By Michael G. Tramontana, Stephen R. Hooper
Neuropsychology has its roots in scientific neurology. analyzing case de scriptions via nineteenth century neurologists, resembling Wernicke's painstakingly certain examinations of sufferers with the "aphasic symptom-complex," makes it noticeable that neuropsychology isn't really a brand new self-discipline. Even the wedding with psychology isn't really new; the neurologist Arnold decide, for instance, was once totally conversant with the advancements in modern mental in addition to linguistic learn. even if, the first concentration of nineteenth and early twentieth century psychology was once on "general psychology," and just a small variety of psychologists ventured into what then used to be known as "differential psychology" (the psychology of person dif ferences) together with a couple of who turned hooked up to neurological examine and rehabilitation devices after international struggle I. It remained till global conflict II for psychologists to set up a extra reliable operating dating with neurology. What psychology needed to provide to neurology used to be its experimental ability, the improvement of a cosmopolitan method, and, for medical paintings, the improvement of psychometrics. most commonly, the wedding among the 2 disciplines has been fruitful, resulting in new insights, types, and discoveries approximately brain-behavior relationships, documented in different textbooks which seemed in fast succession because the Nineteen Sixties. In scientific perform, neuropsychology has been creative in a few respects, in others simply introducing psychometric rigor to already current neurological examinations. As defined in larger aspect during this e-book, developmental neuropsy chology is of much more contemporary origin.
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Additional resources for Assessment Issues in Child Neuropsychology
1986) have criticized the battery for its exclusion of items assessing frontal lobe function based on Golden's (1981) assumption that the frontal lobes do not begin to reach functional maturation until adolescence. , PassIer, Isaac, & Hynd, 1986) that suggests that frontal lobe functions develop in a stepwise fashion, with some functions being developed by about 6 to 7 years of age and others continuing to mature into adolescence. Even Luria (1973), whose theory guided the construction of the LNNB-CR, has suggested that prefrontal cortical zones begin to develop at about 4 years of age.
Other General Approaches Three other general approaches to neuropsychological assessment will be considered briefly in this section: (1) eclectic test batteries, (2) OVERVIEW OF CURRENT STATUS 17 qualitative approaches, and (3) process-oriented approaches. There are major differences among these in the rationale and guiding principles of assessment, and in the relative emphasis given to quantitative versus qualitative methods of analysis. However, they all share in the conviction that an effective neuropsychological assessment cannot be based on a restricted or fixed set of test procedures as exemplified by the HRNB and LNNB-CR.
Level of performance, pattern of performance, right-left differences, and pathognomonic signs. For the older children's battery, these methods of inference have been operationalized in an actuarial system of rules for neuropsychological diagnosis (Selz & Reitan, 1979). Based on norms for 9to 14-year-olds, each rule converts raw scores on the various HRNB measures to scaled scores ranging from 0 to 3. However, the system uses only a single set of norms for all children in this age range. Additional normative data for 5- to 14-year-olds have been provided by Knights (1966) as well as Spreen and Gaddes (1969).
Assessment Issues in Child Neuropsychology by Michael G. Tramontana, Stephen R. Hooper