Download Learning Objectives

Chapter 1
Learning Objectives

To obtain an appreciation for the historical aspects of neuropsychology, from antiquity to the
decade of the brain, in order to understand the progression of how scholars at various times have
conceptualized brain functioning.
To understand early theories on brain functioning, especially as they relate to theories promoting
the specific localization of functioning in the brain, as opposed to those that promote a more
generalized approach to brain functioning.
To learn about integrated approaches to neuropsychology, particularly the functional model
suggested by Russian neuropsychologist Alexander Luria.


Chapter 2
Learning Objectives



To be able to list the advantages and disadvantages of the major imaging techniques of the brain.
To be able to discuss the differences of MRI, EEG, and PET.
To understand the role of the neuropsychologist in the context of modern methods of
investigating the brain.
Chapter 3
Learning Objectives



To understand the different psychometric concepts of reliability, validity, and base rates in
neuropsychological assessment.
To be able to review the different functional areas of neuropsychological assessment,
including orientation, motor, and so on.
To learn the different approaches to neuropsychological test interpretation.
Chapter 4
Learning Objectives







To learn the anatomical structure and function of the neuron.
To learn the difference between the functioning of neurons and glial cells
To learn how neurons communicate with each other and how such communication can result in
behavior or the absence of behavior.
To understand the major groups of neurotransmitters found in the brain and how they influence
neuronal communication.
To obtain an appreciation of the limitations of neurons.
To learn the situations in which CNS neurons may repair or regenerate.
To learn about clinical manifestations of neuronal dysfunctioning: as in Multiple sclerosis (MS).
Chapter 5
Learning Objectives




To understand the anatomic development of the human brain.
To know the basic organization of the human nervous system.
To learn the principal functional structures of the brain and how they relate to each other.
To be able to identify the principle divisions of the brain.
Chapter 6
Learning Objectives



To identify and describe the major structures and functions of the cortex.
To understand the anatomic and functional differences of the hemispheres.
To understand and appreciate the current state of affairs regarding our knowledge of gender and
brain-behavior differences.
Chapter 7
Learning Objectives


To learn the brain structure and functional relationships of somatosensory processing.
To learn about the clinical disorder of phantom limb pain and how this relates to the brain
processing of tactile sensation.
 To appreciate the uniqueness of the chemical perceptual system as it relates to the senses of tasting
and smelling.
 To be able to recognize disorders of smell and taste
 To understand the difference between various aspects and levels of motor processing.
To be able to recognize and understand the clinical implications of motor disorders
Chapter 8
Learning Objectives




To be able to differentiate between primary and higher order processing of the visual and auditory
systems.
To understand the clinical impact of various disorders of visual functioning.
To understand how visual functioning interacts with consciousness in the syndrome of neglect.
To be able to differentiate between various types of aphasia based on clinical symptoms.
Chapter 9
Learning Objectives



To conceptualize the higher functional systems of attention and memory.
To understand the neuropsychology of executive functions and their relationship to brain
anatomy.
To appreciate the brain organization as it relates to anatomical correlates of emotions.
Chapter 10
Learning Objectives
 To understand the vulnerability of the developing brain to anomalies of structure and function.
 To be cognizant of the important structural and functional differences between the brain of the
child and that of the adult.
 To develop an understanding of the brain-behavior relationships associated with anatomic
abnormalities as illustrated by hydrocephalus, genetic and chromosomal disorders as represented
by Turner’s syndrome and Williams syndrome, and acquired disorders as
exemplified by
fetal alcohol syndrome.
Chapter 11
Learning Objectives



To develop an appreciation of the contributions of neuropsychology to the conceptualization,
identification, and treatment of learning, pervasive developmental, disruptive behavioral disorders,
and tic disorders of childhood.
To be cognizant of the clinical features, pathogenesis, neuropsychological models,
neuropsychological assessment procedures, developmental course and treatment interventions
pertinent to nonverbal learning disability syndrome, autism/Asperger's syndrome, attentiondeficit/hyperactivity disorder, and tic disorders.
To understand the advances in the identification of etiological factors, preventative strategies, and
treatment alternatives to reverse or significantly modify pervasive developmental disorders such as
autism/Asperger's syndrome.
Chapter 12
Learning Objectives
 To learn about the cardiovascular system of the brain.
 To be able to differentiate the types of cerebrovascular disorders.
 To understand the neuropsychological manifestations associated with cerebrovascular disorders.
 To be able to list the major types of brain tumors, their symptoms, and their treatment.
Chapter 13
Learning Objectives
 To understand the mechanism of both penetrating and closed traumatic head injury.
 To know the different neuropsychological manifestations of traumatic head injuries.
 To appreciate the overall rehabilitation process and the role of the rehabilitation team.
 To understand the role of the neuropsychologist in the rehabilitation process.
Chapter 14
Learning Objectives
 To know the differences in cognitive declines associated with normal aging and mild cognitive
impairment compared to the neuropsychological deficits seen in Alzheimer’s disease.
 To be able to differentiate the subtypes of dementia, including cortical versus subcortical, static
versus progressive, and reversible versus irreversible.
 To understand the major neurological, neuropsychological, and behavior symptoms associated
with Alzheimer’s disease.
 To understand possible treatments for Alzheimer’s disease.
Chapter 15
Learning Objectives



To learn the major neuropsychological symptoms associated with subcortical dementias.
To be able to differentiate the clinical presentation of Parkinson’s, Huntington’s, and CreutzfeldJacob disease.
To understand the neuropsychological profile of Parkinson’s disease, including motor, visualspatial, executive functioning, language, speech, memory, mood, emotion, personality, and
insight.
Chapter 16
Learning Objectives
 To understand and appreciate both normal and abnormal alterations of consciousness in the human
brain.
 To learn the basic stages of sleep and associated disorders.
 To be able to classify the different types of seizure disorders and identify their neuropsychological
manifestations.