Teleneuropsychology (Telenp) in Response to COVID-19: Practical Guidelines to Balancing Validity Concerns with Clinical Need
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A Psychological Approach to Musical Form: the Habituation–Fluency Theory of Repetition
A Psychological Approach to Musical Form: The Habituation–Fluency Theory of Repetition David Huron With the possible exception of dance and meditation, there appears to be nothing else in common human experience that is comparable to music in its repetitiveness (Kivy 1993; Ockelford 2005; Margulis 2013). Narrative arti- facts like movies, novels, cartoon strips, stories, and speeches have much less internal repetition. Even poetry is less repetitive than music. Occasionally, architecture can approach music in repeating some elements, but only some- times. There appears to be no visual analog to the sort of trance–inducing music that can engage listeners for hours. Although dance and meditation may be more repetitive than music, dance is rarely performed in the absence of music, and meditation tellingly relies on imagining a repeated sound or mantra (Huron 2006: 267). Repetition can be observed in music from all over the world (Nettl 2005). In much music, a simple “strophic” pattern is evident in which a single phrase or passage is repeated over and over. When sung, it is common for successive repetitions to employ different words, as in the case of strophic verses. However, it is also common to hear the same words used with each repetition. In the Western art–music tradition, internal patterns of repetition are commonly discussed under the rubric of form. Writing in The Oxford Companion to Music, Percy Scholes characterized musical form as “a series of strategies designed to find a successful mean between the opposite extremes of unrelieved repetition and unrelieved alteration” (1977: 289). Scholes’s characterization notwithstanding, musical form entails much more than simply the pattern of repetition. -
Brain Potentials Associated with Expected and Unexpected Good and Bad Outcomes
Psychophysiology, 42 (2005), 161–170. Blackwell Publishing Inc. Printed in the USA. Copyright r 2005 Society for Psychophysiological Research DOI: 10.1111/j.1469-8986.2005.00278.x Brain potentials associated with expected and unexpected good and bad outcomes GREG HAJCAK,a CLAY B. HOLROYD,b JASON S. MOSER,a and ROBERT F. SIMONSa aDepartment of Psychology, University of Delaware, Newark, Delaware, USA bDepartment of Psychology, University of Victoria, Victoria, British Columbia, Canada Abstract The error-related negativity (ERN) is an event-related brain potential observed when subjects receive feedback in- dicating errors or monetary losses. Evidence suggests that the ERN is larger for unexpected negative feedback. The P300 has also been shown to be enhanced for unexpected feedback, but does not appear to be sensitive to feedback valence. The present study evaluated the role of expectations on the ERN and P300 in two experiments that ma- nipulated the probability of negative feedback (25%, 50%, or 75%) on a trial-by-trial basis in experiment 1, and by varying the frequency of positive and negative feedback across blocks of trials in experiment 2. In both experiments, P300 amplitude was larger for unexpected feedback; however, the ERN was equally large for expected and unexpected negative feedback. These results are discussed in terms of the potential role of expectations in processing errors and negative feedback. Descriptors: Expectations, Feedback, Event-related brain potential, Error-related negativity, Ne, P300, Reinforce- ment learning, Response monitoring A number of recent event-related brain potential (ERP) studies ing the presentation of negative feedback (cf. Ruchsow, Grothe, have focused on neural activity related to errors and negative Spitzer, & Kiefer, 2002; see Nieuwenhuis, Holroyd, Mol, & feedback. -
Psychology Transition Work
