| Term 
 | Definition 
 
        | specific tests designed to measure component skills such as attention or constructional praxis |  | 
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        | Term 
 | Definition 
 
        | examine client’s performance in a particular occupational performance task as a means to understand possible underlying causes of poor performance |  | 
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        | Term 
 | Definition 
 
        | evaluations quantify the measured parameters through numbers |  | 
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        | Term 
 | Definition 
 
        | provides non-numerical data→ can highlight a problematic performance component and provide in-depth detailed information about that performance |  | 
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        | Term 
 
        | -Clinical observation -Interviews
 -Visual data
 |  | Definition 
 
        | Three main methods of qualitative evaluation: |  | 
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        | Term 
 
        | Dynamic Interactional Approach |  | Definition 
 
        | -The concept that cognition is an on going production or outcome of the interaction among the individual, task, and the environment. -assumes the clients social, physical and cultural environment can influence his or her adaptation to environmental demands.
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        | Term 
 
        | -Focal control or attentive vision → provides attention to important features of an object for perception and discrimination -Ambient, peripheral, or preattentive vision → works in connection with proprioceptive, kinesthetic, tactile, and vestibular systems and acts as a feedforward system.
 |  | Definition 
 
        | Visual processing through 2 modes: |  | 
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        | Term 
 
        | -Top of pyramid = Visual cognition --Disorders of visual cognition = agnosia, alexia, decreased visual closure, disorders of spatial analysis, decreased figure-ground, and decreased position in space
 -Visual Memory
 -Pattern REcognition
 -Visual Attention
 -Visual Input through oculomotor control, acuity, and visual fields.
 |  | Definition 
 
        | Warren's Hierarchical Model of VP |  | 
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        | Term 
 
        | normal response- constriction rapidly in response to light and near vision; pre-dilation equally as fast to their offset abnormal pupillary response- results in anything from blurred vision to light sensitivity
 |  | Definition 
 
        | Pupillary response (normal and abnormal response) |  | 
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        | Term 
 | Definition 
 
        | The product of integration of the optical systems of the eye and CNS processing |  | 
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        | Term 
 | Definition 
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        | Term 
 | Definition 
 
        | Contributes to CNS ability to detect and recognize objects → impairment can result in inability to recognize face and objects |  | 
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        | Term 
 | Definition 
 
        | area of the visual system that allows an individual to orient to specific spatial areas |  | 
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        | Term 
 | Definition 
 
        | Type of visual field thet is highly responsive to motion |  | 
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        | Term 
 | Definition 
 
        | Type of visual field thet is has low response to motion |  | 
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        | Term 
 
        | narrowing of scope of scanning, slow scanning toward blind side, decreased visual monitoring of the hand, visual search into blind field is slow and delayed |  | Definition 
 
        | Common problems in with visual field = |  | 
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        | Term 
 
        | -If the visual field cut is homonymous or congruous in each eye -The contour of the boundary between the sound and scoptic field (if the boundary is abrupt, the client has more difficulty compensating)
 -The presence of a central field cut
 -Client’s awareness of the field cut
 |  | Definition 
 
        | Warren identifies 4 factors that influence whether visual field loss will affect overall function |  | 
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        | Term 
 | Definition 
 
        | Crucial to coordinated function of both eyes and visual processing. Treatment - referral to optometrist, ophthalmologist, or vision specialist
 |  | 
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        | Term 
 | Definition 
 
        | Deficits can impair ability to effectively scan environment. During activities, client may squint, tilt head, sht one eye or complain of headaches, fatigue or become agitated. |  | 
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        | Term 
 | Definition 
 
        | sequenced rapid eye movements that change the line of sight; jump eye movements |  | 
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        | Term 
 
        | Smooth pursuits eye movements |  | Definition 
 
        | movements that keep an image steady on the retina; visual scanning |  | 
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        | Term 
 | Definition 
 
        | May have difficulty in spatial judgment, disorientation, impaired eye hand coordination, impaired mobility, postural control, may be mistaken for poor head or postural control. |  | 
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        | Term 
 | Definition 
 
