Neuropsychology 2010 Featured Textbooks........................................6 Introductory & General Neuropsychology............................................7 Developmental Neuropsychology . ...............15 Communication Disorders.............................18 Neuropsychological Rehabilitation...............22 Neurobehavioral Toxicology...........................23 Tests and Assessments.................................23 Research Methods & Statistics.....................24 Journals..........................................................28
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Dear Neuropsychologist,
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Table of Contents Tests and Assessments ................................................... 23
The Student’s Guide to Cognitive Neuroscience...................... 6
Cognitive Assessment............................................................ 23
Cognitive Psychology.............................................................. 6
Comprehensive Aphasia Test..................................................24
The Frog who Croaked Blue..................................................... 6
Camden Memory Tests.......................................................... 24
Introductory and General Neuropsychology........... 7
Research Methods & Statistics...................................... 24
A Compendium of Tests, Scales and Questionnaires................. 7
Approaching Multivariate Analysis......................................... 24
Textbook of Clinical Neuropsychology..................................... 8
Statistical Methods for Modeling Human Dynamics............... 24
Introducing Neuropsychology................................................. 9
Structural Equation Modeling with AMOS............................. 24
An Introduction to Cognitive Psychology................................. 9
Applied Power Analysis for the Behavioral Sciences................ 25
The Neuropsychology of Asian-Americans................................9
Statistical Power Analysis with Missing Data........................... 25
The Neurocognition of Dance................................................ 10
Applied Multivariate Statistics for the Social Sciences,
An Introduction to Applied Cognitive Psychology.................. 10
5th Edition........................................................................... 25
Forgetting............................................................................. 11
A Beginner’s Guide to Structural Equation Modeling.............. 26
Expository Discourse in Children, Adolescents, and Adults..... 11
Multilevel Analysis Techniques and Applications..................... 26
Delusion and Self-Deception.................................................. 12
Research Design and Statistical Analysis................................. 26
Section Heading
Featured Textbooks........................................................... 6
Neuropsychology of Malingering Casebook........................... 12 JOURNALS............................................................................. 28 Developmental Neuropsychology............................... 15
Child Neuropsychology......................................................... 28
Developmental Social Cognitive Neuroscience....................... 15
Developmental Neuropsychology.......................................... 28
Executive Function and the Frontal Lobes.............................. 15
Developmental Neurorehabilitation....................................... 29
Infant Pathways to Language................................................. 16
Aging, Neuropsychology, and Cognition............................... 29
Dementia.............................................................................. 16
The Clinical Neuropsychologist.............................................. 29 Neuropsychological Rehabilitation......................................... 30
Communication Disorders............................................ 18
Evidence-Based Communication Assessment
Cluttering.............................................................................. 18
and Intervention..................................................................31
The Handbook of Psycholinguistic and Cognitive Processes... 18
Journal of Clinical and Experimental Neuropsychology.......... 31
Recovery from Stuttering....................................................... 18
Brain Injury............................................................................ 32
Perspectives on Individual Differences Affecting Therapeutic
Applied Neuropsychology...................................................... 32
Change in Communication Disorders.................................. 19
Aphasiology........................................................................... 32
How Children Learn to Read..................................................19
Logopedics Phoniatrics Vocology........................................... 33
Phonology for Communication Disorders.............................. 20
International Journal of Speech-Language Pathology............. 33
Handbook of Child Language Disorders................................. 20
Augmentative and Alternative Communication...................... 33
Understanding Developmental Language Disorders............... 21
Official journal of ISAAC......................................................... 33 Clinical Linguistics & Phonetics.............................................. 33
Neuropsychological rehabilitation . ......................... 22 Rehabilitation of Visual Disorders After Brain Injury,
International Journal of Language & Communication Disorders............................................................................. 33
2nd Edition.......................................................................... 22
Neurocase............................................................................. 34
Rehabilitation of Neuropsychological Disorders, 2nd Edition.. 22
Laterality................................................................................ 34
Neurobehavioral Toxicology....................................... 23 Neurobehavioral Toxicology: Volume III................................. 23
The Right Hand and the Left Hand of History Special Issue..... 34 Cognitive Neuropsychology.................................................. 34 Cognitive Neuropsychiatry.................................................... 35 Genes, Cognition & Neuropsychiatry Special Issue................. 35 Journal of the History of the Neurosciences............................ 35
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Series Editors: Joel E. Morgan and Jerry J. Sweet
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Book Series
Continuing Education Book Series American Academy of Clinical Neuropsychology / Psychology Press This new series publishes authored and edited volumes that contain a blend of cutting-edge primary research and practical/professional material for clinicians, researchers, and students of clinical neuropsychology and clinical psychology. Each volume is written or edited by leading scholars in the field and is specifically designed to assist readers in advancing their relevant research or professional activities in clinical neuropsychology.
AACN Online System Any licensed psychologist who reads one of the books in the AACN/Psychology Press series can earn CE credits by reading designated books and completing an online quiz. For information on new and forthcoming titles in the Series, as well as detailed instructions for accessing the CE quizzes, please visit: www.psypress.com/aacn
Published titles Neuropsychology of Malingering Casebook Joel E. Morgan & Jerry J. Sweet
Forthcoming titles Pediatric Traumatic Brain Injury: An Evidencebase for Clinical Practice Cathy Catroppa, Vicki Anderson, Miriam Beauchamp, & Keith Yeates Clinical Neuropsychological Foundations of Schizophrenia Bernice A. Marcopulos & Anthony J. Giuliani
Series Editors: Chris Code and Glyn Humphreys
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Brain Damage, Behaviour and Cognition Series In recent years, major advances in brain-imaging techniques and the cognitive modelling of the impairments following brain injury have enabled a far wider understanding of the nature of the representation of cognition and behaviour in the damaged and undamaged brain than was previously possible. Neuropsychology is now centrally important for those working with brain-damaged people, but the very rate of expansion in the area makes it difficult to keep with findings from the current research. The aim of this series is to publish a wide range of books that present comprehensive 4
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and up-to-date overviews of current developments in specific areas of interest. These books are of particular interest to those working with the brain-damaged. It is the editors’ intention that undergraduates, postgraduates, clinicians and researchers in psychology, speech pathology, and medicine will find this series a useful source of information on important current developments. The authors and editors of the books in the series are experts in their respective fields, working at the forefront of contemporary research to produce texts that are accessible and scholarly.
Series Editors: Linas Bieliauskas
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The series Studies on Neuropsychology, Neurology and Cognition provides state-ofthe-art overviews of key areas of interest to a range of clinicians, professionals, researchers, instructors, and students working in clinical neuropsychology, neurology, rehabilitation, and related fields. Topics cover a broad spectrum of core issues related to theory and practice concerning brain and behavior, and include: • Practical and professional issues (e.g. diagnosis, treatment, rehabilitation) • Cognitive development over the lifespan (e.g. child, geriatric) • Domain-specific cognitive issues (e.g. sport, toxicology) • Methodology related to brain and behavior (e.g. functional brain imaging, statistics and research methods) • Essential related issues (e.g. ethics, minorities and culture, forensics)
BOOK SERIES
Studies on Neuropsychology, Neurology and Cognition Series The authors, editors, and contributors to each title are internationally recognized professionals and scholars in their field. Each volume provides an essential resource for clinicians, researchers, and students wanting to update and advance their knowledge in their specific field of interest.
New and recent titles The Neuropsychology of Asian-Americans Daryl E.M. Fujii Neurobehavioral Toxicology: Neurological and Neuropsychological Perspectives, Volume III Central Nervous System Stanley Berent & James W. Albers Executive Functions and the Frontal Lobes A Lifespan Perspective Vicki Anderson, Rani Jacobs, & Peter Anderson
Series Editors: Martin J. Ball and Jack S. Damico
Language and Speech Disorders Book Series Forthcoming titles This new series brings together course material and new research for students, practitioners, and researchers in the various areas of language and speech disorders. Textbooks covering the basics of the discipline are designed for courses within communication disorders programs in the English-speaking world, and monographs and edited collections present cutting-edge research from leading scholars in the field.
New Series !
Recovery from Stuttering Peter Howell Applying English Grammatical Analysis: Clinical Language Assessment and Intervention Lixian Jin & Martin Cortazzi Electropalatography for Speech Assessment and Intervention Sharynne McLeod, Sara E.Wood, & William J. Hardcastle
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FEATURED TEXTBOOKS
New Edition - Now in Full Colour!
• A chapter-by-chapter, illustrated slideshow lecture course
The Student’s Guide to Cognitive Neuroscience
• A bank of multiple-choice questions which allow for confidenceweighted answers
2nd Edition Jamie Ward University of Sussex, UK “I thought the first edition was the best textbook I have come across on cognitive neuroscience. This second edition is even better.” – Robert H. Logie, Professor of Human Cognitive Neuroscience, University of Edinburgh, UK “Ward presents all the essential topics in cognitive neuroscience in a compact, impeccably organized, well-referenced and newly colorful package. But where this text really excels is in engaging the student and stimulating critical thinking by consistently asking the student to think about the “why” and not just the “what.” – Jennifer Mangels, Associate Professor, Baruch College, City University of New York, USA Praise for the 1st edition: “The Student’s Guide To Cognitive Neuroscience is unique in that there are no comparable textbooks aimed at this level and it does an excellent job of providing a solid grounding in this broad field.” – Charvy Narain, in Nature Neuroscience Reflecting recent changes in the way cognition and the brain are studied, this thoroughly updated edition of the best-selling textbook provides a comprehensive and student-friendly guide to cognitive neuroscience. Jamie Ward provides an easy-to-follow introduction to neural structure and function, as well as all the key methods and procedures of cognitive neuroscience, with a view to helping students understand how they can be used to shed light on the neural basis of cognition. The book presents an up-to-date overview of the latest theories and findings in all the key topics in cognitive neuroscience, including vision, attention, memory, speech and language, numeracy, executive function, and social and emotional behavior. This edition also contains two completely new chapters on developmental cognitive neuroscience and hearing. Throughout, case studies, newspaper reports and everyday examples are used to help students understand the more challenging ideas that underpin the subject. In addition each chapter includes: • Summaries of key terms and points • Example essay questions • Recommended further reading • Feature boxes exploring interesting and popular questions and their implications for the subject. Written in an engaging style by a leading researcher in the field, and now presented in full-color including numerous illustrative materials, this book will be invaluable as a core text for undergraduate modules in cognitive neuroscience. It can also be used as a key text on courses in cognition, cognitive neuropsychology, or brain and behavior. Those embarking on research will find it an invaluable starting point and reference. The Student’s Guide to Cognitive Neuroscience, 2nd Edition is accompanied by a set of online resources available free of charge to departments that recommend the textbook. These resources include:
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• Student resources to aid exam preparation. CONTENTS 1. Introducing Cognitive Neuroscience. 2. Introducing the Brain. 3. The Electrophysiological Brain. 4. The Imaged Brain. 5. The Lesioned Brain. 6. The Seeing Brain. 7. The Spatial Brain. 8. The Acting Brain. 9. The Remembering Brain. 10. The Hearing Brain. 11. The Speaking Brain. 12. The Literate Brain. 13. The Numerate Brain. 14. The Executive Brain. 15. The Social and Emotional Brain. 16. The Developing Brain. January 2010: 10x7: 464pp Hb: 978-1-84872-002-2: £49.95 Pb: 978-1-84872-003-9: £29.95 www.psypress.com/9781848720039 60-day examination copy available
By the same author: The Frog who Croaked Blue Synesthesia and the Mixing of the Senses Jamie Ward University of Sussex, UK 2008: 8x5: 192pp Hb: 978-0-415-43013-5: £24.95 Pb: 978-0-415-43014-2: £9.99 www.thefrogwhocroakedblue.com
New Edition of Bestselling Textbook!
Cognitive Psychology A Student’s Handbook, 6th Edition Michael W. Eysenck, Royal Holloway, University of London, UK Mark T. Keane, University College Dublin, Ireland “I have recommended Eysenck and Keane from the very first version, and will continue to do so with this exciting new edition. The text is among the very best for the breadth and depth of material, and is written in a clear, approachable style that students value in an area that they often find to be one of the more difficult parts of psychology. This new edition brings the area right up to date and covers all the key ideas and findings since the previous edition.” – Trevor Harley, Dean and Chair of Cognitive Psychology, University of Dundee, UK “The new edition of this book improves a text that was already a leader. The authors have injected more information about the neuroscientific bases of the cognitive phenomena they discuss, in line with recent trends in the field. Students will greatly profit from this text, and professors will enjoy reading it, too.” – Henry L. Roediger, III, James S. McDonnell Professor of Psychology, Washington University in St. Louis
Traditional approaches are combined with the cutting-edge cognitive neuroscience approach to create a comprehensive, coherent and totally up-to-date overview of all the main fields in cognitive psychology. The major topics covered include perception, attention, memory, concepts, language, problem solving, and reasoning, as well as some applied topics such as everyday memory. New to this edition: • Presented in full-colour throughout, with numerous colour illustrations including photographs and brain scans • Increased emphasis on cognitive neuroscience, to reflect its growing influence on cognitive psychology • A NEW chapter on Cognition and Emotion • A WHOLE chapter on Consciousness • Increased coverage of applied topics such as recovered memories, medical expertise, informal reasoning, and emotion regulation incorporated throughout the textbook • More focus on individual differences in areas including longterm memory, expertise, reasoning, emotion and regulation. The textbook is packed full of useful features that will engage students and aid revision, including key terms, which are new to this edition, chapter summaries, and suggestions for further reading. Written by one of the leading textbook authors in psychology, this thorough and user-friendly textbook will continue to be essential reading for all undergraduate students of psychology. Those taking courses in computer science, education, linguistics, physiology, and medicine will also find it an invaluable resource. This edition is accompanied by a rich array of supplementary materials, which will be made available to qualifying adopters completely free of charge. The online multimedia materials include: • A PowerPoint lecture course and multiple-choice question test bank • A unique Student Learning Program: an interactive revision program incorporating a range of multimedia resources including interactive exercises and demonstrations, and active reference links to journal articles. CONTENTS Preface. 1. Approaches to Human Cognition. Part 1: Visual Perception and Attention. 2. Basic Processes in Visual Cognition. 3. Object and Face Recognition. 4. Perception, Motion and Action. 5. Attention and Performance. Part 2: Memory. 6. Learning, Memory and Forgetting. 7. Long-Term Memory Systems. 8. Everyday Memory. Part 3: Language. 9. Reading and Speech Perception. 10. Language Comprehension. 11. Language Production. Part 4: Thinking and Reasoning. 12. Problem Solving and Expertise. 13. Judgement and Decision Making. 14. Inductive and Deductive Reasoning. Part 5: Broadening Horizons. 15. Cognition and Emotion. 16. Consciousness. Glossary. References. January 2010: 6x9: 656pp Hb: 978-1-84169-539-6: £54.95 Pb: 978-1-84169-540-2: £29.95 www.psypress.com/9781841695402 60-day examination copy available
Introductory and General Neuropsychology A Compendium of Tests, Scales and Questionnaires The Practitioner’s Guide to Measuring Outcomes after Acquired Brain Impairment Robyn L. Tate University of Sydney, Australia “Tate has identified the relevant information on a huge number of scales to save us much of the work and for that we should be extremely grateful. The book is an incredibly useful resource. I am sure clinicians, therapists and researchers working in the field of acquired brain injury will consult this book frequently - I know I will.” – Jonathan Evans, Professor of Applied Neuropsychology, University of Glasgow “With this book, Professor Tate is not only providing an incredibly valuable service in creating a compendium of what measures are currently available; she has also done much of the ground work for improving evidence-based practice for the future.” – Huw Williams, Associate Professor of Clinical Neuropsychology, University of Exeter Special pre-publication 20% discount. Order now! (The discounted price is £100. This special offer is valid until 31st March 2010.) This Compendium is a comprehensive reference manual containing an extensive selection of instruments developed to measure signs and symptoms commonly encountered in neurological conditions, both progressive and non-progressive. It provides a repository of established instruments, as well as newly-developed scales, and covers all aspects of the functional consequences of acquired brain impairment. In particular, the text provides a detailed review of approximately 150 specialist instruments for the assessment of people with neurological conditions such as dementia, multiple sclerosis, stroke and traumatic brain injury. Part A presents scales examining body functions, including consciousness and orientation; general and specific cognitive functions; regulation of behaviour, thought, and emotion; and motor-sensory functions. Part B reviews scales of daily living activities and community participation. Part C focuses on contextual factors, specifically environmental issues, and Part D contains multidimensional and quality of life instruments. Each instrument is described in a stand-alone report using a uniform format. A brief history of the instrument’s development is provided, along with a description of item content and administration/scoring procedures. Psychometric properties are reviewed and a critical commentary is provided. Key references are cited and in most cases the actual scale is included, giving the reader easy access to the instrument. The structure of the book
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INTRODUCTORY AND GENERAL NEUROPSYCHOLOGY
Previous editions have established this best-selling student handbook as THE cognitive psychology textbook of choice, both for its academic rigour and its accessibility. This sixth edition continues this tradition. It has been substantially updated and revised to reflect new developments in the field (especially within cognitive neuroscience).