Induction Work for Psychology Name__________________________________________ This booklet contains some tasks and activities to prepare you for your study of the truly amazing subject of Psychology . Please work through these tasks, read the material given to you, answer any questions, visit the websites described plus others that your own interest/research may lead you to. Watch the videos suggested and make detailed notes. You will need to continue your answers on extra paper for some of the questions. Please make sure you have completed this booklet by the deadline given to you for Summer Work. Task 1 Write a letter to your Psychology teachers. Explain why you would like to study psychology. Tell us about yourself- what are your interests and hobbies, what do you like reading, do you have any ambitions for the future in terms of future studies or a career. Task 2 Please look at this website and choose an article that you find interesting. https://www.bbc.co.uk/news/topics/cz4pr2gdge5t/psychology Write a critical review of the article. Cover these bullet points • What the article was about • How useful you found any images, tables, diagrams • Your understanding of the topic having read the article • What you could do next to find out more about this topic. 1 Task 3 A. Read the following article on the History of Psychology and if possible, do your own research into this using the internet. B. HIGHLIGHT KEY FACTS in this article and create an illustrated factsheet that clearly explains how psychology has developed over the past 150 years. -
The Benefits of Stimulus-Driven Attention for Working Memory
Journal of Memory and Language 69 (2013) 384–396 Contents lists available at SciVerse ScienceDirect Journal of Memory and Language journal homepage: www.elsevier.com/locate/jml The benefits of stimulus-driven attention for working memory encoding ⇑ Susan M. Ravizza a, , Eliot Hazeltine b a Department of Psychology, Michigan State University, United States b Department of Psychology, University of Iowa, United States article info abstract Article history: The present study investigates how stimulus-driven attention to relevant information Received 18 July 2012 affects working memory performance. In three experiments, we examine whether stimu- revision received 30 May 2013 lus-driven attention to items can improve retention of these items in working memory. Available online 22 June 2013 Lists of phonologically-similar and dissimilar items were presented at expected or unex- pected locations in Experiment 1. When stimulus-driven attention was captured by items Keywords: presented at unexpected locations, similar items were better remembered than similar Verbal working memory items that appeared at expected locations. These results were replicated in Experiment 2 Attentional capture using contingent capture to boost stimulus-driven attention to similar items. Experiment Short term memory 3 demonstrated that stimulus-driven attention was beneficial for both similar and dissim- ilar items when the latter condition was made more difficult. Together, these experiments demonstrate that stimulus-driven attention to relevant information is one mechanism by which encoding can be facilitated. Ó 2013 Elsevier Inc. All rights reserved. Introduction strated in research examining the detrimental effects on WM performance when stimulus-driven attention is cap- Working memory (WM) keeps information in an active tured by irrelevant distractors (Anticevic, Repovs, Shul- state for a short period of time so that it can be readily ac- man, & Barch, 2009; Majerus et al., 2012; Olesen, cessed and manipulated in the service of immediate task Macoveanu, Tegner, & Klingberg, 2007; West, 1999). -
List of Psychological Tests Material Was Prepared for Use As an Aid in Handling Requests for Psychological Testing
List of Psychological Tests Material was prepared for use as an aid in handling requests for psychological testing. The minutes allocated for each test include administration, scoring and write up. Determination of the medical necessity of psychological tests always requires consideration of the clinical facts of the specific case to assure that tests given are a cost-effective means of determining the appropriate treatment for the individual patient and are related to the diagnosis and treatment of covered mental health conditions. INSTRUMENT TYPE AGE MINUT COMMENTS ES 16 Personality Factor Questionnaire (16-PF) Personality 16+ 30 35-60 min per Tests in Print for admin time only ABEL Screen Sexual Interest Adol + 120 Primarily forensic in nature: may not be covered Achenbach System of Empirically Based Assessment 60 Preschool Module Behav Rating Scale 1.5-5 10 Caregiver-Teacher Report Form Behav Rating Scale 1.5-5 10 Child Behavior Checklist (CBCL) Behav Rating Scale 1.5-5 15 Teacher Report Form Behav Rating Scale 6-18 20 Youth Self-Report (YSR) Behav Rating Scale 11-18 20 ACTeERS-ADD-H Comprehensive, Teachers Rating Scale