Samenvatting
Summary Neuroscience lectures + all the articles
- Vak
- Neuroscience
- Instelling
- Universiteit Leiden (UL)
A summary of all the 10 lectures of neuroscience and all the articles in English.
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Neuroscience summaryTable of contents
Lecture 1: introduction .................................................................................................. 3
Article The Basics of Brain Development by Joan Stiles and Terry L. Jernigan et al.
................................................................................................................................ 11
Lecture 2: perception and motor skills ....................................................................... 13
Article Visual Development by Janette Atkinson and Oliver Braddick et al. ........... 17
Article Motor Development by Ann Hallemans and Evi Verbeque et al. ................. 19
Article Nonverbal learning disability (developmental visuospatial disorder) Irene C.
Mammarella and Cesare Cornoldi et al. ................................................................. 20
Article Children with developmental coordination disorders: a review of approaches
to assessment and intervention by Jiaxin Gao and Wei Song et al. ....................... 21
Lecture 3: language and speech ................................................................................ 23
Article Typical language development by Judit Gervain ......................................... 28
Article Language disorders by Rhea Paul .............................................................. 28
Lecture 4: attention, memory and executive functioning ............................................ 30
Article Developing attention in typical children related to disabilities by Michael
Posner et al. ........................................................................................................... 47
Article Cognitive remediation for neurodevelopmental disabilities by Steve Majerus
................................................................................................................................ 48
Article Executive functions by Adele Diamond ....................................................... 49
Article Memory: Normative development of memory systems by Antoine Bouyeure
et al. ........................................................................................................................ 49
Lecture 5: emotion and social cognition ..................................................................... 51
Article Social cognition by Cindy Beaudoin ............................................................ 55
Article The Social Brain: Neural Basis of Social Knowledge by Ralph Adolphs ..... 56
Chapter 10 of Social Cognitive Dysfunction in Childhood and Adolescence: Social
Cognition Development and Socioaffective Dysfunction in Childhood and
Adolescence ........................................................................................................... 57
Lecture 6: assessment and treatment ........................................................................ 58
Article Neuropsychologic assessment by Alejandra Hüsser................................... 63
Article Principles of early intervention by Olena Chorna ........................................ 64
,Lecture 7: traumatic brain injury (TBI), brain tumors and brain infections .................. 65
Article Pediatric traumatic brain injury and abusive head trauma by Mathilde
Chevignard et al. .................................................................................................... 72
Article Epilepsy by Filipa Bastos et al. .................................................................... 73
Article Searching for effective components of cognitive rehabilitation for children
and adolescents with acquired brain injury: A systematic review by Christine Resch
et al. ........................................................................................................................ 74
Lecture 8: genetic disorders ....................................................................................... 76
Article Brain imaging in neurogenetic conditions: realizing the potential of
behavrioal neurogenetics research by Allan L. Reiss ............................................. 92
Article A review of neurocognitive functioning and risk for psychopathology in sex
chromosome trisomy (47,XXY, 47,XXX, 47, XYY) by Sophie van Rijn................... 93
Article Neurocognitive and behavioral development in young children (1–7 years)
with sex chromosome trisomy by Sophie van Rijn ................................................. 94
Article The 22q11.2 Deletion Syndrome as a Window into Complex
Neuropsychiatric Disorders Over the Lifespan by Rachel K. Jonas ....................... 95
Article Noonan Syndrome: Clinical Features, Diagnosis, and Management
Guidelines by Alicia A. Romano.............................................................................. 96
Lecture 9: autism and anxiety .................................................................................... 97
Article Autism spectrum disorder by Laurent Mottron ........................................... 102
Article cognitive behavioral therapy for anxiety and depression in children and
adolescents by Orri Smárason ............................................................................. 103
Article Neurobiological correlates of cognitions in fear and anxiety: A cognitive–
neurobiological information-processing model by Stefan G. Hofmann ................. 104
Lecture 10: disruptive and behavioral disorders ...................................................... 105
Article Attention deficit hyperactivity disorder by Kevin M. Antshel....................... 112
Article Childhood Antisocial Behavior: A Neurodevelopmental Problem by
Stephanie H.M.van Goozen ................................................................................. 113
,Lecture 1: introduction
The focus of the specialization will be on:
✓ Introduction of the topic: brain behavior model
✓ Functional domains: brain substrates related to the functional
domain, neuro-cognition and behavior. Illustrations with behavior
classifications related to the dysfunction.
