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Summary Important Terms and Concepts, Tests, and Lists in Advanced Neuropsychology
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  • Course
  • Advanced Neuropsychology
  • Institution
  • Universiteit Utrecht (UU)

This comprehensive table covers essential terms, key concepts, and various tests in advanced neuropsychology. Structured week by week, it provides a clear and organized overview of the course material, helping you to effectively prepare for your exams

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Document information

  • October 28, 2024
  • 17
  • 2024/2025
  • Summary

Subjects

  • language
  • memory
  • perception
  • attention
  • aging
  • social cognition
  • the next step
  • introduction
  • ef

Written for

  • Universiteit Utrecht (UU)
  • Neuropsychology
  • Advanced Neuropsychology
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Advanced Neuropsychology
Important Terms and Concepts, Tests, Lists
Week 1
Task impurity A task doesn’t only measure what you want
to measure, there will always be measured
more cognitive functions than just the one
you want.
Week 2
Frontal lobe syndrome All functional disorders (whether
dysexecutive or not), related to the presence
of a frontal cortex lesion
Dysexecutive disorder Cognitive, behavioral and emotional
dysexecutive function disorders, whatever
the location of the disease
Executive functioning This encompasses higher order cognitive
functions. It contains purposeful, goal-
directed behavior.
Model of diamond Framework that explains how cognitive
control processes develop and function. It
focuses on 4 key components of executive
functioning.
 Working memory Cognitive system that temporarily holds and
manipulates information to perform
cognitive tasks: learning, reasoning and
problem-solving
 Inhibitory control Ability to choose how to react and involves
suppressing responses/distractions to focus
on relevant information
o Interference control Ability to ignore distractions and focus on
relevant information
 Cognitive inhibition Ability to inhibit our thought and memories
 Selective or focused attention Inhibition at the level of attention
o Response inhibition Inhibition at the level of behavior
 Self-control Ability to manage and regulate one’s own
behavior
 Discipline Ability to maintain consistent effort and
adherence to goals or rules despite
temptations or distractions
 Cognitive flexibility Ability to adapt and switch between different
tasks or mental strategies. Being able to
think outside the box: creativity and ToM.
Operational task Stimulus-driven; not goal-directed but one of
the lower-level functions. It contains high
time-pressure, high structure and low
control.
e.g.: trail making task (cognitive flexibility)
Tactic task Memory driven. It contains average time-

, pressure, average structure and average
control.
e.g. Stroop (inhibitory control)
Strategic Strategy driven. Contains low time pressure,
low structure and high control.
e.g. tower of London (working memory)
Behavioral assessment of the A way to test EF more ecological valid by
dysexecutive syndrome trying to resemble the real life more than
test setting.
e.g. key search task, multiple errands task
(MET), or vVR
Latent variable analysis A statistical method that tries to identify
underlying factors that influence observed
variables
Unity Refers to the idea that all executive
functions share some common skills
(common ef)
e.g. both working memory and inhibition,
requires the common skill ‘attention’
Diversity While executive functions share common
skills, functions also have skills that are
unique to it.
e.g. updating and shifting
Idea of Diversity and Unity Executive functions are a combination of
(Friedman) what is common for all 3 executive functions
(common ef), and what is specific for that
executive function (updating and shifting)
E.g. while all ef’s use attention, working
memory specifically involves updating and
holding onto information, while inhibition
focuses on stopping unwanted actions.
Dorsal lateral pfc Higher order EF
Ventral medial pfc Emotion (social cognition)
Supervisory Attentional System Cognitive model of executive functions that
(SAS) focus on how we control and manage
complex tasks. It has 3 processes with
connection to frontal lobe.
 Energization Initiating and sustaining responses. Getting
yourself going and keeping up effort over
time.
- Superior medial frontal
- When impaired  apathy
 Task-setting Creating and managing a stimulus-response
relationship. Setting up and organizing how
you will respond to different stimuli.
- Left lateral frontal
- When impaired  organizational
problems
 Monitoring Checking performance and adjusting

, behavior when necessary. Keeping track of
your progress and correcting mistakes.
- Right lateral frontal
- When impaired  no error detection
Centralized control system One main brain region coordinates and
directs other regions, to manage complex
cognitive tasks and actions
Distributed control system Executive functions are a consequence of
the interaction between distributed
elements. Alle elements can be controlled
and be a controller.
Horizontal information flow Information is derived from neighbours, not
a central controller
Stigmergy Agents leave clues (output) that others then
follow
Feedback loops System uses feedback to adjust and refine
processes
Self-organization through simple Agents follow basic rules, making it robust
rules and adaptable
Quorum sensing When reaching a consensus (threshold),
decision for actions are made
Week 3
Awake surgery During awake surgery a patient is awake
and in this way there can be admistered
motor, language and cognitive tests
Object naming a task that is often used during awake
surgery to assess language areas. In the
task the patient is presented with a image,
and they have to answer to: ‘’this is a ….’’,
e.g. ‘’star’’
Language task a set of images, words, sentences that
patients are asked to respond to pre- or
intraoperatively. It is the specific activity
designed to measure that function.
e.g. object naming
Language function Underlying cognitive ability that you use to
break down the task.
e.g. object recognition (I see something red),
semantics (an apple is red), output lexicon
(finding the word) , articulation
Differences language task and Difference is that in a task there is a demand
function that you must perform. It is a specific
activity. While a function is the underlying
mental process to perform on that task. A
function is broader and not unique to a
specific activity and can play a role in
multiple tasks.
Language processing model of First model of language processing and said
Ojemann that different language functions, are

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