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Journal articles on the topic 'Neuropsychological and neurolinguistic diagnostics'

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Published: 7 June 2025

Last updated: 16 July 2025

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Taiebine, Mohamed, and Mustapha El Alaoui Faris. "NEUROLINGUISTIC AND ACOUSTIC STUDY OF LOGOPENIC PRIMARY PROGRESSIVE APHASIA IN ARABIC." Acta Neuropsychologica 17, no. 4 (2019): 469–85. http://dx.doi.org/10.5604/01.3001.0013.6552.

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The primary progressive aphasia (PPA) or Mesulam syndrome is an isolated and progressive deterioration of language, usually due to progressive focal atrophy of the left peri sylvian regions. Given that very little data on PPA is available in non-Western languages in the literature, we describe the first case of logopenic PPA in Arabic. Neuropsychological, neuroimaging and linguistic protocol have been administered to the patient. The Neurolinguistic assessment was carried out with the Moroccan version of the Montreal-Toulouse linguistic exploration protocol, the apraxia of speech protocol, the Moroccan version of MLSE (Mini-Linguistic Status Examination); some subtests of the BDAE (Boston Diagnostic Aphasia Examination) while the computerized acoustic analysis was performed with Vocalab4 ™. The acoustic analysis showed mainly instability in pitch and amplitude. However articulatory disruptions are very mild in our case. There is a parallelism between spoken language which is marked by phonological paraphasias with a „pseudostuttering „and written language disorder which displays a phonological alexia, a severe acalculia and an agraphia. Our pa tient presents L-PPA subtype 1 on the logopenic spectrum. These results are consistent with the neuropsychological hypothesis of a dysfunction in phonological buffer reflecting the features of logopenic PPA. Furthermore, our case displayed atypical neurolinguistic patterns in comparison with other cases described in the European languages due to the Arabic specific linguistic structure.

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Christensen, Anne-Lise, Lise Randrup Jensen, and Jarl Risberg. "Luria's neuropsychological and neurolinguistic testing." Journal of Neurolinguistics 4, no. 1 (1989): 137–54. http://dx.doi.org/10.1016/0911-6044(89)90010-9.

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Nataliia, BAZYMA National Pedagogical Dragomanov University Ukraine, SERHEIEVA Valentyna, IVANOVA Nataliia, ZVIEKOVA Viktoriia, UTOSOVА Olena, and SOROCHYNSKA Oksana. "Speech Activity Research Program in Children with Autistic Disorders of Senior Preschool Age." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, special issue 1 (2024): 51–66. https://doi.org/10.18662/brain/13.1Sup1/302.

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One of the recent problems of the formation of speech function, which is studied in pedagogical, psychological, linguistic and psycholinguistic aspects is the formation of speech activity, in particular, in children with autistic disorders. The methodology for determining the level of speech activity in children with autistic disorders of older preschool age included examination of the impressive side of speech (finding out the level of understanding of statements containing affectively significant words, the possibility of executing instructions in the context of a spontaneous situation and following instructions outside the context of the situation (examination in a spontaneous situation). Checking the understanding of the names of objects, the names of actions, the names of the qualities and properties of objects and spatio-temporal relations (examination in specially organized conditions). Checking the expressive side of speech (studying the quality of the use in speech of the corresponding linguistic units (words, phrases, phrases, sentences) and vocalizations, onomatopoeia and sound complexes, methods of verbal or non-verbal expression of desires and the presence or absence of one's own statements without provocations to speech activity on the part of the experimenter (examination in a spontaneous situation). Examination of the lexical stock (examination of the dictionary of nouns, the dictionary of verbs and the dictionary of adjectives), examination of the grammatical side of speech (examination of the skills of inflexion, word formation, combining two simple sentences into a complex one) and examination of the state of development of coherent speech (examination in specially organized conditions).

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Tieliezhkina, Olesia, Liana Naumenko, Oksana Zhyglo, Iryna Palasevych, Маiya Babkina, and Mariia Voloshyn. "Neuropsychological and Neurolinguistic Foundations of Speech Activation in the Educational Process." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 14, no. 1 (2023): 243–51. http://dx.doi.org/10.18662/brain/14.1/417.

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The main purpose of the study is to analyze the neuropsychological and neurolinguistic foundations of speech activation in the educational process. Human speech activity is closely connected with all spheres of human consciousness. The history of the existence of mankind has proved that it is speech that is an important factor in the mental development of the individual and the improvement of social relations. Under the influence of speech, consciousness, mental operations, volitional and emotional spheres develop, and the intellectual capabilities of a person are enriched. Broadcasting as a psychological phenomenon is one of the most difficult in the life of each of us. Speech activity has its own physiological mechanisms, which are determined not only at the functional, but also at the morphological level. Based on the results of the study, key aspects of the neuropsychological and neurolinguistic foundations of speech activation in the educational process were considered.

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Olesia, TIELIEZHKINA, NAUMENKO Liana, ZHYGLO Oksana, PALASEVYCH Iryna, BABKINA Маiya, and VOLOSHYN Mariia. "Neuropsychological and Neurolinguistic Foundations of Speech Activation in the Educational Process." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 14, no. 1 (2024): 243–51. https://doi.org/10.18662/brain/14.1/417.

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The main purpose of the study is to analyze the neuropsychological and neurolinguistic foundations of speech activation in the educational process. Human speech activity is closely connected with all spheres of human consciousness. The history of the existence of mankind has proved that it is speech that is an important factor in the mental development of the individual and the improvement of social relations. Under the influence of speech, consciousness, mental operations, volitional and emotional spheres develop, and the intellectual capabilities of a person are enriched. Broadcasting as a psychological phenomenon is one of the most difficult in the life of each of us. Speech activity has its own physiological mechanisms, which are determined not only at the functional, but also at the morphological level. Based on the results of the study, key aspects of the neuropsychological and neurolinguistic foundations of speech activation in the educational process were considered.

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Melnyk, Oleksandr, Olga Petryk, Liudmyla Lysohor, Olena Pavlyk, Liliia Boiaryn, and Svitlana Tykhonova. "Current Approaches to Organizing the Educational Process in Primary School: a Neuroscientific Approach." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 1Sup1 (2022): 01–21. http://dx.doi.org/10.18662/brain/13.1sup1/299.

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The education system in the New Ukrainian School does not meet expectations, and therefore requires reforms and changes, involvement of modern approaches to organization of the educational process. This article analyzes various innovative neuropedagogical, neuropsychological and neurolinguistic techniques, proposed by scientists and educators-innovators and substantiates the importance of their implementation in the primary school learning process. The relevance of the topic is attributable to the need to solve pedagogical problems, using knowledge about individual characteristics of brain activity, higher mental functions and thinking strategies of primary school children. This study allows to make the educational process more effective and to ensure full self-realization of each child, as well as cognitive and personal development of primary school students. The article presents current provisions of research work of primary school teachers and psychologists from the standpoint of related to pedagogy neurosciences, as well as introduction of modern neuropedagogical, neuropsychological and neurolinguistic approaches to the practice of educational process in the New Ukrainian school.

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Oleksandr, MELNYK, PETRYK Olga, LYSOHOR Liudmyla, PAVLYK Olena, BOIARYN Liliia, and TYKHONOVA Svitlana. "Current Approaches to Organizing the Educational Process in Primary School: a Neuroscientific Approach." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, special issue 1 (2024): 01–21. https://doi.org/10.18662/brain/13.1Sup1/299.

