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The concept of executive functioning has become central in
understanding normal and abnormal cognitive processes. This timely
volume analyzes the diverse conditions that can result in executive
function disturbances, providing research about underlying causes,
exploring the differences between developmental and acquired
executive "dysfunctions," and providing approaches for the
assessment of executive dysfunction both in children and in adults.
In doing so, it addresses a gap in the literature in its analysis
of executive function deficits and their link with psychopathology
in psychiatric patients for the management of clinical symptoms and
social adjustment. Among the specific topics examined: Theoretical
approaches for the analysis of the diverse dysexecutive syndromes
Common executive dysfunction syndromes found during childhood
development: attention deficit hyperactivity disorder and autism
spectrum disorders Consequences of executive function deficits in
the use of information technology Executive dysfunction and
personality disorders Common executive function tests, assessment
issues in executive dysfunction, and cross-cultural and bilingual
questions in assessment of executive dysfunction Dysexecutive
Syndromes: Clinical and Experimental Perspectives expertly extends
the analysis of executive functions and dysfunctions from a
fundamental and clinical perspective. It is essential reading for
clinical psychologists, neuropsychologists, neurologists, and
psychiatrists, and graduate and post-graduate students in
psychology, neurology, and the health neurosciences, as well as
clinicians, counselors, and psychometricians working with
neuropsychiatric assessment.
The aim of this volume is to integrate the current literature about
the psychological dimensions of bilingualism: that is, to analyze
psychological, subjective, and internal perspectives on
bilingualism. What is the internal world of bilinguals like? How do
they perceive the world and how do they think? What are the
advantages and disadvantages of being bilingual? How does
bilingualism interact with personality? In what way does being
bilingual impact the aging mind? Renowned and emerging scholars
alike explore these questions in the collected chapters. The
organization of the book features four main component parts: (1)
the inner cognitive world of the bilingual mind (2) bilingual
language representation, and (3) bilingualism across the lifespan,
and 4) bilingual cognitive and personality dimensions. Taken
collectively, the included chapters provide a multidimensional and
up-to-date perspective on bilingual studies, specifically
concentrating on the cognitive and emotional dimensions of the
individual. Chapter topics include: Conceptual Metaphor Theory
Bilingual Figurative Language Processing Aging in Bilinguals
Psychopathology in Bilinguals Personality Traits in Bilinguals
Addressing the growing demand for bilingual research, this
collection provides a timely and much needed perspective on the
bilingual as an individual, exploring his/her internal world and a
range of phenomena, including emotional word processing,
personality traits, language effects on the mind, and cognitive
effects of bilingualism. As such, it will appeal to a wide range of
readers across various intellectual and professional arenas,
including cognitive psychologists, personality psychologists,
psycholinguists, educational psychologists and second language
teachers, among others.
The concept of executive functioning has become central in
understanding normal and abnormal cognitive processes. This timely
volume analyzes the diverse conditions that can result in executive
function disturbances, providing research about underlying causes,
exploring the differences between developmental and acquired
executive "dysfunctions," and providing approaches for the
assessment of executive dysfunction both in children and in adults.
In doing so, it addresses a gap in the literature in its analysis
of executive function deficits and their link with psychopathology
in psychiatric patients for the management of clinical symptoms and
social adjustment. Among the specific topics examined: Theoretical
approaches for the analysis of the diverse dysexecutive syndromes
Common executive dysfunction syndromes found during childhood
development: attention deficit hyperactivity disorder and autism
spectrum disorders Consequences of executive function deficits in
the use of information technology Executive dysfunction and
personality disorders Common executive function tests, assessment
issues in executive dysfunction, and cross-cultural and bilingual
questions in assessment of executive dysfunction Dysexecutive
Syndromes: Clinical and Experimental Perspectives expertly extends
the analysis of executive functions and dysfunctions from a
fundamental and clinical perspective. It is essential reading for
clinical psychologists, neuropsychologists, neurologists, and
psychiatrists, and graduate and post-graduate students in
psychology, neurology, and the health neurosciences, as well as
clinicians, counselors, and psychometricians working with
neuropsychiatric assessment.
This book is the culmination of a research program conducted in
Colombia during the past several years. The fundamental aim of the
program was to develop neuropsychological tests for Spanish
speakers, especially elderly individuals and those with limited edu
cational attainment. The lack of norms for these populations repre
sents a significant practical problem not only in developing
countries but also in more developed countries. For example, norms
are usually obtained with middle-class Anglo-Saxon English-speaking
popula tions, often university students, and such norms do not
usually include individuals older than 65 years. Furthermore, very
few neuro psychological tests have been developed for Spanish
speakers; fre quently, tests are translated into Spanish (often
poor translations at that), but the norms used are still those
obtained from English speaking populations. This volume summarizes
the normative results of this research program. We anticipate that
these tests and norms will be particularly useful in the
neuropsychological evaluation of Spanish speakers, especially those
with limited educational attainment, and the elderly. The United
States represents the fifth largest Spanish-speaking coun try in
the world (after Mexico, Spain, Argentina, and Colombia), with over
20 million speakers. It is anticipated that by the year 2025 there
will be as many Hispanics in the United States as members of all
other ethnic minority groups combined. Further, about 10% of the U.
S. population are considered functionally illiterate, with
Hispanics rep resenting an unusually large segment.
This book is the culmination of a research program conducted in
Colombia during the past several years. The fundamental aim of the
program was to develop neuropsychological tests for Spanish
speakers, especially elderly individuals and those with limited edu
cational attainment. The lack of norms for these populations repre
sents a significant practical problem not only in developing
countries but also in more developed countries. For example, norms
are usually obtained with middle-class Anglo-Saxon English-speaking
popula tions, often university students, and such norms do not
usually include individuals older than 65 years. Furthermore, very
few neuro psychological tests have been developed for Spanish
speakers; fre quently, tests are translated into Spanish (often
poor translations at that), but the norms used are still those
obtained from English speaking populations. This volume summarizes
the normative results of this research program. We anticipate that
these tests and norms will be particularly useful in the
neuropsychological evaluation of Spanish speakers, especially those
with limited educational attainment, and the elderly. The United
States represents the fifth largest Spanish-speaking coun try in
the world (after Mexico, Spain, Argentina, and Colombia), with over
20 million speakers. It is anticipated that by the year 2025 there
will be as many Hispanics in the United States as members of all
other ethnic minority groups combined. Further, about 10% of the U.
S. population are considered functionally illiterate, with
Hispanics rep resenting an unusually large segment."
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