Understanding Neuropsychology Basics
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ScribdTranslationsPractical Work No.
1
Neuropsychology
Subject: Neuropsychology
Code: 01-5900
Gisselle Pitaro Hoffman
Students:
Lopez Brenda Melany, 39986983.
Sanchez María Laura
Uguet Candela Agostina, 40378831.
Degree: Bachelor in Psychopedagogy.
2022
Practical work No. 1.
What is the field of neuropsychology?
Considering that the general objective of neuropsychology is the study of organization
cerebral of cognitive-behavioral activity, as well as the analysis of its alterations in the
case of brain pathology. It involves an interdisciplinary field, which aims to
to bridge the gap between neurology and psychology or -more correctly- between the field of
the neurosciences and the behavioral sciences
We can observe various perspectives from different researchers. Among them, the stance of
Hécaen, who explains that "neuropsychology studies the existing relationships between the
brain function and human behavior. This discipline is based on the systematic analysis of
behavioral alterations associated with brain activity disorders caused by
disease, damage or experimental modifications.
Neuropsychology, Wiley, New York, 1978
We can also find the viewpoint of J.M. Frederiks, director of the special issue.
from the 'Handbook of Clinical Neurology' which states that 'Neuropsychology is the study of the
normal and pathological relationships between the brain and behavior. Neuropsychologists
they study the clinical phenomena that arise from alterations in the nervous system as
are related to the sphere of consciousness and behavior.
Within these perspectives, we can observe common points that the
Neuropsychology is a discipline that deals with specifically human functions.
It has a wide clinical projection, and it has been developed based on data.
resulting from alterations in humans as well as in neurophysiological research and
human neuroanatomy.
2. What are the objectives of neuropsychological evaluation?
The main objectives of the Neuropsychological evaluation mentioned by Javier Tirapu
Ustarroz in the text The Neuropsychological Evaluation, when mentioning the perspective of
Muñoz, Céspedes, Tirapu, (2001) are:
Detailed description of the consequences of brain injury or dysfunction in
terms of cognitive functioning, possible behavioral disorders and alterations
emotional.
Definition of the clinical profiles that characterize different types of pathologies that
they are experiencing neuropsychological deterioration.
Contribution to the establishment of a more accurate diagnosis in certain
neurological and psychiatric diseases
Establishment of an individualized rehabilitation program, based on
knowledge of the limitations but also of the preserved skills of the
patients, which help improve the patient's quality of life.
Determination of the progress of each patient and assessment of the different
treatments.
Identification of prognostic factors for evolution and recovery level that are
can be achieved in the long term.
Medical-legal assessment of the level of cognitive impairment to serve as support in
testimonies and judicial expert opinions.
● Verification of hypotheses between the brain and behavior that allows understanding the
manner in which the brain processes information.
3. According to Eusebio and Paterno, what cannot be missing in a Neuropsychological Evaluation?
For Eusebio and Paterno, the neuropsychological evaluation childhood aims to
understanding how neurocognitive functions are affected by
neurological pathologies in a developing brain, as well as the identification of the level and
quality of these functions. To achieve this objective, both authors consider that a
complete and global neuropsychological evaluation must encompass the inquiry into the following
axes, which in dynamic interaction result in human behavior:
● Anteroposterior axis: formed by an anterior region, which extends from the area
motor until the frontal pole. It is associated with directive functions, the motor output, the
control processes, organization, strategy planning, and selective attention. The
the posterior region is concerned with sensory processes, semantic organization and
perception of complex structures.
● Lateral axis: it includes the left and right hemispheres characterized
respectively as verbal/non-verbal, sequential/simultaneous, analytical/holistic.
● Cortical-subcortical axis: the cortical structures are responsible for the functions
upper nervous, while the subcortical ones correspond to the functions
vitales of motor organization, the sensory station, attention, alarm, and mastery of
emotions and impulses.
Both authors adhere to the neuropsychological profile model designed by Soprano in the
which is used as a parameter the comparison of the child's chronological age with the
"development quotient" obtained in each of these evaluated neurocognitive functions:
● Gnostic and praxic functions: visual perception, graphoperception, praxias
constructive, visual planning, auditory perception, tactile and haptic perception
somatognosia.
● Attentional function and body supervising system: selective, focused attention
divided, sustained, alternating.
● Memory: visual, auditory, operational.
● Linguistic functions: phonology, morphosyntax, vocabulary, comprehension,
abstraction, pragmatics.
Cognitive processing speed: low in visual and auditory mode.
4. From the text of Tirapu Ustárroz, what is defined by the concept of ecological validity?
According to Ustárroz, ecological validity refers to the need to use measures that
explore the extent to which neurocognitive functions generalize to real life. Try
evaluate the relationships between the subject's performance in a neurocognitive assessment and the
ability to function in the real world. That is to say, these evaluated functions and behaviors
they are related to the activities that patients engage in their daily lives.
The author proposes a more ecological approach to the assessment of executive functions.
since it has emphasized that alongside the identification of the main processes
the involved cognitive aspects make it essential to identify the impact of these problems on the
functional aspects of daily life and the determination of the capacity that one has
individual to lead an independent, autonomous life or their personal resources to
to integrate into a standardized professional activity.
5) Taking into account the different readings, what is the contribution of neuropsychology to
What is the job of the Psychopedagogue?
Psychopedagogy draws on various interdisciplinary contributions, among which appears the
Neuropsychology providing us with tools based on the approach to the processes of
learning, as well as in facing the possible difficulties that may arise in this process
emerge.
Neuropsychology provides us with a broader understanding of how a child
learn and process the information. Also taking care of the analysis of the processes
cognitive: praxias, attention, perception, memory, language, theory of mind and functions
executives that reflect the functioning of the brain processing networks that
they support learning. This learning being central in the field of Psychopedagogy.
This discipline can account for which are the most optimal strategies to be able to
to address the particular needs of each person.
In this way, the Psychopedagogue will be able to act by adopting a more global perspective and leading to
cable more efficient interventions.
5) Why is it important to consider both qualitative and quantitative dimensions?
Quantitative or psychometric evaluations allow for the quantification of deficiencies of
subject. This type of information is extremely valuable for being able to detect a dysfunction
cognitive in case of craniocephalic trauma and when deterioration is suspected
mild cognitive, as in minimal cognitive impairment or in early stages of dementia,
because it allows knowing if the earnings of the subject are lower or not than those of a
control group healthy with similar characteristics.
Qualitative evaluations are those in which the evaluator does not limit themselves to analyzing the
final note obtained by the patient, but records and analyzes the way the patient
resolves or fails to solve the different tasks contained in the tests.
Through qualitative assessments, the aim is to understand the procedures used.
for a subject to carry out a test or the way in which the subject manages to solve the problem
proposed by the test.
Both dimensions must be applied, thus generating a comprehensive and also global approach.
since in this way a deeper and more enriching evaluation can be generated about
the case to investigate.
BIBLIOGRAPHY:
Paterno R. & Eusebio C. "Child Neuropsychology. Its contributions to the field of
Special Education. Clinical Neuropsychology Foundation.
- Tirrapu Ustarroz, Javier. “Neuropsychological Assessment”. Psychosocial Intervention,
2007, Vol. 16 No. 2 Pages. 189-211. ISSN: 1132-0559
- Ustárroz, J. "Neuropsychological assessment" (2007), vol. 16, no. 2. Intervention
Psychosocial.
Various authors: Ed. by Labos Edith, Slachevsky, Andrea, Torralva, Teresa, Fuentes,
Patricio, Manes, Facundo Francisco. “Clinical Neuropsychology Treatise” (2018).
AKADIA Editorial.
