Koziol / Budding Subcortical Structures and Cognition

Implications for Neuropsychological Assessment
1. Auflage 2009
ISBN: 978-0-387-84868-6
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 405 Seiten

Clinical psychologists and neuropsychologists are traditionally taught that cognition is mediated by the cortex and that subcortical brain regions mediate the coordination of movement. However, this argument can easily be challenged based upon the anatomic organization of the brain. The relationship between the prefrontal cortex/frontal lobes and basal ganglia is characterized by loops from these anterior brain regions to the striatum, the globus pallidus, and the thalamus, and then back to the frontal cortex. There is also a cerebrocerebellar system defined by projections from the cerebral cortex to the pontine nuclei, to the cerebellar cortex and deep cerebellar nuclei, to the red nucleus and then back to thalamus and cerebral cortex, including all regions of the frontal lobes. Therefore, both the cortical-striatal and cortical-cerebellar projections are anatomically defined as re-entrant systems that are obviously in a position to influence not only motor behavior, but also cognition and affect. This represents overwhelming evidence based upon neuroanatomy alone that subcortical regions play a role in cognition. The first half of this book defines the functional neuroanatomy of cortical-subcortical circuitries and establishes that since structure is related to function, what the basal ganglia and cerebellum do for movement they also do for cognition and emotion. The second half of the book examines neuropsychological assessment. Patients with lesions restricted to the cerebellum and/or basal ganglia have been described as exhibiting a variety of cognitive deficits on neuropsychological tests. Numerous investigations have demonstrated that higher-level cognitive functions such as attention, executive functioning, language, visuospatial processing, and learning and memory are affected by subcortical pathologies. There is also considerable evidence that the basal ganglia and cerebellum play a critical role in the regulation of affect and emotion. These brain regions are an integral part of the brain's executive system. The ability to apply new methodologies clinically is essential in the evaluation of disorders with subcortical pathology, including various developmental disorders (broadly defined to include learning disorders and certain psychiatric conditions), for the purpose of gaining greater understanding of these conditions and developing appropriate methodologies for treatment.   The book is organized around three sources of evidence: neuroanatomical connections; patients with various disease processes; experimental studies, including various imaging techniques. These three sources of data present compelling evidence that the basal ganglia and cerebellum are involved in cognition, affect, and emotion. The question is no longer if these subcortical regions are involved in these processes, but instead, how they are involved. The book is also organized around two basic concepts: (1) the functional neuroanatomy of the basal ganglia and the cerebellum; and (2) how this relates to behavior and neuropsychological testing. Cognitive neuroscience is entering a new era as we recognize the roles of subcortical structures in the modulation of cognition. The fields of neuropsychology, cognitive psychology, neuropsychiatry, and neurology are all developing in the direction of understanding the roles of subcortical structures in behavior. This book is informative while defining the need and direction for new paradigms and methodologies for neuropsychological assessment.

Dr. Leonard F. Koziol is a clinical psychologist with specialty board certifications in Neuropsychology and Pediatric Neuropsychology. He works with children, adolescents, and adults with attention or concentration problems, memory loss, or learning disabilities. Dr. Koziol has served as a forensic psychologist expert in legal proceedings. Dr. Koziol is currently part of the Clinical Faculty at Chicago Medical School, Finch University Hospital Clinic, North Chicago, IL; the Consulting Neuropsychology Faculty at Fielding Institute, Santa Barbara, CA; and the Adult Faculty at Illinois School of Professional Psychology, IL, from where he is also a Professional Psychology graduate. His awards include: Fellow, National Academy of Neuropsychology - 2004; and Fellow, American College of Professional Neuropsychology - 1995.Deborah Ely Budding is a clinical neuropsychologist practicing in Southern California. She worked as a writer and editor prior to training as a psychologist and neuropsychologist. She specializes in evaluating children, adolescents and adults with neurodevelopmental disorders and has a particular interest in integrating emotional and cognitive, as well as conscious and unconscious aspects of function. She holds specialty board certifications in Neuropsychologyand Pediatric Neuropsychology.

Autoren/Hrsg.

Koziol, Leonard F.