✓ Specific neurological disorders: focus on diagnosis and treatment
What is clinical neuroscience?
• The study of neuroscience that focuses on the fundamental mechanisms that
underlie disorders and diseases of the brain and the central nervous system.
• It seeks to develop new ways of conceptualizing and diagnosing such
disorders and developing novel treatments.
You can look back at the lectures, they’re recorded.
Literature and PowerPoint are available during examination. Can’t bring your own.
They’re on your Chromebook.
• Answer in English
• Asking for escape rules…
Exam
• Open book in English
• Open questions: reasoning and using things, not knowing everything
Ø Order of assessment
• Facts and insights (example questions on BS)
• Bases on: powerpoint slides and literature
Paper
• In English
• Scientific paper about neuropsychological treaments, aimed to improve
neuropsychological dysfunction, related to specific neuro (developmental)
disorders.
• Two options:
1. Review of a neuro(developmental) disorder (ASD, TBI)
2. Review of a cognitive domain (language, memory)
Requirements
• 1500-2000 words….
• Quality papers, peer reviewed, at least 5 recent references (2015 and later)
Should include the following aspects:
• Theoretical background
• A clear question
• Relevance of the research question
• Description of the literature found in relation to the research
question/assignment
• Conclusion with a clearly substantiated answer to the question
• Implications: what can we do with this knowledge in practice?
Ø Pass or fail.
Ø Doesn’t have to finish paper before examination
,Today
1. Child neuropsychology
2. Functional neuroanatomy
3. Development of the brain
1) Child neuropsychology
Neuropsychology
• Relation between: brain structure/function <-> behavior: emotions &
cognition (you can observe this)
Clinical neuropsychology
• Relation between: Brain dysfunction <-> behavior disorders
• Inhibition of normal development because the disorder. It’s a disorder if it’s
interfering with the daily functioning.
• Try to look for explanations in the brain: what is happening? How can we help
to normalize or increase the function of the brain to help the quality of life of
the person?
Neuropsychological model
Phenotype (because of underlying genetic) – observable behavior
Endophenotype (neurocognitive outcome) (thoughts, emotions)
Expression in brain function + risk factors
Genotype (underlying genetic), brain function
Ø Above the line is seeable.
Ø Sometimes the treatment is not to the behavior, but underlying genetic.
Ø It might not come to expression when there is no risk profile/factor.
Ø We process information all day long, and we’re thinking how do we
respond? -> make decisions -> with endophenotype -> some
unconscious and some conscious.
Ø Some people can’t make decisions and control their actions. Not being
able to meet the daily situations you have to cope with. Some actions
are normal for children.
Ø The decision making is central in our profession. There is no behavior
without decision making and the brain.
Example
Learning problems
Memory dysfunction
E.g., hippocampus (asphyxia at birth)
Ø Hippocampus is vulnerable for asphyxia (not enough oxygen) at birth.
Ø You can ask this to parents in an interview.
Ø It’s a hypothesis, so you don’t tell parents this.
Ø You ask yourself: what could it be?
, Parents are happy when their children survive birth, so they’re so happy with them
whatever happens. Narrative of parents on the behavior of children, is not reliable.
So, ask the teacher. And observe the child.
ADHD
Hyperactivity, impulsivity, attention problems
Attention regulation problems & inhibition (EF)
80% genetic
Attention network
Orientation network
Executive network
Ø Often children have a parent with these symptoms.
Ø The symptoms are normal child and adult behavior, it is only a problem
when it’s interfering daily life.
Ø In assessment: look for the part in information processing that has
difficulties
Ø In interview, because 80% genetic: which one does the same profile or
do you recognize it?
Ø Plan of intervention
Ø Inhibition: top-down control of behavior.
Ø Discriminate if it’s really a problem or normal child behavior.
Three important networks in the brain
• Attention network: choosing what you listen to, or if you’re awake etc. Needs
different parts of the brain to function well.
• Orientation network: important if you have to adapt to a situation. Be aware
what’s expected from you. Depended on visual information.
Ø Difficult to function socially when not seeing.
• Executive network: make it possible to concentrate if you choose to.
The function of the network that it is problematic, you have to support. And we always
have hypothesis.
Brain – behavioral pathways
Behavior problems
Neurocognitive (dys)functions e. environment
Brain (dys)functions
Neurocognitive functions
• Cognitive functions linked to the function of particular brain areas neural
pathways or cortisol networks in the brain.
- Perception is one of the basics
- Attention
- EF
- Memory
- Motor skills
- Social cognition
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