        | increase in the angle of the visual axes; aligns the eyes to maintain binocular fixation and binocular vision |  | 
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        | Term 
 
        | accommodation - dynamic and static
 |  | Definition 
 
        | process by which the refractive power of the eye changes to ensure for a clear retinal image 
 -2 types
 |  | 
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        | Term 
 
        | Visual inattention -preattentive and attentive processing
 |  | Definition 
 
        | Decreased awareness of the body and spatial environment on contralateral side - 2 types:
 |  | 
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        | Term 
 | Definition 
 
        | Client’s with inattention can have... |  | 
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        | Term 
 
        | Visual/vestibular processing |  | Definition 
 
        | Vestibular, ocular, and postural responses and reflexes maintain a steady gaze on the fovea during head and body movements. A stable gaze depends on vestibular controlled eye movements, visually controlled eye movements and head movements. Accomplished by the VOR reflex. |  | 
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        | Term 
 | Definition 
 
        | Is a performance skill and forms the foundation for the development of performance patterns and occupations. |  | 
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        | Term 
 | Definition 
 
        | The inability to perform certain skilled purposeful movements in the absence of motor power, sensation or coordination. |  | 
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        | Term 
 | Definition 
 
        | -Inability to imitate gestures or perform a purposeful motor task on command even though the client fully understands the idea or concept of the task. |  | 
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        | Term 
 | Definition 
 
        | -Disability in carrying out complex sequential motor acts which is caused by a disruption of the conception rather than the execution of the motor act -Characterized by:
 --Loss of knowledge of tool function
 --Conceptual disturbance related to the sequential organization of actions involving objects
 |  | 
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        | Term 
 | Definition 
 
        | -Inability to select the actions associated with the use of a specific tool -Unable to recall which tool is associated with which object
 -Does not understand the mechanical advantage of certain tools
 |  | 
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        | Term 
 | Definition 
 
        | -Has difficulty or is incapable of making fine, precise movements with the limb contralateral to a central nervous system lesion -Spatial accuracy, timing and joint coordination can all be affected
 -Understands the action required and engages in appropriate motor programs; however, actions are performed in a clumsy manner because the muscle activity is incorrectly specified.
 |  | 
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        | Term 
 | Definition 
 
        | -Difficulty in forming and organizing intelligible words, Though the musculature required to do so remains intact. -May be able to use the tongue for automatic acts such as chewing and swallowing but may not be able to stick it out when asked.
 |  | 
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        | Term 
 | Definition 
 
        | -Impairment in producing designs in two or three dimensions (Copying, drawing, or constructing) whether upon command or spontaneously. -These clients have lost the ability to assemble and organize an object from disarticulated pieces
 |  | 
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        | Term 
 | Definition 
 
        | -The inability to dress oneself because of a disorder in body scheme and or spatial relations -More related to body scheme and spatial deficits than to a difficulty in motor performance.
 -Client makes mistakes of orientation in putting clothes on backwards, upside down, or inside-out.
 |  | 
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        | Term 
 | Definition 
 
        | -a representation of the spatial relations among the parts of the body and is different from the psychodynamic sense of identity |  | 
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        | Term 
 | Definition 
 
        | -A disturbance in the previously described body scheme, lack of awareness of body structure and the failure to recognize one’s body parts and their relationship to each other. -Client’s can recognize body parts individually → problem not wit knowledge of the parts themselves.
 |  | 
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        | Term 
 | Definition 
 
        | -Inability to integrate and use perceptions from one (usually left) side of the body. -May occur independently of visual field cuts or visual inattention or be compounded by these deficits
 |  | 
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        | Term 
 | Definition 
 
        | -Relatively transient, severe form of neglect to the extent that the client fails to recognize the presence or severity of his or her paralysis -May present as simply unconcern for the paralysis or, at the extreme, complete denial of paralysis.
 -Deficit often associated with mental confusion or intellectual impairments (but may occur alone)
 |  | 
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        | Term 
 