Behav Rating Scale 5 – 13 15 Adaptive Behavior Assessment System (ABAS II) Behav Rating Scale 0-89 30 Adaptive Behavior Scale (ABS) Developmental 3-18 30 ADHD Rating Scale Behav Rating Scale 4 – 18 15 Adolescent Anger Rating Scale Behav Rating Scale 11-19 15 Adolescent Apperception Cards Projective Personality 12 – 19 60 Adult Behavior Checklist (ABCL) Behav Rating Scale 18-89 30 Admin. Time 20 min. + 10 min. for scoring, interpretation, write up. Adolescent Psychopathology Scale Personality Child-adult 60 Alzheimer’s Quick Test (AQT) Neuro Adult 10 Amen System Checklist Behav Rating Scale Adult 15 Animal Naming Neuro Child-adult 10 Aphasia Screening Test (Reitan Indiana) Neuro 5+ 30 Asperger’s Syndrome Diagnostic Scales (ASDS) Rating scale 5-18 20 Attention Deficit Disorder Eval. -
Rehabilitation Information Pack a Range of Products from Pearson Assessment for Professionals Working in the Area of Rehabilitation
Rehabilitation Information Pack A range of products from Pearson Assessment for professionals working in the area of rehabilitation The Functional UK Administration and Scoring Manual TFL S Living Scale UK Edition Examiner’s Manual C. Munro Cullum Myron F. Weiner Kathleen C. Saine www.pearsonclinical.co.uk Welcome... Introducing our 2013 Rehabilitation Information Pack Dear Colleague, Pearson (Assessment) is one of the UK’s leading publishers of standardised assessments. Our tests are used by a number of professionals in both health and education settings and we strive to develop and distribute tools that are timely and in line with good practice guidelines. For example, we are mindful of targets set by the Department of Health, for the early recognition of debilitating neurological and cognitive disorders including dementia and the aim for ‘two-thirds of people with dementia [to be] identified and given appropriate support by 2015’. In this pack you will find a range of products that can aid you inidentifying cognitive impairments and assist you in the evaluation of your clients; helping you to plan intervention strategies and enhance your evidence- based practice. Among these assessments is the new Brief Cognitive Status Exam (BCSE) which is designed to assess a client’s cognitive ability quickly and reliably, and the RBANS™ - Update which can be used as a stand-alone “core” battery for the detection and characterization of dementia in the elderly. Together with early diagnosis, assessment of activities of daily living can be vital in assisting service users maintain independence or return to everyday life. The UK-normed Rivermead Behavioural Memory Test- Third Edition, Rookwood Driving Battery and The Functional Living Scales – UK Version all have excellent ecological validity which places assessment in real life context; making the results more meaningful to you as a professional, and your clients. -
Psychophysiological Responses of Older Adults to an Anxiety -Evoking Stimulus
Graduate Theses, Dissertations, and Problem Reports 2000 Psychophysiological responses of older adults to an anxiety -evoking stimulus Angela W. Lau West Virginia University Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Lau, Angela W., "Psychophysiological responses of older adults to an anxiety -evoking stimulus" (2000). Graduate Theses, Dissertations, and Problem Reports. 1202. https://researchrepository.wvu.edu/etd/1202 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Psychophysiological Responses of Older Adults to an Anxiety-Evoking Stimulus Angela W. Lau Dissertation submitted to the Eberly College of Arts and Sciences at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology Kevin T. Larkin, Ph.D., Chair Barry A. Edelstein, Ph.D. B. Kent Parker, Ph.D. Eric D. Rankin, Ph.D. Joseph R. Scotti, Ph.D. Department of Psychology Morgantown, West Virginia 2000 Keywords: Older Adults, Anxiety, Heart Rate, Skin Conductance, Blood Pressure Copyright 2000 Angela W. -
The Relation Between Intelligence and Adaptive Behavior: a Meta-Analysis
