Neuropsychology

EXAM 1

Lesion

Any abnormal change or demurrage to brain tissue, often seen on imaging. It can be caused by injury, infection, stroke, tumor, ect.

Infarct

Area of dead brain tissue caused by a lack of blood supply, usually from blockage (ischemia).

Ischemic stroke

caused by a clogged blood vessel, leading to a lack of oxygen and cell death

Hemorrhagic stroke

caused by a ruptured blood vessel, leading to bleeding in/around brain

Hematoma

A collection of blood outside of vessels (like a bruise in the brain) due to trauma or rupture.

Ruptured Aneurysm

A burst weakened blood vessel that causes bleeding, often leading to a hemorrhagic stroke.

Coup

Brain injury at the site of impact.

Contrecoup

Injury on the opposite side of the impact, from the brain rebounding inside the skull.

Necrosis

Cell or tissue death caused by disease, injury, or lack of oxygen.

Atrophy

Wasting away or shrinkage of brain tissue, often from aging, disease (e.g., Alzheimer’s), or disuse.

Edema

Swelling of the brain due to fluid buildup, often after injury or stroke. Can increase pressure and cause further damage.

Lateralization of function

The idea that certain functions are more dominant in one hemisphere of the brain (e.g., language is usually left-sided).

Midline shift

A shift of the brain’s central structures to one side, usually due to swelling, bleeding, or a mass—a serious sign of pressure inside the skull.

Association

• When two functions are impaired together after a brain lesion.

  • Suggests they may rely on shared or overlapping brain systems.

  • Example: A patient with damage to Broca’s area has both speech production and grammatical processing issues → these functions may be associated.

Dissociation

• When one function is impaired, but another is spared.

  • Shows that the two functions are at least partially independent.

  • Example: A patient can speak fluently but can’t understand language → suggests separate systems for language production and comprehension.

Double-Dissociation

• Patient A: Function X impaired, Function Y intact

• Patient B: Function Y impaired, Function X intact

  • This provides strong evidence that the two functions rely on different brain areas.

• Example:

  • Patient A (damage to Broca’s area): Can’t speak, but understands.

  • Patient B (damage to Wernicke’s area): Can speak fluently, but can’t understand.

Disconnection syndrome

• A condition where brain functions are disrupted not because a region is damaged, but because the connections between regions are cut off.

  • The "wires" are cut, not necessarily the "processors".

• Example: Split-brain syndrome—cutting the corpus callosum disconnects the two hemispheres, affecting how they share information.

• Issue in axons connecting regions rather than regions itself 

  • Damage to white matter communication 

Quantitative

• Assessment that focuses on numbers and scores.

  • Uses standardized tests to measure cognitive abilities (e.g., memory, attention).

  • Results are compared statistically to norms.

• Done by technician or neuropsychologist (interpreting done by neuropsychologist)

  • Standardized - test everything

  • Advantage : doesnt take extensive expertise, compare numerical scores to larger data, avoid confirmation bias, data can be used in large term studies

Qualitative (MANLEY, ET. AL)

• Assessment that focuses on how a person performs tasks.

  • Looks at behavioral patterns, problem-solving strategies, and errors.

  • Gives context that numbers alone may miss.

• Needs to be done by neuropsychologist 

  • Need expose and experience to be able to draw conclusions and charge trajectory of tests 

  • Hypothesis testing

    • Can pinpoint where they think damage may be and give specific tests based on observation 

    • Could miss out on things because it wasnt thought of inititaliy

    • Cares about process/how they did task

Composite score

• A combined score made up of multiple related test scores.

  • Gives an overall picture of a domain (e.g., a memory composite from verbal and visual memory tests).

Normative comparison group

• A group of people (same age, education, etc.) used as a benchmark.

  • Test scores are compared to this group to see if a person is above, below, or within normal range.

Explicit and implicit biases

• Explicit bias: Conscious attitudes or stereotypes that affect assessment.

• Implicit bias: Unconscious beliefs that can still influence interpretation or treatment.

• Must be recognized to avoid unfair assessments.

Semi-structured qualitative interviews

• An interview method using open-ended questions guided by a loose structure.

  • Combines flexibility with consistency.

  • Useful for understanding cultural background, beliefs, and context during assessments.

Selection bias

• Occurs when the sample in a study or test group isn't representative of the general or target population.

• In neuropsychology, tests normed mostly on white, English-speaking participants may not apply well to BIPOC individuals.

Informed consent

• The patient must be told:

  • What the assessment involves,

  • Any risks or benefits

  • That participation is voluntary.

  • They must agree freely.

Midline shift

• A shift of the brain’s central structures to one side, usually due to swelling, bleeding, or a mass a serious sign of pressure inside the skull.