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Развитие навыков переводческой деятельности на английском языке по теме «Нейропсихология». Учебно-методическое пособие

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such as by a delay in the acquisition of developmental milestones in a young child or by demonstration of a learning disability that manifests itself years after the onset and resolution of a neurological condition in a now older child. Another complicating factor is that there rarely are premorbid IQ or other testing data available prior to an insult. Unlike for adults, where estimates may be partly made based on educational and vocational accomplishment, the child presents very much as “blank slate” with respect to how they might have functioned if development had proceeded normally.
(Baron I. S. Neuropsychological Evaluation of the Child)
Text 6
Cognitive Assessment System
The Cognitive Assessment System (CAS) was normed on 2200 children aged 5 years to 17 years, 11 months. The sample included an equal number of males and females in each age group. Race/ethnicity proportion and four geographic regions were based on the 1992 U.S. Census. Parent educational levels were reported. The CAS measures four cognitive processes: planning, attention, simultaneous, and successive (PASS) in children 5 to 17 years, 11 months. These correspond to the three functional units proposed by Luria (Luria, 1973). Planning represents the third functional unit responsible for forming and carrying out plans and evaluating their efficacy; attention, the first functional unit responsible for cortical tone regulation and focusing attention; and simultaneous and successive, the second functional unit responsible for receiving, integrating, and retaining information.
Simultaneous processing is the mental activity that integrates stimuli into groups and allows for recognition of the interrelated nature of the stimuli while successive processing is the mental activity that integrates stimuli in serial order. The full-scale score includes
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performance on planning, attention, simultaneous, and successive subtests and has a mean of 100 and a standard deviation of 15. Twelve subtests have a mean of 10 and standard deviation of 3. These subtests comprise the standard battery; there is an 8-subtest basic battery. The planning scale subtests are termed Matching Numbers, Planned Codes, and Planned Connections; the attention scale subtests, Expressive Attention, Number Detection, and Receptive Attention; the simultaneous scale subtests, Nonverbal Matrices, Verbal-Spatial Relations, and Figure Memory; and the successive scale subtests, Word Series, Sentence Repetition, and Speech Rate or Sentence Questions. Reliability and validity data are well documented in the manual.
(Baron I. S. Neuropsychological Evaluation of the Child)
Text 7
Convergence Profile Analysis
Convergence profile analysis is a term I use to explain to parents what it is that I do in a neuropsychological evaluation. It is profile analysis, supplemented by consideration of all relevant data acquired about the child. Along with knowledge of the available range of test instruments, statistical properties of tests, and available and appropriate normative data for each test, there are other important considerations if one is to best differentiate neurocognitive strengths and weaknesses. Profile, or pattern analysis, after administration of multiple test instruments, typically refers to interpretation after raw scores are converted to uniform standardized scores in those instances when this conversion is possible. This is a limited step, however, that does not completely capture the neuropsychologist’s full contribution.
Why one neuropsychologist might be better able to make diagnostic formulations than another has been formally investigated.
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In a study of the relationship of neuropsychologists’ cognitive complexity, ability to interpret behavior in a multidimensional way, and the validity of their diagnostic judgments, cognitive complexity was not significantly related to validity. The authors hypothesized that it may be the neuropsychologists’ reliance on normative data that allowed them to make valid clinical judgments, independent of whether they had high or low cognitive complexity. As anyone familiar with the seminal work of Alexandr Luria can appreciate, however, normative data are not always required for valid conclusions to be reached about neuropsychological function. For the majority of current practitioners who ascribe to testing and use normative data, it is apparent that analyzing quantitative features with respect to appropriate normative data needs to be supplemented by integration of qualitative observations about the child’s individual style and temperament. These impressions must then be weighed in comparison to the overall database of knowledge about the child. I, therefore, refer to the additional steps taken beyond a standard profile or pattern analysis as convergence profile analysis, an expanded analysis of the entire spectrum of information about the child. It demands that suppositions based on one data point be matched or correlated sensibly with others before their import is overstated. Heavy emphasis is therefore placed on the neuropsychologist’s clinical judgment. Certainly, in child evaluation, strict rules of interpretation, especially those originally based on adult models, are easily broken in consideration of the individual child. Rule breaking is often required in child evaluation since typicality within a homogeneous clinical subgroup is often not possible. Thus, while a hypothesis based on a single test result or an outlier score or performance, may be tentatively entertained, all such conjecture requires solid back-up. Clinical impressions cannot be considered definitive conclusions without such strong evidential support, that is, convergence within the full data spectrum.