The Relation between Intelligence and Adaptive Behavior: A Meta-Analysis by Copyright 2017 Ryan M. Alexander Ed.S., University of Kansas, May 2013 B.S., Brigham Young University, May 2006 Submitted to the graduate degree program in Educational Psychology and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy ________________________________ Matthew R. Reynolds, Ph.D., Chair ________________________________ Steven W. Lee, Ph.D. ________________________________ Vicki Peyton, Ph.D. ________________________________ Christopher R. Niileksela, Ph.D. ________________________________ Paul L. Markham, Ph.D. Date Defended: May 11 th , 2017 The Dissertation Committee for Ryan M. Alexander certifies that this is the approved version of the following dissertation THE RELATION BETWEEN INTELLIGENCE AND ADAPTIVE BEHAVIOR: A META- ANALYSIS ________________________________ Matthew R. Reynolds, Ph.D., Chair Date approved: May 11 th , 2017 ii ABSTRACT Intelligence tests and adaptive behavior scales measure vital aspects of the multidimensional nature of human functioning. Assessment of each is a required component in the diagnosis or identification of intellectual disability, and both are frequently used conjointly in the assessment and identification of other developmental disabilities. The present study investigated the population correlation between intelligence and adaptive behavior using psychometric meta- analysis. The main analysis included 148 samples with 16,468 participants overall. Following correction for sampling error, measurement error, and range departure, analysis resulted in an estimated population correlation of ρ = .51. Moderator analyses indicated that the relation between intelligence and adaptive behavior tended to decrease as IQ increased, was strongest for very young children, and varied by disability type, adaptive measure respondent, and IQ measure used. -
Geriatric Performance on an Abbreviated Version of the Boston Naming Test
Applied Neuropsychology Copyright # 2007 by 2007, Vol. 14, No. 3, 215–223 Lawrence Erlbaum Associates, Inc. Geriatric Performance on an Abbreviated Version of the Boston Naming Test Angela L. Jefferson Alzheimer’s Disease Center & Department of Neurology, Boston University School of Medicine, Boston, Massachusetts, USA Sarah Wong and Talia S. Gracer Alzheimer’s Disease Center & Department of Neurology, Boston University School of Medicine, Boston, MA and Department of Psychology, Tufts University, Medford, Massachusetts, USA Al Ozonoff Department of Biostatistics, Boston University School of Public Health, Boston, Massachusetts, USA Robert C. Green Alzheimer’s Disease Center & Department of Neurology, Boston University School of Medicine, Boston, MA and Department of Epidemiology, Boston University School of Public Health, Boston, Massachusetts, USA Robert A. Stern Alzheimer’s Disease Center & Department of Neurology, Boston University School of Medicine, Boston, Massachusetts, USA Abbreviated neuropsychological protocols are increasingly utilized secondary to time- constraints within research and healthcare settings, yet normative data for these abbrevi- ated instruments are lacking. We present geriatric performances and normative data for the Boston Naming Test 30-item even version (BNT-30). Data were utilized from the BU-ADCC registry (n ¼ 441, ages 55–98) and included 219 normal controls (NC), 155 participants with mild cognitive impairment (MCI), and 67 participants with Alzheimer’s disease (AD). The NC group (M ¼ 28.7, SD ¼ 1.8) significantly outperformed both MCI (M ¼ 26.2, SD ¼ 4.4) and AD (M ¼ 22.1, SD ¼ 4.8) groups, and the MCI group outperformed the AD group. Normative data generated for the NC participants revealed a significant between-group difference for sex (males M ¼ 29.1, SD ¼ 1.7; females M ¼ 28.4, SD ¼ 1.8) and race (White M ¼ 28.8, SD ¼ 1.7; African American M ¼ 27.5, SD ¼ 2.1). -
Frontotemporal Dementia, Semantic Dementia, and Alzheimer’S Disease: the Contribution of Standard Neuropsychological Tests to Differential Diagnosis
Frontotemporal Dementia, Semantic Dementia, and Alzheimer’s Disease: The Contribution of Standard Neuropsychological Tests to Differential Diagnosis J. Diehl, MD, A.U. Monsch, PhD, C. Aebi, PhD, S. Wagenpfeil, PhD, S. Krapp, T. Grimmer, MD, W. Seeley, MD, H. Förstl, MD, and A. Kurz, MD ABSTRACT CERAD-NAB (Consortium to Establish a Registry for Alzheimer’s Disease–Neuropsychological Assessment Battery) data were compared between 51 patients with frontotemporal dementia, 13 with semantic dementia, and 69 with Alzheimer’s disease. There were statistically significant differences between the 3 groups. Compared with patients with Alzheimer’s disease, patients with frontotemporal dementia were more impaired on Animal Fluency but not on any other CERAD-NAB subtest. Patients with semantic dementia performed worse in Animal Fluency and Boston Naming Test compared with frontotemporal