Lecture07+full+notes

Lecture07+full+notes - Slide 1 Lecture 07: Neuropsych...

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Slide 1 Lecture 07: Neuropsych Assessment & Beginning of Occipital Lobe Back to finish up neuropsych assessment, & dive into the occipital lobe
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Slide 2 Exam 1 Summary 0 20 40 60 80 100 120 140 160 A B C F # % Mean=74%
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Slide 3 I. Neuropsych Assessment I. Overview II. Types of function III. Multidimensional testing IV. Approaches: test battery vs process-oriented V. Standardization & Stats
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Slide 4 Neuropsychological Testing Psychometrics – The science (theory & methods) applied to psychological measurement of human subjects – Basis of standardized tests Tests establish norms (or standards) for typical performance in a population – In the best case scenario, tests are administered under conditions that are consistent across all individuals and that will yield a quantifiable measure that can be compared against a set of standard scores e.g., consistency would include administering the same materials & tasks, providing the same instructions, allowing results to be scored in the same way – Varying procedures and tools may lead to incorrect assessment – However, variation in testing is always the subject of investigation instructions and understanding will vary with cultural and educational background of individuals Careful attention must be given to the creation of tests that are independent of experiential differences that subjects bring to the testing room Since you can’t determine whether a certain function of the brain is impaired if you can’t test it, neuropsych assessment is very important. It gives you the tools to test functional deficits! To best do this, needs to be standardized (does the test reflect typical performance in general population?), & needs to be administered in a consistent manner so contextual factors don’t influence. If you vary procedures & tools, assessment may not be correct.
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Slide 5 Where is the deficit? • Can the individual – Learn, retain and express information? (achievement) – Demonstrate ability to do well in specific situations? (aptitude) – Operate normally and effectively on a minute-by- minute basis? – e.g., brush teeth, fix breakfast, get dressed (self-management/adaptation) – Show normal emotional, motivational and interpersonal behaviors (personality) Using a background knowledge of neuroanatomy, you try to narrow down where the deficit might be by asking the following questions: Achievement : how well individual has “profited” by exposure to info/education (NOT prediction of future success, this would be aptitude Intelligence is related to both achievement & aptitude ) Self-management/adaptation : measures what an individual typically does (usually reserved for those w/ severe TBI or stroke) Tho neuropsych tests typically defined as measures that are sensitive indicators of brain damage, the definition has become more inclusive. Now defined by whether changes in brain function (not necessarily damage) relate to changes in test performance.
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Slide 6 Crystallized vs Fluid Functions Differentiate between inherent & acquired abilities Crystallized
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Lecture07+full+notes - Slide 1 Lecture 07: Neuropsych...

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