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Developmental Neuropsychology | Full Exam Notes | Utrecht University | A+ Study Guide €8,99
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Developmental Neuropsychology | Full Exam Notes | Utrecht University | A+ Study Guide
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In-depth exam summaries covering all topics related to the Developmental Neuropsychology Module. Including: Dimensions of Theory & Practice; Cerebral Development; Cognitive Development; Recovery from early brain insult – plasticity / early vulnerability; ADHD & AUTISM, Specific Language Impairmen...

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  • 27 februari 2024
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  • 2023/2024
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Developmental Neuropsychology Chapter Notes:
Chapter 1: Dimensions of Theory & Practice
-Child neuropsychology = brain-behaviour relationships in dynamic context
-Brain insult in childhood = rapidly evolving system  alteration of normal developmental processes at neurological & cognitive
level  advantages & disadvantages  emore flexible & capable of transferring functions = minimal loss of function OR less
able to support efficient attention, memory and learning skills = greater gap between peers
-Address totality of the child (physical, cognitive, psychosocial experiences) = interact to influence recovery  dynamic path of
maturation potential of disruption at various stages
-Dimensions of child neuropsychology = foundations from adult models (cerebral localization and integrated brain systems) 
= static, mature, unable to accommodate dynamic early cerebral pathology (insufficient)
-Developmental neurology + cognitive psychology map expected changes in child CNS  growth spurts in CNS + increments in
cognitive abilities
-Neuro-dimension: CNS in early gestation ongoing development in infancy & childhood
- Prenatal: Structural formation (basic hardware)  interruptions = structural abnormalities (dysplasia, spina bifida,
dandy-walker syndrome, AgCC)
- Postnatal development: elaboration of CNS (connectivity)  continues into adolescence (incl. dendritic arborization,
myelination, biochemical changes)  greatest maturation in anterior cerebral areas (hierarchically: posterior/anterior)
 step-wise model of development rather than gradual progression (early infancy, 7-10 yrs, early adolescence)
- CNS injury/insult = infection, environmental factors (malnutrition, sensory deprivation, toxins)
- Dose-response relationship: severe cerebral pathology = greater neuropsychological impairment
- Acquired Disorders = generalized (TBI, HYD, infection, metabolic disorder)/ Focal disorders (e.g. tumor, stroke = rare)
- Specific impairments (aphasias/apraxias) less common in kids  generalized disturbances of information processing
(attention, memory, psychomotor skills, EFs) more common
- Discrepancy in recovery between adults & children  long-term recovery patterns differ in favor of more mature brain
- Plasticity = damage to immature brain = less significant disability than equivalent insults in adults
- Increased Vulnerability = little advantage for immature CNS
- Transfer of function = cognitive functions subsumed by damaged brain tissue have capacity to transfer to healthy tissue
 influenced by timing (pre/post natal) and nature (focal/generalized) of insult
- Prenatal CNS damage may not result in functional transfer but skills may be maintained ineffectually by damaged tissue
 developmental delays
- Transfer of skills = crowding leading to generalized depression of neuropsychological functions
- Childhood CNS insult may not be static but may interrupt ongoing maturation in a variety of ways detrimental to long-
term outcomes.
- electrophysiological and radiological techniques  measure rate & localization of development over time  map
cerebral activation in young children + directly describe brain correlates  formulate developmental theories 
minimize removal of functional tissue  EEGs/ERPs measure temporal aspects of cerebral function  EEG = epilepsy +
sleep  ERP = sensory / information processing
-Cognitive dimension: early models of cognitive development focus on Piagetian theory  hierarchical/stage-like process 
preset series of developmental stages (some variation in timing)  quality and level of thinking are key characteristics to
change and progress Increase symbolic thought & ability to deal with complex information
- Premotor (birth-2yrs) simple motor & sensory activities, little abstract thought  gradual object permanence (WM)
- 2 yrs = symbolic thought (language, communication, imagery)  higher level = limited  unidimensional & egocentric
- Operational thought (7yrs) reasoning/problem-solving  multiple dimensions, mental transformations, emerge EFs
- Formal operations: fully established in early adolescence
- Transitions evident on standard neuropsychological measures  timing of growth spurts in myelination, metabolic and
electrical activity are roughly consistent with cognitive progressions
- Theory of generalized progression of cognitive skills through childhood  different rates and progressions in specific
domains (motor vs language)  development of individual cognitive modalities is not independent
- Rather domain-specific development occurs in cooperation with similar maturation in other systems – (WM & IP)
- multidimensional relation between memory, processing speed, and EFs are jointly responsible for age-related progress.
- Neuropsychological impairment measured against age-appropriate expectations  plot development of cognitive skills
through childhood, identify deviations from expected patterns, formulate diagnosis + treatment  normative data
- Adult tests for evaluating developing cognitive skills is problematic  do not necessarily measure the same skills
children may achieve similar end points using different brain networks or perform poorly due to cognitive deficits
- Interpretation of test performance as indicative of impairments in higher-order skills is problematic in kids  poor
performance may reflect expected developmental progress or impairment of lower-order skills or age-appropriate
immaturity of higher order skills.
- Cognitive developmental theory posits that EFs may be developing in infancy but not measurable until late childhood 
cannot reliably identifying deficits until later when they should be present and accessible
- 12 might show deficits when impairments have emerged at the time of developmental expectations (leading to
functional dependence)  child may grow into their cognitive deficits as the brain matures (does not necessarily reflect
a deterioration in cognitive skills) – may be a consequence of early cerebral insult.

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