        | Right-Left Discrimination |  | Definition 
 
        | -A skill that develops relatively late. Not mastered until later than 7 years. -Requires many cognitive abilities including mental rotation, spatial ability, and a high level of conceptualization
 |  | 
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        | Term 
 | Definition 
 
        | -Consists of doubt and hesitation concerning the fingers. -Client has trouble naming his or her fingers on command or knowing which one was touched
 -Displays clumsiness in using fingers especially in tasks requiring imitation of meaningful gestures
 |  | 
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        | Term 
 | Definition 
 
        | The area of deficits that deals with a client's lack of recognition of familiar objects perceived by senses. Disturbance in sensory modes of visual, tactile, proprioceptive, and auditory. May involve additional problems in body scheme |  | 
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        | Term 
 | Definition 
 
        |   
“Perception without meaning” or inability to recognize visual stimuli despite adequate primary visual fx 
May be restricted to a specific category, such as objects, faces, or colors  |  | 
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        | Term 
 | Definition 
 
        | Inability to identify a known person by their face  |  | 
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        | Term 
 | Definition 
 
        |     
Inability to recognize a compound visual array
Unable to perceive more than 1 thing at a time and the amount of tie necessary to distinguish between 2 perceptual acts is excessively long 
Unable to recognize abstract meaning of a whole stimulus array even though the details are correctly perceived 
Able to describe details of complex stimulus but cannot integrate them 
Disorder which involves impairment in interpreting a visual stimulus as a whole  → seems to result from a reduction in visual span of apprehension  |  | 
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        | Term 
 | Definition 
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        | Term 
 | Definition 
 
        | -Plays an important role in visual recognition of objects, visually guided manipulations, and in navigation within an environment -Shape, color, orientation, edge, and motion cues are all utilized
 --Shape is the most common
 |  | 
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        | Term 
 
        | Depth Perception (Stereopsis)- ability to judge depth/distances |  | Definition 
 
        | -Crucial to the individual’s ability to locate objects in the visual environment, have accurate hand movement under visual guidance, and to function safely with tasks like navigating stairs or driving. |  | 
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        | Term 
 | Definition 
 
        | -Involves ability to distinguish the foreground from the background. -Separation of figures from the background is accomplished by the visual system based on differences in features such as color, luminance, depth, orientation, texture, motion, and temporal information
 |  | 
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        | Term 
 
        | Spatial relations -categorical (above, below, left, right, etc.), coodinate (specify locations in a way that can be used to guide precise movements)
 |  | Definition 
 
        | -ability to perceive the position of two or more objects in relation to self and each other -important to orienting the environment→ recognizing objects, scenes, and language; and for manipulation of objects within the hand.
 -two types
 |  | 
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        | Term 
 
        | Topographical Orientation |  | Definition 
 
        | -Ability to follow a familiar route or a new route once it has become familiar; clients generally have difficulty finding their way in space. |  | 
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        | Term 
 | Definition 
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        | Term 
 | Definition 
 
        |     
Deficit in perceiving spatial relationships between objects or between objects and self. 
Can include difficulties in: 1) spatial relations 2) in judging distances such that the client may go sit in a chair and misjudge so that they miss the chair 3) in depth perception, may continue pouring water into a glass after it is filled |  | 
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        | Term 
 | Definition 
 
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Impairment in the interpretation of maps, house plans, etc. can perform normally in real situations, but cannot find himself on a map 
Unable to draw a plan of their house or identify rooms on a pan that is drawn for them |  | 
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        | Term 
 | Definition 
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        | Term 
 | Definition 
 