INTRODUCTORY AND GENERAL NEUROPSYCHOLOGY
directly maps onto the taxonomy of the influential International Classification of Functioning, Disability and Health (World Health Organization, 2001), enabling linkage of clinical concepts across health conditions. The Compendium will be a valuable reference for clinicians, researchers, educators, and graduate students, and a practical resource for those involved in the assessment of people with brain impairment. The book is accompanied by a password protected website. For a one-off payment, purchasers of the book can gain online access to the majority of the tests, scales and questionnaires featured in the book as downloadable PDFs. See the website below for more details. CONTENTS 1. Introduction. Part A: Body Functions. 2. Scales of Consciousness and Orientation. 3. Scales of General Cognitive Functions. 4. Scales of Specific Cognitive Functions. 5. Scales Assessing the Regulation of Behaviour, Thought, and Emotion. 6. Scales of Sensory, Ingestion and Motor Functions. Part B: Activities and Participation. 7. Scales of Activities of Daily Living. 8. Scales of Participation and Social Role. Part C: Contextual Factors. 9. Scales of Environmental Factors. Part D: Multi-Domain. 10. Global and Multidimensional Scales. March 2010: 11x8: 720pp Hb: 978-1-84169-561-7: £125.00 Special pre-publication 20% discount when you order direct from Psychology Press. (The discounted price is £100. This special offer is valid until March 31st 2010.) www.compendium-of-scales.com/
Textbook!
Textbook of Clinical Neuropsychology Joel E. Morgan, New Jersey Medical School and Independent Practice, USA Joseph H. Ricker, University of Pittsburgh, USA Series: Studies on Neuropsychology, Neurology and Cognition “In sum: This ‘‘must have’’ text for neuropsychologists and their students is such a basic and comprehensive resource that it will not go out of date soon, even in this rapidly expanding field. Moreover, it includes so much information relevant for neurologists, pediatricians, speech pathologists, health psychologists, and neurorehabilitation specialists that they and their students will welcome it too. As an added bonus, it is truly good value for the publisher’s price.” – Muriel D. Lezak, in The Clinical Neuropsychologist With close to fifty chapters by some of the most prominent clinical neuropsychologists, the Textbook of Clinical Neuropsychology sets a new standard in the field in its scope, breadth, and scholarship. Unlike most other books in neuropsychology, the Textbook is organized primarily around syndromes, disorders, and related clinical phenomena. Written for the clinician at all levels of training, from the beginner to the journeyman, the Textbook presents contemporary clinical neuropsychology in a comprehensive volume. Chapters are rich with reviews of the literature and clinical case material spanning a range from pediatric to adult and geriatric disorders. Chapter authors are among the most respected in their
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field, leaders of American Neuropsychology, known for their scholarship and professional leadership. Rarely have so many distinguished members of one discipline been in one volume. This is essential reading for students of neuropsychology, and all others preparing for careers in the field. CONTENTS J. Brandt, Foreword. Section 1. Introduction to Clinical Neuropsychology. W.B. Barr, Historical Development of the Neuropsychological Test Battery. L. Bieliauskas, The Preparation of the Clinical Neuropsychologist: Contemporary Training Models and Specialization. D. Tranel, Theories of Clinical Neuropsychology and Brain-Behavior Relationships: Luria and Beyond. G.E. Smith, R.J. Ivnik, J. Lucas, Assessment Techniques: Tests, Test Batteries, Norms and Methodological Approaches. Section 2. Scientific Foundations. C.M. Filley, Neuroanatomy for the Neuropsychologist. E. Caccappolo, L.S. Honig, Development of the Central Nervous System. Section 3. Disorders of Childhood and Adolescence. I.S. Baron, Growth and Development of Pediatric Neuropsychology. E.M. Mahone, B.S. Slomine, Neurodevelopmental Disorders. K.O. Yeates, J.M. Fletcher, M. Dennis, Spina Bifida and Hydrocephalus. M. Westerveld, Neuropsychology in Pediatric Epilepsy. J. Donders, Traumatic Brain Injury of Childhood. E.B. Fennell, C. Rey-Casserly, Brain Tumors in Children. G.A. Stefanatos, W.Q. Joe, Autism Spectrum Disorders. G.A. Stefanatos, W.Q. Joe, Non-Autism Pervasive Developmental Disorders. H.G. Taylor, Low Birth Weight. J. Halperin, ADHD Spectrum Disorders. M.D. Ris, M. Nortz, Nonverbal Learning Disorder. Section 4. Disorders of Adulthood. J.R. Festa, R.M. Lazar, R.S. Marshall, Ischemic Stroke and Aphasic Disorders. K.Y. Haaland, R.M. Swanda, Vascular Dementia. C.M. Cullum et al., Intracranial Hemorrhage, Vascular Malformations, Cerebral Aneurysms, and Subarachnoid Hemorrhage. T. Roebuck-Spencer, M. Sherer, Moderate and Severe Traumatic Brain Injury. W. Mittenberg, D.M. Roberts, Mild Traumatic Brain Injury and Postconcussion Syndromes. G. Lee, C.L. Clason, Classification of Seizure Disorders and Syndromes and Neuropsychological Impairment in Adults. J.I. Tracy, S. Shah, Presurgical Functional Brain Mapping and Neurocognitive Testing in Epilepsy. C.B. Dodrill, Emotional and Psychological Factors in Epilepsy. W.G. van Gorp, J.C. Root, CNS Infection: HIV Associated Neurocognitive Compromise. R.O. Hopkins, E.D. Bigler, Hypoxic and Anoxic Conditions of the CNS. A.I. Troster, J.A. Fields, Parkinson’s Disease, Progressive Supranuclear Palsy, Corticobasal Ganglionic Degeneration and Related Disorders of the Frontostriatal System. S.W. Anderson, T.C. Ryken, Intracranial Tumors. L.A. Morrow et al., Toxins in the CNS: Alcohol, Illicit Drugs, Heavy Metals, Solvents, and Related Exposure. G.J. Chelune, H. Stott, J. Pinkston, Multiple Sclerosis. J.S. Paulsen, A. Mikos, Huntington’s Disease. E. Kozora, Neuropsychological Functioning in Systemic Lupus Erythemytosis. W.B. Bar, M. McCrea, C. Randolph, Neuropsychology of Sports-related Injuries. J. Wasserstein et al., Adult Attention Deficit Hyperactivity Disorder: Basic and Clinical Issues. R.L. Mapou, Learning Disabilities in Adults. R.M. Bauer, The Three Amnesias. B.A. Marcopulos et al., Neuropsychology of Schizophrenia. G. Smith, M.W. Bondi, Normal Aging, Mild Cognitive Decline, Preclinical DAT, and Alzheimer’s Disease. Section 5. The Technology of Clinical Neuropsychology. E.D. Bigler, S. Kurth, Structural Neuroimaging in Clinical Neuropsychology. J.H. Ricker, P.M. Arenth, Functional Neuroimaging in Clinical Neuropsychology. M.T. Schultheis, A.A. Rizzo, Emerging Technologies in Practice and Research. Section 6. Forensic Neuropsychology. J.J. Sweet, E. Ecklund-Johnson, A. Malina, Forensic Neuropsychology: An Overview of Issues and Directions. S.R. Millis, Assessment of Incomplete Effort and Malingering in the Neuropsychological Examination. M.F. Greiffenstein, Basics of Forensic Neuropsychology. Section 7. Ethical Issues in Clinical Neuropsychology. D. Johnson-Greene, H. Nissley, Ethical Challenges in Neuropsychology. L. Artiola, Research and Practice: Ethical Issues with Immigrant Adults and Children. Section 8. Rehabilitation in Clinical Neuropsychology. G. Prigatano, Neuropsychological Rehabilitation and Psychodynamic Psychotherapy. C.A. Mateer, C.S. Sira, The Clinical Neuropsychological Feedback as an Intervention. 2008: 11x8: 1048pp Hb: 978-1-84169-477-1: £65.00 www.psypress.com/nnc 60-day examination copy available
Textbook!
Textbook!
Introducing Neuropsychology
An Introduction to Cognitive Psychology
2nd Edition
Series: Psychology Focus “Introducing Neuropsychology (2nd edition) provides a concise overview to the diverse and fascinating topics within this field. The chapters are up-to-date, well referenced and theoretical debates are explained in meaningful terms; particularly welcome are the contributions from neuroimaging and the stimulating impact this has made to neuropsychology in general. A highly recommended read.” – Dr Paul Richardson, Brain Behaviour & Cognition Group, Sheffield Hallam University Introducing Neuropsychology, Second Edition investigates the functions of the brain and explores the relationships between brain systems and human behaviour. The material is presented in a jargon-free, easy to understand manner and aims to guide students new to the field through current areas of research. Following a brief history of the discipline and a description of methods in neuropsychology, the remaining chapters review traditional and recent research findings. Both cognitive and clinical aspects of neuropsychology are addressed to illustrate the advances scientists are making (on many fronts) in their quest to understand brain–behaviour relationships in both normal and disturbed functioning. The rapid developments in neuropsychology and cognitive neuroscience resulting from traditional research methods as well as new brain-imaging techniques are presented in a clear and straightforward way. Each chapter has been fully revised and updated and new brain-imaging data are incorporated throughout, especially in the later chapters on Emotion and Motivation, and Executive Functions. As in the first edition, key topics are dealt with in separate focus boxes, and “interim comment” sections allow the reader a chance to “take stock” at regular intervals. The book assumes no particular expertise on the reader’s part in either psychology or brain physiology. Thus, it will be of great interest not only to those studying neuropsychology and cognitive neuroscience, but also to medical and nursing students, and indeed anyone who is interested in learning about recent progress in understanding brain–behaviour relationships. CONTENTS 1. The Foundations of Neuropsychology. 2. Methods in Neuropsychology. 3. Lateralisation. 4. Somatosensation and Neuroplasticity. 5. Motor Control and Movement Disorders. 6. Language and the Brain. 7. Memory and Amnesia. 8. Visual Object Recognition and Spatial Processing. 9. Attention and Consciousness. 10. Emotion and Motivation. 11. Executive Functions. Appendix: A Primer of Nervous System and Function. 2008: 9x6: 408pp Hb: 978-1-84169-653-9: £52.50 Pb: 978-1-84169-654-6: £24.95 www.psypress.com/psychologyfocus/ 60-day examination copy available
Processes and Disorders, 2nd Edition David Groome University of Westminster, UK Co-Authors: Nicola Brace, Hazel Dewart, Graham Edgar, Helen Edgar, Anthony Esgate, Richard Kemp, Graham Pike, and Tom Stafford. “This is a very interesting introduction to cognitive psychology, distinguished from many of its competitors. It enhances theoretical insight by systematically combining chapters on normal and disordered cognitive functioning. It also continually highlights that cognitive functions are not independent, but instead form an integrated system aimed at understanding the world and producing coherent goal-directed behavior.” – Gezinus Wolters, Association Professor of Cognitive Psychology, Leiden University, The Netherlands CONTENTS Introduction. 1. Perception. 2. Attention. 3. Disorders of Perception and Attention. 4. Long-term Memory. 5. Working Memory. 6. Disorders of Memory. 7. Thinking. 8. Disorders of Thinking. 9. Language. 10. Disorders of Language. 11. Computational Models of Cognition. 2006: 6x9: 480pp Hb: 978-1-84169-543-3: £50.50 Pb: 978-1-84169-544-0: £23.95 www.psypress.com/9781841695440 60-day examination copy available
The Neuropsychology of AsianAmericans Daryl E.M. Fujii, Hawaii State Hospital, USA (Ed.) Series: Studies on Neuropsychology, Neurology and Cognition This volume is the first comprehensive resource to assist neuropsychologists to provide culturally competent services to Asian-Americans. It highlights pertinent historical socio-cultural characteristics of the largest Asian-American ethnic groups, which helps to conceptualize presentation, provide an optimal environment for test administration, interpret tests within a cultural context, and offer culturally sensitive feedback and recommendations. In addition, the volume gives a summary of the available neuropsychological literature for each Asian-American ethnic group, recommendations for testing, and illustrative case samples. The second purpose of the volume is to provide a glimpse of how neuropsychology is currently practiced in different Asian countries, by reviewing the neuropsychological literature and by listing the available resources. This information gives valuable insights to neuropsychologists working with Asian communities
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INTRODUCTORY AND GENERAL NEUROPSYCHOLOGY
John Stirling, Manchester Metropolitan University, UK Rebecca Elliott, University of Manchester, UK
INTRODUCTORY AND GENERAL NEUROPSYCHOLOGY
throughout the world.
action planning.
Neuropsychology of Asian-Americans is an essential resource for clinical neuropsychologists and school psychologists who perform neuropsychological services to Asians. It is also an important resource for academic neuropsychologists and students with Asians in their sample, as cultural variables may have moderating effects on data that information in this proposed book helps to elucidate.
The volume brings together cognitive scientists, psychologists, neuroscientists, choreographers, and ballet teachers, to discuss important issues regarding dance and cognition. First, scientists introduce ideas that offer different perspectives on human movement. Professionals from the world of dance then go on to report how their creative and pedagogical work relates to cognition and learning. Finally, researchers with personal links to the dance world demonstrate how neurocognitive methods are applied to studying different aspects related to dance.
CONTENTS Part I: Asian-American Neuropsychology. D. Fujii, Introduction. D. Fujii, B. Yee, S. Eap, T. Kuoch, M. Scully, Neuropsychology of CambodianAmericans. T. Wong, Neuropsychology of Chinese-Americans. K. Nadal, J. Monzones, Neuropsychological Assessments and Filipino Americans: Cultural Implications for Practice. D. Fujii, A. Vang, Neuropsychology of Hmong. V. Phatak, V. Kamath, D. Fujii, Neuropsychology of Asian Indian-Americans. B. Tsushima, V. Tsushima, D. Fujii, Neuropsychology of Japanese-Americans. M.-Y. Jo, L. Kwon Dawson, Neuropsychological Assessment of Korean-Americans. D. Fujii, Neuropsychology of LaotianAmericans. D. Fujii, T. Wu, K. Ratanadilok, Neuropsychology of ThaiAmericans. D. Ngo, M.-T. Le, P.-D. Le, Neuropsychology of VietnameseAmericans. Part II: Neuropsychology in Asia. A. Chan, W. Leung, M.-C. Cheung, Neuropsychology in China. K. Kumar, Neuropsychology in India. A. Isomura, M. Mimura, Neuropsychology in Japan. J. Chey, H. Park, Neuropsychology in Korea. N.C. Din, Neuropsychology in Malaysia. M.R. Lopa-Ramos, L. Ledesma, Neuropsychology in the Philippines. S. Collinson, D. Yeo, Neuropsychology in Singapore: History, Development, and Future Directions. K. Ratanadilok, Neuropsychology in Thailand. December 2010: 6⅛x9¼ Hb: 978-1-84169-784-0: £50.00 www.psypress.com/nnc
New!
The Neurocognition of Dance Mind, Movement and Motor Skills Bettina Bläsing, University of Bielefeld, Germany; Martin Puttke, Director, aalto-ballett-theater Essen, Germany; Thomas Schack, University of Bielefeld, Germany “This book is the first of its kind, combining science with the art of dance. The editors provide an appealing and informative overview of cognitive and neuroscientific approaches to dance, and use clear, effective diction to deepen the understanding of the physical, neural and cognitive principles of human motor learning.” – Juliane Jacqueline Honisch, Behavioural Brain Sciences, School of Psychology, University of Birmingham, UK “Actions speak louder than words, but this book finds the words and pictures with which to give actions their voice. It does so by focusing on actions which are expressive and emotional rather than instrumental, the actions of dance, in a way which enriches and is enriched by new studies of the cognitive science and neuroscience of action.” – Michael Arbib, USC Brain Project, University of Southern California, USA Dance has always been an important aspect of all human cultures, and the study of human movement and action has become a topic of increasing relevance over the last decade, bringing dance into the focus of the cognitive sciences. This book discusses the wide range of interrelations between body postures and body movements as conceptualised in dance with perception, mental processing and
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This book is suitable for students and professionals from the fields of psychology, neuropsychology, cognitive psychology, sport psychology and sport science, movement science, motor control and motor development, kinesiology, cognitive robotics, dance, choreography, dance education and therapy. CONTENTS I. Wachsmuth, Preface B. Bläsing, M. Puttke, T. Schack, Preface: Towards a Neurocognitive Science of Dance - Two Worlds Approaching or Two Approaches to the Same World of Movement? Part 1. The Scientist’s Perspective. T. Schack, “Do Your Senses Tingle?” - Building Blocks and Architecture of Dance. D. Rosenbaum, Shall we dance?: Action Researchers and Dancers Can Move Together. H.Cruse, M. Schilling, Getting Cognitive. Bläsing, The Dancer’s Memory: Expertise and Cognitive Structures in Dance. Part 2. The Dance Perspective. M.Puttke, Learning to Dance Means Learning to Think! G. Zöllig, Searching for That Other Land of Dance: The Phases in Developing a Choreography. G. BenZion, Prevailing the Dyslexia Barrier: The Role of Kinesthetic Stimuli in the Teaching of Spelling. Part 3. Neurocognitive Studies of Dance. B. CalvoMerino, Neural Mechansims for Seeing Dance. E. Cross, Building a Dance in the Human Brain: Insights from Expert and Novice Dancers. C. Jola, Research and Choreography - Merging Dance and Cognitive Neuroscience. April 2010: 9x6: 256pp Hb: 978-1-84872-024-4: £49.95 www.psypress.com/9781848720244
Textbook!
An Introduction to Applied Cognitive Psychology Anthony Esgate & David Groome University of Westminster, UK Co-Authors: Kevin Baker, Corriene Reed, David Heathcote, Moira Maguire and Richard Kemp. Series: Psychology Focus “So far, no introductory textbook has been completely dedicated to an overview of the various applications of cognitive psychological findings. This book by Esgate, Groome and colleagues thus fills a gap. In my opinion this book provides excellent supplementary reading to theoretical courses on cognitive psychology at undergraduate level.” – Gezinus Wolters, Department of Psychology, Leiden University CONTENTS Introduction. D. Groome, Memory Improvement. D. Groome, Everyday Memory. R. Kemp, Face Identification. D. Heathcote, Working Memory and Performance Limitations. A. Esgate, Skill, Attention, and Cognitive Failure. M. Maguire, Biological Cycles and Cognitive Performance. M. Maguire, Drugs and Cognitive Performance. A. Esgate, Intuitive Statistics,
Judgements, and Decision-making. K. Baker, Auditory Perception. C. Reed, Reading and Dyslexia.