Budding, Deborah Ely

Inhaltsverzeichnis

1;Subcortical Structures and Cognition;2
1.1;Dedication and Acknowledgments;5
1.2;Preface;7
1.3;Contents;9
1.4;Introduction: Movement, Cognition, and the Vertically Organized Brain;14
1.4.1;A Case of Dementia?;16
1.4.2;Why Do We Have a Cortico-centric Bias?;18
1.4.3;Vertically Organized Brain Systems;19
1.4.4;A Theoretical and Historic Context;22
1.4.5;How to Do Things in a Changing Environment;24
1.4.6;When to Do Things-Intention Programs;26
1.4.7;Theories of Types of Behavioral Processing and the Frontostriatal System;27
1.4.8;Analogous Memory Systems;29
1.4.9;The Phylogenetic Perspective;30
1.4.10;Excitation Versus Inhibition;32
1.4.11;Adjustment of Motor ‘‘How’’-The Changing Characteristics of Excitation and Inhibition;33
1.4.12;Summary;35
1.4.13;References;36
1.5;The Basal Ganglia: Beyond the Motor System-From Movement to Thought;40
1.5.1;Anatomical Structures and Subdivisions of the Basal Ganglia;41
1.5.2;Basal Ganglia Circuitry;46
1.5.3;Specific Projections into the Striatum;47
1.5.4;Direct and Indirect Pathways;49
1.5.5;The Subthalamic Pathway;50
1.5.6;The Striosomal Pathway;51
1.5.7;Basal Ganglia-Subcortical Loops;51
1.5.8;What Does the Cortico-striatal System Do?;54
1.5.9;Three Selection Pathways-An Interim Summary;55
1.5.10;Application of Motor Behavior to Cognition;55
1.5.11;Examples of the Frontostriatal System in Operation;57
1.5.12;Sensitivity to Context: The Basal Ganglia in Learning;58
1.5.13;Higher-Order Cognition and Working Memory;59
1.5.14;How Does Working Memory Work?;63
1.5.15;Context and Higher-Order Control in Combination;67
1.5.16;The Basal Ganglia and Automatic Processing;68
1.5.17;Alternating Episodes of Automatic Versus Higher-Order Control;70
1.5.18;An Integrated Cortical-Subcortical Model of Behavioral Selection;71
1.5.19;The Striatum Learns and Mobilizes Procedures;71
1.5.20;The Prefrontal Cortex Decides upon Behavior;72
1.5.21;Pathology/Developmental Disorders;74
1.5.22;Summary;75
1.5.23;References;75
1.6;Frontal-Subcortical Real Estate: Location, Location, Location;82
1.6.1;Divisions of the Frontal Cortex and the Anterior Circuits;83
1.6.2;The Dorsolateral Prefrontal Circuit (DLPFC);84
1.6.3;Orbitofrontal Circuit (OFC);88
1.6.4;The Medial Frontal Circuit (MFC)/Anterior Cingulate Circuit;90
1.6.5;The Motor Circuits;92
1.6.6;Motor, Cognitive, Motivational, and Affective Analogues;93
1.6.7;Frontal System Syndromes;95
1.6.8;Summary;103
1.6.9;References;103
1.7;Learning and the Basal Ganglia: Benefiting from Action and Reinforcement;108
1.7.1;The Basal Ganglia and Learning;109
1.7.2;The Inferotemporal and Parietal Loops;113
1.7.3;Categorization and Classification;114
1.7.4;Positive and Negative Reinforcement Learning;121
1.7.5;Summary;131
1.7.6;References;132
1.8;The Cerebellum: Quality Control, Creativity, Intuition, and Unconscious Working Memory;138
1.8.1;Surface Anatomy of the Cerebellum;139
1.8.2;Cortex and Cerebellum-Superficial Comparison of Infrastructure;141
1.8.3;Infrastructure of the Cerebellum;142
1.8.4;The Cerebellum and Non-Motor Functions;144
1.8.5;The Cerebellum in Procedural Learning;146
1.8.6;The Cerebro-Cerebellar Circuit;147
1.8.7;The Cerebellum and the Principle of Lateral Crossed Control;150
1.8.8;The Olivo-Cerebellar System;150
1.8.9;Theories of Cerebellar Function;151
1.8.10;A Hybrid Model of Cerebellar Function;153
1.8.11;Three Brain Systems in Parallel;155
1.8.12;Dysmetria-What Does It Signify?;156
1.8.13;Working Memory, Expertise, Creativity, and Giftedness;158
1.8.14;Clinical Presentations;161
