Role of Occupational Therapy in Cognition
Occupational therapists focus on functional cognition or cognition that is necessary within the scope of performing his/her roles, daily occupations within the contexts performed. |
Functional Cognition
The interaction of cognitive skills, self-care, and community living skills. |
Refers to the thinking and processing skills needed to accomplish complex everyday tasks. |
What are Cognitive Skills?
Foundational abilities that make up how we assess functional cognition: |
- Attention |
- Memory |
- Problem Solving |
- Decision making |
- Judgement |
- Executive Function & Abstract Reasoning |
Cognitive Skill Hierarchy
Attention
Important for learning and the first step in forming memories |
Without attention memories cannot be formed |
Affected by level of consciousness, arousal, awareness, and motivation |
Definition for image above
Sustained |
Ability to focus on one specific task for a continuous amount of time without being distracted |
Selective |
Ability to select from many factors or stimuli and to focus on only the one that you want while filtering out other distractions (attention to details) |
Alternating |
Ability to switch your focus back and forth between task that require cognitive demand |
Divided |
Ability to process two or more responses or react to two or more different demands simultaneously (multi-tasking) |
Memory
Explicit Memory (declarative memory) |
Implicit Memory (procedural memory) |
Retention and retrieval of facts, event, or steps to complete a task |
Learned through movement or perception |
Prospective Memory ability to remember to follow-up and anticipate upcoming events, dates, deadlines, etc. |
“It’s like riding a bike!” |
*Explicit memory is more notably affected by neurological changes
*Ability to use or access implicit memory for learning can be affected due to perceptual and motor disorders as a result of the neurological changes
Frontal Cortex and Cognition
Three Main Functions: |
Restraint |
Includes judgement, foresight, delay of gratification, inhibiting inappropriate behavior, and self-governance |
Initiative |
Includes curiosity, drive, creativity, mental flexibility, and personality |
Order |
Includes planning, abstract reasoning, working memory, sequencing, and organization |
Frontal Cortex and Cognition (cont)
Reasoning involves logical thinking to understand and formulate judgements based on all available information |
Restraint, initiative and order are required for executive function |
Prefrontal Cortex: Recall long-term memories, planning, and hypothesis generation; supports working memory (attention) by storing information a brief time before getting stored to long-term memory |
Executive Function
Encompasses a set of interrelated cognitive abilities that are critical to control coordination, and regulation of thoughts, emotions, and goal-directed actions (cognitive control) |
Important for adaptive responses to novel, unfamiliar, unpredictable, or unstructured situations (skill acquisition, learning, task challenges, adjusting to change or coping with the unexpected) |
Most Common Subcomponents of EF
Initiation |
Inhibition |
Cognitive Flexibility/Shifting Set |
Working Memory/Planning/Organization |
Self-monitoring/Self-Regulation |
Executive Control
Multiple Networks |
Highly Distributed |
Metacognition
Dynamic Interaction Model (DIM) |
Promote strategies for self-monitoring and self-evaluation of occupational performance |
Must have the capacity for: |
- Information processing (organize and assimilate new information) |
- Adaptation (using previously acquired information to plan, monitor, structure, and evaluate behavior for reaching goals) |
- Generalization (apply what had been learned to a variety of different situations) |
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