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The education system in the New Ukrainian School does not meet expectations, and therefore requires reforms and changes, involvement of modern approaches to organization of the educational process. This article analyzes various innovative neuropedagogical, neuropsychological and neurolinguistic techniques, proposed by scientists and educators-innovators and substantiates the importance of their implementation in the primary school learning process. The relevance of the topic is attributable to the need to solve pedagogical problems, using knowledge about individual characteristics of brain activity, higher mental functions and thinking strategies of primary school children. This study allows to make the educational process more effective and to ensure full self-realization of each child, as well as cognitive and personal development of primary school students. The article presents current provisions of research work of primary school teachers and psychologists from the standpoint of related to pedagogy neurosciences, as well as introduction of modern neuropedagogical, neuropsychological and neurolinguistic approaches to the practice of educational process in the New Ukrainian school.

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Nikishina, Vera B., Yuliya V. Zolotukhina, Sergey A. Sirotkin, Vitaliy B. Laskov, and Ekaterina A. Petrash. "Neuropsychological diagnostics of neurosarcoidosis." Russian Open Medical Journal 7, no. 1 (2018): e0108. http://dx.doi.org/10.15275/rusomj.2018.0108.

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Kurinna, Аlla, Liubomyra Iliichuk, Olena Mamicheva, Tetiana Nesterenko, Iryna Romanova, and Yuliia Pinchuk. "Formation of Rhetorical Competence in University Applicants as a Necessary Factor for Successful Professional Activity." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 4 (2022): 230–42. http://dx.doi.org/10.18662/rrem/14.4/639.

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The article covers the issue of formation of rhetorical competence of higher education students: neuropsychological aspect. It is investigated that a university teacher must not only have a thorough knowledge of his subject, but also should have a high level of rhetorical competence. The meaning of the concepts: "competence", "rhetorical competence", "pedagogical rhetoric", "neurolinguistics" is clarified. The contribution of scientists who proposed a neurolinguistic approach in the study of speech disorders has been studied. A review of articles was made by domestic and foreign researchers on the formation of rhetorical competence of higher education seekers through the prism of the neuropsychological aspect. The components of rhetorical activity of students-psychologists are investigated. It is noted that educational training is a powerful tool for the formation of rhetorical competence of higher education students. Some aspects of training by psychologists are highlighted. It is emphasized that psychologists should have a good understanding of neurolinguistic programming. It has been studied that for successful speech behavior a teacher should use both verbal and nonverbal means of communication. It has been found that damage to the left hemisphere of the brain leads to aphasia. Apraxia has been found to be a disorder of the motor analyzer. It has been studied that children with dyslexia have phonological disorders. It has been proven that neurolinguistic knowledge helps teachers to choose strategies for teaching a foreign language to students. The essence of the suggestive technique is clarified. The requirements for a teacher who works on a suggestive method are considered. It is emphasized that the use of the suggestive method in teaching students helps the teacher to eliminate traumatic factors: fear, incommunicability, rigidity. It is proved that the suggestive method is connected with the formation of communicative competence in students.

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Gulyaeva, M. A., N. M. Efremova, and N. M. Pylaeva. "Effective Teacher-Neuropsychologist Interaction in an Inclusive Educational Environment. Diagnostic Stage. Part 1." Autism and Developmental Disorders 18, no. 1 (2020): 85–96. http://dx.doi.org/10.17759/autdd.2020180109.

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The technology of organizing of group-format neuropsychological diagnostics, methods of neuropsychological diagnostics and correctional work, which allow providing timely corrective assistance to children with learning difficulties at school, described. The results of the joint work of teachers of Moscow school No. 1540 with the staff of the Laboratory of Neuropsychology of the Psychology Faculty of Lomonosov Moscow State University on inclusion of a neuropsychological approach in the school environment analyzed. Based on presented approach, it is possible to form effective ways of interaction between a neuropsychologist and the teaching staff of the school. The potential of independent use of follow-up diagnostics and special diagnostic techniques by primary school teachers discussed. The main neuropsychological symptoms of children with learning difficulties and methods for their diagnosis described.

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Jokeit, Hennric. "Neuropsychological diagnostics in patients with epilepsy." Therapeutische Umschau 58, no. 11 (2001): 650–55. http://dx.doi.org/10.1024/0040-5930.58.11.650.

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Eine Vielzahl von Faktoren (Anfälle, interiktale epileptische Aktivität, postiktale Phänomene, Antiepileptika, morphologische Läsion) können psychische Funktionen von Patienten mit Epilepsie beeinträchtigen. Da Epilepsie nahezu alle Hirnregionen betreffen kann, gibt es keine per se epilepsiespezifischen Defizite höherer Hirnfunktionen. Andererseits sind kognitive Beeinträchtigungen relativ häufig und können die Lebensqualität mindern. Nicht bei jedem Patienten lassen sich die Ursachen für spezifische Funktionsbeeinträchtigung definieren, wohl aber die Qualität und Schwere. Die neuropsychologische Untersuchung sollte mit einer klaren Fragestellung durch qualifizierte Neuropsychologen vorgenommen werden. Eine Interpretation der Testergebnisse muss im Kontext anamnestischer, elektrophysiologischer, pharmakologischer und bildgebender Daten erfolgen. Es ist zu empfehlen, dass risiko- und nebenwirkungsbehaftete Therapiemaßnahmen hinsichtlich ihrer neuropsychologischen Auswirkungen untersucht werden. Bei Fragen der Rehabilitation und Ausbildung von Epilepsiepatienten ist eine ressourcenorientierte neuropsychologische Untersuchung oft unumgänglich, um fundiert beraten und Entscheidungen treffen zu können.

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Orazbayeva, F. "The interrelation of neurolinguistics and communicative linguistics: methodological and methodical foundations." Tiltanym 97, no. 1 (2025): 106–24. https://doi.org/10.55491/2411-6076-2025-1-106-124.

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In modern linguistics, the study of cognitive and pragmatic aspects of linguistic activity is a relevant research area. Neurolinguistics examines the role of the brain in shaping speech activity and the impact of cognitive mechanisms on linguistic structures. Communicative linguistics, in turn, considers language as a means of communication, analyzing the pragmatic, discursive, and socio-psychological aspects of speech acts. The integration of these two fields contributes to the development of new methodological and methodical approaches in linguistics. The aim of the study is to identify the interrelation between neurolinguistics and communicative linguistics, compare their theoretical and methodological foundations, and describe the influence of cognitive mechanisms on speech activity. In line with this objective, the research examines the cognitive processing of linguistic structures and the features of neurolinguistic and communicative-pragmatic processes. The theoretical significance of the study lies in the systematization of cognitive and neuropsychological mechanisms of linguistic activity, providing a deeper understanding of the relationship between neurolinguistics and communicative linguistics. The practical significance is in enhancing language teaching methodologies, integrating cognitive and neuropsychological approaches, analyzing the pragmatic structure of speech acts, and optimizing linguistic communication. The research employs theoretical analysis, comparative methods, discourse analysis, cognitive modeling, and content analysis. These methods enabled a comparative examination of linguistic communication across different scientific frameworks, viewing neurolinguistic and communicative factors as a unified system. The results indicate that neurolinguistics and communicative linguistics are complementary research domains. Cognitive mechanisms and pragmatic factors play a crucial role in shaping speech activity. It is demonstrated that linguistic information processing and the structure of speech behavior are regulated by cognitive processes. Furthermore, the cognitive foundations of speech act interpretation and pragmatic meanings have been clarified. This study offers a comprehensive perspective on linguistic communication through the integration of neurolinguistics and communicative linguistics. The findings contribute to the development of new scientific approaches in cognitive linguistics and the refinement of language teaching methodologies. The research findings can be applied in language teaching methodologies, the development of speech skills, and the optimization of linguistic communication. The combination of neurolinguistic and communicative-pragmatic approaches will facilitate the design of effective language acquisition strategies.

