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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.
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The interaction of cognitive skills, self-care, and community living skills.
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Refers to the thinking and processing skills needed to accomplish complex everyday tasks.
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Foundational abilities that make up how we assess functional cognition:
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- Attention
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- Memory
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- Problem Solving
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- Decision making
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- Judgement
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- Executive Function & Abstract Reasoning
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Important for learning and the first step in forming memories
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Without attention memories cannot be formed
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Affected by level of consciousness, arousal, awareness, and motivation
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Sustained
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Ability to focus on one specific task for a continuous amount of time without being distracted
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Selective
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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)
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Alternating
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Ability to switch your focus back and forth between task that require cognitive demand
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Divided
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Ability to process two or more responses or react to two or more different demands simultaneously (multi-tasking)
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Explicit Memory (declarative memory)
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Implicit Memory (procedural memory)
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Retention and retrieval of facts, event, or steps to complete a task
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Learned through movement or perception
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Prospective Memory ability to remember to follow-up and anticipate upcoming events, dates, deadlines, etc.
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“It’s like riding a bike!”
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Three Main Functions:
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Restraint
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Includes judgement, foresight, delay of gratification, inhibiting inappropriate behavior, and self-governance
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Initiative
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Includes curiosity, drive, creativity, mental flexibility, and personality
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Order
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Includes planning, abstract reasoning, working memory, sequencing, and organization
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Reasoning involves logical thinking to understand and formulate judgements based on all available information
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Restraint, initiative and order are required for executive function
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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
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Encompasses a set of interrelated cognitive abilities that are critical to control coordination, and regulation of thoughts, emotions, and goal-directed actions (cognitive control)
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Important for adaptive responses to novel, unfamiliar, unpredictable, or unstructured situations (skill acquisition, learning, task challenges, adjusting to change or coping with the unexpected)
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Initiation
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Inhibition
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Cognitive Flexibility/Shifting Set
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Working Memory/Planning/Organization
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Self-monitoring/Self-Regulation
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Multiple Networks
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Highly Distributed
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Dynamic Interaction Model (DIM)
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Promote strategies for self-monitoring and self-evaluation of occupational performance
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Must have the capacity for:
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- Information processing (organize and assimilate new information)
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- Adaptation (using previously acquired information to plan, monitor, structure, and evaluate behavior for reaching goals)
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- Generalization (apply what had been learned to a variety of different situations)
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