when the phone rings the patient picks up his shoe and puts it to his ear
Motor learning strategies by Wolf and Lewthwaite (3)
- autonomy
- enhanced expectancies
- external focus
