ABPP Clinical Neuropsychology key terms

A pattern in which lesion A impairs function X but spares function Y, while lesion B impairs Y but spares X. It provides strong evidence that the two functions rely on separate, non-overlapping neural systems.

A finding that damage to one region impairs function X while leaving function Y intact. It suggests the functions are separable but cannot rule out that X is simply harder or that both depend on the damaged area.

The principle that specific cognitive and behavioral processes depend on particular brain regions or networks. Modern views emphasize distributed networks rather than strict one-to-one mapping of function to structure.

A change in activity in a brain region remote from a lesion, caused by disruption of shared neural connections. It helps explain deficits that exceed what the focal damage alone would predict.

Reduced or absent awareness of one's own neurological deficit, such as denying hemiplegia after right hemisphere stroke. It is not simple psychological denial and often reflects damage to networks supporting self-monitoring.

Failure to attend to or act on the side of space opposite a brain lesion, most often after right parietal damage. Patients may shave only one side of the face or read only half a line.

Production of false statements or memories without intent to deceive, often after frontal or basal forebrain damage. Unlike lying, the patient appears to believe the fabricated content.

Higher-order processes that guide goal-directed behavior, including planning, inhibition, cognitive flexibility, and working memory. They are commonly associated with frontal lobe systems and their subcortical connections.

A cluster of impairments in planning, organization, self-monitoring, and behavioral regulation following frontal system damage. Patients may appear apathetic, impulsive, or socially inappropriate despite intact basic cognition.

Inappropriate repetition of a prior response, thought, or action after it is no longer correct or relevant. It is a common sign of frontal system dysfunction on tasks like set-shifting or design fluency.

A limited-capacity system for temporarily holding and manipulating information during ongoing tasks. It supports reasoning, comprehension, and learning and is often assessed with digit span backward or n-back tasks.

The initial stage of memory in which information is processed and registered for potential storage. Problems at encoding can mimic memory loss but often improve with structured support or deeper processing.

The process of accessing stored information when needed. Retrieval deficits usually improve with cueing or recognition, which helps distinguish them from storage failure caused by consolidation problems.

The process by which newly encoded information becomes stabilized in long-term memory over time. It depends on medial temporal and hippocampal systems and is impaired in amnestic disorders.

Inability to form new long-term memories after the onset of a disorder, while memories from before onset may remain intact. It is classically associated with bilateral medial temporal lobe damage.

Loss of memory for events that occurred before the onset of a condition. The loss often follows a temporal gradient, with more recent memories affected more than remote ones.

An acquired language impairment caused by brain damage, affecting production, comprehension, or both. Classification into fluent and nonfluent types depends on speech output, repetition, and comprehension profiles.

An acquired loss or impairment of reading ability following brain damage in a previously literate person. It can occur with or without agraphia depending on the lesion site.

A motor speech disorder in which planning or programming of speech movements is impaired, producing distorted sounds and effortful speech. It differs from aphasia, which affects language rather than motor planning.

The capacity to perceive, interpret, and manipulate spatial relationships and visual information. It is assessed with tasks such as block design, clock drawing, and line bisection.

A statistic that indicates whether a change in test score exceeds what measurement error alone would produce. It helps determine if a post-treatment difference is likely real rather than noise.

Improvement in test performance from repeated exposure to the same or similar measures. It complicates interpretation of retesting and must be considered when evaluating change over time.

The frequency with which a particular score change occurs in a relevant comparison group. Comparing an individual's change to base rates helps avoid overinterpreting normal fluctuation as decline.

A person's estimated level of cognitive ability before injury or illness. It is inferred from demographic variables, educational and occupational history, and tests relatively resistant to decline.

Measures of abilities that tend to remain stable despite neurological decline, such as vocabulary or general knowledge. They are used to estimate premorbid intellectual level.

The degree to which test results predict real-world functioning in daily life. A measure can be psychometrically sound yet have limited ecological validity for everyday tasks.

Use of validated measures to evaluate whether a patient is putting forth adequate effort during assessment. Poor effort can invalidate test results and must be distinguished from genuine impairment.

A measure designed to detect exaggerated or feigned cognitive or psychiatric symptoms. It is typically embedded in or administered alongside standard neuropsychological tests.

Intentional production or exaggeration of symptoms for an external gain, such as financial compensation or avoiding responsibility. It is a clinical and forensic determination, not a psychiatric diagnosis.

The process of ensuring a patient understands the purpose, risks, benefits, and alternatives of an evaluation and voluntarily agrees to proceed. It must be documented and adapted to the patient's capacity.

The obligation to protect test materials and items from disclosure that could compromise their validity. It affects how feedback and records are shared, especially in forensic or educational settings.

The professional and legal requirement that a clinician practice only within the boundaries of their training and experience. It includes maintaining current knowledge and recognizing when to refer.

Oversight of trainees or less experienced clinicians by a qualified supervisor who monitors casework and professional development. It includes direct observation, feedback, and documentation of progress.

A collaborative process in which a neuropsychologist provides expertise to other professionals regarding diagnosis, management, or treatment planning. The consultant typically does not assume primary responsibility for the patient.

Scoring a test by comparing an individual's performance to a standardization sample matched on relevant characteristics. Appropriate norms are essential because scores vary with age, education, and culture.

Systematic error in a test or interpretation that disadvantages individuals from particular cultural or linguistic backgrounds. It can arise from item content, administration language, or inappropriate norms.

Sensitivity is the proportion of people with a condition who test positive; specificity is the proportion without it who test negative. Both matter when judging a diagnostic measure's usefulness.

The probability that a person with a positive test result actually has the condition. It depends heavily on the base rate of the condition in the population tested.

Integration of the best available research evidence, clinical expertise, and patient values and preferences in decision-making. It guides test selection, treatment planning, and interpretation of findings.