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Developmental Neuropsychology Written Report () - Utrecht University

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201800818 (201800818)

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Universiteit Utrecht (UU)

Written report as part of the Developmental Neuropsychology module. Covering Theory and Practical aspects. Covering: >>Theory Part 1: Tasks & Neurocognitive Functions, Broad/Distinct Functions, Development of Cognitive Functions & Neurological Correlates, Developmental Neuropsychological Ta...

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Geupload op 27 februari 2024
Aantal pagina's 19
Geschreven in 2023/2024
Type Case uitwerking
Docent(en) Chris dijkerman
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cognitive functions
clinical assessment
child development
brain
case study
developmental neuropsychology
neuropsychological testing

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Assignment Developmental Neuropsychology

Masters Neuropsychology
University of Utrecht

Course: Developmental Neuropsychology
Course code: 201800818

Students:
Athena Haggiyannes, 9436620

Lecturer(s):
Dr. Lex Wijnroks
Dr. Chris Dijerkman

,Table of Contents
Theory Part One ........................................................................................................................ 3
Task & Neurocognitive Functions................................................................................................... 3
Broad Construct or Distinct Functions .......................................................................................... 3
Development of Cognitive Functions and Neurological Correlates ............................................. 4
Developmental Neuropsychological Tasks ..................................................................................... 5
Validity and Reliability .................................................................................................................... 5
Clinical Group Difficulties ............................................................................................................... 6
Conclusion ......................................................................................................................................... 7
Practical Part Two .................................................................................................................... 8
Background ....................................................................................................................................... 8
Presentation ....................................................................................................................................... 8
Administration .................................................................................................................................. 8
Results ................................................................................................................................................ 9
Table 1 ................................................................................................................................................ 9
Conclusions...................................................................................................................................... 10
References ............................................................................................................................... 12
Appendix A .............................................................................................................................. 15
Appendix B .............................................................................................................................. 16
Appendix C .............................................................................................................................. 17
Appendix D .............................................................................................................................. 18
Appendix E .............................................................................................................................. 19

, Theory Part One
Part One will describe the cognitive functions and associated brain areas of three
neuropsychological tasks. It will address the reliability and validity of testing in children and
how clinical groups may show differential performance.
Task & Neurocognitive Functions
The Apple Task involves navigating through fruit images to find as many red apples
in 60 seconds. It assesses processing speed and visual perception. Processing speed is the
time required for the brain to process and/or respond to stimuli; while visual perception is the
ability to perceive, interpret and process information through the eyes (Farroni & Menon,
2008).
The Dog Task presents images on a screen which appear in fast succession for 90
seconds. The child must say yes to an object but say nothing to the dog. It assesses processing
speed and inhibition. Inhibition is the ability to control automatic responses and respond
based on goals (Simpson & Riggs, 2006). Twenty of the sixty images are of the dog,
therefore, it reflects the Stop-Signal paradigm where the target stimulus is frequently
represented, with occasional response suppressions (Johnstone et al., 2007).
The Animal Task reverses the rule of the Dog task: the child says nothing to an object
and says yes to an animal. Thus, when performed consecutively the Animal task measures
working memory (WM) and cognitive flexibility. WM is the ability to hold and employ
information in short-term; while cognitive flexibility is the capacity to adapt behaviour
according to goals (Anderson, 2002).
The Animal task lasts 5 minutes and primarily measures inhibition and sustained
attention. It reflects the Continuous Performance Task (CPT) which measures lapses in
attention via errors, making it more contingent upon attentional control than inhibition
(Roebuck et al., 2016). Attentional control requires focusing and shifting attention while
sustained attention requires maintaining concentration over time (Helton, 2009).
Broad Construct or Distinct Functions
The main functions assessed in each task reflect distinct and overlapping concepts
which make them difficult to piece apart. The current literature agrees that visual perception,
attention, processing speed and EFs are distinct processes each with their own developmental
trajectory, subcomponents and affected brain regions (Anderson et al., 2019). However, the
concept of attentional control falls between basic attention and EFs; thus it relies on
foundational skills of attention to support higher-order processes (Salimpoor & Desrocher,
2006). Furthermore, there is a multidimensional relationship between EFs and processing

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