1.8.15;The Cerebellar Cognitive Affective Syndrome;162
1.8.16;The Posterior Fossa Syndrome;164
1.8.17;Agenesis of the Cerebellum;166
1.8.18;Very Pre-Term Infants;166
1.8.19;DSM-IV Behaviorally Defined Conditions;167
1.8.20;The Cerebellum as a Modulator;168
1.8.21;Dysmetria-Undershooting and Overshooting-An Important Paradigm;170
1.8.22;Summary;170
1.8.23;References;171
1.9;Automaticity and Higher-Order Control in Communication: A Brief Introduction to Language and Social Cognition;179
1.9.1;Gesture, Communication, and Speech;181
1.9.2;The Declarative-Procedural Model of Language;183
1.9.3;Social Cognition-Automatic and Higher-Order Control Systems;186
1.9.4;Reflexive and Reflective Systems;189
1.9.5;Social Intuition, Social Skill, and Non-Verbal Communication;190
1.9.6;Implications of Dual-System Models for Social Cognition and Language;192
1.9.7;Summary;194
1.9.8;References;195
1.10;The Vertically Organized Brain in Clinical Psychiatric Disorders;199
1.10.1;Obsessive-Compulsive Disorder;203
1.10.2;Attention Deficit Hyperactivity Disorder;206
1.10.3;Schizophrenia;211
1.10.3.1;The Basal Ganglia in Schizophrenia;212
1.10.3.2;The Cerebellum in Schizophrenia;214
1.10.3.3;Mapping Anatomy and Symptomology;215
1.10.4;Other Clinical Disorders;217
1.10.4.1;Autism Spectrum Disorder (ASD-Including Asperger Syndrome);217
1.10.4.2;Mood Disorders;219
1.10.4.3;Alzheimer’s Disease;219
1.10.5;Summary;220
1.10.6;References;221
1.11;Familiarity and Novelty-Evaluating the Frontostriatal System;230
1.11.1;The Frontostriatal System;232
1.11.2;The Frontostriatal System in Operation;234
1.11.3;Interpretation Paradigms;235
1.11.4;Dynamically Changing Locus of Control;236
1.11.5;Neuropsychological Testing and the Frontostriatal System;237
1.11.6;Test Methodologies for Identifying the Integrity of the Frontostriatal System;239
1.11.7;Verbal Fluency Tasks;243
1.11.8;The Stroop Color Word Test;244
1.11.9;Traditional ‘‘Frontal Lobe’’ Problem-Solving Tests;246
1.11.10;Task Comparisons;254
1.11.11;Continuous Performance and Go-No-Go Tasks;256
1.11.12;Commonly Used Neuropsychological and Cognitive Tests: What Do They Measure?;260
1.11.13;Summary;262
1.11.14;References;263
1.12;Thought in Action: Procedural Learning, Processing Speed, and Automaticity;268
1.12.1;Processing Speed;270
1.12.2;The Measurement of Processing Speed;271
1.12.3;Processing Speed-A By-Product of Cognitive/Executive Control;273
1.12.4;Practice Effect;274
1.12.5;Types of Practice Effect;276
1.12.6;Procedural Learning in Neuropsychological Evaluation;279
1.12.6.1;The Wechsler Mazes;280
1.12.6.2;Trailmaking Tests;281
1.12.7;Perceptual-Motor Skill Learning;282
1.12.8;Subcircuit Differentiation;283
1.12.9;Motor Adaptation;284
1.12.10;Summary;285
1.12.11;References;285
1.13;The Basal Ganglia and Neuropsychological Testing;288
1.13.1;Interpretation Paradigm;291
1.13.2;Level of Performance;292
1.13.3;Test Score Comparisons/Pattern Analysis;292
1.13.4;Pathognomonic Signs;293
1.13.5;Body-Side Comparisons;293
1.13.6;Clinical Case Examples;294
1.13.6.1;Case 1;294
1.13.6.2;Case 2;304
1.13.6.3;Case 3;309
1.13.6.4;Case 4;315
1.13.6.5;Case 5;321
1.13.7;Summary;327
1.13.8;References;328
1.14;The Cerebellum in Neuropsychological Testing;332
1.14.1;Clinical Case Examples;333
1.14.1.1;Case 1;333
1.14.1.2;Case 2;341
1.14.1.3;Case 3;348
1.14.1.4;Case 4;358
1.14.2;Summary;371
1.14.3;References;371
1.15;The Integrated Brain: Implications for Neuropsychological Evaluation;374
1.15.1;It’s Not ‘‘All Cortex’’- It’s the Flexibility of Interaction;376
1.15.2;Clinical Applications;379
1.15.3;References;388
1.16;Index;391