dementia and Alzheimer’s disease. Multiple logistic regression analysis revealed that in the differentiation between frontotemporal dementia and Alzheimer’s disease, the combination of Animal Fluency and Boston Naming Test correctly classified 90.5% of patients. In segregating semantic dementia and Alzheimer’s dis- ease, the combination of Boston Naming Test and Mini Mental State Examination resulted in a correct classification of 96.3%. These findings demonstrate that the Mini Mental State Examination and the language subtests of the CERAD- NAB are valuable clinical instruments for the differential diagnosis between early frontotemporal dementia, semantic dementia, and Alzheimer’s disease. (J Geriatr Psychiatry Neurol 2005; 18: 39–44) Keywords: frontotemporal dementia; semantic dementia; differential diagnosis; CERAD-NAB; Boston Naming test; animal fluency Frontotemporal dementia (FTD) semantic dementia (SD), Received March 1, 2004. -
Evaluating Intellectual Disability: Clinical Assessments in Atkins Cases James W
Hofstra Law Review Volume 46 | Issue 4 Article 8 6-1-2018 Evaluating Intellectual Disability: Clinical Assessments in Atkins Cases James W. Ellis Caroline Everington Ann M. Delpha Follow this and additional works at: https://scholarlycommons.law.hofstra.edu/hlr Part of the Law Commons Recommended Citation Ellis, James W.; Everington, Caroline; and Delpha, Ann M. (2018) "Evaluating Intellectual Disability: Clinical Assessments in Atkins Cases," Hofstra Law Review: Vol. 46 : Iss. 4 , Article 8. Available at: https://scholarlycommons.law.hofstra.edu/hlr/vol46/iss4/8 This document is brought to you for free and open access by Scholarly Commons at Hofstra Law. It has been accepted for inclusion in Hofstra Law Review by an authorized administrator of Scholarly Commons at Hofstra Law. For more information, please contact [email protected]. Ellis et al.: Evaluating Intellectual Disability: Clinical Assessments in Atkin EVALUATING INTELLECTUAL DISABILITY: CLINICAL ASSESSMENTS IN A TKINS CASES James W. Ellis * CarolineEverington ** Ann M Delpha *** ABSTRACTt The intersection of intellectual disability and the death penalty is now clearly established Both under the US. Supreme Court's constitutional decisions and under the terms of many state statutes, individual defendants who have that disability cannot be sentenced to death or executed. It now falls to trial, appellate, and post-conviction * James W. Ellis is a Distinguished University Professor and Professor of Law at the University of New Mexico School of Law. He has served as President of the American Association on Mental Retardation (now the American Association on Intellectual and Developmental Disabilities), and as Law Reporter for the American Bar Association's Criminal Justice Mental Health Standards project. -
Comparing Methods to Evaluate Cognitive Deficits in Commercial Airline Pilots
Comparing Methods to Evaluate Cognitive Deficits in Commercial Airline Pilots Joshua Potocko, MD/MPH UCSF Occupational and Environmental Medicine Residency 30 Min Background Philosophy Scope Comparisons Evidence Review: Example Questions for the Group BACKGROUND LCDR Joshua R. Potocko, MC (FS/FMF), USN “The views expressed in this presentation reflect the results of research conducted by the author and do not necessarily reflect the official policy or position of the Department of the Navy, Department of Defense, nor the United States Government.” Potocko’s 6 Proclamations: Certain baseline cognitive functions decline with age. Within an individual, these declines are difficult to predict. Between individuals, different types of decline are variable. Understanding the following are critically important to aviation safety: Age-related declines Temporary disturbances in cognitive function, Stable (or progressive) baseline disturbances due to injury, illness, disease, medication, and substance use. When does cognitive dysfunction become unsafe? Cognitive Function Typical, Normal, Adequate, Average Cognitive Inefficiency Circadian, Fatigue, Mood, Stress Cognitive Deficiency Injury, Illness, Meds, Substances Cognitive Disability Above plus regulatory decisions => requires safety factor Baseline New Baseline Unfit Period Injury Illness Meds Baseline Progressive Decline Age XX? Permanently Unfit Disease? PHILOSOPHY Research Question: What is the “best” way to evaluate cognitive deficits in airline pilots? Best: historical? expert opinion?...or