New!
Forgetting Sergio Della Sala University of Edinburgh, UK (Ed.) Series: Current Issues in Memory Memory and forgetting are inextricably intertwined. In order to understand how memory works we need to understand how and why we forget. The topic of forgetting is therefore hugely important, despite the fact that it has often been neglected in comparison with other features of memory. This volume addresses various aspects of forgetting, drawing from several disciplines, including experimental and cognitive psychology, cognitive and clinical neuropsychology, behavioural neuroscience, neuroimaging, clinical neurology, and computational modeling. The first chapters of the book discuss the history of forgetting, its theories and accounts, the difference between short-term and longterm forgetting as well as the relevance of forgetting within each of the numerous components of memory taxonomy. The central part summarizes and discusses what we have learned about forgetting from animal work, from computational modeling, and from neuroimaging. Further chapters discuss pathological forgetting in patients with amnesia and epilepsy, as well as psychogenic forgetting. The book concludes by focusing on the difference between forgetting of autobiographical memories versus collective memory forgetting. This book is the first to address the issue of forgetting from an interdisciplinary point of view, but with a particular emphasis on psychology. The book is scientific and yet accessible in tone, and as such is suitable for advanced undergraduate and postgraduate students of psychology and related subjects, such as science and neuroscience. CONTENTS H.L. Roediger III, Y. Weinstein, P.K. Agarwal, Forgetting: Preliminary Consideration. H.J. Markowitsch, M. Brand, Forgetting: An Historical Perspective. R. Cubelli, A New Taxonomy of Memory and Forgetting. G.D.A Brown, S. Lewandowsky, Forgetting in Memory Models: Arguments against Trace Decay and Consolidation Failure. J.M.J. Murre, Connectionist Models of Forgetting. F. Valtorta, F. Benfenati, Synaptic Plasticity and the Neurobiology of Memory and Forgetting. B.J. Levy, B.A. Kuhl, A.D. Wagner, The Functional Neuroimaging of Forgetting. P. Peigneux, R. Schmitz, C. Urbain, Sleep and Forgetting. M. Dewar, N. Cowan, S. Della Sala, Forgetting due to Retroactive Interference in Amnesia Findings and Implications. C. Butler, N. Muhlert, A. Zeman, Accelerated Long-Term Forgetting. M. Brand, H.J. Markowitsch, Aspects of Forgetting in Psychogenic Amnesia. C.B. Harris, J. Sutton, A.J. Barnier, Autobiographical Forgetting, Social Forgetting and Situated Forgetting: Forgetting in Context. J.T. Wixted, The Role of Retroactive Interference and Consolidation in Everyday Forgetting.
Development and Disorders Marilyn A. Nippold, University of Oregon, USA Cheryl M. Scott, Rush University Medical Center, USA (Eds.) Series: New Directions in Communication Disorders Research School success in the 21st century requires proficiency with expository discourse -- the use and understanding of informative language in spoken and written modalities. This occurs, for example, when high school students read their textbooks and listen to their teachers’ lectures, and later are asked to demonstrate their knowledge of this complex topic through oral reports and essay examinations. Although many students are proficient with the expository genre, others struggle to meet these expectations. This book is designed to provide information on the use and understanding of expository discourse in school-age children, adolescents, and young adults. Recently, researchers from around the world have been investigating the development of this genre in typical students and in those with language disorders. Although many books have addressed the development of conversational and narrative discourse, by comparison, books devoted to the topic of expository discourse are sparse. This crossdisciplinary volume fills that gap in the literature and makes a unique contribution to the study of language development and disorders. It will be of interest to a range of professionals, including speech-language pathologists, teachers, linguists, and psychologists who are concerned with language development and disorders. CONTENTS M.A. Nippold, C.M. Scott, Overview of Expository Discourse: Development and Disorders. L. Snyder, D. Caccamise, Comprehension Processes for Expository Text: Building Meaning and Making Sense. M.A. Nippold, Explaining Complex Matters: How Knowledge of a Domain Drives Language. J.M. Colletta, C. Pellenq, The Development of Multimodal Explanations in French Children. R.A. Berman, B. Nir-Sagiv, The Language of Expository Texts Across Adolescence. D. Ravid, E. Dromi, P. Kotler, Linguistic Complexity in School-Age Text Production: Expository vs. Mathematical Discourse. J. Ward-Lonergan, Expository Discourse in School-Age Children and Adolescents with Language Disorders: Nature of the Problem. C.M. Scott, Assessing Expository Discourse Production in Children and Adolescents. B.J. Ehren, Reading Comprehension and Expository Text Structure: Direction for Intervention with Adolescents. J. Ward-Lonergan, Expository Discourse Intervention: Helping School-Age Children and Adolescents with Language Disorders Master the Language of the Curriculum. C.A. Moran, G.T. Gillon, Expository Discourse in School-Age Children and Adolescents with Traumatic Brain Injury. October 2009: 6x9: 334pp Hb: 978-1-84169-892-2: £45.00 www.psypress.com/9781841698922 60-day examination copy available
May 2010: 6x9: 328pp Hb: 978-1-84872-012-1: £39.95 www.psypress.com/9781848720121
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INTRODUCTORY AND GENERAL NEUROPSYCHOLOGY
2004: 10x7: 352pp Pb: 978-1-84169-318-7: £21.95 www.psypress.com/psychologyfocus/ 60-day examination copy available
Expository Discourse in Children, Adolescents, and Adults
Delusion and Self-Deception INTRODUCTORY AND GENERAL NEUROPSYCHOLOGY
Affective and Motivational Influences on Belief Formation Tim Bayne, University of Oxford, UK Jordi Fernández, University of Adelaide, Australia (Eds.) Series: Macquarie Monographs in Cognitive Science This collection of essays focuses on the interface between delusions and self-deception. As pathologies of belief, delusions and self-deception raise many of the same challenges for those seeking to understand them. Are delusions and self-deception entirely distinct phenomena, or might some forms of self-deception also qualify as delusional? To what extent might models of self-deception and delusion share common factors? In what ways do affect and motivation enter into normal belief-formation, and how might they be implicated in self-deception and delusion? The essays in this volume tackle these questions from both empirical and conceptual perspectives. Some contributors focus on the general question of how to locate self-deception and delusion within our taxonomy of psychological states. Some contributors ask whether particular delusions - such as the Capgras delusion or anosognosia for hemiplegia - might be explained by appeal to motivational and affective factors. And some contributors provide general models of motivated reasoning, against which theories of pathological belief-formation might be measured. The volume will be of interest to cognitive scientists, clinicians, and philosophers interested in the nature of belief and the disturbances to which it is subject. CONTENTS T. Bayne, J. Fernández, Delusion and Self-deception: Mapping the terrain. P. Ditto, Passion, Reason, and Necessity: A Quantity of Processing View of Motivated Reasoning. A. Mele, Self-deception and Delusions. M. Davies, Delusion and Motivationally Biased Belief: Self-deception in the Two-factor Framework. M.L. Spezio, R. Adolphs, Emotion, Cognition, and Belief: Findings from Cognitive Neuroscience. E. Pacherie, Perception, Emotions and Delusions: The Case of the Capgras Delusion. P. Gerrans, From Phenomenology to Cognitive Architecture and Back. B.P. Mclaughlin, Monothematic Delusions and Existential Feelings. R. McKay, R. Langdon,. M. Coltheart, Sleights of Mind: Delusions and Self-deception. A.M. Aimola Davies, M. Davies, J.A. Ogden, M. Smithson, R.C. White, Cognitive and Motivational Factors in Anosognosia. N. Levy, Self-deception Without Thought Experiments. F. de Vignemont, Hysterical Conversion: The Reverse of Anosognosia? A. Egan, Imagination, Delusion, and Self-deception. 2008: 6x9: 560pp HB: 978-1-84169-470-2: £36.95 www.psypress.com/9781841694702
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American Academy of Clinical Neuropsychology / Psychology Press Continuing Education Book Series Series Editors: Joel E. Morgan and Jerry J. Sweet This new series publishes authored and edited volumes that contain a blend of cutting-edge primary research and practical/ professional material for clinicians, researchers, and students of clinical neuropsychology and clinical psychology. Each volume is written or edited by leading scholars in the field and is specifically designed to assist readers in advancing their relevant research or professional activities in clinical neuropsychology. Visit the series website at www.psypress.com/aacn
Neuropsychology of Malingering Casebook Joel E. Morgan, New Jersey Medical School, and Independent Practice, USA J. Sweet, Evanston Northwestern Healthcare, USA Series: American Academy of Clinical Neuropsychology/ Psychology Press Continuing Education Series “The case study format using real forensic examinees to illustrate the complexities of effort evaluation in neuropsychological testing is utterly captivating and highly effective… Not only is it exceedingly informative, it is a fascinating and entertaining read that makes the reader critically consider one’s own approach to effort evaluation. … The Neuropsychology of Malingering Casebook provides essential knowledge and would be an excellent addition to the library of every neuropsychologist in active practice.” - Bernice Marcopulos, Ph.D. ABPP-CN, in JINS, the Journal of the International Neuropsychological Society Clinical neuropsychologists frequently evaluate individuals within a forensic context, and therefore must address questions regarding the possible presence of reduced effort, response bias and/or malingering. This volume offers a wide range of instructive real-world case examples involving the complex differential diagnosis where symptom exaggeration and/or malingering cloud the picture. Written by expert forensic neuropsychologists, the scenarios described provide informed, empirically-based and scientificallyderived opinions on the topic. Issues related to malingering, such as response bias and insufficient effort, are discussed thoroughly with regard to a large number of clinical conditions and assessment instruments. Test data and non-test information are considered and integrated by the numerous experts. Expert guidance for clinicians who must address the issue of malingering is provided in a straightforward and well-organized format. To date, there has not been a comparable collection of rich case material relevant to forensic practice in clinical neuropsychology.
Sweet, Appendix A: Measures Specifically Intended to Detect Insufficient Effort and Motivation: A Cross-Referenced Bibliography. Appendix B: Neuropsychological and Psychological Measures Used to Identify Insufficient Effort and Malingering: A Cross-Referenced Bibliography. Appendix C: Additional Articles Pertinent to Malingering. Appendix D: Topics Common to Forensic Neuropsychology Consultation. Appendix E: General References. D.J. Slick, E.M.S. Sherman, G.I. Iverson, Appendix F: Diagnostic Criteria for Malingered Neurocognitive Dysfunction: Proposed Standards for Clinical Practice and Research (reprinted from The Clinical Neuropsychologist).
INTRODUCTORY AND GENERAL NEUROPSYCHOLOGY
CONTENTS R.K. Heaton, Foreword. Section 1. Foundations of Malingering in Neuropsychology. J.J. Sweet, Neuropsychology and the Law: Malingering Assessment in Perspective. W.G. van Gorp, J. Hassenstab, Why Questions Regarding Effort and Malingering are Always Raised in Forensic Neuropsychological Evaluations. S.R. Millis, What Clinicians Really Need to Know about Symptom Exaggeration, Insufficient Effort, and Malingering: Statistical and Measurement Matters. Section 2. Civil Litigation. Traumatic Brain Injury in Adults. R.D. Vanderploeg, H.G. Belanger, Multifactorial Contributions to Questionable Effort and Test Performance within a Military Context. G.J. Larrabee, Mild Traumatic Brain Injury, Depression, or Malingered Neurocognitive Dysfunction: Change in Zeitgeist, Change in Diagnosis. M.F. Greiffenstein, Factitious or Fictitious Brain Injury? An Adventure in Applying the DSM–IV. W. Mittenberg, D. Roberts, Mild Traumatic Brain Injury in Civil Litigation. L.M. Binder, Malingering Brain Injury after Whiplash Trauma. W.J. Baker, Brain Trauma, Psychiatric Disturbance, Premorbid Factors, and Malingering. C. Paniak, Moderate to Severe Traumatic Brain Injury: Probable Malingering ... and then Not. Psychiatric and Medical Disorders. J.E. Morgan, R.O. Gervais, Definite Malingering or Probable Malingering: Multidimensional Symptom Exaggeration in a Case of Depression. P. Green, Questioning Common Assumptions about Depression. R. Rogers, S.D. Bender, Feigning Mental Disorders with Concomitant Cognitive Deficits. J.J. Sweet, Posttraumatic Stress Disorder and Neuropsychological Malingering: A Complicated Scenario. D.T.R. Berry, R.P. Granacher, Jr., Feigning of Psychiatric Symptoms in the Context of Documented Severe Head Injury and Preserved Motivation on Neuropsychological Testing. B.N. Axelrod, Fabrication of Psychiatric Symptoms: Somatoform and Psychotic Disorders. N.W. Nelson, J.J. Sweet, Malingering of Psychiatric Disorders in Neuropsychological Evaluations: Divergence of Cognitive Effort Measures and Psychological Test Validity Indicators. L. Artiola i Fortuny, Factitious Disorder in Civil Litigation. J.E. Morgan, S.R. Millis, J. Mesnik, Malingered Dementia and Feigned Psychosis. Difficult to Diagnose or Questionable Conditions. J. DeLuca, Chronic Fatigue Syndrome and Malingering. J. Youngjohn, Lyme Disease: Consideration of Malingered Disability. R.O. Gervais, Fibromyalgia: Resignation, Restitution, and Response Bias. P.R. Lees-Haley, Mold and the Joy of Malingering. L. Artiola i Fortuny, Alleged Mold Toxicity. K.J. Bianchini, K.W. Greve, Chronic Pain as a Context for Malingering. D.S. Bush, Alleged Carbon Monoxide Poisoning. R.L. Mapou, HIV Disease, AIDS, and HIV-Associated Dementia in a Secondary Gain Context. N. Pliskin, Electrical Injury and Malingered Cognitive Dysfunction. Pediatric and Learning/Academic Disorders. L. Flaro, K.B. Boone, Using Objective Effort Measures to Detect Noncredible Test Performance in Children and Adolescents. R.J. McCaffery, J.K. Lynch, Malingering Following Documented Brain Injury: Neuropsychological Evaluation of Children in a Forensic Setting. D.C. Osmon, Q.R. Mano, Malingered Attention Deficit Hyperactivity Disorder: Effort, Depression, and Dependence in the Pursuit of Academic Accommodations. Section 3. Criminal Prosecution. J.E. Morgan, Competency to Stand Trial and the Insanity Defense. R.L. Denney, Evaluating Competency to Stand Trial and Sanity in the Face of Marked Amnesia and Claimed Psychosis. R. Frederick, The Malingering Incompetent Defendant. R.L. Heilbronner, Malingering, Mental Retardation, and the Death Penalty. Section 4. The Perspective of Legal Experts and Disability Decision Makers. J. Green, Disability Insurance Case Management: External Consultant. J.E. Sargent, M. Fuller, Disability Insurance Case Management: Insurance Company. M.D. DeBofsky, Social Security Adjudication: Attorney Representing Disability Claimants. H.G. Conroe, Social Security Adjudication: Regional Consultant. J. Krakora, Criminal Court: Defense Attorney. Section 5. Ethics and Professional Issues. J.D. Seward, D.J. Connor, Ethical Issues in Assigning (or Withholding) a Diagnosis of Malingering. S.S. Bush, What to do after Making a Determination of Malingering. Section 6. Current Status and Future Directions. M. Bergman, J.J. Sweet, Complexities of the Differential Diagnosis of Malingering: Arguments for the Use of Effort Tests with Patients. J.J. Sweet, J.E. Morgan, What We Currently Know About Malingering “to a Reasonable Degree of Neuropsychological Certainty” vs. What We Would Like to Know in the Future. Appendices. J.J.
2008: 10x7: 696pp Hb: 978-1-84169-478-8: £60.00 www.psypress.com/9781841694788
AACN Online System
Any licensed psychologist who reads one of the books in the AACN/Psychology Press series can earn CE credits by reading designated books and completing an online quiz. For information on new and forthcoming titles in the Series, as well as detailed instructions for accessing the CE quizzes, please visit: www.psypress.com/aacn.
Forthcoming titles
Pediatric Traumatic Brain Injury: An Evidence-base for Clinical Practice Cathy Catroppa, Vicki Anderson and Miriam Beauchamp, The Royal Children’s Hospital Melbourne, Australia; Keith Yeates, Nationwide Children’s Hospital, USA This volume provides an evidence base for clinical practice specific to traumatic brain injury (TBI) sustained during childhood, using a biological-psychosocial conceptual framework. It covers a broad scope of topics offering the reader a comprehensive outlook on the characteristics and repercussions of pediatric TBI, from the time of accident and throughout the lifespan. Forthcoming in 2011: 6x9: 400pp Hb: 978-1-84872-876-9: £49.95
See page 29 for information on The Clinical Neuropsychologist, the official journal of the AACN.
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INTRODUCTORY AND GENERAL NEUROPSYCHOLOGY
Coming Soon Cognitive Neuropsychology Exploring the Mind Through Brain Dysfunction Carolyn Wilshire Victoria University of Wellington, New Zealand November 2010 Hb: 978-1-84169-658-4: £49.95 Pb: 978-1-84169-659-1: £29.95
Talking Heads The Neuroscience of Language Gianfranco Denes, University of Venice, Italy (Translated by Philipa Smith) December 2010: 6x9: 264pp Hb: 978-1-84872-039-8: £39.95 www.psypress.com/9781848720398
Communication Arena As an essential site for communication academics, students, researchers and practitioners, the Arena is updated on a monthly basis to bring you the latest news, special offers, sample articles, calls for papers, conference information and plenty more.
