The document discusses the cognitive components of occupational performance. It defines cognition and lists 14 cognitive components, including level of arousal, orientation, recognition, attention span, initiation of activity, termination of activity, memory, sequencing, categorization, concept formation, spatial operation, problem solving, learning, and generalization. For each component, examples are provided to illustrate how it is demonstrated in everyday activities.

2. OCCUPATIONAL
PERFORMANCE COMPONENT
(COGNITIVE)
Shamima Akter
B. Sc (Honours) in Occupational Therapy
& M. Sc in Rehabilitation Science
Assistant Professor,
Department of Occupational Therapy
Bangladesh Health Professions Institute (BHPI)
Centre for the Rehabilitation of the Paralysed (CRP)
Chapain, Savar

3. Cognitive Components
Cognition: the mental action or process of acquiring
knowledge and understanding through thought,
experience, and the senses.
1. Level of Arousal 8. Sequencing
2. Orientation 9. Categorization
3. Recognition 10. Concept Formation
4. Attention Span 11. Spatial Operation
5. Initiation of Activity 12. Problem Solving
6. Termination of Activity 13. Learning
7. Memory 14. Generalization
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4. LEVEL OF AROUSAL
Demonstrating alertness and responsiveness to
environmental stimuli.
• Crossing the road
• Driving a car in the hilly area
• Walking during rain
• Surfing in the sea
• Playing football
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5. ORIENTATION
Identifying new person, place, time, and situation.
• Going to a zoo for first time.
• Attend an open day program
• Introduce with participant during running a
workshop
• Introduce with guest during marriage ceremony
• Introduce with classmates in orientation
program
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6. RECOGNITION
Identifying familiar faces, objects, and other
previously presented materials.
• Meet with school friends in a reunion program
• Attend to school after Eid vacation
• Go to college library
• Set up multimedia before Therapeutic Skills
class
• Meet with Nardev Tappa at British Council
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7. ATTENTION SPAN
Focusing on a task over time.
• Watching test cricket match
• Attending classes of a course
• Sewing a dress
• Listening speech of a politician
• Playing ‘candy crush’ games in tab
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8. INITIATION OF ACTIVITY
Starting a physical or mental activity.
• Doing assignment
• Introduce with a stranger
• Take a bath during winter season
• Participate in practical class
• Organize a get together program
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9. TERMINATION OF ACTIVITY
Stopping an activity at an appropriate time.
• Terminate mobile game during class
• Stop gossiping during meeting
• Complete writing in examination paper within
given time
• Wake up from bed at 6:00 AM
• Pack up shooting during rain/ last scene
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10. MEMORY
Recalling information after brief or long periods of
time.
• Telling childhood experience.
• Writing the registration number on
examination sheet
• Gossiping
• Recite rhymes
• Singing a song
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11. SEQUENCING
Placing information, concepts, and actions in order.
• 2, 1,8,3,9 (Sequenced in correct order = 1,
2,3,8,9)
• When dressing we know that our underwear
must go on before trousers, or socks must go
on before shoes.
• Cooking rice
• Applying cosmetics
• Recite ‘namta’
• Praying
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12. CATEGORIZATION
Identifying similarities of and differences among
information or objects.
FOR EXAMPLE: dog, bicycle, car, motorbike, bird,
horse
– Categorized dog, bird, horse = animals
– Bicycle, car, motorbike = transport vehicles
– OR, two different brands of cokes (e.g. Pepsi or
Coca Cola) are still coke despite their different
brand names.
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13. CONCEPT FORMATION
Organizing a variety of information to form
thoughts and ideas.
FOR EXAMPLE - color and shapes are concepts, as
are our ideas of what is good and bad.
For example, the concepts of color, car and shape
contribute to distinguishing cars from trucks.
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14. SPATIAL OPERATIONS
Mentally manipulating the position of objects
in various relationships.
FOR EXAMPLE - Before parking a car between two other
cars, you need to visualize how close your car will come to
the other vehicles.
This skill requires good spatial relations abilities.
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15. PROBLEM SOLVING
Recognizing a problem, defining a problem,
identifying alternative plans, selecting a plan,
organizing steps in a plan, implementing a plan, and
evaluating the outcome.
FOR EXAMPLE - We use our problem solving skills
any time we do a new activity, or have difficulty in a
familiar one.
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16. LEARNING
Acquiring new concepts and behaviors.
FOR EXAMPLE - We learn by studying new concepts or
ideas, through practice, and by direct experience.
We know that someone has learned something when
- Their behaviour has changed
- They can do something that they could not do
before
- explain something they previously had not
understood.
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17. GENERALIZATION
Applying previously learned concepts and behaviors
to a variety of new situations.
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18. Does it make sense?
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More you ask, more you learn!
Have a great preparation for
examination

19. Possible Examination Question