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Файл: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.
82

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
84

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
85

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
86

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

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ISBN 5-9268-0381-0.
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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. —
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2
ed. — Psychology Press, 2008. — 409 p. — ISBN 978-1-84169-653-9.
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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
НА АНГЛИЙСКОМ ЯЗЫКЕ
ПО ТЕМЕ «НЕЙРОПСИХОЛОГИЯ»
Учебно-методическое пособие
Заведующий редакцией М. А. Овечкина
Редактор А. А. Макарова
Корректор А. А. Макарова
Оригинал-макет Л. А. Хухаревой

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