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Invitation to Authors Are you planning to develop a textbook, handbook, supplement or monograph in Neurosychology? Do you feel there is a need for a new journal in this area? If so, we would like to hear from you. We welcome proposals covering any aspect of Industrial, Neuropsychology, in its theory and practice, including areas in which we already publish textbooks. With offices in the UK, USA, and around the world, Psychology Press, with its sister imprint Routledge, is one of the largest Behavioral Science publishers. Our dedicated and experienced editorial and production teams produ ce top-quality textbook, handbooks, monographs and journals. Our e-marketing department maintains innovative web-based ‘arenas’ – online shop windows displaying our publications in all major areas of psychology (see www.neuropsychologyarena.com). Psychology Press implements an integrated global marketing plan for each of our books, with worldwide mailings of full-color brochures and catalogs. If you have a project in mind, there is no one better qualified to make a success of your proposal.
Please send proposals to: UK/Europe/ROW: Tara Stebnicky, Senior Editor: book.proposals@psypress.co.uk US/Canada: Paul Dukes Senior Editor: us.book.proposals@psypress.com
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Also Available Adult Learning Disorders Contemporary Issues Lorraine E. Wolf, City University of New York, USA; Hope E. Schreiber, Tufts, New England Medical Center, USA; Jeanette Wasserstein, Mount Sinai Medical Center, USA (Eds.) 2008: 6x9 544pp Hb: 978-1-84169-419-1: £65.00 www.psypress.com/9781841694191
The Cognitive Neuroscience of Human Communication Vesna Mildner, University of Zagreb, Croatia 2007: 6x9: 360pp Hb: 978-0-8058-5435-0: £60.00 Pb: 978-0-8058-5436-7: £32.50 www.psypress.com/9780805854367
International Handbook of Cross-Cultural Neuropsychology Barbara P. Uzzell, Memorial Neurological Association, USA; Marcel Ponton, University of California at Los Angeles, USA; Alfredo Ardila, Florida International University, USA (Eds.) 2007: 6x9: 408pp Hb: 978-0-8058-3585-4: £75.00 Pb: 978-0-8058-3586-1: £32.50 www.psypress.com/9780805835861
Neuropsychology From Theory to Practice
David Andrewes, University of Melbourne, Australia 2001: 6x9: 624pp Hb: 978-1-84169-103-9: £52.50 Pb: 978-1-84169-291-3: £25.95 www.psypress.com/9781841692913 60-day examination copy available
Attention
A Neuropsychological Approach Antony Ward, Newman University College, UK Series: Psychology Focus 2004: 8x5: 216pp Hb: 978-1-84169-327-9: £42.50 Pb: 978-1-84169-328-6: £14.95 www.psypress.com/psychologyfocus 60-day examination copy available
Developmental Social Cognitive Neuroscience Philip David Zelazo, University of Minnesota, USA; Michael Chandler, University of British Columbia, Canada; Eveline Crone, University of Leiden, The Netherlands (Eds.) Series: Jean Piaget Symposia Series “This book provides expert guidance on what is known – and what remains to be learned – about how studies of brain function inform our understanding of developmental transitions in social development from infancy to adulthood. The chapters are thoughtful, masterful, and will be a valuable resource for both the educated novice and seasoned professional.” – Seth D. Pollak, University of Wisconsin – Madison, USA “This is a wonderful book. It provides a timely set of contributions at a key time in the emergence of an exciting new field. This work represents a new wave of advances in cognitive neuroscience ... creating a new frontier in understanding the normal and abnormal development of the most fundamentally human (social) aspects of cognition.” – Ronald Dahl, University of Pittsburgh, USA CONTENTS Section 1: Introduction. P.D. Zelazo, M. Chandler, E.A. Crone, The Birth and Early Development of a New Discipline: Developmental Social Cognitive Neuroscience. Section 2: The Typical and Atypical Development of Social Cognition in Childhood. V. Gallese, M. Rochat, Motor Cognition: The Role of the Motor System in the Phylogeny and Ontogeny of Social Cognition and its Relevance for the Understanding of Autism. C. Moore, J. Barresi, The Construction of Commonsense Psychology in Infancy. J.E. Benson, M. Sabbagh, Theory of Mind and Executive Functioning: A Developmental Neuropsychological Approach. W. Cunningham, P.D. Zelazo, The Development of Iterative Reprocessing: Implications for Affect and Its Regulation. S.B. Perlman, B.C. Vander Wyk, K.A. Pelphrey, Brain Mechanisms in the Typical and Atypical Development of Social Cognition. S. Baron-Cohen, Autism and the Emphasizing-Systemizing (E-S) Theory. Section 3: Social Cognition in Adolescence. J.H. Pfeifer, M. Dapretto, M.D. Lieberman, The Neural Foundations of Evaluative Self-Knowledge in Middle Childhood, Early Adolescence and Adulthood. M. Ernst, M. Hardin, Neurodevelopment Underlying Adolescent Behavior: A Neurobiological Model. A.A. Baird, The Terrible Twelves. L. van Leijenhorst, E. Crone, Paradoxes in Adolescent Risk-taking. R.L. Selman, L.F. Feigenberg, Between Neurons and Neighborhoods: Innovative Methods to Assess the Development and Depth of Adolescent Social Awareness. Section 4: The Developmental Social Cognitive Neuroscience of Moral Reasoning. P.J. Eslinger, M. Robinson-Long, Crucial Developmental Role of Prefrontal Cortex in Social Cognition and Moral Maturation: Evidence from Early Prefrontal Lesions and fMRI. R.J. Blair, Contributions of Neuroscience to the Understanding of Moral Reasoning and its Development. J. Carpendale, B.W. Sokol, U. Müller, Is a Neuroscience of Morality Possible? E. Turiel, The Relevance of Moral Epistemology and Psychology for Neuroscience.
Executive Function and the Frontal Lobes A Lifespan Perspective Vicki Anderson and Peter Anderson, University of Melbourne, Australia; Rani Jacobs, Royal Children’s Hospital, Victoria, Australia (Eds.) Series: Studies on Neuropsychology, Neurology and Cognition CONTENTS Part I: A Developmental-Theoretical Framework for Executive Function. P.J. Anderson, Towards a Developmental Model of Executive Function. C.R. De Luca, R.L. Leventer, Developmental Trajectories of Executive Function across the Lifespan. L.H. Phillips, J.D. Henry, Adult Aging and Executive Function. B. Kolb, M. Monfils, N. Sherren, Recovery from Frontal Cortical Injury during Development. Part II: Assessment of Executive Function Across the Lifespan. K. Espy et al., Methodological and Conceptual Issues in Understanding the Development of Executive Control in the Preschool Period. V. Anderson, P.J. Anderson, R. Jacobs, Development and Assessment of Executive Function: From Preschool to Adolescence. T. Wardill, V. Anderson, The Assessment of Executive Functioning in Older Adults. G.A. Gioia, P.K. Isquith, L.E. Kenealy, Assessment of Behavioral Aspects of Executive Function. A.G. Wood, E. Smith, Pediatric Neuroimaging Studies: A Window to Cognitive Development of the Frontal Lobes. Part III: Impairments of Executive Function Across the Lifespan. K. Howard, P.J. Anderson, H.G. Taylor, Executive Functioning and Attention in Children Born Preterm. K.O. Yeates, V. Anderson, Childhood Traumatic Brain Injury, Executive Functions, and Social Outcomes: Towards an Integrative Model for Research and Clinical Practice. V. Anderson et al., Executive Functions after Frontal Lobe Insult in Childhood. P.J. Eslinger, K.R. Biddle, Prefrontal Cortex and the Maturation of Executive Functions, Cognitive Expertise, and Social Adaptation. V. Anderson, Attention Deficits and the Frontal Lobes. J. Snowden, Frontotemporal Dementia: Correlations between Pathology and Function. M.M. Saling, J. Bradshaw, From A-synucleopathy to Executive Dysfunction: Early-stage Parkinson’s Disease. Part IV: Rehabilitation of Impairments in Executive Function. B.A. Wilson, J. Evans, Models for the Rehabilitation of Executive Impairments. M. Ylivasaker, T. Feeney, Helping Children without Making Them Helpless: Facilitating Development of Executive Self-regulation in Children and Adolescents. C. Catroppa, V. Anderson, Intervention Approaches for Executive Dysfunction following Brain Injury in Childhood. S. McDonald, Social Information Processing Difficulties in Adults and Implications for Treatment. 2008: 6⅛x9¼: 544pp Hb: 978-1-84169-490-0: £62.50 www.psypress.com/nnc
September 2009: 6x9: 372pp Hb: 978-1-84169-767-3: £45.00 www.psypress.com/jean-piaget-symposia 60-day examination copy available
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Developmental Neuropsychology
Developmental Neuropsychology
Infant Pathways to Language Developmental Neuropsychology
Methods, Models, and Research Directions John Colombo, University of Kansas, USA; Peggy McCardle and Lisa Freund, National Institute of Child Health & Human Development, USA. (Eds.) CONTENTS Introduction. P. McCardle, J. Colombo, L. Freund, Measuring Infant Language. Part 1. Recognizing Patterns. R.N. Aslin, E.I. Newport, What Statistical Learning Can and Can’t Tell Us About Language Acquisition. J.R. Saffran, Acquiring Grammatical Patterns: Constraints on Learning. L. Gerken, Are Infants Constrained in Their Linguistic Generalizations? Some Theoretical and Methodological Observations. M. Rice, How Different is Disordered Language? Part 2. From Patterns to Meaning. J.F. Werker, C.T. Fennell, Infant Speech Perception and Later Language Acquisition: Methodological Underpinnings. S. Waxman, How Infants Discover Distinct Word Types and Map Them to Distinct Meanings. J.S. Deloache, P.A. Ganea, V.K. Jaswal, Early Learning Through Language. Part 3. Predictors of Language Emergence. J. Colombo, D.J. Shaddy, O.M. Blaga, C.J. Anderson, K.N. Kannass, W.A. Richman, Early Attentional Predictors of Vocabulary in Childhood. A.N. Meltzoff, R. Brooks, Social Cognition and Language: The Role of Gaze Following in Early Word Learning. S. Goldin-Meadow, Using the Hands to Study How Children Learn Language. Part 4. Models and Methods to Study Infant Language. P.K. Kuhl, Linking Infant Speech Perception to Language Acquisition: Phonetic Learning Predicts Language Growth. L.B. Cohen, J. Brunt, Early Word Learning and Categorization: Methodological Issues and Recent Empirical Evidence. G. Marcus, H. Rabagliatti, Language Acquisition, Domain Specificity, and Descent with Modification. L. Freund, Neuroimaging Tools for Language Study. Finale. P. McCardle, L. Freund, G. Marcus, Pathways to Infant Language Research: Commentary and Future Directions. 2008: 6x9: 336pp Hb: 978-0-8058-6063-4: £49.95 www.psypress.com/9780805860634
Dementia From Diagnosis to Management - A Functional Approach Michelle S. Bourgeois, Florida State University, USA Ellen Hickey, Dalhousie University, Canada “Bourgeois and Hickey have achieved a remarkable combination of comprehensive scholarship and practical guidance for providing interdisciplinary interventions enhancing the functioning, and hence quality of life, of persons living with dementia. Communication and behavior are understood within the broader context of environments and relationships. This is a must-have book for practitioners.” – Barbara B. Shadden, University of Arkansas
“This book provides an excellent resource for clinicians who support the functional communication needs of people with dementia. Experienced professionals will find this book an outstanding resource to guide their treatment. Students will be introduced to essential information about dementia, its impact on communication, as well as practice guidelines and strategies.” – David Beukelman, University of Nebraska, Lincoln Dementia: From Diagnosis to Management - A Functional Approach is a comprehensive description of a functional and behavioral approach to assessing and treating persons with dementia. While very practical, the information is embedded in a scientific context of the causes, neuropsychological manifestations, and complications of dementia. The management of the impairments of dementia is centered on its functional consequences and impact on daily living. The chapters describe behavioral interventions and environmental strategies that aim to improve daily activities and quality of life from a proactive communication and memory basis. Specific suggestions are provided to enhance family involvement and staff relationships, interdisciplinary cooperation, reimbursement, and documentation across various home and institutional settings. The book is written in a straightforward style and is evenhanded in its critical analyses of the evidence available to inform practice. The extensive clinical backgrounds of the authors allow them to use ‘real world’ case studies to illustrate common challenges of persons with dementia and potential solutions for caregivers. Further resources and clinical materials are included in comprehensive appendices. The volume provides essential reading for clinicians and administrators who seek to improve the lives of people with dementia and those who care for them. It is also an invaluable reference for beginning students in adult language disorders and gerontology. CONTENTS 1. Introduction: History and Philosophy of Treatment in Dementia. 2. Diagnosis of Dementia: Clinical and Pathophysiological Signs of Various Etiologies. 3. Cognitive, Language, and Behavioral Characteristics across the Stages of Dementia. 4. Assessment: Cognitive, Communicative and Behavioral Characteristics. 5. Treatment: Solutions to Cognitive- and Communicationbased Problems. 6. Management: A Multidisciplinary Focus. 7. Management of Eating and Swallowing Challenges. 8. Quality of Life Issues. 9. Caregiver and Family Issues. 10. Impact on Staff: Training and Supervision Issues. 11. Treatment Settings, Goals, and Documentation Issues. February 2009: 6x9: 432pp Hb: 978-0-8058-5606-4: £40.00 www.psypress.com/9780805856064
neuropsychology arena Discover a wealth of Neuropsychology resources at:
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EARLY EXPERIENCE, THE BRAIN AND CONSCIOUSNESS AN HISTORICAL
AND INTERDISCIPLINARY
SYNTHESIS
Early Experience, the Brain, and Consciousness
THOMAS C. DALTON • VICTOR W. BERGENN
Thomas C. Dalton, California Polytechnic State University, USA Victor W. Bergenn, Council for Educational Psychology, USA 2007: 6x9: 272pp Hb: 978-0-8058-4084-1: £43.50 Pb: 978-0-8058-4085-8: £21.50 www.psypress.com/9780805840858 60-day examination copy available
Infant EEG and EventRelated Potentials Michelle de Haan University College London, UK (Ed.) Series: Studies in Developmental Psychology 2007: 6x9: 344pp Hb: 978-1-84169-583-9: £59.95 www.psypress.com/9781841695839
An Introduction to Auditory Processing Disorders in Children Teralandur K. Parthasarathy Southern Illinois University, USA (Ed.) 2005: 7x10: 312pp Hb: 978-0-8058-5392-6: £69.00 Pb: 978-0-8058-5393-3: £25.00 www.psypress.com/9780805853933 60-day examination copy available
Simon F. Crowe, La Trobe University, Australia Series: Studies on Neuropsychology, Neurology and Cognition 2008: 6x9: 288pp Hb: 978-1-84169-441-2: £55.00 www.psypress.com/nnc
A Dented Image Journeys of Recovery from Subarachnoid Haemorrhage Alison Wertheimer writer, researcher and counsellor 2008: 8x5: 272pp Hb: 978-0-415-38671-5: £52.50 Pb: 978-0-415-38672-2: £14.99 www.psypress.com/9780415386722
Neuropsychological Rehabilitation and People with Dementia Linda Clare University of Wales, Bangor Series: Neuropsychological Rehabilitation: A Modular Handbook 2007: 6x9: 192pp Hb: 978-1-84169-676-8: £27.50
Chronic Headaches
Autism Spectrum Disorders
Biology, Psychology, and Behavioral Treatment
A Special Issue of Child Neuropsychology
Jonathan M. Borkum University of Maine, USA
Natacha Akshoomoff University of California-San Diego, USA (Ed.) 2006: 6x9: 140pp Hb: 978-1-84169-818-2: £29.95 www.psypress.com/9781841698182
Developmental Neuropsychology
An Historical and Interdisciplinary Synthesis
The Behavioural and Emotional Complications of Traumatic Brain Injury
2007: 6x9: 584pp Hb: 978-0-8058-4973-8: £109.50 Pb: 978-0-8058-6199-0: £39.95 www.psypress.com/9780805861990 60-day inspection copy available
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Communication disorders
Communication Disorders
New !
New!
Jackie Guendouzi, Southeastern Louisiana University, USA Filip Loncke, University of Virginia, USA; Mandy J. Williams, University of South Dakota, USA (Eds.)