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Inability to recognize objects tactually though tactile, thermal, and proprioceptive functions are in tact
Often called astereognosis |  | 
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        | Term 
 | Definition 
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        | Term 
 | Definition 
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        | Term 
 | Definition 
 
        | relates to learning and how we perceive our world. It involves how an individual encodes, stores and retrieves information. |  | 
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        | Term 
 | Definition 
 
        | has a recognition of one’s self with regard to time, place, and person within one’s personal environment. |  | 
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        | Term 
 | Definition 
 
        | a retrograde memory loss for autobiographical information |  | 
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        | Term 
 | Definition 
 
        | -An active process that helps to determine which sensations and experiences are alerting and relevant to the individual -ability to concentrate our perceptual experience on a selected portion of the available sensory information and, in doing so, achieve a clear and vivid impression of the environment
 |  | 
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        | Term 
 | Definition 
 
        | more related to the periphery, preparing the individual to mobilize to attention, and theoretically functions through different neurological systems from attention; a fluctuating condition of the CNS; phylogenetically the earliest of the attentional systems; associated with the frontal and parietal regions of the right hemisphere. |  | 
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        | Term 
 | Definition 
 
        | -the ability to respond to different kinds of stimulation; it involves direction and orientation, has both physical and mental components, and implies a body posture and orientation appropriate to receiving sensory information and taking motor action; the mind is free of extraneous thoughts, and an effort is made to keep sensory channels open. |  | 
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        | Term 
 | Definition 
 
        | vigilance; maintaining attention for a long time; the ability to self-sustain mindful conscious processing of stimuli whose repetitive, non-arousing qualities would otherwise cause habituation and distraction to other stimuli; ensures that goals are maintained over time; associated with right hemisphere specialization |  | 
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        | Term 
 | Definition 
 
        | activating and inhibiting responses selectively; involves discrimination of stimulus information and differentiating responses; helps goal directed behavior and is crucial for perception; ensures that an individual does not perceive a superposition of all stimuli present at a given time in our visual field by suppressing the non-attended stimuli such that only one stimulus is processed at a given time in higher cortical areas |  | 
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        | Term 
 
        | Alternating attention→ AKA attentional flexibility. |  | Definition 
 
        | Alternating back and forth between mental tasks (i.e. chopping vegetables while periodically checking food on the stove) |  | 
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        | Term 
 | Definition 
 
        | ability to do several things at once; requires the ability to allocate attentional resources, switch between tasks that cannot be done simultaneously, and time-sharing of processing resources. |  | 
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        | Term 
 | Definition 
 
        | the ability to do mental work while attending, the process of active encoding in working memory. |  | 
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        | Term 
 | Definition 
 
        | the ability to sustain attention over a period of time. Thirty seconds is considered a vigilant period in a mental status examination; a control process that coordinates functional components of attention (alertness, arousal, selectivity) to direct attention to a significant feature of the environment. Note: vulnerable to brain damage. |  | 
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        | Term 
 | Definition 
 
        | What type of memory: An individual attends to sensory input in the environment depending on his or her interests this is called |  | 
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        | Term 
 | Definition 
 
        | -May not engage in conversation without it being started for them -May lack spontaneity, be slow to respond and generally show little to no initiative
 -May be able to plan, organize, and carry out complex tasks, but only when instructed to do so
 -Often misinterpreted as lack of motivation or drive
 |  | 
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        | Term 
 | Definition 
 
        | Temporary storage and manipulation of information   |  | 
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        | Term 
 | Definition 
 
        | includes the ability to organize steps to complete an action, prepare for setbacks in carrying out the plan, assemble needed materials, and the skills to carry out the plan. |  | 
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        | Term 
 
        | 
Maintenance  rehearsal
Elaborative rehearsal |  | Definition 
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        | Term 
 | Definition 
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        | Term 
 | Definition 
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        | Term 
 | Definition 
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        | Term 
 | Definition 
 
        | consists of information which can be consciously declared to have been learned or experienced |  | 
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        | Term 
 | Definition 
 
        | involves information whose learning is only reflected by changes in future behavior as a result of the prior experience without the client consciously remembering the experience itself. |  | 
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        | Term 
 | Definition 
 
        | memory of nonpersonal events and sometimes episodic (events) and semantic (facts) |  | 
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        | Term 
 | Definition 
 
        | memory of personal events |  | 
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        | Term 
 
        | Nondeclarative (Procedural) Memory |  | Definition 
 
        |     
Involves unconscious memory ability
Information that is learned or acquired during the development of skill learning (motor skills, perceptual skills and cognitive skills
Involves a mixed group of abilities whereby experience alters behavior unconsciously without providing access to any memory context
Can be motor skills or mental procedures such as performing complex math problems |  | 
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        | Term 
 | Definition 
 
