Process Skills
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You know the rule, use as a study aid, not as a study guide. Creator is not responsible for any misinformation on quiz. Based off of class notes and lecture. . . Good luck
- 1.Visual Attention means:
- A.
Sequenced rapid eye movements; assists to localize visual stim; requires “shut off” of peripheral vision
- B.
Ability to attend to visual information
- C.
Ability to move eyes for conjugate gaze, horizontal/vertical gaze, contralateral horizontal gaze and convergence
- 2.Visual Scanning
- A.
Sequenced rapid eye movements; assists to localize visual stim; requires “shut off” of peripheral vision
- B.
Required for visual processing Ability to move eyes for conjugate gaze, horizontal/vertical gaze, contralateral horizontal gaze and convergence
- C.
Ability to attend to visual information
- 3.Saccadic Eye Movements
- A.
Ability to attend to visual information
- B.
Required for visual processing Ability to move eyes for conjugate gaze, horizontal/vertical gaze, contralateral horizontal gaze and convergence
- C.
Sequenced rapid eye movements; assists to localize visual stim; requires “hut off” of peripheral vision
- 4.True or False. Visual Fields Area that is able to be covered by eyes when held at midline.
- A.
True
- B.
False
- 5.True or false: Visual Neglect means: Ignore 1-2 objects in the intact visual field on either side of midline. A person may also have neglect for contralateral upper and lower quadrants
- A.
True
- B.
False
- 6.Apraxia means:
- A.
The inability to eat
- B.
The inability to motor plan, execute purposeful movement, manipulate objects or use objects appropriately
- C.
The inability to sleep eat or walk. Me right now.
- 7.Types of apraxia: this means Decreased ability to produce designs in 2-3 deminisions by copying, drawing or construction More prevalent with R>L brain damage
- A.
Constructional
- B.
Dressing
- C.
Motor
- D.
ideomotor
- E.
Ideational
- 8.Name the apraxia: Inability to dress oneself due to dysfunction in body scheme and spatial issues
- A.
Motor
- B.
Dressing
- C.
Ideomotor
- D.
Verbal
- E.
Ideational
- 9.Inability to perform purposeful motor tasks on command
- A.
Verbal
- B.
Ideomotor
- C.
Motor
- D.
Ideational
- E.
Dressing
- 10.Name the apraxia: Inability to imitate gestures
- A.
Ideational
- B.
Ideomotor
- C.
Dressing
- D.
Verbal
- E.
Construtional
- 11.Body scheme/image: Somatognosia means:
- A.
Lack of awareness of body structure Decreased ability to recognize body parts and to discriminate their relationship to each other
- B.
Inability to integrate and/or use perceptual information from the L side
- C.
Patient does not realize the severity of the neglect Shows unconcern or denial of the neglected body parts
- D.
Doubt or hesitation to use fingers Usually the 3 middle fingers of each hand
- E.
Right/Left Discrimination
- 12.Unilateral Neglect
- A.
Lack of awareness of body structure Decreased ability to recognize body parts and to discriminate their relationship to each other
- B.
Doubt or hesitation to use fingers Usually the 3 middle fingers of each hand 5. Right/Left Discrimination Inability to discriminate right side from left
- C.
Inability to integrate and/or use perceptual information from the L side
- D.
Patient does not realize the severity of the neglect Shows unconcern or denial of the neglected body parts
- E.
Inability to discriminate right side from left
- 13.Anosognosia
- A.
Lack of awareness of body structure Decreased ability to recognize body parts and to discriminate their relationship to each other
- B.
Inability to integrate and/or use perceptual information from the L side
- C.
Doubt or hesitation to use fingers Usually the 3 middle fingers of each hand
- D.
Inability to discriminate right side from left
- E.
Patient does not realize the severity of the neglect Shows unconcern or denial of the neglected body parts
- 14.Finger Agnosia
- A.
Lack of awareness of body structure Decreased ability to recognize body parts and to discriminate their relationship to each other
- B.
Doubt or hesitation to use fingers Usually the 3 middle fingers of each hand
- C.
Inability to integrate and/or use perceptual information from the L side
- D.
Patient does not realize the severity of the neglect Shows unconcern or denial of the neglected body parts
- E.
Inability to discriminate right side from left
- 15.Right/Left Discrimination
- A.