Cluttering A Handbook of Research, Intervention and Education David Ward, University of Reading, UK Kathleen Scaler-Scott, University of Louisiana at Lafayette and International Cluttering Association (Eds.) Very few people are aware of the significant negative impact that cluttering - a communication disorder which affects a person’s ability to speak in a clear, concise and fluent manner - can have on one’s life educationally, socially and vocationally. Although different from stuttering, it is often related to this more wellknown disorder. This book treats cluttering as a serious communication disorder in its own right, providing an in-depth examination of the critical factors surrounding its assessment, treatment and research. Using evidence-based data as well as information regarding the assessment and treatment of cluttering within the field of speech-language pathology, the volume includes the latest research findings and work from leading worldwide cluttering experts. Current viewpoints regarding cluttering, along with substantiated evidence are provided. Research findings are presented regarding the nature and neurology of cluttering. A range of successful assessment and treatment methodologies are described in the context of disorders which may co-occur with cluttering, such as autism spectrum disorders, learning disabilities, Down Syndrome and stuttering. Future directions with regards to the definition, teaching and researching of cluttering are also addressed. Students, faculty members, researchers and clinicians in the field of speech pathology will find this book an essential and unique source of information on cluttering. CONTENTS Editor’s Introduction. Part 1. The Nature and Neurology of Cluttering. P. Howell, The Demographics of Cluttering. P. Alm, CNS Activity and the Dual Pre-motor Theory on Cluttering. Y. Van Zaalen, Functional Magnetic Imaging and Cluttering: Some Preliminary Findings. F. Freeman, Genetic Study of Cluttering. D. Ward, Motor Speech and Cluttering. K. St. Louis, F. Myers, K. Bakker, L. Raphael, A Summary of the Current State of the Evidence on Cluttering. Part 2. Cluttering and Co-occuring Disorders. J. Van Borsel, Cluttering and Down Syndrome. Y. Van Zaalen, Cluttering and Learning Disabilities. K. Scaler Scott, Cluttering and Autism Spectrum Disorders. D. Ward, Cluttering and Stuttering. Part 3. Assessment and Treatment of Cluttering. Y. Van Zaalen, The Assessment of Cluttering. U. Sick, A Fluency Modification Approach to the Treatment of Cluttering. S. Miyamoto, Treatment Techniques in Cluttering. K. St. Louis, K. Scaler Scott, J. Dewey, P. Kissagizlis, Consumer Issues: Self Help for People with Cluttering. Part 4. Current and Future Directions in Cluttering. K. Schulte, K. St. Louis, Defining Cluttering: The Lowest Common Denominator. J. Tetnowski, J. Douglass, Incorporating Cluttering into a Communicative Disorders Curriculum. I. Rechel, J. Draguns, International Perspectives on Perceiving, Identifying and Managing Cluttering. December 2010: 6x9: 232pp Hb: 978-1-84872-029-9: £44.95 www.psypress.com/9781848720299
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The Handbook of Psycholinguistic and Cognitive Processes Perspectives in Communication Disorders
This book provides a single interdisciplinary source where researchers and students can access information on psycholinguistic and Perspectives in Communication Disorders cognitive processing theories relevant to clinical populations. A range of theories, models and perspectives are provided. The volume explores a range of topics and issues stemming from cognitive and psycholinguistic approaches that illustrate the relevance of a dynamic interaction between theoretical and applied work, and retains the complexity of psycholinguistic and cognitive theory for readers (both researchers and graduate students) whose primary interest is the field of communication disorders. THE HANDBOOK OF PSYCHOLINGUISTIC AND COGNITIVE PROCESSES
Edited by
JACKIE GUENDOUZI | FILIP LONCKE | MANDY J. WILLIAMS
CONTENTS Notes on Contributors. Introduction. PART I. Some Basic Considerations: Models and Theories. J. Locke, The Development of Linguistic Systems: Insights from Evolution. N. Presson, B. MacWhinney, The Competition Model and Language Disorders. L. Abrams, M.T. Farrell, Language Processing in Normal Aging. N. Cowan, Working Memory and Attention in Language Use. Neurobiological bases of the Semantic Processing of Words. K. Kahlaoui, B. Ska, C. Degroot, Y. Joanette. M Kutas, K. DeLong, M. Kiang, From Phonemes to Discourse: Event-related brain potential (ERP) componentry and Paradigms for Investigating Normal and Abnormal Language Processing. M. Friedrich, Early word learning – Reflections on Behavior, Connectionist Models and Brain Mechanisms Indexed by ERP Components. G. Dell, A. Kittredge, Connectionist Models of Aphasia and Other Language Impairments. A. Roelofs, Modeling the Attentional Control of Vocal Utterance Production: From Wernicke to WEAVER++. J. Shelley-Tremblay, Theories of Semantic Processing. C.E. Longworth, W.D. Marslen-Wilson, Language comprehension: A neurocognitive approach. D. Van Lancker Sidtis, C. Garidis, Formulaic Expressions in Mind and Brain: Empirical Studies and a Dual-Process Model of Language Competence. M. Yates, How Similarity Influences Word Recognition: The Effect of Neighbors. M. Tatham, K. Morton, Two Theories of Speech Production and Perception. B. Rutter, M.J. Ball, Psycholinguistic validity and the Phonological Representation. W. Ziegler, J. Kappes, H, Ackermann, From Phonology to Articulation. A Neurophonetic View. PART II: Developmental Disorders. T. Shive, T. James Bellis. (Central) Auditory Processing Disorders: Current Conceptualizations. M. Burns, Temporal Processing in Children with Language Impairment. B. Grela, B. Collisson, D. Arthur, Language Processing in Children with Specific-language Impairment. H, Van der Lely, C. Marshal, Grammatical-Specific-language Impairment: A Window onto Domain specificity. H. Storkel, The Developing Mental Lexicon of Children with Specific-language Impairment. P. Howell, Language-speech Processing in Fluency Disorders. S. Armon-Lotem, J. Walters, An Approach to Differentiating Bilingualism and Language Impairment. B. May Bernhardt, J.P. Stemberger, H. Ayyad, A. Ullrich, J. Zhao, Nonlinear Phonology: Clinical Application Adaptations for Arabic, German and Mandarin. M. Adelaida Restrepo, G.P. Morgan, E. Smyk, Bilingual children with SLI: Theories, Research and Future directions. PART III: Acquired Disorders. R. Varley, Apraxia of Speech: From Psycholinguistic Theory to Conceptualization and Management of an Impairment. M. McNeil, W.D. Hula, J. E. Sung, The Role of Memory and Attention in the Language Performance of Persons with Aphasia. H. Brownel, K. Lundgren, Remediation of Theory of Mind Impairments in Brain-Injured Adults. L. Togher, Cognitive Communication Disorders after Traumatic Brain Injury. J. Shelley-Tremblay, Breakdown of Semantics in Aphasia and Alzheimer’s Dementia: A Role for Attention. J. Centeno, Understanding Language Recovery in Bilinguals with Aphasia: Neurolinguistic and Neurocognitive Considerations of Language Processing in Bilingual Individuals. PART IV: Language and other Modalities. D. McNeill, S. Duncan, Gestures and Growth Points in Language. G. Hickok, U. Bellugi, Neural Organization of Language: Clues from Sign Language Aphasia. M. Vermeerbergen, M. Van Herreweghe, Sign Languages and Sign Language Research. J. Barnes, S. Baron-Cohen, Language in Autism: Pragmatics
speculation, the contributors have creatively woven what we know and what we have yet to substantiate into an interesting collection of summaries useful for therapy programming and designing clinical research.
October 2010: 7x10: 1000pp Hb: 978-1-84872-910-0: £50.00 www.psypress.com/9781848729100
CONTENTS R. Paul, Foreword. A.L. Weiss, Perspectives on Individual Differences Affecting Therapeutic Change in Communication Disorders: Prologue. B. Brinton, M. Fujiki, “The Social Stuff is Everything”: How Social Differences in Development Impact Treatment for Children with Language Impairment. N. Capone, L. Sheng, Individual Differences in Word Learning: Implications for Clinical Practice. C.S. Hammer, B.L. Rodriguez, Individual Differences in Bilingual Children’s Language Competencies: The Case for English and Spanish. J. Van der Woude, Perspectives in Individual Differences in Therapy for Preschool Children with Specific Language Impairment. L.S. Larrivee, E.S. Maloney, Individual Differences in Underlying Oral Language Competencies Associated with Learning to Read: Implications for Intervention. L.E. Hewitt, Individual Differences in Intervention Response in Children and Adults with Autism Spectrum Disorders. A.L. Weiss, Benefiting from Speech Therapy: The Role of Individual Differences in Treating Children with Speech Sound Disorders. K.L. Chapman, M.A. Hardin-Jones, Consideration of Individual Differences in Speech Development, Outcome, and Management: Children with Cleft Lip and Palate. T. Stewart, M.M. Leahy, Uniqueness and Individuality in Stuttering Therapy. R. Hayhow, R.C. Shenker, Individual Differences that Influence Responsiveness to the Lidcombe Program. H. Teagle, H. Eskridge, Predictors of Success for Children with Cochlear Implants: the Impact of Individual Differences. A.L. Weiss, Epilogue: How Focus on Individual Differences Informs our Clinical Practice for Individuals with Communication Disorders: A Summary and a Look Ahead.
New!
Recovery from Stuttering Peter Howell, University College London, UK This book is a comprehensive guide to the evidence, theories, and practical issues associated with recovery from stuttering in early childhood and into adolescence. It examines evidence that stuttering is associated with a range of biological factors—such as genetics—and psychological factors—such as anxiety, and it critically assesses theoretical accounts that attempt to integrate these findings. Written so that it can be used flexibly to meet the demands of courses about stuttering, the book may be used as a text at the undergraduate or graduate level in psychology or speech-language science. CONTENTS Part I. General Aspects of Developmental Stuttering. 1. Definitions, Stuttering Severity, and Categorization Instruments. 2. Epidemiology. 3. Symptomatology. Part II. Factors Related to Developmental Stuttering Based on Experimental Studies. 4. Genetic Factors and Their Impact on Onset and Recovery of Stuttering. 5. CNS Factors in Investigations into Persistent and Recovered Stuttering. 6. Cognitive Factors. 7. Language Factors. 8. Motor Factors. 9. Environmental, Personality, and Emotional Factors. Part III. Theoretical Frameworks on Developmental Stuttering. 10. Models that Attribute Stuttering to Language Factors Alone. 11. Theories that Explain Why Altered Feedback Improves the Speech Control of Speakers Who Stutter and General Theories of Speech Production that Include Accounts of Stuttering. 12. Model that Proposes an Interaction Between Language and Motor Factors: EXPLAN. Part IV. Practical Issues in Developmental Stuttering. 13. Early Diagnosis of Stuttering and Its Prognosis to Teenage and Beyond. 14. Subtyping. 15. Application to Treatment and General Issues About Recovery. October 2010: 6x9: 400pp Hb: 978-1-84872-916-2: £50.00
Perspectives on Individual Differences Affecting Therapeutic Change in Communication Disorders Amy L. Weiss University of Rhode Island, USA (Ed.) Series: New Directions in Communication Disorders Research This volume examines the ramifications of individual differences in therapy outcomes for a wide variety of communication disorders. In an era where evidence-based practice is the clinical profession’s watchword, each chapter attacks this highly relevant issue from a somewhat different perspective. In some areas of communication disorders, considering the variance brought by the client into the therapeutic ‘mix’ has a healthy history, whereas in others the notion of how individual client profiles mesh with therapy outcomes has rarely been considered. Through the use of research results, case study descriptions and
December 2009: 6x9: 311pp Hb: 978-1-84872-887-5: £40.00 www.psypress.com/9781848728875
How Children Learn to Read Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia Research and Practice Ken Pugh & Peggy McCardle National Institute of Child Health and Human Development, USA (Eds.) Series: Extraordinary Brain Series This book brings together in one volume information about the neurobiological, genetic, and behavioral bases of reading and reading disabilities. In recent years, research on assessment and treatment of reading disability (dyslexia) has become a magnet for the application of new techniques and technologies from neuroscience, cognitive psychology, and cognitive neuroscience. This interdisciplinary fusion has yielded numerous and diverse findings regarding the brain basis of this syndrome, which are discussed in this volume by leading researchers. Intervention approaches based on such research are presented. The book also calls for research in specific directions, to encourage the field to continue moving into the bold frontier of how the brain reads. The volume is essential reading for a range of researchers, clinicians, and other professionals interested in reading and reading disability, and also commemorates the tenth anniversary of the Extraordinary Brain Conferences hosted by The Dyslexia Foundation.
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COMMUNICATION DISORDERS
and Theory of Mind. N. Ryder, E. Leinonen, Relevance theory: Investigating Pragmatic Language Comprehension Difficulties in Children with SLI, Aspergers’ Syndrome and High Functioning Autism. F. Loncke, Psycholinguistic Approaches to Augmentative and Alternative Communication. Epilogue.
COMMUNICATION DISORDERS
CONTENTS W. Baker, Preface. P. McCardle, N. Landi, K. Pugh, Introduction. Section 1. Major Themes in the Study of the Neurobiology of Dyslexia. S. Frost, R. Sandak, W.E. Mencl, N. Landi, J.G. Rueckl, L. Katz, K. Pugh, Mapping the Word Reading Circuitry in Skilled and Disabled Readers. G. Rosen, Y. Wang, C.G. Fiondella, J.J. Lo Turco, The Brain and Developmental Dyslexia: Genes, Anatomy, and Behavior. G. Sherman, C. Cowen, From Research Lab to School Front Lines: Talents and Dilemmas in Children with Learning Differences. Section 2. Methods and Tools. D. Francis, Methodological Advances in Developmental Research. E. Mencl, S. Frost, K. Pugh, Tools for Multimodal Imaging. J. Rueckl, M. Seidenberg, Computational Modeling and the Neural Bases of Reading and Reading Disorders. E. Grigorenko, A.J. Naples, The Devil is in the Details: Decoding the Genetics of Reading. Section 3. Neurobiological, Genetic, and Cognitive Aspects. F. Ramus, G. Szenkovits, Understanding the Nature of the Phonological Deficit. P. Cornelissen, Visual Word Recognition: Insights from MEG and Implications for Developmental Dyslexia. L.E. Cutting, S.H. Eason, K. Young, A.L. Alberstadt, Reading Comprehension: Cognition and Neuroimaging. R. Olson, B. Byrne, S. Samuelsson, Reconciling Strong Genetic and Strong Environmental Influences on Individual Differences and Deficits in Reading Ability. R. Frost, Reading in Hebrew vs. Reading in English: Is there a Qualitative Difference? Section 4. Intervention. B. Foorman, S. Al Otaiba, Reading Remediation: State of the Art. L. Siegel, Remediation of Reading Difficulties in English Language Learning Students. M. Wolf, S. Gottwald, W. Galante, E. Norton, L. Miller, How the Origins of Reading Instruct our Knowledge of Reading Development and its Intervention. P. McCardle, K. Pugh, Integration of Methodologies in Cognitive Neuroscience: Research Planning and Policy. June 2009: 6x9: 377pp Hb: 978-1-84872-843-1: £40.00 www.psypress.com/9781848728431
Phonology for Communication Disorders Martin J. Ball & Nicole Muller, University of Louisiana at Lafayette, USA; Ben Rutter, University of Oklahoma Health Sciences Center, USA “Phonology for Communication Disorders is an excellent, up-to-date review of a broad range of theoretical concepts and approaches to phonological acquisition, all related to clinical phonology. The many exercises and review questions will be of great value to students as well.” - David Ingram, Ph.D., Arizona State University “This readable text provides clear and comprehensive coverage of many phonological theories. It... enables students, clinicians and researchers to understand theoretical principles in relation to people with communication disorders” - Sharynne McLeod, Ph.D., Charles Sturt University, Australia This textbook describes the approaches to phonology that are most relevant to communication disorders. It examines schools of thought in theoretical phonology, and their relevance to description, explanation and remediation in the clinical context. A recurring theme throughout the book is the distinction between phonological theories that attempt elegant, parsimonious descriptions of phonological data, and those that attempt to provide a psycholinguistic model of speech production and perception. This book introduces all the relevant areas of phonology to the students and practitioners of speech-language pathology and is a companion volume to the authors’ Phonetics for Communication Disorders.
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CONTENTS Introduction. 1. Introduction and Background. 2. Sonority Theory. 3. Distinctive Features. 4. Early Generative Phonology. 5. Developments with Features. 6. Developments with Derivations: Lexical and Prosodic Phonology. 7. Autosegmental Phonology. 8. Metrical Phonology. 9. Prosodic Analysis. 10. Natural Phonology. 11. Optimality Theory. 12. Articulatory Phonology. 13. Government Phonology. 14. Cognitive, Systemic and Grounded Phonologies. 15. Clinical Phonology. Answers to Exercises. Charts. Index. November 2009: 10x7: 275pp Hb: 978-0-8058-5761-0: £55.00 Pb: 978-0-8058-5762-7: £24.99 www.psypress.com/9780805857627 60-day inspection copy available
Related Title Phonetics for Communication Disorders Martin J. Ball, & Nicole Muller, University of Louisiana at Lafayette, USA 2005: 7x10: 384pp Hb: 978-0-8058-5363-6: £59.95 Pb: 978-0-8058-5364-3: £27.50
Handbook of Child Language Disorders Richard G. Schwartz, City University of New York, USA (Ed.) “This handbook is exceptional! It creatively examines issues intrinsic to the nature, assessment and remediation of language disorders in children. Original presentation and arrangement of information makes it very readable, albeit intellectually demanding. … This is a ‘must’ for everyone involved with children who have a language disorder, clinicians, researchers, students or teachers.” – Briege McClean in Speech & Language Therapy in Practice CONTENTS Part 1: Typology of Child Language Disorders. Specific Language Impairment. Language Disorders in Children with Mental Retardation of Genetic Origin: Down Syndrome, Fragile X Syndrome, and Williams Syndrome. Language Disorders in Children with Autism. Language Disorders in Children with Hearing Impairment. Dyslexia. Part 2: Bases of Child Language Disorders. Linguistic Bases of Child Language Disorders. Neurobiology of Child Language Disorders. Attention and Memory in Child Language Disorders. Speech Perception and Production in Child Language Disorders. Genetics of Child Language Disorders. Model-Based Approaches to Child Language Disorders. Part 3: Language Contexts of Child Language Disorders. Bilingualism in Child Language Disorders. Cross-Linguistic Studies of Child Language Disorders. Language Variation in Child Language Disorders. Part 4: Deficits, Assessment, and Intervention in Child Language Disorders. Morphosyntax in Child Language Disorders. Semantics in Child Language Disorders. Syntax in Child Language Disorders. Pragmatics and Social Communication in Child Language Disorders. Reading and Writing in Child Language Disorders. Processing Speed, Attention, and Perception in Child Language Disorders. Part 5: Research Methods in Child Language Disorders. Language Production Approaches to Child Language Disorders. Language
Understanding Developmental Language Disorders
2008: 10x7: 608pp Hb: 978-1-84169-433-7: £55.00 www.psypress.com/9781841694337
From Theory to Practice
Series Editor: Rhea Paul
New Directions in Communication Disorders Research This series publishes scholarly volumes that describe cutting-edge, cross-disciplinary research in disorders affecting language and communication.