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Remembering to complete an activity or carry out a task at a time in the future
Remembering what one intends to do as well as remembering the context of a given task
Allows individual to carry out an intended action in the future without performing continuous rehearsal of the intention until the appropriate time has occured.
Two types:What type of memory is this and what are the 2 types? |  | 
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        | Term 
 | Definition 
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        | Term 
 
        | Time-based prospective memory |  | Definition 
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        | Term 
 | Definition 
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        | Term 
 | Definition 
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        | Term 
 | Definition 
 
        | -Requires attention, ability to devise and initiate a plan, information access, and a feedback system -Requires good impulse control, ability to organize and categorize, mental flexibility, and reasoning skills
 -Active process, breakdown can occur at any time
 -Need to understand the problem → the initial representation of problem will determine how quickly an accurate solution can be found
 -Motivation is key
 -Must be able to screen out and discard irrelevant info
 |  | 
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        | Term 
 | Definition 
 
        | -Viewed as a form of problem solving for which the problem is to choose from several options -More general activity to rectify an unacceptable situation -Factors that influence this are both conscious and unconscious |  | 
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        | Term 
 | Definition 
 
        | -finding commonalities and assigning objects or events into groups -An individual needs to be able to perceive and utilize perceptual features in order to be successful
 |  | 
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        | Term 
 | Definition 
 
        | -Ability to carry out a given plan requires the ability to initiate, stop, and switch actions depending on feedback from the environment related to these actions. |  | 
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        | Term 
 
        | Abstraction AKA concept formation; |  | Definition 
 
        | -fundamental to thinking and communication -is the ability to conceptualize and make inferences from information.
 |  | 
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        | Term 
 | Definition 
 
        | Clients with poor ______________: have limited imagination, stick to people, objects, and events that catch their eyes at once (concrete or factual fashion), fail to form concepts/generalize, fail to plan ahead, unable to go beyond the immediate situation, have difficulty explaining their ideas, and are unable to analyze relationship between objects and their properties |  | 
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        | Term 
 | Definition 
 
        | -Client with poor ______________:  will have difficulty with mental shifts and will exhibit rigid, inflexible, or perseverative behavior |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | -Client with poor ______________: may lack foresight and sustained attention necessary for achieving goal; can describe in detail the elements but shows poor, unrealistic or illogical plans for himself |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | -Client with poor ______________:  may exhibit concrete thinking, impulsivity, confusion as to where to start to solve a problem, difficulty sequencing info, and trouble learning from mistakes and successes. |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | -Client with poor ______________: struggle with identifying various options and determining which options are best |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | -Client with poor ______________: May be unable to use attributes to describe objects; may be unable to use symbolic features |  | 
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        | Term 
 | Definition 
 | 
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        | Term 
 
        | -Near transfer→ only one or two task characteristics have changed. -Intermediate transfer→ 3-6 task characteristics are changed; new task shares some physical characteristics of -the original task but are less readily identified
 -Far transfer→ conceptually similar to the original task but completely different or only shares one surface characteristic
 -Very far transfer→ generalization or the spontaneous application of what has been learned in treatment to everyday functioning
 |  | Definition 
 
        | Transfer of learning continuum |  | 
        |  | 
        
        | Term 
 | Definition 
 
        | involves training skills applicable to specific situations. Relates the effect of training specific skills and the extent to which these abilities facilitate or limit new learning. |  | 
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        | Term 
 | Definition 
 
        | involves the ability to use a newly learned strategy in a novel situation. Therapist can increase this by varying the task elements while simultaneously keeping the organization relatively constant. |  | 
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