(Baron I. S. Neuropsychological Evaluation of the Child)
Упражнение 1
Ответы к упражнениям
Раздел 2
1. Agnosia
2. Aetiology
3. Carotid arteries
4. Cognition
5. Comorbidity
6. Depolarization
7. Diabetes
8. Functional reorganization
9. Gliosis
10. Hawthorne effect
11. Hippocampus
Упражнение 2
1. Ambidexterity
2. Aphasia
3. Broca area
4. Wernicke’s area
5. Hemianopsia
6. Deep brain structures
7. Jackson’s law
8. Functional compensation
9. Сorticalization
10. Lateralization of brain functions
11. Paralysis
12. Psychosensory disorders
13. Scotoma
12. Interictal phase
13. Neuroimaging techniques
14. Postictal phase
15. Quality of life
16. Visuo-spatial ability
17. Addiction
18. Barnes Maze
19. Catalepsy
20. Neuropsychology
21. Phobia
22. Zener cards
14. Aboulia, Blocq’s disease
15. Aggravation
16. Amnesia
17. Hallucinations
18. Dementia
19. Depression
20. Limbic system
21. Paresis
22. Psychogenic
23. Iatrogenic
24. Sclerosis
25. Exogenous
Упражнение 3
a) acalculia, ambidexterity, neuroplasticity, occipital, severity, precu­neus, scotoma, paraplegia
b) diabetes, lobe, abasia, temporal, relapse, amygdala
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Упражнение 4
ABAS I AR
C D P E
OI OL
P ARASO↓ MN I A
LTLNSP
EIES S
GCXE E
IAIT
ALA
CEREBELLUM
Раздел 3
Упражнение 6
1. WCST — the Wisconsin Card Sorting Test
2. PET — Position emission tomography
3. HRNTB — Halstead Reitan Neuropsychological Test Battery
4. WMS — Wechsler Memory Scale
5. TPT — the Tactual Performance Test
6. RCI — the Reliable Change Index
7. VOSP — Visual Object Space Perception Test
8. SDMT — Symbol Digit Modalities Test
9. HRQoL — Health-Related Quality of Life
10. ICD — International Classification of Diseases
Упражнение 7
1. determination; developmental
2. qualitative; quantitative
3. performance; significantly
4. superiority
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5. differences; behavioral
6. neuropsychological; hemisphere dysfunction
Упражнение 8
-matur-: mature — maturation — maturity — immaturity — imma-
ture — maturely
-abl-: enable — disable — enabling — disabling — disability
-ventric-: ventricle — ventricular — paraventricular — intraventricular
-spec-: specific — specialist — specifically — especially
-theor-: theory — theorize (ise) — theorist — theoretically
-sign-: signify — signify — significant — significance — signification
Упражнение 9
1. The need to document __ cognitive consequences of _ disease,
_ disorder, or _ injury on brain function has not diminished over the years.
2. There are special challenges in _ child neuropsychology.
3. Examples of early brain disorder studies include the study of children
with _ hydrocephalus, _ meningitis.
4. Position emission tomography scans of infant brains found that
the thalamus had high rates of __ activity by 5 weeks.
5. There is an important qualitative shift in the processing of information
by the brain during __ middle childhood.
Упражнение 10
1. Along with knowledgeS (incorrect S) of the available range of test instruments, statistical properties of tests, one can differentiate neurocognitive advantages and disadvantages.
2. Greater appreciation of the child’s strengths and weaknesses is a useful neuropsychological evaluation outcome.
3. Abdominal pain is a symptom of some diseases.
4. Parents may be unfamiliar with the effects, associated with leukemia.
Упражнение 11
studies include brain injury complete recovery skill acquisition intrusive factors brain damage common use test selection certain tests blood test
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multiple measures fixed battery battery approach to require data aging brain data provide dynamic model normative data
Раздел 4
Упражнения на понимание текста
Text 1
KEYS: 1 settings 2 empirical 3 neurobehavioral functions 4 sociocultural influences 5 advanced 6 function
Text 2
KEYS: 1 b, 2 c, 3 a
Text 3
KEYS: a F, b T, c F
Text 4
KEY: 1 b
Библиографический список
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Визель Т. Г. Нейропсихологическое блиц-обследование / Т. Г. Визель. — Москва : В. Секачев, 2005. — 24 с. — ISBN 5-88923-114-6.
Кулеш С. Д. Нейропсихология : учебное пособие для студентов медико­психологических факультетов высших медицинских учреждений образования / С. Д. Кулеш. — 4-е изд. — Гродно : ГрГМУ, 2011. — 180 с. — ISBN 978-985-496­890-2.
Микадзе Ю. В. Нейропсихология детского возраста : учебное пособие / Ю. В. Микадзе. — Санкт-Петербург : Питер, 2013. — 288 с. — ISBN 978-5­4461-1471-9.
Нейропсихология : хрестоматия / под ред. Е. Д. Хомской. — 3-е изд. — Санкт-Петербург : Питер, 2010. — 992 с. — ISBN 978-5-49807-566-2.
Спектор А. А. Большой иллюстрированный атлас анатомии человека / А. А. Спектор. — Москва : АСТ, 2016. — 160 с. — ISBN 978-5-17-096739-1.
Хомская Е. Д. Нейропсихология / Е. Д. Хомская. — 4-е изд. — Санкт- Петербург : Питер, 2005. — 496 с. — ISBN 5-469-00620-4.
Baron I. S. Neuropsychological Evaluation of the Child / Ida Sue Baron. — Oxford University Press, 2004. — 451 p. — ISBN 0-19-514757-Х.
Clinical Neuropsychology: A Practical Guide to Assessment and Management for Clinicians / ed. by Laura H. Goldstein and Jane E. McNeil. — John Wiley & Sons Ltd, 2004. — 449 p. — ISBN 0-470-85401-4.
Kolb B. Fundamentals of Human Neuropsychology / Brian Kolb and Ian Q. Whishaw. — 7 1-4292-8295-6.
Martin G. Neil. Human Neuropsychology / G. Neil Martin. — 2 Education Limited, 2006. — 601 p. — ISBN 978-0-131-97452-4.
Neuropsychology of the Sense of Agency: From Consciousness to Action / ed. by Michela Balconi. — Springer, 2010. — 210 p. — ISBN 978-88-470-1586-9.
Stirling J. Introducing Neuropsychology / John Stirling and Rebecca Elliott. —
nd
2
ed. — Psychology Press, 2008. — 409 p. — ISBN 978-1-84169-653-9.
th
ed. — New York : Worth Publishers, 2015. — 913 p. — ISBN 978-
nd
ed. — Pearson
Учебное издание
Победаш Дмитрий Иванович
Немировская Елена Святославовна
Шушмарченко Екатерина Александровна
РАЗВИТИЕ НАВЫКОВ
ПЕРЕВОДЧЕСКОЙ ДЕЯТЕЛЬНОСТИ
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Учебно-методическое пособие
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