Recent titles Perspectives on Individual Differences Affecting Therapeutic Change in Communication Disorders Amy L. Weiss Expository Discourse in Children, Adolescents, and Adults Development and Disorders Marilyn A. Nippold & Cheryl M. Scott
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Courtenay Frazier Norbury, speech-language pathologist, UK; J. Bruce Tomblin, University of Iowa, USA; Dorothy V.M. Bishop, University of Oxford, UK (Eds.) “This volume is almost certainly the best overview of the literature in the last twenty years and needs to be on the curriculum of neurologists, psychologists, speech and language therapists, linguistics, geneticists and all the other groups who truly want to understand DLD as it affects children across childhood and into adulthood.” – Professor James Law, Director, Centre for Integrated Healthcare Research, Queen Margaret University CONTENTS G. Baird, Assessment and Investigation of Children With Developmental Language Disorder. M. Vance, Short-term Memory in Children With Developmental Language Disorder. K. Nation, Using Eye-movements to Investigate Developmental Language Disorders. F. Dick, F. Richardson, M.C. Saccuman, Using Magnetic Resonance Imaging (MRI) to Investigate Developmental Language Disorders. D.V.M. Bishop, Specific Language Impairment (SLI), Dyslexia and Autism: Using Genetics to Unravel Their Relationship. D. Newbury, A. Monaco, The Application of Molecular Genetics to the Study of Developmental Language Disorder. J.B. Tomblin, Validating Diagnostic Standards for SLI Using Adolescent Outcomes. G. Conti-Ramsden, Heterogeneity of Specific Language Impairment in Adolescent Outcomes. J. Dockrell, G. Lindsay, Inclusion Versus Specialist Provision for Children With Developmental Language Disorders. S. Ebbels, Improving Grammatical Skill in Children With Specific Language Impairment. M.J. Snowling, C. Hulme, Reading Intervention For Children With Language Learning Difficulties. C. Adams, Intervention For Children With Pragmatic Language Impairments. M. Rutter, Diagnostic Concepts and Risk Processes. 2008: 10x7: 248pp Hb: 978-1-84169-666-9: £39.95 Pb: 978-1-84169-667-6: £22.50 www.psypress.com/9781841696676 60-day inspection copy available
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communication disorders
Comprehension Approaches to Child Language Disorders. Research and Development in Child Language Intervention: A Five-Phase Model. Neuroscience Approaches to Child Language Disorders.
NEUROPSYCHOLGICAL REHABILITATION
Neuropsychological Rehabilitation Rehabilitation of Visual Disorders After Brain Injury, 2nd Edition Josef Zihl Max Planck Institute of Psychiatry, Germany Series: Neuropsychological Rehabilitation: A Modular Handbook This thoroughly updated and extended edition covers the various cerebral visual disorders acquired after brain injury, as well as the rehabilitation techniques used to treat them. These are described within a brain plasticity framework, using data from single and group case studies along with follow up observation data. This original, tailor-made approach also includes the recording of eye movements for assessing scanning performance in scene perception and reading. The book gives a brief synopsis of the historical background on the subject, alongside an outline of intervention designs and methodological difficulties in the field, and goes on to discuss the mechanisms and processes that provide the foundations for recovery of function and successful adaptation in visually impaired patients. The author concludes by analyzing the importance of the procedures and outcomes of treatments to the reduction of patients’ visual handicaps. The new edition also contains an appendix with recommendations on the case histories, diagnostics and treatments. It is ideal reading for students in clinical neuropsychology, as well as professionals in the fields of neurology, visual neuroscience and rehabilitation experts. CONTENTS 1. Introduction. 2. The Visual Brain. 3. Visual Field Disorders. 4. Visual Acuity, Spatial Contrast Sensitivity and Visual Adaptation. 5. Colour Vision. 6. Visual Space Perception. 7. Visual Agnosia. 8. Central Scotoma. References. Appendix. July 2010: 9x6: 224pp Hb: 978-1-84872-006-0: £39.95 www.psypress.com/9781848720060
Series Editors: Barbara Wilson and Ian H. Robertson
Neuropsychological Rehabilitation: A Modular Handbook This series covers a range of cognitive deficits and will prove an invaluable resource for the neuropsychologist and others working with neurologically impaired people. The Series Editors are also Editors of the international journal Neuropsychological Rehabilitation (see page 30).
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Rehabilitation of Neuropsychological Disorders, 2nd Edition A Practical Guide for Rehabilitation Professionals Brick Johnstone, University of Missouri–Columbia, USA Henry H. Stonnington, Founding editor of the journal Brain Injury (Eds.) Many contemporary neuropsychology texts focus on neuropathology, the description of specific tests, and the differential diagnosis of central nervous system disorders. However, increasingly sophisticated neuroradiological techniques, managed care factors, and the growth of rehabilitation necessitates that rehabilitation professionals provide more functionally (versus diagnostically) useful evaluations to improve the neuropsychological functioning and community integration of persons with brain injuries or diseases. This book aims to fill this gap and to provide an overview of standard neuropsychological treatment strategies for specific cognitive impairments that are identified on testing. The new edition enhances this goal with three chapters outlining important recommendations, services, and issues for rehabilitation professionals. Written by a team of experienced scientists and professionals, the volume provides a universal taxonomy of neuropsychological abilities (emphasizing relatively simple terms), with a list of basic rehabilitation strategies to improve impairments identified in general cognitive domains. Specific chapters are included on the neuropsychological remediation of memory, attention, language, visual-spatial skills, and executive function impairments. Each chapter proposes a taxonomy of relatively unitary cognitive constructs (e.g., divided attention, sustained attention, focused attention), lists tests which may be used to assess each cognitive construct, and provides specific rehabilitation strategies to improve or accommodate the identified neuropsychological impairments. The final chapters cover basic resources and issues of which the rehabilitation professional needs to be aware (vocational rehabilitation, disability determination, and guardianship issues). This new edition provides a wealth of useful information for family members, rehabilitation professionals, and others who work with persons with brain injury in improving the community functioning for those with brain dysfunction. An accompanying website facilitates access to the resources and strategies from the book, allowing the practitioner to cut and paste these recommendations into their clinical reports. CONTENTS B. Johnstone, H.H. Stonnington, Introduction. T. Levitt, B. Johnstone, The Assessment and Rehabilitation of Attention Disorders. R.L. Skeel, S. Edwards, The Assessment and Rehabilitation of Memory Impairments. C.D. Callahan, The Assessment and Rehabilitation of Executive Function Disorders. J. Shaw, The Assessment and Rehabilitation of Visual-spatial Disorders. D. Holland, C. Larimore, The Assessment and Rehabilitation of Language Disorders. National and Community Resources for Neuropsychological Disorders. K.L. Franklin, J. Harper, State Vocational Rehabilitation Programs. S. Enck, T.A. Martin, Disability Determinations. C.L. Shigaki, M.L. Smith, Resources for Individuals with Neuropsychological Disorders. S.A. Reid-Arndt, G. Evans, Understanding Guardianship Issues: An Overview for Rehabilitation Professionals. March 2009: 6x9: 339pp Hb: 978-1-84872-800-2: £44.50 Pb: 978-1-84872-801-1: £21.00 www.psypress.com/neuropsychological-disorders
Neurobehavioral Toxicology
Tests and Assessments
Neurobehavioral Toxicology:
Kikumi K. Tatsuoka, Columbia University, USA
Stanley Berent & James W. Albers, University of Michigan Health System, USA Series: Studies on Neuropsychology, Neurology and Cognition This is the final volume in a three-volume work that has addressed the scientific methodologies relevant to clinical neurobehavioral toxicology. Volume I focused on basic concepts and methodologies in Neurobehavioral Toxicology, with Volume II focusing on the peripheral nervous system. Volume III attends to what is known about industrial and environmental chemicals, medicines, and substances of abuse and how these agents affect the central nervous system.
CONTENTS Contents of Volumes I and II. Preface. Chapter 15. Industrial and Environmental Agents. Chapter 16. Medications and Substances of Abuse. Chapter 17. Conditions Associated With or Which Sometimes Mimic Toxic-Induced Central Nervous System Disease. Chapter 18. Consequences of an Incomplete Differential Diagnosis. Chapter 19. Issues and Controversies Involving the Central Nervous System Evaluation. 2008: 6⅛x9¼: 648pp Hb: 978-1-84169-494-8: £65.00 www.psypress.com/nnc
Related Titles Neurobehavioral Toxicology:
Neurological and Neuropsychological Perspectives, Volume I: Foundations and Methods Stanley Berent & James W. Albers, University of Michigan Health System, USA 2005: 6⅛x9¼: 280pp Hb: 978-1-84169-564-8: £59.95 www.psypress.com/nnc
Neurological and Neuropsychological Perspectives, Volume II: Peripheral Nervous System Stanley Berent & James W. Albers, University of Michigan Health System, USA 2005: 6⅛x9¼: 496pp Hb: 978-1-84169-565-5: £59.95 www.psypress.com/nnc
An Introduction to the Rule Space Method Series: Multivariate Applications Series “Tatsuoka’s book demonstrates rich content and brilliant work [that] provides a possible template for assessing the reliability of the underlying cognitive processes of an assessment. … The book will absolutely make a significant contribution to the field. … The audiences in descending order are: researchers and scholars in the area of psychometrics, statistics, quantitative psychology, computer science, and mathematics. … Course names: cognometrics, or latent class structures or advanced psychometrics … statistical pattern recognition and classification if taught in stat or math depts.” – Gwyneth M. Boodoo, President, GMB Enterprises This book introduces a new methodology for the analysis of test results. Free from ambiguous interpretations, the results truly demonstrate an individual’s progress. The methodology is ideal for highlighting patterns derived from test scores used in evaluating progress. Dr. Tatsuoka introduces readers to the Rule Space Method (RSM), a technique that transforms unobservable knowledge and skill variables into observable and measurable attributes. RSM is the only up-to-date methodology that can handle large scale assessment for tests such as the SAT and PSAT. In this capacity, RSM helps teachers understand what scores mean by helping them ascertain an individual’s cognitive strengths and weaknesses. Intended for researchers and graduate students in quantitative, educational, and cognitive psychology, this book also appeals to those in computer science, neuroscience, medicine, and mathematics. The book is appropriate for advanced courses on cognometrics, latent class structures, and advanced psychometrics as well as statistical pattern recognition and classification courses. CONTENTS 1. Dimensionality of Test Data and Aberrant Response Patterns. 2. Parametric Person-fit Statistics, Zeta z and Generalized Zetas z1,… zm. 3. Cognitive Modeling by Developing an Incidence Matrix Q. 4. Knowledge Space Generated from a Q-matrix. 5. A Classification Space: Rule Space as a Cartesian Product of the Person Parameter q in Item Response Theory, z and Generalized Zetas. 6. Classification Rules. 7. Rule Space Decision Rules and Attribute Mastery Probabilities. 8. Posterior Probabilities with Different Prior Probabilities and Their Effect on the Attribute Mastery Probabilities. 9. Reliability of Items, Persons, and Their Relationship to the Classical Test Theory. 10. Validation of Attributes, a Q-Matrix Coded by the Involvement of Attributes to Items and a Test. 11. References. May 2009: 6x9: 334pp Hb: 978-0-8058-2828-3: £60.00 Pb: 978-1-84872-813-4: £28.99 www.psypress.com/9781848728134 60-day inspection copy available
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NEUROBEHAVIORAL TOXICOLOGY / Tests And Assessments
Neurological and Neuropsychological Perspectives, Volume III: Central Nervous System
Cognitive Assessment
Comprehensive Aphasia Test tests and assessments
Kate Swinburn, Gillian Porter and David Howard 2004: 8¼x11¾ Hb: 978-1-84169-379-8: £150.00
Research Methods & Statistics New!
Approaching Multivariate Analysis
Camden Memory Tests
2nd Edition
Elizabeth K. Warrington
Published in 1996 978-0-86377-826-1: £220.00 Additional pack of 25 scoring sheets (one pack free with every test): 978-0-86377-380-8: £7.50 + VAT Additional manual (one copy free with every test): 978-0-86377-379-2: £9.95
The five Camden Memory Tests can also be purchased separately:
Pat Dugard, John Todman (deceased) and Harry Staines, University of Dundee, UK November 2009: 10x7: 440pp Hb: 978-0-415-47828-1: £49.95 www.psypress.com/9780415478281
The Pictorial Recognition Memory Test 978-0-86377-426-3: £90.00
The Topographical Recognition Memory Test 978-0-86377-427-0: £90.00
The Paired-Associate Learning Test 978-0-86377-428-7: £37.50
Statistical Methods for Modeling Human Dynamics
The Short Recognition Memory Test for Words 978-0-86377-429-4: £32.95
The Short Recognition Memory Test for Faces 978-0-86377-430-0: £37.50
An Interdisciplinary Dialogue
Verbal and Spatial Reasoning Test (VESPAR)
Sy-Miin Chow, University of North Carolina, Chapel Hill, USA; Emilio Ferrer, University of California, USA; Fushing Hsieh, University of California, Davis, USA (Ed.)
Dawn W. Langdon and Elizabeth K. Warrington 1995: 978-0-86377-365-5: £105.00 Additional pack of 25 scoring sheets: 978-0-86377-367-9: £4.95 + VAT
Birmingham Object Recognition Battery (BORB) Jane M. Riddoch and Glyn W. Humphreys Published in 1993 978-0-86377-315-0: £150.00
Series: Notre Dame Series on Quantitative Methodology
Psycholinguistics Assessments of Language Processing in Aphasia (PALPA) Janice Kay, Max Coltheart and Ruth Lesser Published in 1992 978-0-86377-166-8: £250.00
flexible
Structural Equation Modeling with AMOS
dynamic
Taylor & Francis eBooks
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December 2009: 6x9: 440pp Hb: 978-1-84872-825-7: £37.50 www.psypress.com/notre-dame 60-day examination copy available Published by Routledge Academic
8/12/06 11:14:06 am
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July 2009: 9x6: 416pp Hb: 978-0-8058-6372-7: £49.95 Pb: 978-0-8058-6373-4: £27.99 www.psypress.com/multivariate-applications Published by Routledge Academic
New!
Applied Power Analysis for the Behavioral Sciences February 2010: 6x9: 272pp Hb: 978-1-84872-834-9: £44.95 Pb: 978-1-84872-835-6: £22.50 www.psypress.com/9781848728356 60-day examination copy available Published by Routledge Academic
Statistical Power Analysis with Missing Data A Structural Equation Modeling Approach Adam Davey, Temple University, USA Jyoti “Tina” Savla, Virginia Technical Institute, USA “There is very little in the field about the effect of missing data on statistical power. This is an important area that needs to be addressed…The writing style is …easy to read and engaging…This book will … be used as a supplement in power analysis and SEM classes…and by … individuals who are currently calculating power for research studies…this book fills an important gap in the published literature.” – Jay Maddock, University of Hawaii at Manoa “This text fills an enormous hole in the literature, and is sorely needed…the clear writing, examples, and syntax for a variety of programs are major strengths…It will make a major and lasting contribution to the field…everything that I would want in a text for doctoral students is here.” – Jim Deal, North Dakota State University Statistical power analysis has revolutionized the ways in which we conduct and evaluate research. Similar developments in the statistical analysis of incomplete (missing) data are gaining more widespread applications. This volume brings statistical power and incomplete data together under a common framework, in a way that is readily accessible to those with only an introductory familiarity with structural equation modeling. It answers many practical questions such as: • How missing data affects the statistical power in a study • How much power is likely with different amounts and types of missing data • How to increase the power of a design in the presence of missing data • How to identify the most powerful design in the presence of missing data. Points of Reflection encourage readers to stop and test their understanding of the material. Try Me sections test one’s ability to apply the material. Troubleshooting Tips help to prevent commonly encountered problems. Exercises reinforce content
Class-tested at Temple, Virginia Tech, and Miami University of Ohio, this brief text is an ideal supplement for graduate courses in applied statistics, statistics II, intermediate or advanced statistics, experimental design, structural equation modeling, power analysis, and research methods taught in departments of psychology, human development, education, sociology, nursing, social work, gerontology and other social and health sciences. The book’s applied approach will also appeal to researchers in these areas. Sections covering Fundamentals, Applications, and Extensions are designed to take readers from first steps to mastery. CONTENTS 1. Introduction. Part 1: Fundamentals. 2. The LISREL Model. 3. Missing Data: An Overview. 4. Estimating Statistical Power with Complete Data. Part 2: Applications. 5. Effects of Selection on Means, Variances, and Covariances. 6. Testing Covariances and Mean Differences with Missing Data. 7. Testing Group Differences in Longitudinal Change. 8. Application to Manage Missingness Designs. 9. Using Montel Carlo Simulation Approaches to Study Power with Missing Data. Part 3: Extensions. 10. Additional Issues with Missing Data in Structural Equation Models. 11. Summary and Conclusions August 2009: 6x9: 384pp Hb: 978-0-8058-6369-7: £55.00 Pb: 978-0-8058-6370-3: £24.95 www.psypress.com/davey 60-day examination copy available Published by Routledge Academic
Applied Multivariate Statistics for the Social Sciences, 5th Edition James P. Stevens, University of Cincinnati, USA “Of all the texts I have ever used, this is one of the very best... Students find the book to be extremely understandable ... [and] nearly all keep [it] for reference purposes...It really is a great applied treatment of the topics... the examples are general enough to appeal to students across disciplines ... The ... computer examples are very helpful...an extraordinarily balanced text by a highly respected author.” – Dale R. Fuqua, Oklahoma State University This best-selling text is written for those who use, rather than develop statistical methods. Dr. Stevens focuses on a conceptual understanding of the material rather than on proving results. Helpful narrative and numerous examples enhance understanding and a chapter on matrix algebra serves as a review. Annotated printouts from SPSS and SAS indicate what the numbers mean and encourage interpretation of the results. In addition to
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RESEARCH METHODS & STATISTICS
Christopher L. Aberson, Humboldt State University, USA
and Additional Readings provide sources for delving more deeply into selected topics. Numerous examples demonstrate the book’s application to a variety of disciplines. Each issue is accompanied by its potential strengths and shortcomings and examples using a variety of software packages (SAS, SPSS, Stata, LISREL, AMOS, and MPlus). Syntax is provided using a single software program to promote continuity but in each case, parallel syntax using the other packages is presented in appendixes. Routines, data sets, syntax files, and links to student versions of software packages are found at www.psypress.com/davey. The worked examples in Part 2 also provide results from a wider set of estimated models. These tables, and accompanying syntax, can be used to estimate statistical power or required sample size for similar problems under a wide range of conditions.