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Klevtsova, Svetlana Vyacheslavovna, and Tat'yana Grigor'evna Vizel'. "RIGID AND FLEXIBLE BRAIN REGIONS RESPONSIBLE FOR DEVELOPMENT OF SPEECH (NEUROPSYCHOLOGICAL AND NEUROLINGUISTIC ASPECTS)." Special education, no. 4 (2020): 157–71. http://dx.doi.org/10.26170/sp20-04-12.

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Fabbro, Franco, Andrea Clarici, and Antonio Bava. "Effects of Left Basal Ganglia Lesions on Language Production." Perceptual and Motor Skills 82, no. 3_suppl (1996): 1291–98. http://dx.doi.org/10.2466/pms.1996.82.3c.1291.

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Three patients with lesions mainly confined to the left basal ganglia were studied with a series of neuropsychological and neurolinguistic tests. Two patients were nonfluent, whereas one presented with fluent spontaneous speech. All of them produced agrammatic sentences and lexical and semantic mistakes. Perseverations and echolalias were two further characteristic disorders of their speech production. The linguistic symptoms observed in these three patients suggest that the left basal ganglia play an important role (a) in regulating arousal and speech initiation, (b) in monitoring the semantic and lexical aspects of language, and (c) in switching from one linguistic element to the following during language production.

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Gulyaeva, M. A., N. M. Efremova, N. M. Pylaeva, and T. U. Khotyleva. "Effective Teacher-Neuropsychologist Interaction in an Inclusive Educational Environment. Diagnostic Stage. Part 2." Autism and Developmental Disorders 18, no. 2 (2020): 41–48. http://dx.doi.org/10.17759/autdd.2020180206.

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The technology of organizing of group-format neuropsychological diagnostics, instruments of neuropsychological diagnostics and correctional work, which allow providing timely corrective assistance to children with learning difficulties at school, described. The results of the joint work of teachers of Moscow school No. 1540 with the staff of the Laboratory of Neuropsychology of the Psychology Faculty of Lomonosov Moscow State University on inclusion of a neuropsychological approach in the school environment analyzed. The article demonstrates that the data obtained during the follow-up diagnosis and a small set of group neuropsychological tests can be used by a psychologist to get a general idea of deficits, as well as the strengths of the development of higher mental functions in children.

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Hnatyuk, Myroslava, Volodymyr Diakiv, Oksana Kalashnyk, Halyna Stupnytska, Olha Sopina, and Liliia Sobol. "Neurolinguistic Features of the Use of Anglo-American Loanwords in Ukrainian Youth Slang." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 16, no. 2 (2025): 97. https://doi.org/10.70594/brain/16.2/7.

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In the context of the study, the essence of the psycholinguistic features of the use of Anglo-American words in youth slang was clarified. The definition of the concept of slang and psycholinguistics is revealed. A theoretical and methodological analysis of the work of researchers as a basis for the formation of trends in postmodern society has been carried out. In the course of the study, a linguistic analysis of concepts and terms characterising Ukrainian youth slang was carried out. The research problem is determined by close integration and globalisation processes. The theoretical significance of the research lies in the development of a neurolinguistic approach to the analysis of Anglo-American loanwords in slang; in expanding the idea of the psychologically real meaning of slangisms; when systematising data on the functioning of borrowings in slang, a technique is used that involves a comprehensive consideration of the research object. The work contributes to the study of the ethno-cultural specificity of the linguistic consciousness of speakers of the American variant of the English language and slang as its meaningful form. The article defines the trends of the neuropsychological aspect in the context of rethinking values and determining priority bases for the formation of neurolinguistic analysis of lexical units. In order to realise the research goal, the method of synthesis and analysis, integration, as well as research, descriptive and scientific methods were applied. The method of generalisation formed an idea of the neurolinguistic essence of English slang in speech and communication interpretations.<div> </div>

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Stepashkina, Valeriya, and Alina Akhmetshina. "The Current Trends of Neuropsychological Assessment Implementation in Educational Environment." ARPHA Proceedings 5 (February 10, 2022): 1655–67. https://doi.org/10.3897/ap.5.e1655.

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At present, there is high importance to involve Neuropsychological Assessment in the educational environment. The problematic issue reveals the idea of integrating neuropsychology and personality diagnostics procedure of adolescent and young age people. A new approach to the learning ability assessment should essentially be revealed in the understanding of personal neuropsychological status in adolescence and youth. Personality diagnostics in accordance with Neuropsychological Assessment calls for a multidisciplinary approach for destructive risks identifying in a young personality. The theoretical conceptualization of the problem of personality assessment is a systematic synthesis of modern trends of neuropsychology in the Russian scientific tradition and the world practice of neuropsychological diagnostics in adolescence and youth age. This review of relevant studies is focused on behavioral, personality and affective disorders in terms of neuropsychological basis. Results of this study also consider the cognitive and high mental impairments that accompany dysfunction in personality characteristics. There is a high risk of destructiveness developing and risky behavior forming that complicates the formation of emotional-volitional, motivational and personal spheres. The negative effect of condition in cognitive dysfunctions and personal destruction will generate failure in learning and reduced motivation to learn.

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Sheridan, Lisa, Cathy McHale, Joshi Dookhy, et al. "264 Incorporating Neurolinguistics and the Role of Speech and Language Therapy in a Specialist Memory Service." Age and Ageing 48, Supplement_3 (2019): iii17—iii65. http://dx.doi.org/10.1093/ageing/afz103.164.

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Abstract Background Speech and Language Therapy (SLT) is recognised as having a unique role in contributing to the overall neuropsychological assessment of people living with dementia and cognitive impairment. The role of the SLT within a memory clinic has become more widely understood. It is now recognised that speech and language characteristics are reported to be amongst the most reliable behavioural markers for distinguishing amongst different dementia subtypes, and specific analysis of a language production and delivery facilitates timely and more accurate diagnosis. Methods Patients with a language predominant presentation or those with subjective complaints of speech/language difficulties were referred for SLT assessment through the tertiary memory assessment and support service from January 2018 – March 2019. Assessment of speech and language skills, and overall cognitive communications skills were reviewed, and this information was used to aid with differential diagnosis and contribute to the person’s overall cognitive profile. The SLT attends weekly memory service interdisciplinary consensus diagnosis conference. Data was collected on these patients to observe the profiles of those patients referred to SLT. Results 22 patients were seen for full SLT assessment during this period, 13 women, 9 men; mean age 69.5 (range 48- 80). Diagnoses include: AD (32%), FTD behavioural variant (14%), Primary Progressive Aphasia (14%), Non-amnestic MCI (18%), Amnestic MCI (14%), Other neurological disorder (8%). 68% of these patients required ongoing SLT intervention for their cognitive communication difficulties following diagnosis. Conclusion SLTs fulfil an integral role in supporting both the diagnostic and post-diagnostic care pathways of people living with dementia and cognitive impairment attending memory services. SLTs have a unique role and skillset in identifying the specific nature of language difficulties for a person with dementia or cognitive impairment and in reducing the impact of the communication difficulties for the person and for their family members.

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Shchelkanova, Elena S., Igor I. Cherednikov, Il'ya V. Markin, Marina R. Nazarova, and Evgeniy A. Zhurbin. "Diagnostics of signs of neuropsychic instability in military personnel using stabilometry." Humanitarian Military Journal 1, no. 1 (2025): 77–84. https://doi.org/10.17816/hmj646479.

