Hey guys, in a sad effort to get more people to vote for my game in the contest, I recorded a quick playthrough of my Custom Story, Through the Portal, giving little tidbits of how I made things / why, etc.
I loved the environment, the colors and the portal/orb system!
I thought it was too short tho and not scary, would have been a crystal clear 10 if it was maybe 3 or 4 times longer and more scares. Even tho some glitches here and there.
Amnesia Through The Portal Free Download
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Dr. Charles Tator, a brain surgeon at Toronto Western Hospital's Canadian Concussion Centre, said Filippidis's story likely describes amnesia resulting from a concussion. But told The Doc Project he would have to speak to Filippidis directly to get a better sense of the incident.
Dr. Jennifer Ryan, a senior scientist at the Rotman Research Institute at Baycrest in Toronto, said certain details of Filippidis's story suggest his amnesia may have been caused by something entirely different: a psychogenic or dissociative fugue state.
Tator said that it's not uncommon for people to have "islands of memory" remain after an amnesiac period. By the time Filippidis was approaching the West Coast, he speculated, his "full registration of memory" may have been slowly on the mend.
Well, it looks like it needs a different Leyden Jar. Grab the good one from the machine and head back to the room behind you with the tents. Once there, head left towards the room with a locked door and put the Leyden Jar in the empty spot. Then, go through the door.
The scope of this page is limited to traumatic brain injury in adults (ages 18 years and older). For information about traumatic brain injury in children (ages birth through 21), see ASHA's Practice Portal page on Pediatric Traumatic Brain Injury.
Severity of TBI is based on the extent and nature of the injury, duration of loss of consciousness, posttraumatic amnesia (PTA; loss of memory for events immediately following injury), and extent of confusion at initial assessment during the acute phase of the injury (APA, 2013; Centers for Disease Control and Prevention [CDC], 2015).
Consider the patient's level of arousal, cognitive status, and ability to follow commands throughout ongoing swallowing assessment. Depending on the individual's overall alertness and ability to participate, the clinical bedside examination may also include feeding trials of a variety of food textures and liquid consistencies.
Restorative approaches involve direct therapy aimed at improving or restoring impaired function(s) through retraining. Treatment is often hierarchical, targeting specific processes in the impaired domain before introducing more demanding higher-level tasks, and eventually generalizing skills to more functional activities and tasks (Sohlberg & Mateer, 2001).
Compensatory approaches focus on adapting to deficits by learning new or different ways of doing things to minimize difficulties (National Institutes of Health [NIH], 1998). Compensatory approaches draw on the individual's strengths to maximize their abilities, often through the use of external or internal aids.
Augmentative and alternative communication (AAC) involves supplementing or replacing natural speech and/or writing with aided (e.g., pictures, line drawings, speech-generating devices, and tangible objects) and/or unaided (e.g., manual signs, gestures, and finger spelling) symbols. AAC may be temporary (e.g., used by patients postoperatively in intensive care) or permanent (e.g., used by an individual with a disability who will need to use some form of AAC throughout their lifetime).
Content for ASHA's Practice Portal is developed through a comprehensive process that includes multiple rounds of subject matter expert input and review. ASHA extends its gratitude to the following subject matter experts who were involved in the development of the Traumatic Brain Injury page.
TBI can result from a primary injury or a secondary injury (see common classifications of TBI for more details). Severity of TBI may be categorized as mild, moderate, or severe, based on the extent and nature of injury, duration of loss of consciousness, posttraumatic amnesia (PTA; loss of memory for events immediately following injury), and severity of confusion at initial assessment during the acute phase of injury (Diagnostic and Statistical Manual of Mental Disorders, 5th ed. [DSM-5; American Psychiatric Association, 2013]; CDC, 2015).
The development of cognitive-communication skills continues to be monitored through high school and during the transition to postsecondary educational or vocational settings. The impact of new demands and challenges is assessed so that strategies to maximize functional outcomes and life participation can be implemented (Blosser & DePompei, 2003; New Zealand Guidelines Group, 2006).
