Neuropsychological Assessment

Although it has been known for more than a hundred years that subtle damage to specific brain areas can result in reading, listening comprehension, and expressive speech problems, the topic of brain-behavior relationships has only recently become of interest to psychologists and others serving children with learning problems. Comprehensive batteries for neuropsychological assessment of children, such as the Reitan-Indiana and Luria-Nebraska Children's Batteries, have demonstrated diagnostic validty, with agreement between findings on the two Batteries in the range of 90%. For those wishing to assess some aspects of children's neuropsychological functioning without the use of a comprehensive battery, guidelines are proposed for the neuropsychological interpretation of assessment instruments commonly used by school psychologists and educational diagnosticians.     

Stroop效应及其脑机制研究概述

该文回顾了近几十年来有关stroop效应脑机制研究的主要成果与存在的问题,并对未来研究进行了简要展望。     

Neuropsychological Assessment of Mental Capacity

The assessment of mental capacity to assist legal determinations of competency is potentially a growth area for neuropsychology, although to date neuropsychologists have published relatively little in this area. In this paper a systematic review of methods used to assess capacity is presented, including coverage of specialized tests and interviews used for this purpose. A neuropsychological model for conducting capacity assessments is proposed. This model involves comprehensive assessment of a wide range of cognitive abilities as well as assessment of specific skills and knowledge related to the type of capacity being assessed. The purpose of proposing this model is to stimulate further discussion and debate about the contribution neuropsychologists might make in this area.     

Cognitive Event-Related Potentials in Neuropsychological Assessment

Neuropsychology is a behavioral approach to studying the brain, and an integration of neuropsychology with on-line processing measures of brain function is important for advancing the understanding of brain–behavior relationships. Cognitive event-related potentials (ERPs) are on-line processing measures that are of interest to neuropsychologists because they are linked to familiar neuropsychological test paradigms and because they have reached a degree of standardization sufficient to make them applicable in individual assessment. A selective review of cognitive ERPs is given, focusing on studies of attention in the oddball paradigm and arguing that an adequate assessment of attention is basic in understanding higher order cognitive functions. General principles for using ERP data to supplement and clarify neuropsychological analysis are discussed, and available evidence on dementia and traumatic head injury is reviewed. It is concluded that ERPs are a useful supplement to neuropsychological assessment. Although diagnostic use of ERPs must be guarded because of limited standardization and validation, information-processing analysis with ERPs may aid significantly in interpretation of behavioral data.     

Neuropsychological Assessment of HIV-Infected Populations in International Settings

Resource-limited regions of the world represent the areas most affected by the global HIV epidemic. Currently, there are insufficient data on the neurocognitive effects of HIV in these areas and neuropsychological studies that have been carried out thus far are marked by inconsistent methods, test batteries, and rating systems for levels of cognitive impairment. These differences in methods, along with genetic variability of both virus and host, differences in co-infections and other co-morbidities, differences in language and culture, and infrastructural deficiencies in many international settings create challenges to the assessment of neurocognitive functioning and interpretation of neuropsychological data. Identifying neurocognitive impairment directly attributable to HIV, exploring relationships between HIV-associated neurocognitive impairment, disease variables, and everyday functioning, evaluating differences in HIV-1 subtype associated neuropathology, and determining implications for treatment remain complicated and challenging goals. Endeavors to establish a more standardized approach to neurocognitive assessments across international studies in addition to accumulating appropriate normative data that will allow more accurate rating of neuropsychological test performance will be crucial to future efforts attempting to achieve these goals.     

虚拟现实技术应用于神经心理评估的研究概述

传统神经心理评估的实验控制和生态效度的平衡问题日益受到研究人员的关注,而新兴的虚拟现实(Virtual Reality,VR)技术为问题的改善带来了希望,它不仅可以模拟现实环境并支持被试的直接交互,而且能对传统测试进行再现和扩展。它所形成的评估系统能对刺激的内容和表象、任务的复杂度和被试的响应进行灵活控制,所获取的信息更丰富、准确。在初步评估注意过程(注意、单侧空间忽略)、记忆(前瞻记忆、情景记忆、空间记忆、地形定向)和执行功能方面已获得了令人满意的效果。然而目前VR评估的应用仍存在技术和设备方面的不足,以及对评估者和被试不同操作要求的局限,因此今后除了要规范化现有VR评估系统,还应该进一步发展基础条件来推动系统的广泛应用。     

An Introduction to Model Selection

This paper is an introduction to model selection intended for nonspecialists who have knowledge of the statistical concepts covered in a typical first (occasionally second) statistics course. The intention is to explain the ideas that generate frequentist methodology for model selection, for example the Akaike information criterion, bootstrap criteria, and cross-validation criteria. Bayesian methods, including the Bayesian information criterion, are also mentioned in the context of the framework outlined in the paper. The ideas are illustrated using an example in which observations are available for the entire population of interest. This enables us to examine and to measure effects that are usually invisible, because in practical applications only a sample from the population is observed. The problem of selection bias, a hazard of which one needs to be aware in the context of model selection, is also discussed. Copyright 2000 Academic Press.     

和平研究引论

和平包括消极和平与积极和平.和平学是识别和分析暴力、非暴力行为以及治理人类冲突的方法机制的一门学科,其研究范围包括战争与和平,也包括正义、发展、人权、生态环境.和平学的主要目标是探求用和平的方式实现和平,而和平教育则是其中的一项重要内容.     

认知神经心理学简介

认知神经心理学是认知心理学的一个分支。它的目的是探讨当人们执行认知活动的时候,心理信息加工过程是怎样的,所采用的手段是研究这些认知功能受损的病人。它与认知神经科学的不同在于：认知神经心理学关注的是心理（mind）,而认知神经科学关注的是大脑（特别是关注与认知有关的大脑机制）。研究认知神经心理学的方法也可以用于研究发展性认知障碍,如阅读障碍,或者特殊的语言损伤,这就是发展性认知神经心理学。这些方法还可以用于高级认知发面的研究,如信念形成和心理理论。这些高级认知方面的障碍是精神病学的范畴,因此这类研究错觉、幻想或虚构等的认知神经心理学叫做认知神经精神病学。认知神经心理学的典型特征有：1）研究症状,而不是并发症;2）采用个案研究,而不是群体研究;3）主要数据来源是症状间的双分离;4）致力于模块化认知模型的建立。