Manfred J. Meier

Lateralized deficits in complex visual discrimination and bilateral transfer of reminiscence following unilateral temporal lobectomy

Abstract Differential deficits in complex visual discrimination and bilateral reminiscence in symbolic learning were assessed after left as compared with right temporal lobectomy in man. A deficit in the ability to discriminate between fragmented concentric circle patterns was found in the right temporal lobectomy group. The left temporal group exhibited a selectively lower left to right hand performance increment in inverted alphabet printing with interpolated rest. Stimulus complexity was inferred to be more effective than the level of visuospatial integration required by the task for eliciting deficits in visually guided behavior after right temporal lobectomy. Differences between the groups in the rate of interhemispheric dissipation of inhibitory effects in symbolic learning was postulated to account for the lower magnitude of bilateral reminiscence observed after left temporal lobectomy.

Selective impairment of Porteus maze test performance after right subthalamotomy

Abstract A series of patients stereotactically treated with a subthalamic lesion placed in the region of the fields of Forel was psychologically evaluated before and approx. 8 months after operation. Selective impairment of Porteus Maze Test performance, in the absence of alterations in global intelligence, was observed after right subthalamotomy only. A preliminary formulation was developed to account for the unexpected emergence of a lateralized deficit at the subcortical level.

Continuing education: An alternative to respecialization in clinical neuropsychology

Abstract This presentation aims to extend the concept of a Learning and Assessment Center to the establishment and maintenance of competencies for the practice of clinical neuropsychology. The resulting process would begin with an analysis of current practices in the field for the purpose of identifying competencies. After reduction into performance objectives, the necessary knowledge, skills, and attitudes for reaching performance objectives would then be specified. Standardized training protocols and modules would be developed for use at selected sites where necessary supplementary course work can be provided and where the instructional methodology necessary for communicating with individuals in the field is available. The interested trainee in the field would need access to the autotutorial technology required for relating to the central facilities and for processing the sample cases and case simulations necessary for learning. The educational materials would be replicable and exportable to virtually a...

Effects of focal cerebral lesions on contralateral visuomotor adaptation to reversal and inversion of visual feedback

Abstract Performance time differences between the hands on the Seguin-Goddard Formboard Test were examined in patients with focal cerebral disease, selected for the presence of only mild or equivocal sensorimotor deficits. In addition to direct confrontation testing, reversal and inversion of visual feedback were introduced during televised simultaneous self-monitoring. Contralateral performance times, as measured by performance time differences between the hands and by the ration of such differences to the ipsilateral and contralateral performance times, were more markedly prolonged under conditions of reversed feedback in groups with left (20) and right (20) cerebral lesions as contrasted with normal controls (20). Contralateral augmentation of the visuomotor adaptation deficit was particularly pronounced in the right hemisphere group. Deficits in adaptation appeared to be more sensitive to underlying patho-physiological changes associated with focal cerebral disease than did analogous measures of discrepancies between verbal and visuospatial abilities derived from the Wechsler Adult Intelligence Scale. Results were discussed in the context of current concepts of cerebral information transmission along the cephalocaudal axis and of the comparative potential diagnostic utility of such measures.

Readaptation to prismatic rotations of visual space as a function of lesion laterality and extratemporal EEG spike activity after temporal lobectomy

Abstract An attempt was made to analyze lateral differences in visuospatial functioning after unilateral temporal lobectomy by quantifying the contact and travel components of a visoumotor readaptation to rotated visual space. Although no differences emerged as a function of lesion laterality, the presence of extratemporal EEG spike foci was associated with an elongated contact component under most conditions other than the more difficult positions utilized. Selectively longer contact durations were present at these difficult rotations in patients with extratemporal EEG spike activity after right as compared with left temporal lobectomy. The results were discussed in terms of current theories of cerebral function in man.

Education and Credentialing Issues in Neuropsychology

This chapter is intended to provide the interested undergraduate and early graduate student in psychology a basis for examining the options and making a decision to pursue a course of graduate or postdoctoral study in clinical neuropsychology. A brief outline of the conditions that have determined the content and direction of this rapidly evolving specialty will be used to identify the need for relevant educational models and adequate credentialing criteria. It is proposed that the effective choice of a curricular path in clinical neuropsychology will be facilitated by establishing an historical frame of reference and an appreciation of the rather intricate and complexly determined course the field of clinical neuropsychology has taken over the past three decades. The resulting diversification of interests and approaches has led to considerable refinement of theories of brain function and a rich data base for understanding brain-behavior relationships and for clinical application. Acceleration of research and clinical activity over the past decade now promises to move clinical neuropsychology beyond the diagnostic domain and into new roles of rehabilitation, agency and institutional consultation, and consumer education. Educational preparation for such an expansion of professional roles will necessarily require more educational program options and the articulation of credentialing criteria for ensuring the quality of clinical practice.

REMINISCENCE IN INVERTED ALPHABET PRINTING AS A FUNCTION OF DEGREE OF EEG ABNORMALITY.

This investigation was designed to test an hypothesized negative relationship between degree of EEG abnormality and amount of reminiscence in motor learning. The learning functions and three measures of reminiscence in inverted alphabet printing under massed practice conditions were compared for two groups of convulsive disorder patients differing in judged degree of EEG abnormality. A markedly abnormal EEG group exhibited significantly less reminiscence than a mildly abnormal EEG group in the absence of reliable differences in pre-rest performance level. A normal reference sample showed a higher level of performance than either neurological sample, but differed significantly in reminiscence only from the markedly abnormal EEG group. The results were interpreted to reflect the influence of central neural variables in the generation and dissipation of I r .