Restorative approaches involve direct therapy aimed at improving or restoring impaired function(s) through retraining. Treatment is often hierarchical, exercising target-specific processes in the impaired domain before introducing more demanding higher-level tasks in that domain and eventually generalizing skills to more functional activities and tasks (ASHA, 2003; Sohlberg & Mateer, 2001).
Compensatory approaches focus on adapting to deficits by learning new or different ways of doing things to minimize difficulties (National Institutes of Health [NIH], 1998). Compensatory approaches draw on the child's strengths to maximize their abilities, often through the use of external or internal aids (Blosser & DePompei, 2003; Shum, Fleming, Gill, Gullo, & Strong, 2011).
Computer-assisted treatment refers to the use of specially designed software programs to improve cognitive-communication functions through repeated, structured practice of tasks related to attention, memory, problem solving, executive function, language, and speech. These programs are available for use on computers, smartphones, and tablets. Computer-assisted treatment can be used and monitored by a clinician in person or remotely, providing consistent feedback to the individual (e.g., Politis & Norman, 2016; Teasell et al., 2013).
Unlike school-age children, infants, toddlers, and preschoolers do have not have a single point of entry into a system for treatment after the acute phases of their injuries. Some eligible families will receive treatment through their state or local early intervention agencies; others will go to inpatient or outpatient programs. Early intervention typically occurs in the family's natural environment, taking into consideration the needs of the child with TBI as well as those of caregivers and siblings (McKinlay & Anderson, 2013).
The SLP can also support students with TBI transitioning to postsecondary education through individualized transition plans, interactive coaching, and environmental assessments that identify systems and services to facilitate studying, learning, organization, time management, social relationships, self-regulation, self-advocacy, and use of compensatory strategies (Kennedy & Krause, 2011; Turkstra, Gamazon-Waddell, & Evans, 2004; Volkers, 2015).
Following time in acute-care hospital and rehabilitation settings, young children with TBI return home to receive services through early intervention, preschool, or community-based programs. Older children return to school, where long-term rehabilitation services are provided (Haarbauer-Krupa, 2012a, 2012b). The role of the SLP in the transition from hospital setting to school setting is key in identifying students who qualify for services and helping them access these services and any other necessary educational supports (Allison, Byom, & Turkstra, 2017; Allison & Turkstra, 2012; Denslow et al., 2012; Glang et al., 2008; Haarbauer-Krupa, 2012b; Savage, Pearson, McDonald, Potoczny-Gray, & Marchese, 2001).
Content for ASHA's Practice Portal is developed through a comprehensive process that includes multiple rounds of subject matter expert input and review. ASHA extends its gratitude to the following subject matter experts who were involved in the development of the Pediatric Traumatic Brain Injury page.
Hippocampal damage profoundly disrupts the ability to store new memories of life events. Amnesic windows might also occur in healthy people due to disturbed hippocampal function arising during mental processes that systemically reduce hippocampal activity. Intentionally suppressing memory retrieval (retrieval stopping) reduces hippocampal activity via control mechanisms mediated by the lateral prefrontal cortex. Here we show that when people suppress retrieval given a reminder of an unwanted memory, they are considerably more likely to forget unrelated experiences from periods surrounding suppression. This amnesic shadow follows a dose-response function, becomes more pronounced after practice suppressing retrieval, exhibits characteristics indicating disturbed hippocampal function, and is predicted by reduced hippocampal activity. These findings indicate that stopping retrieval engages a suppression mechanism that broadly compromises hippocampal processes and that hippocampal stabilization processes can be interrupted strategically. Cognitively triggered amnesia constitutes an unrecognized forgetting process that may account for otherwise unexplained memory lapses following trauma.
If the amnesic shadow tracks hippocampal modulation, memory lapses may increase with repeated suppression11. Evidence indicates that hippocampal downregulation grows with practice at suppressing retrieval6. This growth may be part of a qualitative shift in the fronto-posterior networks supporting control, perhaps reflecting the tuning of suppression in response to memory intrusions6,7. Consistent with this, forgetting grew across quartiles of the hippocampal modulation task in experiment 1 (Fig. 3b). Indeed, across all immediate recall studies involving direct suppression, practice increased amnesia: The first half of the task showed no shadow (F1,60=1.87, P=0.177), whereas the second half did (F1,60=24.90, P 0852c4b9a8
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