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BACKGROUND: Extreme conditions and the specific demands of military profession cause stress in military personnel who exhibit signs of neuropsychological instability, which disrupts their functional state and can lead to erroneous actions, emergency situations and, consequently, failure in training and combat missions. Existing methods for assessing an individual’s neuropsychological stability have certain limitations, so the development and introduction of additional, objective techniques for diagnosing neuropsychological stability and signs of instability in military personnel are highly relevant. AIM: To develop a mathematical model for diagnosing signs of neuropsychological instability in military personnel using stabilometry. MATERIALS AND METHODS: The study involved 50 servicemen with similar military occupational specialty, whose average age was 24.05±1.02 years. Assessment of their professional skills and personal traits was carried out using the General Fitness for Military Service-3 method. Based on the data obtained, the sample was split into two groups: No signs of neuropsychological instability (n=36; 72%) and Signs of neuropsychological instability (n=14; 28%). The short-term locomotion memory was analyzed using the Triangle test on the Stabilan-01-2 stabilizer. The significance of differences between the groups was assessed using the Mann–Whitney U test. The multiple regression method and discriminant analysis were used to develop decision rules. RESULTS: Servicemen with signs of neuropsychological instability exhibited lower balance function stability at all stages of testing. Locomotion memory — along with image, emotional, and verbal-logical memory, which characterizes mental activity — can serve as a marker for identifying signs of neuropsychological instability. We developed a diagnostic model for assessing signs of neuropsychological instability in servicemen, which has high sensitivity and specificity. We also proposed the decision rules to classify military personnel into either exhibiting or not exhibiting signs of neuropsychological instability based on the results of short-term locomotion memory testing using stabilometry. CONCLUSIONS: The use of stabilometry as an additional method for objectifying aptitude screening results will enhance the effectiveness of selection processes in the Armed Forces of the Russian Federation.

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Sergienko, A. "Neuropsychological Method in the Differential Diagnosis of Cognitive Impairment in Children and Adolescents with Mental Disorders." Клиническая и специальная психология 6, no. 2 (2017): 141–57. http://dx.doi.org/10.17759/cpse.2017060211.

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The article describes the neuropsychological techniques which are applied in the clinical practice in child psychiatry. It describes a system of qualitative and quantitative neuropsychological diagnostics. The role of neuropsychological analysis of the cognitive deficits associated with schizophrenia spectrum disorders in children and adolescents is reflected. Hierarchical cluster analysis according to neuropsychological diagnosis helps in the establishing the psychiatric diagnosis.

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Brodeur, Catherine, Émilie Belley, Lisa-Marie Deschênes, et al. "Primary and Secondary Progressive Aphasia in Posterior Cortical Atrophy." Life 12, no. 5 (2022): 662. http://dx.doi.org/10.3390/life12050662.

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Background: Posterior cortical atrophy (PCA) is a clinico-radiological syndrome characterized by a progressive decline in visuospatial/visuoperceptual processing. PCA is accompanied by the impairment of other cognitive functions, including language abilities. Methods: The present study focused on three patients presenting with language complaints and a clinical profile that was compatible with PCA. In addition to neurological and neuroimaging examinations, they were assessed with comprehensive batteries of neuropsychological and neurolinguistic tests. Results: The general medical profile of the three patients is consistent with PCA, although they presented with confounding factors, making diagnosis less clear. The cognitive profile of the three patients was marked by Balint and Gerstmann’s syndromes as well as impairments affecting executive functions, short-term and working memory, visuospatial and visuoperceptual abilities, and sensorimotor execution abilities. Their language ability was characterized by word-finding difficulties and impairments of sentence comprehension, sentence repetition, verbal fluency, narrative speech, reading, and writing. Conclusions: This study confirmed that PCA is marked by visuospatial and visuoperceptual deficits and reported evidence of primary and secondary language impairments in the three patients. The similarities of some of their language impairments with those found in the logopenic variant of primary progressive aphasia is discussed from neurolinguistic and neuroanatomical points of view.

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Hansen, Sascha, Lena Wettinger, Jana Keune, Patrick Oschmann, and Philipp M. Keune. "Automated Computerized Neuropsychological Diagnostics in Multiple Sclerosis." Zeitschrift für Neuropsychologie 33, no. 3 (2022): 138–48. http://dx.doi.org/10.1024/1016-264x/a000359.

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Abstract: Cognitive deficits are common in multiple sclerosis (MS), necessitating diagnosis and constant monitoring. However, frequent neuropsychological assessments are costly and not always feasible. A computerized assessment of basic cognitive functions could contribute to better patient care in this regard. The primary cognitive inventory of the Memory and Attention Test (MAT-COBI) constitutes such a tool. In this feasibility study, we tested N = 44 patients with MS with a standardized neuropsychological assessment consisting of established screening procedures (Brief International Cognitive Assessment in MS [BICAMS] and Brief Repeatable Battery [BRB] and three subtests of the Test Battery of Attentional Performance (TAP). The results of these procedures were considered a gold standard for assessing which patients were cognitively impaired or cognitively unaffected. We also administered the MAT-COBI and compared the results to the gold standard. While the results of an exploratory correlation analysis pointed toward the interpretation that the the MAT-COBI adequately operationalized the basic cognitive domains of attention, memory, and executive, sensitivity was insufficient (32.3 %), while specificity reached 92.3 %. A closer look at the single cognitive domains showed marginal differences across domains (sensitivity ranged from 0–24 %, specificity: 89.5 %-100 %). Based on these results, the MAT-COBI does not appear to be a suitable tool for differentiating between cognitively preserved and cognitively impaired patients with MS. We discuss possible explanations and implications for automated cognitive diagnostics.

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Strogova, S., A. Sergienko, and N. V. Zvereva. "Cognitive Defect in Children and Adolescents with Schizophrenia Spectrum Disorders: Psychometric and Neuropsychological Approaches to the Assessment of Cognitive Disorders." Клиническая и специальная психология 5, no. 1 (2016): 61–76. http://dx.doi.org/10.17759/cpse.2016050105.

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The article is devoted to the diagnostic approaches of cognitive defects in schizophrenia using psychometric and neuropsychological methods. The clinical psychological research results of different kinds of cognitive defects in children and adolescents with schizophrenia spectrum disorders (74 subjects of average age of 11 ± 2 years old, 18 of which have passed a complete neuropsychological examination) are described. We have compared psychrometric and neuropsychological diagnostics results of children and adolescents with schizophrenia spectrum disorders with the results of reference group of children with normal development. The differences of intellectual levels depending on the diagnosis have been marked and the respective types of cognitive defect are described. The total (most severe) defect has been detected in children with progredient schizophrenia (F20). While in other groups (children and adolescents with non-progredient schizophrenia) there has been revealed partial defect. Complex psychometric and neuropsychological diagnostics allows to make more detailed evaluation of the cognitive defect and its structure. Neuropsychological diagnostics has also confirmed that there are intensity differences of brain dysfunction between the diagnosed groups. Patients with сhildren schizophrenia (F20) have notable dysfunctions (or functional immaturity) of cortical structures, while in the group of children with diagnosis of episodic schizophrenia (episodic with progressive clinical course) with progressive or stable defect (F20.x) impairment of interhemispheric coordination has been observed. Children and adolescents with schizotypal disorder (F21) have showed dysfunctions of subcortical structures. Our research results support the hypotheses about the interrelation between kinds of cognitive defect and specificity of neuropsychological status in children and adolescents with different kinds of progredient schizophrenia spectrum disorders.

