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Discuss the differences and similarities between the terms brain damage, neurological damage, and organicity. |
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2 | |
Discuss the evidence for the non-unitary nature of "organicity." |
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3 | |
How do the neurologist and neuropsychologist work together and complement each other? Differentiate their responsibilities. |
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4 | |
Why is it essential for a neuropsychological evaluation to include a history taking, a mental status examination, and the administration of a neuropsychological test battery? Why is it a good practice for diagnostic decisions not to be based on the results of one measure? |
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5 | |
Distinguish between organic and functional disorders. Why is this distinction important? |
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6 | |
List and discuss some of the physical examination procedures that neuropsychologists can perform (noninvasive), and what area of functioning each measure is designed to tap. |
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7 | |
What are the advantages and limitations of both "flexible batteries" and "prepackaged batteries" or "fixed" in neuropsychological assessment? Discuss the implications of the Chapple case (see chapter Close-up) with regard to admissibility of evidence in court yielded from "flexible" versus "fixed." |
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8 | |
What are the common types of validity evidence presented for neuropsychological test batteries? |
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9 | |
Why are memory, cognitive functioning, verbal functioning, perceptual, motor, and perceptual-motor tests included in a chapter on neuropsychological assessment? |
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10 | |
Why is the Bender more popular among non-neuropsychologists than with neuropsychologists? Based upon the psychometric data presented in the chapter, what conclusions can be made about the Bender as a neurological diagnostic instrument? What about its use for assessing personality? |
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11 | |
Discuss how case histories and case studies are used in neuropsychological assessment. |
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12 | |
Discuss the use of tests of memory in neuropsychological assessment. Take the various subtests of a neuropsychological assessment tool such as the Wechsler Memory Scale-III and discuss how they assess components of memory outlined in the model presented in the chapter. |
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2002 McGraw-Hill Higher Education