RESEARCH METHODS & STATISTICS
demonstrating how to use these packages, the author stresses the importance of checking the data, assessing the assumptions, and ensuring adequate sample size by providing guidelines so that the results can be generalized. The book is noted for its extensive applied coverage of MANOVA, its emphasis on statistical power, and numerous exercises including answers to half. The new edition features: • New chapters on Hierarchical Linear Modeling (Ch. 15) and Structural Equation Modeling (Ch. 16) • New exercises that feature recent journal articles to demonstrate the actual use of multiple regression (Ch. 3), MANOVA (Ch. 5), and repeated measures (Ch. 13) • A new appendix on the analysis of correlated observations (Ch. 6) • Expanded discussions on obtaining non-orthogonal contrasts in repeated measures designs with SPSS and how to make the identification of cell ID easier in log linear analysis in 4 or 5 way designs • Updated versions of SPSS (15.0) and SAS (8.0) are used throughout the text and introduced in chapter 1 • A book website www.psypress.com/applied-multivariate-statisticsfor-the-social-sciences with data sets and more. Ideal for courses on multivariate statistics found in psychology, education, sociology, and business departments, the book also appeals to practicing researchers with little or no training in multivariate methods. Prerequisites include a course on factorial ANOVA and covariance. Working knowledge of matrix algebra is not assumed. CONTENTS 1. Introduction. 2. Matrix Algebra. 3. Multiple Regression. 4. Two-Group Multivariate Analysis of Variance. 5. K-Group MANOVA: A Priori and Post Hoc Procedures. 6. Assumptions in MANOVA. 7. Discriminant Analysis. 8. Factorial Analysis of Variance. 9. Analysis of Covariance. 10. Stepdown Analysis. 11. Exploratory and Confirmatory Factor Analysis. 12. Canonical Correlation. 13. Repeated Measures Analysis. 14. Categorical Data Analysis: The Log Linear Model. 15. N. Beretvas, Hierarchical Linear Modeling. 16. L.R. Fabrigar, D.T. Wegener. Structural Equation Modeling. Appendix A. Statistical Tables. Appendix B. Obtaining Nonorthogonal Contrasts in Repeated Measures Designs. Answer Section. March 2009: 7x10: 664pp Hb: 978-0-8058-5901-0: £70.00 Pb: 978-0-8058-5903-4: £450.00 www.psypress.com/applied-multivariate-statistics-for-the-social-sciences 60-day examination copy available
A Beginner’s Guide to Structural Equation Modeling 3rd Edition Randall Schumacker, University of Alabama, USA Richard G Lomax, The Ohio State University, USA April 2010: 6x9: 552pp Hb: 978-1-84169-890-8: £64.95 Pb: 978-1-84169-891-5: £37.50 www.psypress.com/9781841698915 60-day examination copy available Published by Routledge Academic
Multilevel Analysis Techniques and Applications 2nd Edition Joop Hox, Utrecht University, The Netherlands Series: Quantitative Methodology Series April 2010: 6x9: 392pp Hb: 978-1-84872-845-5: £59.95 Pb: 978-1-84872-846-2: £29.95 www.psypress.com/quantitative-methodology 60-day examination copy available Published by Routledge Academic
New!
Research Design and Statistical Analysis 3rd Edition Don’t forget to follow the Psychology Press Twitter feed for free articles, news and announcements:
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Jerome L. Myers, Arnold D. Well and Robert F. Lorch Jr., University of Kentucky, USA April 2010: 10x7: 776pp Hb: 978-0-8058-6431-1: £55.00 60-day examination copy available Published by Routledge Academic
SPSS for Psychologists 4th Edition
Patricia Cohen, Columbia University, USA Series: Multivariate Applications Series
May 2009: 9½x7¼: Pb: 978-0-415-80494-3: www.psypress.com/9780415804943 AVAILABLE IN THE US ONLY
2008: 6x9: 256pp Hb: 978-0-8058-5451-0: £50.00 Pb: 978-0-8058-5452-7: £23.50 www.psypress.com/multivariate-applications 60-day examination copy available
Neuropsychological Research
Introduction to Statistical Mediation Analysis
A Review
David MacKinnon, Arizona State University, USA
Peter Mariën, Vrije Universiteit Brussels and the University of Ghent, Belgium Jubin Abutalebi, Vita-Salute San Raffaele in Milan, Italy
research methods & statistics
Nicola Brace, The Open University, UK Richard Kemp, The University of New South Wales, Australia Rosemary Snelgar, University of Westminster, UK
Applied Data Analytic Techniques for Turning Points Research
Series: Multivariate Applications Series 2008: 6x9: 488pp Hb: 978-0-8058-3974-6: £59.95 Pb: 978-0-8058-6429-8: £24.95
2008: 6x9: 568pp Hb: 978-1-84169-620-1: £49.95 www.psypress.com/9781841696201
www.psypress.com/multivariate-applications 60-day examination copy available
Interactions Between Short-Term and LongTerm Memory in the Verbal Domain
An Introduction to Applied Multivariate Analysis
Annabel Thorn, University of Bristol, UK Mike Page, University of Hertfordshire, UK 2008: 6x9: 336pp Hb: 978-1-84169-639-3: £39.95 www.psypress.com/9781841696393
Tenko Raykov, Michigan State University, USA George A. Marcoulides, University of California - Riverside, USA 2008: 6x9: 496pp Hb: 978-0-8058-6375-8: £50.00 www.psypress.com/multivariate-applications 60-day examination copy available
Computational Modelling in Behavioural Neuroscience Closing the Gap Between Neurophysiology and Behaviour Dietmar Heinke & Eirini Mavritsaki, University of Birmingham, UK Series: Advances in Behavioural Brain Science April 2009: 6x9: 376pp Hb: 978-1-84169-738-3: £55.95 www.psypress.com/9781841697383
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JOURNALS Child Neuropsychology Journals
Impact Factor 2008: 1.935 (© 2009 Thomson Reuters, Journal Citation Reports®) EDITOR Michael Westerveld, Florida Physicians Medical Group, USA The purposes of Child Neuropsychology are to: • Publish research on the neuropsychological effects of disorders which affect brain functioning in children and adolescents • Publish research on the neuropsychological dimensions of development in childhood and adolescence • Promote the integration of theory, method and research findings in child/developmental neuropsychology. The primary emphasis of Child Neuropsychology is to publish original empirical research. Theoretical and methodological papers, and theoretically relevant case studies are welcome. Critical reviews of topics pertinent to child/developmental neuropsychology are encouraged. Emphases of interest include the following: information processing mechanisms; the impact of injury or disease on neuropsychological functioning; behavioral cognitive and pharmacological approaches to treatment/intervention; psychosocial correlates of neuropsychological dysfunction; definitive normative, reliability, and validity studies of psychometric and other procedures used in the neuropsychological assessment of children and adolescents. Multiple approaches (e.g., basic, applied, clinical) and multiple methodologies (e.g., cross-sectional, longitudinal, experimental, multivariate, correlational) are appropriate. Submission Procedures Manuscripts should be submitted via the journal’s online submission site at: http://mc.manuscriptcentral.com/ncny. Prior to submission, read the full Instructions for Authors at the journal’s website below. Recent Articles Construct and Criterion Validity of the Comprehensive Trail Making Test in Children and Adolescents with Traumatic Brain Injury Daniel N. Allen, Michael Haderlie, Dmitriy Kazakov, Joan Mayfield (Vol 15:6 543-553) Methylphenidate, Interstimulus Interval, and Reaction Time Performance of Children with Attention Deficit/Hyperactivity Disorder: A Pilot Study J.J. van der Meere, R. S. Shalev, N. Borger, J. R. Wiersema (Vol 15:6 554-566) Are Executive Control Functions Related to Autism Symptoms in High-Functioning Children? Lauren Kenworthy, David O. Black, Bryan Harrison, Anne della Rosa, Gregory L. Wallace (Vol 15:5 425-440) Peer Difficulties in Children with Epilepsy: Association with Seizure, Neuropsychological, Academic, and Behavioral Variables Elena Harlan Drewel, Debora J. Bell, Joan K. Austin (Vol 15:4 305-320) Full details, current subscription rates, notes for authors, submission procedures and complete online contents are available at the journal’s website:
www.psypress.com/childneuropsych
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Developmental Neuropsychology Impact Factor 2008: 1.964 (© 2009 Thomson Reuters, Journal Citation Reports®) EDITOR Dennis L. Molfese University of Louisville, USA Devoted to exploring relationships between brain and behavior across the life span, Developmental Neuropsychology publishes scholarly papers on the appearance and development of behavioral functions, such as language, perception, and social, motivational and cognitive processes as they relate to brain functions and structures. Appropriate subjects include studies of changes in cognitive function—brain structure relationships across a time period, early cognitive behaviors in normal and brain-damaged children, plasticity and recovery of function after early brain damage, the development of complex cognitive and motor skills, and specific and nonspecific disturbances, such as learning disabilities, mental retardation, schizophrenia, stuttering, and developmental aphasia. In the gerontologic areas, relevant subjects include neuropsychological analyses of normal age-related changes in brain and behavioral functions, such as sensory, motor, cognitive, and adaptive abilities; studies of age-related diseases of the nervous system; and recovery of function in later life. Empirical studies, research reviews, case reports, critical commentary, and book reviews are featured in each issue. By publishing both basic and clinical studies of the developing and aging brain, the journal encourages additional scholarly work that advances understanding of the field of developmental neuropsychology. Submission Procedures Manuscripts should be submitted via the journal’s online submission site at: http://mc.manuscriptcentral.com/hdvn. Prior to submission, read the full Instructions for Authors at the journal’s website below. Special Issues Developmental Neuropsychology occasionally publishes Special Issues devoted entirely to a particular topic, providing greater depth of analysis and insight into certain key areas of the subject. Psyche and Morpheus: Behavioral Implications of Sleep and Sleep Consequences of Psychopathology in Children Guest Editor: David Gozal Volume 34, Issue 5 (2009) Nutrients, Toxicants, and Neurobehavioral Development Guest Editor: David G. Thomas Volume 34, Issue 2 (2009) Recent Articles Eye Tracking in Infancy Research Gustaf Gredebäck, Scott Johnson, Claes von Hofsten (Vol 35:1 1-19) Neural Correlates of Emotion Processing in Typically Developing Children and Children of Diabetic Mothers Ingrid M. Cordón, Michael K. Georgieff, Charles A. Nelson (Vol 34:6 683-700) Early Childhood Obesity is Associated With Compromised Cerebellar Development Jennifer L. Miller et al. (Vol 34:3 272-283)
www.psypress.com/devneuro
Developmental Neurorehabilitation
Developmental Neurorehabilitation aims to enhance recovery and rehabilitation in children with brain injury and neurological disorders. It focuses on a truly developmental perspective: the longitudinal consequences of neurological insult during childhood and the impact of such injury in later life. It covers childhood neurological disorders and treatment, encompassing factors of lifespan, neurological recovery and intervention at experimental, clinical and theoretical levels. www.informahealthcare.com/pdr
Aging, Neuropsychology, and Cognition Impact Factor 2008: 1.143 (© 2009 Thomson Reuters, Journal Citation Reports®) EDITOR Linas A. Bieliauskas, University of Michigan Health System, USA Martin Sliwinski, Penn State University, USA The purposes of Aging, Neuropsychology, and Cognition are to (a) publish research on both the normal and dysfunctional aspects of cognitive development in adulthood and aging, and (b) promote the integration of theories, methods, and research findings between the fields of cognitive gerontology and neuropsychology. The primary emphasis of the journal is to publish original empirical research. Occasionally, theoretical or methodological papers, critical reviews of a content area, or theoretically relevant case studies will also be published. Emphases of interest include information processing mechanisms, intellectual abilities, the impact of injury or disease on performance, cognitive training, cognitive and pharmacological approaches to treatment and rehabilitation, metacognition, and the social and personal aspects of cognitive functioning. Articles on both normal and dysfunctional development that are relevant to the interface between cognitive gerontology and neuropsychology are particularly welcome. Multiple approaches to issues of aging and cognition (e.g., basic, applied, clinical), and multiple methodologies (e.g., cross-sectional, longitudinal, experimental, multivariate correlation) are appropriate. Submission Procedures Manuscripts should be submitted via the journal’s online submission site at: http://mc.manuscriptcentral.com/nanc. Prior to submission, read the full Instructions for Authors at the journal’s website below. Recent Articles Are Older Adults More Social Than Younger Adults? Social Importance Increases Older Adults’ Prospective Memory
Self-Reported Cognitive Inconsistency in Older Adults Susan Vanderhill, David F. Hultsch, Michael A. Hunter, Esther Strauss (in press) How to Gain Eleven IQ Points in Ten Minutes: Thinking Aloud Improves Raven’s Matrices Performance in Older Adults Mark C. Fox, Neil Charness (Vol 17:2 191-204) The Effect of Spousal Bereavement on Cognitive Functioning in a Sample of Older Adults Christopher B. Rosnick, Brent J. Small, Allison M. Burton (Vol 17:3 257-269) www.psypress.com/anc
The Clinical Neuropsychologist The official journal of The American Academy of Clinical Neuropsychology Impact Factor 2008: 1.75 (© 2009 Thomson Reuters, Journal Citation Reports®) EDITORS Russell M. Bauer, University of Florida, USA Jerry J. Sweet, NorthShore University HealthSystem, USA The purpose of The Clinical Neuropsychologist (TCN) is to provide in-depth discussions of matters germane to the concerns of the practicing clinical neuropsychologist. Clinical neuropsychology is a rapidly expanding field and as such, there is much need for airing of models, concepts, and positions with respect to educational, clinical, and professional issues. The journal is designed to provide a forum for such presentations and discussions. Areas of coverage that are of particular interest are as follows: • Descriptions and evaluations of educational and training programs • Clinical issues (including assessment, treatment, and new measurement techniques) • Professional issues (including forensic, credentialing, and ethical matters) • Publication and test reviews (solicited by the Editors) • Commentary/forum (on all aspects of the foregoing). Grand Rounds in Clinical Neuropsychology, a new section in TCN, is devoted to case presentations of interesting, timely, important, or unusual cases. Cases of interest to be considered may represent unusual presentations of well-known disorders/ syndromes, rarely seen disorders, ‘classic’ or prototypical neuropsychological syndromes (textbook presentations), or other cases of distinction. Adult and child cases will be considered. Criteria for publication include a well-documented history of the patient, medical/neurologic/psychiatric findings, neuroimaging (preferred, but not required), neuropsychological evaluation, discussion, and conclusions. Cases should be instructive and focus on the contributions that competent neuropsychological assessment makes in terms of (1) elucidating brain-behavior relationships; (2) determining the functional status of patients; and (3) instructing intervention, treatment, rehab., education, etc.
