About this course

Learning Objectives

• Describe how executive function effects memory.
• List the core principles of CRT.
• Identify how attention affects memory.

Learning Levels

• beginner

Course Instructor(s)

• 

  Amanda Sacks-Zimmerman, Ph.D., ABPP-CN

  CLINICAL DIRECTOR, NEUROCOGNITIVE CARE

  Dr. Sacks-Zimmerman is the Clinical Director of Neurocognitive Care at Acheron Psychiatry in New York City. She is also Clinical Associate Professor of Neuropsychology in Neurological Surgery at Weill Cornell Medicine, which she first joined in 2013. She has assessed and treated neurosurgical patients with a variety of disorders. She has extensive experience in the treatment and research of the cognitive impact of brain injury. Dr. Sacks ZImmerman recently published an article "Post-acute COVID-19 Syndrome: Brain Fog Phenotype, Patient-Centric Understanding, and Biopsychosocial-Oriented Treatment" in ACRM Physical Medicine and Rehabilitation which you can read here: https://pubmed.ncbi.nlm.nih.gov/40957498/

  Dr. Sacks-Zimmerman uses cognitive behavioral therapy and cognitive remediation to treat a variety of patients who suffer from cognitive and emotional difficulties. She focuses on utilizing strengths and optimizing functioning even in the context of serious neurological illness. Patients find hope, clarity and life meaning in this approach.

Disclosure

References

• Hester, R., & Garavan, H. (2005). Working memory and executive function: The influence of content and load on the control of attention. Memory & cognition, 33(2), 221-233. https://doi.org/10.3758/BF03195311
• John, S. E., Ritter, A., Wong, C., & Parks, C. M. (2022). The roles of executive functioning, simple attention, and medial temporal lobes in early learning, late learning, and delayed recall. Aging, Neuropsychology, and Cognition, 29(3), 400-417. https://doi.org/10.1080/13825585.2021.2016583
• Diamond, A. (2013). Executive functions. Annual review of psychology, 64(1), 135-168.
• Wu, M., & Was, C. A. (2023). The relationship between executive functions and metacognition in college students. Journal of Intelligence, 11(12), 220. https://doi.org/10.3390/jintelligence11120220
• Godefroy, O., Cabaret, M., Petit-Chenal, V., Pruvo, J. P., & Rousseaux, M. (1999). Control functions of the frontal lobes. Modularity of the central-supervisory system?. Cortex, 35(1), 1-20. https://doi.org/10.1016/S0010-9452(08)70782-2
• Kleim, J. A., & Jones, T. A. (2008). Principles of experience-dependent neural plasticity: implications for rehabilitation after brain damage. https://doi.org/10.1044/1092-4388(2008/018)
• Sohlberg, M. M., & Mateer, C. A. (1987). Effectiveness of an attention-training program. Journal of clinical and experimental neuropsychology, 9(2), 117-130. https://doi.org/10.1080/01688638708405352
• Stringer, A. Y. (2011). Ecologically-oriented neurorehabilitation of memory: robustness of outcome across diagnosis and severity. Brain injury, 25(2), 169-178. https://doi.org/10.3109/02699052.2010.541894
• Zepeda, C. D., & Nokes-Malach, T. J. (2023). Assessing metacognitive regulation during problem solving: A comparison of three measures. Journal of Intelligence, 11(1), 16. https://doi.org/10.3390/jintelligence11010016
• Lindbergh, C. A., Walker, N., La Joie, R., Weiner-Light, S., Staffaroni, A. M., Casaletto, K. B., ... & Kramer, J. H. (2021). Worth the wait: delayed recall after 1 week predicts cognitive and medial temporal lobe trajectories in older adults. Journal of the International Neuropsychological Society, 27(4), 382-388. doi:10.1017/S1355617720001009