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Mukhitova, Yu V., M. D. Selkin, I. L. Gureeva, and N. A. Gomzyakova. "COMPARATIVE ANALYSIS OF RUSSIAN AND BRITISH APPROACHES TO NEUROPSYCHOLOGICAL DIAGNOSTICS AND NEUROPSYCHOLOGICAL REHABILITATION." Scientific Notes of the I. P. Pavlov St. Petersburg State Medical University 24, no. 1 (2017): 47–51. http://dx.doi.org/10.24884/1607-4181-2017-24-1-47-51.

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Erokhina, Ekaterina V., Lyubov I. Sedova, Ksenia O. Busygina, Ekaterina V. Fufaeva, and Yury V. Mikadze. "Features of Neuropsychological Support of Patients with Impaired Consciousness at the Early Stage of Rehabilitation: a Narrative Review." Bulletin of Rehabilitation Medicine 22, no. 4 (2023): 150–58. http://dx.doi.org/10.38025/2078-1962-2023-22-4-150-158.

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INTRODUCTION. In the neuropsychological support of patients with impaired consciousness at an early stage of rehabilitation, methodological and practical problems arise related to the choice and procedure for using methods of neuropsychological diagnostics and neuropsychological rehabilitation. To develop methods of working with such patients, it is necessary to address the concepts of the structure of consciousness and the content of consciousness. RESULTS. The article presents a review of the literature devoted to the problem of the work of a neuropsychologist with patients with impaired consciousness. In the reviewed literature, attention is drawn to the insufficient development of the neuropsychological content of the concept of “consciousness”; methodological and procedural limitations that arise when a neuropsychologist works with patients with disorders of consciousness of varying degrees of severity; the possibilities of conducting and limiting psychostimulotherapy and sensory stimulation in domestic and foreign approaches are discussed. CONCLUSION. The analysis of publications on the topic of accompanying patients with impaired consciousness reflects the presence of a number of unresolved issues. At the present stage of development of neuropsychological work with patients with impaired consciousness, there is no single approved and detailed protocol regulating the conduct of neuropsychological diagnostics and neurorehabilitation with them. The problem is at the stage of solution and requires further research.

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Vandysh-Bubko, V. V., Yu V. Mikadze, D. A. Pilechev, and D. V. Velisevich. "Neuropsychological Diagnostics of Mental Disorders in Forensic Psychiatry." Doctor.Ru 20, no. 9 (2021): 60–65. http://dx.doi.org/10.31550/1727-2378-2021-20-9-60-65.

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Objective of the Review: To justify possible use of neuropsychological assessment of cognitive impairments in some most common mental disorders encountered in forensic psychiatry, using analysis of the classic and modern empiric studies conducted with the help of psychometric and brain imaging methods. Key Points. The biopsychological and social nature of disorders associated with a mental pathology can form the methodological basis to choose various diagnostic procedures to study mental disorders. Analysis of biological and psychological aspects within such an approach can be associated with diagnostics of neurocognitive impairments. The term “neurocognitive impairments”, meaning cognitive disorders causing impaired fulfilment of professional, social and community functions, is now commonly used by psychiatrists and psychologists, and soon it will be officially included into diagnosable disorders of the International Classification of Diseases, revision 11. The article discusses justification of introduction of operational methods to assess cognitive dysfunction, in particular of neuropsychological assessment, into forensic psychiatry to ensure that expert conclusions made during borderline mental disorder assessment are valid. Conclusion. The use of neuropsychological methods for cognitive disorder assessment in psychiatry, especially in forensic examinations, is a promising tool for identification of actual cognitive impairments with the possibility to locally diagnose dysfunctions and dimensionally assess the intensity of neurocognitive disorders. Keywords: neuropsychology, cognitive functions, organic mental disorders, expert assessment outlooks.

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Etcheverry, Louise, Barbara Seidel, Marion Grande, et al. "The time course of neurolinguistic and neuropsychological symptoms in three cases of logopenic primary progressive aphasia." Neuropsychologia 50, no. 7 (2012): 1708–18. http://dx.doi.org/10.1016/j.neuropsychologia.2012.03.028.

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Stepanchenko, Nataliya, Neonila Partyko, Petro Rybalko, Svitlana Bobrovytska, Nataliia Serdiuk, and Olena Mudryk. "Neuropsychological Support for Teaching Young School-Age Children Annotation." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 12, no. 4 (2021): 250–62. http://dx.doi.org/10.18662/brain/12.4/248.

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The article is devoted to the problems of neuropsychological support of the educational process in elementary school, prevention possible disorders of primary school children’s mental processes and neuropsychological correction of difficulties in their learning. The neuropsychological causes of school failure are generalized (summarized). The methods of correctional and developmental education of elementary school children with specific neuropsychological features are analyzed. Neuropsychological factors of educational failure, particulary left-handed children and psychophysiological principles of special children’s psychological and pedagogical support in an inclusive environment are described. Organizational-didactic, diagnostic and correctional conditions of individual neuropsychological support of elementary school education are analyzed. A correctional and developmental program for neuropsychological diagnostics and correction of young schoolchildren’s educational failure is developed. The neuropsychological approach to the psychological and pedagogical supervision of first-grade pupils, taking into account their learning success, the level of communicative skills development and cognitive mental processes are come near.

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Chieffo, Daniela, Gianpiero Tamburrini, Massimo Caldarelli, and Concezio Di Rocco. "Preoperative neuropsychological and behavioral evaluation of children with thalamic tumors." Journal of Neurosurgery: Pediatrics 13, no. 5 (2014): 507–13. http://dx.doi.org/10.3171/2014.2.peds13352.

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Object Functional involvement of the thalamus in cognitive processing has been only anecdotally reported in the literature, and these cases are mostly related to thalamic hemorrhages; there is no available information on cognitive development in children with thalamic tumors. Methods All children admitted with a diagnosis of thalamic tumor at the authors' institution between January 2008 and January 2011 were considered for the present study. Exclusion criteria were age less than 18 months and the presence of severe neurological deficits, both of which prevented a reliable neuropsychological evaluation. A complete preoperative neuropsychological evaluation was performed. Results Twenty children were selected (mean age 102.4 months). Total IQ was in the normal range in all patients (mean 90.1, SD 13.87) with a significant difference between verbal IQ (mean 97.70, SD 17.77) and performance IQ (mean 84.82, SD 17.01). A significant correlation was found between global cognitive impairment and a histological finding of low-grade tumors (p < 0.001). Children with a mesial thalamic tumor had a higher working memory deficit and delayed recall disorders (p < 0.001). Naming disorders were related to the presence of a bilateral (p < 0.001) or mesial (p < 0.001) thalamic tumor, without a significant difference between left or right hemisphere involvement. A significant correlation was also found between the presence of neurolinguistic disorders and mesially located tumors (p < 0.001). Children with right-sided tumors more frequently had constructional apraxia and executive function disorders (p < 0.001). Conclusions The present study suggests that thalamic tumors in different locations might have specific neuropsychological profiles.

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Zolotareva, Lyubov’ S., Anna A. Zapunidi, Aleksandra V. Adler, Sergei M. Stepanenko, and Oleg N. Paponov. "Post-Surgery Cognitive Dysfunction Diagnostics in Children." Current Pediatrics 20, no. 1 (2021): 23–30. http://dx.doi.org/10.15690/vsp.v20i1.2233.

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Neuropsychological tests can be used to diagnose post-surgery cognitive dysfunction in children. These tests are characterized by attractiveness, accessibility and short duration. Burdon Attention Test, Raven's matrices, various modifications of words memory tests meet all these requirements. Comprehensive assessment of cognitive functions (including MMSE scale and batteries of computer tests) seems to be optimal.