Lack of awareness of body structure Decreased ability to recognize body parts and todiscriminate their relationship to each other
- B.
Inability to discriminate right side from left
- C.
Inability to integrate and/or use perceptual information from the L side
- D.
Patient does not realize the severity of the neglect Shows unconcern or denial of the neglected body parts
- E.
Doubt or hesitation to use fingers Usually the 3 middle fingers of each hand
- 16.Ability to discriminate one object from a multitude of others Example: find hairbrush in drawer of head-bands Usually will demonstrate decreased attention span due to increased frustration
- A.
Position in Space
- B.
Form Constancy
- C.
Figure Ground
- D.
Spatial Relations
- E.
Depth/Distance Perceptual Deficits
- 17.Inability to attend to subtle variations in forms
- A.
Form Constancy
- B.
Figure Ground
- C.
Position in Space
- D.
Topographical Disorientation
- E.
Depth/Distance Perceptual Deficits
- 18.Inability to discriminate spatial positions Example: in/out; up/down; above/below; beside/under/over
- A.
Position in Space
- B.
Figure Ground
- C.
Spatial Relations
- D.
Topographical Disorientation
- E.
Depth/Distance Perceptual Deficits
- 19.Difficulty in perception of objects and their relationship to the body
- A.
Topographical Disorientation
- B.
Spatial Relations
- C.
Figure Ground
- D.
Depth/Distance Perceptual Deficits
- E.
Form Constancy
- 20.True or false Depth/Distance Perceptual Deficits is the inability to judge depth and/or architectural barriers
- A.
True
- B.
False
- 21.True or false: Becoming easily lost in familiar areas is an example of topographical disorientation
- A.
True
- B.
False
- 22.Matching agnosias. . . 1)Simultanognosia 2)Prosopagnosia 3)Color Agnosia 4)Metamorphopsia A difficulty recognizing colors B increased problems with visual distortion Example: too large/small C.inability to interpret visual information as a whole D.decreased recognition of differences in faces
- A.
1)A 2)B 3)C 4)D
- B.
1)C 2)D 3)A 4)B
- C.
1)B 2)D 3)A 4)C
- D.
1)B 2)A 3)B 4)C
- 23.Tactile Agnosia (asterognosis)is the opposite of sterognosis
- A.
True
- B.
False
- 24.3. Auditory Agnosia Difficulty recognizing different sounds
- A.
True
- B.
False
- 25.4. Apractognosia is difficulty in maintaining a visual perspective May include all but one of the following:
- A.
Body scheme problems: -Denial of L hemiplegia, Lack of awareness of L half of body or space, Feelings of strangeness. -R/L disorientation for personal and extra personal space
- B.
-Unilateral spatial agnosia -Loss of topographical relationships that means patient is unable to determine the location of bathroom -Distubances in orientation – disoriented to place
- C.
-Dressing Apraxia -Faulty application of clothing due to difficulty understanding relations ship of clothing to body Decreased R/L manipulations used for tying shoe/tie
- D.
_Verbal apraxia
- E.
-Constructional apraxia due to lack of perspective
- 26.True or false Attention Span Requires several components 1)Alertness 2)Sustained attention 3)Shifting attention 4)Mental tracking
- A.
True
- B.
False
- 27.Attention Span involves the simultaneous engagement of alertness, selectivity, sustained effort, flexibility and mental tracking
- A.
True
- B.
False
- 28.Attention Span requires that the individual m be relaxed
- A.
True
- B.
False
- 29.In order to have good attention span one must be able to maintain focus as long as necessary
- A.
True
- B.
False
- 30.In order to have good attention span one must be able to ignore information that is not relevant to the task at hand
- A.
True
- B.
False
- 31.In order to have good attention span one must be able to track multiple sequences of information individually
- A.
True
- B.
False
- 32.Assessment of the Components of Attention: basic& complex: "To detect and react to a gross change in the environment (eg. telephone ringing or name being called)" is an example of:
- A.
Basic detection reaction skills
- B.
Complex detection reaction skills
- 33.Assessment of the Components of Attention: basic& complex: Attending to a target and inhibiting competing distraction (eg. Attending to a work task while ignoring music playing or people talking is an example of
- A.
Complex selection
- B.
Basic selection
- 34.Assessment of the Components of Attention: basic& complex: To persist and keep track of information (eg. empty dishwasher top and bottom shelves, stuff envelopes and keep track of the number completed
- A.