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Damian, Marinella, Markus Kreis, Bertram Krumm, and Frank Hentschel. "Optimized neuropsychological procedures at different stages of dementia diagnostics." Journal of the Neurological Sciences 229-230 (March 2005): 95–101. http://dx.doi.org/10.1016/j.jns.2004.11.043.

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Nataliya, STEPANCHENKO, PARTYKO Neonila, RYBALKO Petro, BOBROVYTSKA Svitlana, SERDIUK Nataliia, and MUDRYK Olena. "Neuropsychological Support for Teaching Young School-Age Children Annotation." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 12, no. 4 (2025): 250–62. https://doi.org/10.18662/brain/12.4/248.

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 The article is devoted to the problems of neuropsychological support of the educational process in elementary school, prevention possible disorders of primary school children’s mental processes and neuropsychological correction of difficulties in their learning. The neuropsychological causes of school failure are generalized (summarized). The methods of correctional and developmental education of elementary school children with specific neuropsychological features are analyzed. Neuropsychological factors of educational failure, particulary left-handed children and psychophysiological principles of special children’s psychological and pedagogical support in an inclusive environment are described. Organizational-didactic, diagnostic and correctional conditions of individual neuropsychological support of elementary school education are analyzed. A correctional and developmental program for neuropsychological diagnostics and correction of young schoolchildren’s educational failure is developed. The neuropsychological approach to the psychological and pedagogical supervision of first-grade pupils, taking into account their learning success, the level of communicative skills development and cognitive mental processes are come near.

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Pylypenko, Nataliya, Olha Kovalova, Olesia Prokofieva, Olga Kochkurova, Maryna Kriukova, and Yaroslava Zelinska. "Contemporary Approaches to Diagnosis, Psychotherapy and Neuro-Psychocorrection of Emotional Disorders in Psychosomatic Diseases." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 1Sup1 (2022): 277–94. http://dx.doi.org/10.18662/brain/13.1sup1/319.

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The article is devoted to the problem of complex consideration of psychotherapeutic methods in psychocorrection of emotional disorders in combination with neuropsychological technologies in psychosomatic diseases. The most popular psychotherapeutic and neuropsychological methods in foreign and domestic works which can be applied in the psychosomatic approach to diagnostics and therapy of emotional frustration are considered. Certain neuropsychological mechanisms of emotional and psychosomatic disorders are analysed. The role of the emotional factor in the occurrence of psychosomatic diseases is emphasized. It is proposed to replace psychopharmacology with neuro psycho-corrective aids to restore optimal neurophysiological functions of the central nervous system, taking into account the degree of its recovery and availability of emotional and personal resources of the client. Psychotherapeutic and neuropsychological recommendations for recovery of psychosomatic health have been developed.

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Nataliia, PYLYPENKO, KOVALOVA Olha, PROKOFIEVA Olesia, KOCHKUROVA Olga, KRIUKOVA Maryna, and ZELINSKA Yaroslava. "Contemporary Approaches to Diagnosis, Psychotherapy and Neuro-Psychocorrection of Emotional Disorders in Psychosomatic Diseases." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, special issue 1 (2024): 277–94. https://doi.org/10.18662/brain/13.1Sup1/319.

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The article is devoted to the problem of complex consideration of psychotherapeutic methods in psychocorrection of emotional disorders in combination with neuropsychological technologies in psychosomatic diseases. The most popular psychotherapeutic and neuropsychological methods in foreign and domestic works which can be applied in the psychosomatic approach to diagnostics and therapy of emotional frustration are considered. Certain neuropsychological mechanisms of emotional and psychosomatic disorders are analysed. The role of the emotional factor in the occurrence of psychosomatic diseases is emphasized. It is proposed to replace psychopharmacology with neuro psycho-corrective aids to restore optimal neurophysiological functions of the central nervous system, taking into account the degree of its recovery and availability of emotional and personal resources of the client. Psychotherapeutic and neuropsychological recommendations for recovery of psychosomatic health have been developed.

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Korneev, Alexey A., Alexey M. Bukinich, Ekaterina Yu Matveeva, and Tatiana V. Akhutina. "EXECUTIVE FUNCTIONS AND ACTIVITY REGULATION FUNCTIONS IN 6–9 YEAR-OLD CHILDREN: CONFIRMATORY FACTOR ANALYSIS OF NEUROPSYCHOLOGICAL DATA." Moscow University Psychology Bulletin, no. 1 (2022): 29–52. http://dx.doi.org/10.11621/vsp.2022.01.02.

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Relevance. In the study, we discuss the neuropsychological measures and relationship of two important groups of cognitive functions, namely, executive functions and functions of activation regulation. Th e study of the structure of these functions and the possibility of assessing their state in children of preschool and primary school age by methods of neuropsychological diagnostics and computerized testing are important from two points of view. First, it is an important issue in neuropsychological practice. Second, it is one of the ways to better understand cognitive development at this age. Objectives. Development and estimation of factor models that establish the relationship between the results of neuropsychological diagnostics of various groups of cognitive functions associated with executive functions and regulation of activation. Methods.434 children from 6 to 9 years old (from senior preschoolers to third graders) participated in the study. All children underwent neuropsychological examination adapted for children of 6–9 years, and they also performed tests from a computerized neuropsychological examination battery for children of 6–9 years. Th e results were used to conduct a confi rmatory factor analysis. Results and conclusions. We proposed models that include three factors. Th e fi rst factor corresponds to executive functions and two others relate to the regulation of activation. According to our model, the functions of activation can be divided into two factors: a factor of hyperactivity/impulsivity and a factor of fatigue/sluggishness. Model fi t indices showed good agreement with empirical data. Th e combined use of indicators of both traditional and computer neuropsychological examination makes the estimations of the model better. Th us, in the study we revealed parameters of the performance on the neuropsychological tests that can be used as indicators of the state of executive functions and functions of activation regulation. Th e weakness in one of the components of activity regulation can lead to specifi c patterns of behavior which are manifested in the neuropsychological examination. A more serious and extensive defi cit of one of the functions can lead to the appearance either of attention defi cit hyperactivity disorder or of sluggish cognitive tempo.

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Kurbanova, Maryam M., Anna A. Galayeva, Yekaterina V. Stefanovskaya, Anastasiya A. Suvorkina, and Nurmagomed M. Alikhanov. "Modern methods for the diagnosis of cognitive impairment." Russian Family Doctor 24, no. 1 (2020): 35–44. http://dx.doi.org/10.17816/rfd18986.

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The review presents modern views on the problem of cognitive impairment, on the need to improve diagnostics at the pre-dementive stage of development of these disorders. The most widely used neuropsychological tests and structural neuroimaging methods for assessing cognitive functions are considered.

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Khokhlov, Nikita A., and Elizaveta V. Vasyura. "Age-related development trajectories of components of mental functions in children 4-17 years old." Neuropsychological Trends, no. 36 (November 2024): 45–68. http://dx.doi.org/10.7358/neur-2024-036-khok.

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The present paper is dedicated to the problem of age-related changes in features of neuropsychological development. The sample consisted of 922 conditionally healthy subjects ranging from 4 to 17 years of age, comprising 603 boys and 319 girls. The study participants underwent neuropsychological diagnostics using the psychometric battery “Multifactorial Investigation of Neuropsychological Development” (MIND). The assessment was conducted in two psychological centres in Moscow, Russia. Trajectories of growth for 22 components of mental functions and the general level of development were obtained. This article examines the peculiarities of curve fitting using polynomials, Gompertz, Verhulst, and Schmalhausen-Brody functions. The study reveals that components of mental functions develop at different rates. Some of them complete their growth during the adolescence, while others continue to increase after the age of 18.