Basic sustained
- B.
Complex sustained
- 35.Assessment of the Components of Attention: basic& complex: Shift back and forth between two tasks-sequences (eg. Stop and answer telephone while filing and typing
- A.
Complex shifting attention
- B.
Basic shifting attention
- 36.Assessment of the Components of Attention: basic& complex: Keep track of two or more stimuli simultaneously (eg. Cooking while listening to the radio
- A.
Complex mental tracking
- B.
Basic mental tracking
- 37.An example of complex detection reaction would be:
- A.
To detect with increasing amounts of stimuli with emphasis on speed (eg. Find the spelling errors on the page as quickly as possible
- B.
Maintain visual fixation on a brightly colored pencil eraser while ignoring another pencil moved in the visual field
- C.
To follow one change in activity (eg. Add numbers then subtract numbers
- D.
To persist with a repetitive activity, such as bouncing a ball over time
- E.
Immediate recall (eg. Remembering a phone number just given on the telephone)
- 38.An example of basic selection would be
- A.
Maintain visual fixation on a brightly colored pencil eraser while ignoring another pencil moved in the visual field
- B.
To persist with a repetitive activity, such as bouncing a ball over time
- C.
To follow one change in activity (eg. Add numbers then subtract numbers
- D.
Immediate recall (eg. Remembering a phone number just given on the telephone)
- 39.An example of basic sustain would be:
- A.
Immediate recall (eg. Remembering a phone number just given on the telephone)
- B.
To persist with a repetitive activity, such as bouncing a ball over time
- C.
Maintain visual fixation on a brightly colored pencil eraser while ignoring another pencil moved in the visual field
- D.
To follow one change in activity (eg. Add numbers then subtract numbers
- 40.An example of basic shifting would be:
- A.
To persist with a repetitive activity, such as bouncing a ball over time
- B.
Immediate recall (eg. Remembering a phone number just given on the telephone)
- C.
To follow one change in activity (eg. Add numbers then subtract numbers
- D.
Maintain visual fixation on a brightly colored pencil eraser while ignoring another pencil moved in the visual field
- 41.An example of basic mental tracking:
- A.
Immediate recall (eg. Remembering a phone number just given on the telephone)
- B.
Maintain visual fixation on a brightly colored pencil eraser while ignoring another pencil moved in the visual field
- C.
To persist with a repetitive activity, such as bouncing a ball over time
- D.
To follow one change in activity (eg. Add numbers then subtract numbers
- 42.The ability to order information temporally or spatially
- A.
Sequencing
- B.
Categorization
- C.
Problem-Solving
- 43.The identification of similarities and differences of information
- A.
Sequencing
- B.
Problem solving
- C.
Catagorization
- 44.The following of one thing after another in a logical and orderly fashion -Involves planning, organizing, and completing the steps of a task in correct order -Involves temporal concepts such as first, second, and third -Spatial sequencing requires the person to place things in front of, behind etc. -Sequencing activities into the steps of a functional activity
- A.
Sequencing
- B.
Catagorization
- 45.-The process of systematically placing things in their proper categories -Categories are groupings that are defined by their attributes or the rules that can connect them in some way
- A.
Sequencing
- B.
Catagorization
- 46.True or false: Functional categorization is the process by which the person sees groupings among experiences Eg. Squares and triangles have straight lines The above forms a concept (a concept is thought as more complex categories)
- A.
True
- B.
False
- 47.Types of abstractions formed when using language (comparison of two writing styles of authors)
- A.
Verbal/semantic
- B.
Visual/perceptual
- 48.Involve physical traits that are seen or felt (learn “the feel” of driving different cars or distinguish between a photograph and painting
- A.
Verbal/perceptual
- B.
Verbal semantic
- 49.Categories are basic, tangible, concrete and easy to learn Rooted in common experiences E.G. dog or cat
- A.
Basic concepts
- B.
Fuzzy concepts
- 50.Ideas with uncertain boundaries Persons concept of art or music
- A.
Basic concepts
- B.
Fuzzy concepts
- 51.True or False: Deficits associated with frontal lobe damage, Cognitive-related deficits to the frontal lobe might involve sensory, attention, memory, motivation, and emotion have an impact on problem solving
- A.
True
- B.
False
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