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Kremenchutska, M. K., O. L. Kiparenko, L. D. Chykur, V. V. Pundiev, and I. V. Dobrynina. "Neuropsychological diagnostics and correction of reading disorders in visually impaired children." Oftalmologicheskii Zhurnal 99, no. 4 (2022): 68–74. http://dx.doi.org/10.31288/oftalmolzh202246874.

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Lytaev, Sergey, Daniil Susin, Mikhail Aleksandrov, and Sergey Shevchenko. "PET-Scan & Neuropsychological Diagnostics of Cognitive Disorders in Parkinson's Disease." International Journal of Psychophysiology 108 (October 2016): 114. http://dx.doi.org/10.1016/j.ijpsycho.2016.07.342.

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Kiparenko, Olena. "NEUROPSYCHOLOGICAL DETERMINANTS OF DYSLEXIA IN SCHOOLCHILDREN." Scientific Journal of Polonia University 46, no. 3 (2021): 235–40. http://dx.doi.org/10.23856/4631.

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The article describes the results of the research exploring the link between the neurodynamic component of schoolchildren’s psychic activity at the age of 7-12 and the level of mastering the reading skill at school. In the process of the research, we have detected the core neuropsychological criteria correlating with the level of reading technique and text understanding in schoolchildren. The neuropsychological research was made using A.R. Luria’s battery of tests, by G.M. Glosman’s method, adapted to childhood. We also used A.N. Kornyev and O.A. Ishymova’s method of dyslexia diagnostics; texts for the research have been translated into Ukrainian. We have pointed out two age groups of children andanalyzed how neurodynamic deficiency and audio-verbal and visual memory level influence the formation of dyslexia determinants in both of them. In addition, we have addressed the link between child’s development under the age of 1, parents’ complaints at the actual time and the level of a child’s reading technique.

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Baulina, Maria E., Nataliya A. Varako, Maria S. Kovyazina, et al. "Neuropsychological diagnostics and rehabilitation of patients with memory impairments in amnestic syndrome as a result of brain damage of various etiologies." National Psychological Journal 40, no. 4 (2020): 137–48. http://dx.doi.org/10.11621/npj.2020.0411.

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Background. Neuropsychological diagnostics and rehabilitation are among the fundamental practical tasks facing a clinical psychologist. Today, rehabilitation goes beyond the usual framework in which it was 40–50 years ago. The course of the disease, stressful influences radically change the physical, psychological and social functioning of a person. It is the functioning of a person (and not the state of his functions) in new, often limiting living conditions that becomes an object in the modern rehabilitation system, which is a joint activity of the patient, his relatives and specialists of the multidisciplinary rehabilitation team. Objective: analysis and generalization of the diagnostic and rehabilitation experience accumulated in neuropsychological rehabilitation;identification of quality criteria for neuropsychological diagnostics and rehabilitation of patients with memory impairments in case of brain damage, which should be followed by a practicing psychologist in the process of rehabilitation work. Results. Based on the analysis of applied research and practical guidelines, the recommended diagnostic tools for detecting memory impairments are presentedand the main directions and effective methods of rehabilitation work in amnestic syndrome are highlighted. It is shown that different degrees of severity of a amnestic defect requires the choice of an appropriate direction of work in the process of neuropsychological rehabilitation: the formation of new mnestic means; the organization of “suggestive and reminiscent” environments and new strategies for behavior in this environment; general (non-specific) principles of restorative learning. Conclusions. The presented material can serve as a “support” in the practical work of a clinical psychologist with patients with memory impairments and brain lesions.The text outlines the main directions of diagnostic and rehabilitation work which a practicing psychologist must be aware of.

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Shestakova, Svitlana, Olga Zhvava, Oksana Popkova, Inna Berkeshchuk, Nadiia Knight, and Oksana Klak. "Didactically Relevant Mechanisms of Onym Formation in the Ukrainian Language Today: A Neuropsychological Approach." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 3 (2022): 51–65. http://dx.doi.org/10.18662/rrem/14.3/597.

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The article deals with the multifaceted mechanisms of onym formation in the Ukrainian language today and analyzes them in the context of studying linguistic courses and acquiring practical skills in their use. It proves that motivational connections in the language system are found to be typical, regular, regular, which allows us to distinguish several model varieties of lexical and semantic word formation (hereinafter “LSWF”). Only the transfer of the name, in our opinion, should be discussed in the creation of motivated models of onyms. It is simply impossible to talk about any figurative meaning. If we can talk about any transfer, then only about the transfer of a lexical unit from one denotation to another in the presence of speakers permanent (temporary) ideas, ideas about external, functional, spatial or other similarities and proximity of objects - ideas that reflect the real, desired or completely fantasy state of the sphere of the material and spiritual world to which this object belongs. These mechanisms can be analyzed from both linguistic and psycholinguistic (neurolinguistic) points of view. They also objectify universal ways of comprehending and representing a rapidly changing world verbally. Furthemore, the article confirms that the main and most productive models of LSWF at the present stage are derivational metaphor (hereinafter DMF) and derivational metonymy (hereinafter DMT). We consider it possible to use these terms because with the help of DMF and DMT new words are created, not new meanings of words. The use of phrases as a function of proper names (PN) is one of the traditional ways of nomination. Their activation is due to two intralinguistic factors: the tendency to expressiveness and the tendency to maximum motivation of language units.

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Heilmann, Florian. "Self-Report versus Neuropsychological Tests for Examining Executive Functions in Youth Soccer Athletes—A Cross-Sectional Study." Behavioral Sciences 12, no. 9 (2022): 346. http://dx.doi.org/10.3390/bs12090346.

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Cognitive diagnostics, especially the measurement of executive functions (EFs) in the context of sports and talent diagnostics, is a popular research topic. However, research is lacking on how self-reports are sufficient to examine the EFs of youth athletes for performance diagnostics. Thus, the current study aims to evaluate the relationships between neuropsychological tasks (3-back task, cued Go/NoGo task, flanker task, and number-letter task) and a self-report for examining EFs (BRIEF-SB). Furthermore, it should be investigated whether it is possible to predict the outcome of EF tasks using a self-report inventory. Therefore, 68 young professional soccer players (Mage = 14.26 ± 1.35 years) from a national youth academy were included in the study. The weak-to-moderate correlations (r = 0.000, p = 0.999 to r = −0.442, p < 0.01) and the results of sensitivity analysis (0.125 to 0.538) do not support using a self-report of EFs for cognitive performance diagnostics. The inventory is only suitable for identifying executive dysfunctions in athletes recovering from head injuries or concussions.

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Kazantseva, N. V., V. A. Izranov, O. A. Shevtsova, and Yu V. Shotik. "MODERN METHODS OF FETAL ANTENATAL DIAGNOSTICS AND THEIR SIGNIFICANCE FOR THE SUBSEQUENT CHILD DEVELOPMENT." Rossiyskiy Vestnik Perinatologii i Pediatrii (Russian Bulletin of Perinatology and Pediatrics) 63, no. 5 (2018): 13–19. http://dx.doi.org/10.21508/1027-4065-2018-63-5-13-19.

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The fetal neurobehaviour helps to evaluate the integrativity of the brain function. The distinctive signs of the fetal motor patterns allow us to diagnose developmental disorders at early stages.The purposeis to review literature related to the study of the integrative activity of the central nervous system, the development and use of modern methods of fetal neuropsychological ultrasound diagnostics - the antenatal test of neurodevelopment after A. Kurjak (Kurjak Antenatal Neurodevelopmental Test - KANET).The results and conclusion.Using ultrasound of pregnant women at different gestation periods helps us to directly observe and evaluate fetal movements reflecting activity of the maturing central nervous system. The KANET test based on the observation of the fetal motor pattern according to the Prechtl’s method allows us to evaluate the fetal motor activity and predict development and functioning of the central nervous system after birth. The fetal antenatal neuropsychological diagnostics is used for timely detection of the disorders of central nervous system and early implementation of preventive and curative measures for the consequences of CNS damage: neurological, emotional and behavioral disorders in older children.

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Requena-Komuro, Maï-Carmen, Jessica Jiang, Lucianne Dobson, et al. "Remote versus face-to-face neuropsychological testing for dementia research: a comparative study in people with Alzheimer’s disease, frontotemporal dementia and healthy older individuals." BMJ Open 12, no. 11 (2022): e064576. http://dx.doi.org/10.1136/bmjopen-2022-064576.

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ObjectivesWe explored whether adapting neuropsychological tests for online administration during the COVID-19 pandemic was feasible for dementia research.DesignWe used a longitudinal design for healthy controls, who completed face-to-face assessments 3–4 years before remote assessments. For patients, we used a cross-sectional design, contrasting a prospective remote cohort with a retrospective face-to-face cohort matched for age/education/severity.SettingRemote assessments were conducted using video-conferencing/online testing platforms, with participants using a personal computer/tablet at home. Face-to-face assessments were conducted in testing rooms at our research centre.ParticipantsThe remote cohort comprised 25 patients (n=8 Alzheimer’s disease (AD); n=3 behavioural variant frontotemporal dementia (bvFTD); n=4 semantic dementia (SD); n=5 progressive non-fluent aphasia (PNFA); n=5 logopenic aphasia (LPA)). The face-to-face patient cohort comprised 64 patients (n=25 AD; n=12 bvFTD; n=9 SD; n=12 PNFA; n=6 LPA). Ten controls who previously participated in face-to-face research also took part remotely.Outcome measuresThe outcome measures comprised the strength of evidence under a Bayesian framework for differences in performances between testing environments on general neuropsychological and neurolinguistic measures.ResultsThere was substantial evidence suggesting no difference across environments in both the healthy control and combined patient cohorts (including measures of working memory, single-word comprehension, arithmetic and naming; Bayes Factors (BF)01>3), in the healthy control group alone (including measures of letter/category fluency, semantic knowledge and bisyllabic word repetition; all BF01>3), and in the combined patient cohort alone (including measures of working memory, episodic memory, short-term verbal memory, visual perception, non-word reading, sentence comprehension and bisyllabic/trisyllabic word repetition; all BF01>3). In the control cohort alone, there was substantial evidence in support of a difference across environments for tests of visual perception (BF01=0.0404) and monosyllabic word repetition (BF01=0.0487).ConclusionsOur findings suggest that remote delivery of neuropsychological tests for dementia research is feasible.

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Malygin, V. L., and Y. A. Merkurieva. "Differentiated Intervention Model for Internet Addiction in Adolescents." Консультативная психология и психотерапия 28, no. 3 (2020): 142–63. http://dx.doi.org/10.17759/cpp.2020280309.

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The paper considers the issue of interventions for internet addiction in adolescents. We analyzed the main risk factors of internet addiction yielded from the empirical data and distinguished between two groups of internet-addicted adolescents with dominating biological or psychological risk factors. An intervention program for internet-addicted adolescents based on this data was developed and carried out. We compared the efficacy of the intervention and communicative skills training. The results prove the significance of primary neuropsychological diagnostics and the necessity of neuropsychological correction in interventions for internet-addicted adolescents. We propose a scheme for sorting the participants in correction groups according to different risk factors of internet addiction.

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Kustova, T. V., T. E. Taranushenko, and I. M. Demyanova. "Evaluation of psychomotor development of a child of early age: what should the pediatrician know." Medical Council, no. 11 (July 16, 2018): 104–9. http://dx.doi.org/10.21518/2079-701x-2018-11-104-109.

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The authors raise the question of the problems of diagnosis of developmental disorders in young children. The article provides a review of domestic and foreign methods of diagnostics of psychomotor development. The «Algorithm for diagnosing the child’s psychomotor development» is proposed, based on a step-by-step approach to assessing the dynamics of the child’s neuropsychological development.

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Dziatkovskii, A., and D. Kulagina. "AI AND BLOCKCHAIN FOR NEUROPSYCHOLOGY." Danish scientific journal, no. 64 (September 27, 2022): 46–47. https://doi.org/10.5281/zenodo.7140075.

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Abstract Advances in neuropsychology, along with other neuroscience, serve as a basis for the development of artificial intelligence systems. Meanwhile, there is the opposite direction of research on the use of artificial intelligence in neuropsychology. This article examines the possibilities of artificial intelligence in alliance with blockchain in neuropsychological diagnostics and the analysis of its results.

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Bereskin, D. "Diagnostics and Neuropsychological Correction of Children with Neurosis-Like Enuresis and Encopresis." Клиническая и специальная психология 6, no. 1 (2017): 48–62. http://dx.doi.org/10.17759/cpse.2017060104.

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The experience of a work with a group of children with enuresis (six patients) and encopresis (one patient) both of residual-organic origin is analyzed in this article. Work included psychological diagnostic techniques and psychological correction. Psychological diagnostic evaluation was directed to the measurements of different characteristics of sensorimotor reactions, memory, attention and cognitive functions. Functional characteristics of the central nervous system in children with enuresis and encopresis were approximated to those recorded in their healthy peers, while the cognitive functions in present group of children were lower. Psychological correction has included neuropsychological methods, which were aimed at the development of: visual-motor coordination, spatio-temporal organization relations and logic constructions understanding. Based on children's and parent's self-reports and based on medical records also it can be assumed that proposed psychological correction can be effective in enuresis and encopresis in children with similar characteristics, which can be observed. The significance of the functional indices evaluation of the central nervous system by measuring various characteristics of sensorimotor reactions substantiate by results obtained.

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Witt, Juri-Alexander, and Christoph Helmstaedter. "Neuropsychological Evaluations in Limbic Encephalitis." Brain Sciences 11, no. 5 (2021): 576. http://dx.doi.org/10.3390/brainsci11050576.

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Limbic encephalitis (LE) can cause dynamic and permanent impairment of cognition and behavior. In clinical practice, the question arises as to which cognitive and behavioral domains are affected by LE and which assessment is suited to monitor the disease progress and the success of treatment. Current findings on cognition and behavior in LE are reviewed and discussed based on current guidelines and consensus papers. In addition, we outline approaches for the neuropsychological monitoring of LE and its treatment. Dependent on disease acuity and severity, LE leads to episodic long-term memory dysfunction in different variants (e.g., anterograde memory impairment, accelerated long-term forgetting, and affection of autobiographical memory) and executive deficits. In addition, affective disorders are very common. More severe psychiatric symptoms may occur as well. In the course of the disease, dynamic phases with functional recovery must be differentiated from residual defect states. Evidence-based neuropsychological diagnostics should be conducted ideally before treatment initiation and reassessments are indicated when any progress is suggested, and when decisive anti-seizure or immunomodulatory treatment changes are made. Cognition and behavior may but must not run in synchrony with seizures, MRI pathology, or immune parameters. Cognitive and behavioral problems are integral aspects of LE and represent important biomarkers of disease acuity, progress, and therapy response beyond and in addition to parameters of immunology, neurological symptoms, and brain imaging. Thus, evidence-based neuropsychological assessments are essential for the diagnostic workup of patients with suspected or diagnosed limbic encephalitis, for treatment decisions, and disease and treatment monitoring.

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