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EDITOR Jeff Sigafoos Victoria University of Wellington, USA
Performance Mareike Altgassen, Matthias Kliegel, Maria Brandimonte, Pina Filippello (Vol 17:3 312-328)
Journals
TCN Grand Rounds in Clinical Neuropsychology, unlike the aims and scope of Neurocase, a sister Psychology Press publication (see page 33), will not focus on elucidating theoretical aspects of brain-behavior relations, but instead will focus on well-known and documented aspects of “behavioral geography” particularly as illustrated in neurological or neuropsychiatric conditions. To meet the journal’s ongoing commitment to offering the latest options for accessing and increasing citations to its articles, TCN is affiliated with both the iFirst and iOpen Access initiatives which, respectively, guarantee fast-track online publication of all articles submitted to the journal; and enable authors to choose to make their articles free-to-all via the journal’s website, following payment of a one-off fee. As a service to readers, select articles in each issue are available for CE credits, which are provided under the auspices of AACN via its website. Submission Procedures Manuscripts should be submitted via the journal’s online submission site at: http://mc.manuscriptcentral.com/ntcn. Prior to submission, read the full Instructions for Authors at the journal’s website below. Special Issues Issues devoted to a single topic are occasionally published in TCN. These are sent free to subscribers as part of their subscription, and are available for individual purchase to non-subscribers. Forthcoming Advocacy Guest Editors: Laura Howe and Neil Pliskin Volume 24, Issue 3 (2010) 978-1-84872-729-8 £19.95 The purpose of this Special Issue is to: (1) convey the importance of advocacy, (2) address and dispel unfounded mental obstacles that inhibit involvement in advocating for the specialty, and (3) aid neuropsychologists in preparing to join the advocacy process. Proceedings of the International Conference on Behavioral Health and Traumatic Brain Injury Volume 23, Issue 8 (2009) 978-1-84872-726-7 £19.95 Presents proceedings of the Conference convened in October 2008 that brought together over 100 international scientists, health care professionals, policy makers, US Military personnel, and family members, to address the issues of mild traumatic brain injury and post traumatic stress disorder in the military Recent Articles Challenges associated with Post-Deployment Screening for Mild Traumatic Brain Injury in Military Personnel Grant L. Iverson, Jean A. Langlois, Michael A. McCrea, James P. Kelly (Vol 23:8 1299-1314) AACN Consensus Conference Statement on the Neuropsychological Assessment of Effort, Response Bias, and Malingering Robert L. Heilbronner, Jerry J. Sweet, Joel E. Morgan, Glenn J. Larrabee, Scott R. Millis (Vol 23:7 1093-1129) www.psypress.com/tcn
Neuropsychological Rehabilitation Impact Factor 2008: 1.667 (© 2009 Thomson Reuters, Journal Citation Reports®) EDITOR Barbara A. Wilson, MRC Cognition & Brain Sciences Unit, Cambridge University, UK Neuropsychological Rehabilitation publishes human experimental and clinical research related to rehabilitation, recovery of function, and brain plasticity. The journal is aimed at clinicians who wish to inform their practice in the light of the latest scientific research; at researchers in neurorehabilitation; and finally at researchers in cognitive neuroscience and related fields interested in the mechanisms of recovery and rehabilitation. Papers on neuropsychological assessment will be considered, and special topic reviews (2500-5000 words) addressing specific key questions in rehabilitation, recovery and brain plasticity will also be welcomed. The latter will enter a fast-track refereeing process. The Research Digest, edited by Jonathan J. Evans, Andrew Bateman, Gary Turner and Robin Green, is a regular feature in Neuropsychological Rehabilitation. The digest editors regularly scan a wide range of journals and other publications for material of particular interest to those working in rehabilitation. Submission Procedures Please email your paper, saved in a standard document format type such as Word or PDF, to Camilla.Barnard@psypress.co.uk. Prior to submission, read the full Instructions for Authors at the journal’s website below. Special Issues Issues devoted to a single topic are occasionally published in Neuropsychological Rehabilitation. These are sent free to subscribers as part of their subscription, and are available for individual purchase to non-subscribers. New Methodologies for Intervention and Outcome Measurement Guest Editor: Jim Malec Volume 19, Issue 6 (2009) 978-1-84872-717-5 £29.95 This special issue draws together thinking, approaches, and methods in neuropsychological rehabilitation in order to clarify many of the ideas that are currently being explored and find common directions that unravel some of the complexities in this area. The Self and Identity in Rehabilitation Guest Editors: Fergus Gracey and Tamara Ownsworth Volume 18, Issues 5&6 (2008) 978-1-84169-863-2 £49.95 This Special Issue brings together developments in neurological, psychological and social understanding of sense of self and identity in neuropsychological rehabilitation. Recent Articles Errorless Learning of Novel Routes through a Virtual Town in People with Acquired Brain Injury Joanne Lloyd, Gerard A. Riley, Theresa E. Powell (Vol 19: 1 98-109) Metaphoric Identity Mapping: Facilitating Goal Setting and Engagement in Rehabilitation after Traumatic Brain Injury Mark Ylvisaker, Kathryn Mcpherson, Nicola Kayes, Ellen Pellett (Vol 18: 5-6 713-741)
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EDITORS Ralf W. Schlosser, Northeastern University, USA Jeff Sigafoos, Victoria University of Wellington, New Zealand Evidence-Based Communication Assessment and Intervention (EBCAI) brings together professionals from several disciplines to promote evidence-based practice (EBP) in serving individuals with communication impairments. We target speech-language pathologists, special educators, regular educators, applied behavior analysts, clinical psychologists, physical therapists, and occupational therapists who serve children or adults with communication impairments. We select and appraise the latest and highest quality studies and reviews related to assessment, intervention, diagnosis, and prognosis published across 60+ professional journals in speech-language pathology and related fields. We make these appraisals accessible through value-added structured abstracts that include expert commentary about the quality of the evidence as well as its practical implications. This affords the practitioner a one-stop reading experience to stay on top of research findings in order to facilitate evidence-based decision-making. Researchers and university professors will benefit from access to cutting-edge and clinically relevant studies. EBCAI also provides a forum for the dissemination of original research and discussion of methodologies and concepts that advance EBP as well as of experiential accounts of relevant stakeholders involved in the EBP process. Submission Procedures Submissions from Europe, North America, and South America should be submitted to Professor Ralf Schlosser (R.Schlosser@ neu.edu); submissions from Africa, Asia, and the Australia/ New Zealand region should be sent to Professor Jeff Sigafoos (Jeff.Sigafoos@vuw.ac.nz). Prior to submission, read the full Instructions for Authors at the journal’s website below. Special Issues Issues devoted to a single topic are occasionally published in EBCAI. These are sent free to subscribers as part of their subscription, and are available for individual purchase to nonsubscribers. Special Issue on Teaching Evidence-Based Practice Guest Editors: Ralf Schlosser and Jeff Sigafoos Volume 3, Issue 4 (2009) 978-1-84872-730-4 £24.95 Many national professional organizations of speech-language pathologists have adopted evidence-based practice (EBP) as the preferred approach to clinical practice. This mandate brings with it an added responsibility for university programs because they need to prepare future generations of speech-language pathologists for these new demands. This special issue is the first in a peerreviewed journal in the field that focuses on the teaching of EBP at the pre-professional level! That is, four university programs from three continents (Australia, Europe, and North America) showcase how they conceptualized and implemented their innovative approach to teaching EBP. Because many programs are in the midst of moving toward EBP, this is a must-read for anyone who
is teaching or learning in a university-based program in speechlanguage pathology. We believe that this issue will serve as a catalyst for increased scholarly discourse on this critical need. Recent Articles Teaching evidence-based practice to speech and language therapy students in the United Kingdom Thomas Klee, Helen Stringer, David Howard (Vol 3:4 195-207) Communication difficulties following right-hemisphere stroke: Applying evidence to clinical management Catherine Mackenzie, Marian Brady (Vol 2:4 235-247)
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25% more issues in 2010!
Journal of Clinical and Experimental Neuropsychology Impact Factor 2008: 2.184 (© 2009 Thomson Reuters, Journal Citation Reports®) EDITORS Wilfred G. van Gorp, Columbia Presbyterian Medical Center, USA Daniel Tranel, University of Iowa Carver College of Medicine, USA. The purposes of the Journal of Clinical and Experimental Neuropsychology (JCEN) are to • Publish research on the neuropsychological consequences of brain disease, disorder, and dysfunction, and • Promote the integration of theories, methods, and research findings in clinical and experimental neuropsychology. Theoretical and methodological papers, critical reviews of content areas, and theoretically relevant case studies are also welcome. Emphases of interest include the following: the impact of injury or disease on neuropsychological functioning; validity studies of psychometric and other procedures used in neuropsychological assessment of persons with known or suspected brain damage; empirical evaluation of behavioural, cognitive and pharmacological approaches to treatment/intervention; psychosocial correlates of neuropsychological dysfunction; theoretical formulation and model development; methodological issues. Submission Procedures Manuscripts should be submitted via the journal’s online submission site at: http://mc.manuscriptcentral.com/ncen. Prior to submission, read the full Instructions for Authors at the journal’s website below. Special Issues Issues devoted to a single topic are occasionally published in JCEN. These are sent free to subscribers as part of their subscription, and are available for individual purchase to nonsubscribers. Special Issue Dedicated to the Memory of Arthur L. Benton Guest Editors: Harvey Levin and Daniel Tranel Volume 31, Issue 2 (2009) 978-1-84169-861-8 £45.95 This Special Issue is dedicated to the memory of Arthur L. Benton, Ph.D. who was a pioneer in clinical and experimental
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Evidence - Based Communication Assessment and Intervention
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neuropsychology during the latter half of the 20th century. Dr. Benton’s scholarly contributions also impacted neurology, including developmental and adult disorders. Recent Articles Attention, Executive Functions, and Mentalizing in Anorexia Nervosa Eighteen Years after Onset of Eating Disorder I. Carina Gillberg, Eva Billstedt, Elisabet Wentz, Henrik Anckarsäter, Maria Råstam, Christopher Gillberg Bright and Dark Sides of Impulsivity: Performance of Women with High and Low Trait Impulsivity on Neuropsychological Tasks José C. Perales, Antonio Verdejo-García, Maribel Moya, Óscar Lozano, Miguel Pérez-García Short-term Longitudinal Trends in Cognitive Performance in Older Adults with Type 2 Diabetes Ashley L. Fischer, Cindy M. de Frias, Sophie E. Yeung, Roger A. Dixon
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Brain Injury Impact Factor 2008: 1.116 (© 2009 Thomson Reuters, Journal Citation Reports®) EDITORS Jeffrey S. Kreutzer, Virginia Commonwealth University, USA Nathan D. Zasler, Concussion Care Center of Virginia, USA Brain Injury publishes critical information relating to research and clinical practice, adult and pediatric populations. The journal covers a full range of relevant topics relating to clinical, translational, and basic science research. Manuscripts address emergency and acute medical care, acute and post-acute rehabilitation, family and vocational issues, and long-term supports. Coverage includes assessment and interventions for functional, communication, neurological, and psychological disorders.
www.informahealthcare.com/bij
Applied Neuropsychology Impact Factor 2008: 1.017 (© 2009 Thomson Reuters, Journal Citation Reports®) EDITOR-IN-CHIEF Arthur MacNeill Horton, Psych Associates of Maryland, USA Neuropsychologists around the world often find themselves working as isolated specialists in private practice or on multidisciplinary clinical teams. Applied Neuropsychology offers them a community forum in which to discuss the implications of the latest neuropsychological research and theory for day-to-day practice across the broad spectrum of problems presented by aged and younger adults, adolescents, and children. In contrast to other journals, Applied Neuropsychology is solely focused on clinical applications. It publishes full-length reports of research that illuminates these; commissioned reviews of current conclusions from the scientific literature concerning the nature, course, or treatment of neuropsychological dysfunctions;
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articles addressing current professional, educational, and ethical concerns; brief communications; commentaries; case studies; and reviews of books and tests. A Grand Rounds section highlights everyday clinical issues. It presents interesting cases in which neuropsychological services made key contributions, as well as unusual cases or rare disorders in which neuropsychological services contribute to patient care. Now Accepting Online Submissions Submit your article through the journal’s new ScholarOne Manuscripts website located at: http://mc.manuscriptcentral.com/hapn. Prior to submission, read the full Instructions for Authors at the journal’s website below. Recent Articles The Effects of Cognitive Rehabilitation on Social Knowledge in Patients with Schizophrenia Mié Matsui, Hirofumi Arai, Mineo Yonezawa, Tomiki Sumiyoshi, Michio Suzuki, Masayoshi Kurachi The Effects of Alcoholism Comorbidity on Neurocognitive Function Following Traumatic Brain Injury Daniel N. Allen, Gerald Goldstein, Janelle M. Caponigro, Bradley Donohue Assessment and Diagnosis of Mental Retardation in Death Penalty Cases Stephen Greenspan Grand Rounds: Pathogenesis and Neuropsychological Sequelae in Cysticercosis: A Case Study Patricia A. Pimental, Rhonda Siegel, Mia M. Gregor
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Aphasiology 5-Year Impact Factor: 1.209 (© 2009 Thomson Reuters, Journal Citation Reports®) EDITOR Chris Code, University of Exeter, UK Aphasiology is concerned with all aspects of language impairment and disability and related disorders resulting from brain damage. It provides a forum for the exchange of knowledge and the dissemination of current research and expertise in all aspects of aphasia and related topics, from all disciplinary perspectives. Aphasiology includes papers on clinical, psychological, linguistic, social and neurological perspectives of aphasia. Studies using a wide range of empirical methods, including experimental, clinical and single case studies, surveys and physical investigations are published in addition to regular features including major reviews, clinical fora, case studies, and book reviews. Submission Procedures Manuscripts should be submitted via the journal’s online submission site at: http://mc.manuscriptcentral.com/paph. Prior to submission, read the full Instructions for Authors at the journal’s website below. Special Issues Issues devoted to a single topic are occasionally published in Aphasiology. These are sent free to subscribers as part of their subscription, and are available for individual purchase to nonsubscribers.
The Syllable and Beyond: New Evidence From Disordered Speech Guest Editors: Wolfram Ziegler and Ingrid Aichert Volume 22, Issue 11 (2008) 978-1-84169-862-5 £25.95 This Special Issue presents a cross-section of the current discussion on the role of the syllable in speech and language processing in neurologic and neuro-degenerative disorders. Recent Articles Language Control and Parallel Recovery of Language in Individuals with Aphasia David W. Green, Alice Grogan, Jenny Crinion, Nilufa Ali, Catherine Sutton, Cathy J. Price Executive Function and Conversational Strategies in Bilingual Aphasia Claire Penn, Tali Frankel, Jennifer Watermeyer, Nicole Russell Application of Computers to the Treatment of US Veterans with Aphasia Richard C. Katz
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Logopedics Phoniatrics Vocology EDITOR David Howard, York University, UK Logopedics Phoniatrics Vocology is the official journal of the British Voice Association. The Journal is an amalgamation of the former journals Scandinavian Journal of Logopedics & Phoniatrics and VOICE. Its intention is to cover topics related to speech, language and voice pathology as well as to normal voice function in its different aspects. The journal covers a wide range of topics aimed at all people engaged in work concerning communication disorders and voice.
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International Journal of Speech-Language Pathology EDITOR Sharynne McLeod, Charles Sturt University, Australia International Journal of Speech-Language Pathology is an international journal that promotes discussion on a broad range of clinical and theoretical issues in speechlanguage pathology. Articles relate to any area of child or adult communication or dysphagia, furthering knowledge related to typical and atypical development across the lifespan, as well as etiology, assessment, diagnosis, and intervention for people with communication disability.
Augmentative and Alternative Communication
Journals
Progressive Language Impairments: Intervention and Management Guest Editors: Lyndsey Nickels & Karen Croot Volume 23, Issue 2 (2009) 978-1-84872-701-4 £45.00 This volume focuses on intervention for progressive language impairments, providing an overview of current research and including examples of interventions at different levels (e.g., impairment-directed interventions, activity/participation-directed interventions).
Official journal of ISAAC Impact Factor 2008: 1.235 (© 2009 Thomson Reuters, Journal Citation Reports®) EDITOR Ann Sutton, Université d’Ottawa, Canada Augmentative and Alternative Communication brings together professionals who have a clinical/educational and research interest in augmentative and alternative communication, transcending disciplinary concerns. Integrates theory, technology, and systems development for the assessment, treatment, rehabilitation, and education of people who use augmentative and alternative systems, and provides practical and specific information to practicing professionals who support people who use or have the potential to use augmentative and alternative systems.
www.informahealthcare.com/aac
Clinical Linguistics & Phonetics EDITORS Martin J. Ball, University of Louisiana at Lafayette, USA Thomas W. Powell, LSU Health Sciences Center, USA Nicole Müller, University of Louisiana at Lafayette, USA Speech and language pathologists, speech and language therapists, applied and theoretical linguists and phoneticians, audiologists, psychologists and teachers of the deaf will find this journal represents a valuable information resource and vehicle for communication in these areas.
www.informahealthcare.com/clp
International Journal of Language & Communication Disorders EDITORS Katerina Hilari, City University, UK Nicola Botting, City University, UK This journal welcomes submissions on all aspects of speech, language, communication disorders and speech and language therapy. It provides a forum for the exchange of information and discussion of issues of clinical or theoretical relevance in the above areas. International Journal of Language & Communication Disorders publishes a range of articles, including research reports, reviews, discussions and clinical fora, as well as editorials or commentaries commissioned by the Editor(s).
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www.informahealthcare.com/asl
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Neurocase
The Right Hand and the Left Hand of History
The Neural Basis of Cognition Journals
EDITORS Bruce L. Miller, University of California, USA Hans J. Markowitsch, University of Bielefeld, Germany ASSOCIATE EDITOR Indre Viskontas, University of California, USA Neurocase is a rapid response journal of both adult and child case studies in neuropsychology, neuropsychiatry and behavioral neurology. It publishes single case investigations into theoretical issues or brain-behavior relationships; group studies of subjects with brain dysfunction exploring the understanding of human cognition; reviews of important topics in the three primary subject areas; and brief reports replicating previous reports on issues of considerable significance.
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Laterality Asymmetries of Body, Brain and Cognition EDITORS Chris McManus, University College London, UK Mike Nicholls, University of Melbourne, Australia Giorgio Vallortigara, University of Trento, Italy Laterality: Asymmetries of Body, Brain and Cognition publishes high quality research on all aspects of lateralisation in humans and non-human species. Laterality’s principal interest is in the psychological, behavioural and neurological correlates of lateralisation. The editors will also consider accessible papers from any discipline which can illuminate the general problems of the evolution of biological and neural asymmetry, papers on the cultural, linguistic, artistic and social consequences of lateral asymmetry, and papers on its historical origins and development. Submission of inter-disciplinary work, either empirical or theoretical, or concerned with problems of measurement or statistical analysis, is therefore also encouraged. The journal publishes special issues on particular topics. The first issue was published in March 1996, and six issues are now published every year. The editors encourage the submission of dissenting opinions and comments that directly relate to papers that have been published in Laterality, subject to the normal review process. Submission Procedures Manuscripts should be submitted via the journal’s online submission site at: http://mc.manuscriptcentral.com/plat. Prior to submission, read the full Instructions for Authors at the journal’s website below.. Special Issues Issues devoted to a single topic are occasionally published in Laterality. These are sent free to subscribers as part of their subscription, and are available for individual purchase to nonsubscribers.
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Guest Editors: Chris McManus, Mike Nicholls & Giorgio Vallortigara Volume 15, Issues 1&2 (2010) 978-1-84872-723-6 £39.95
Left-handers have been described as “a people without a history”. Although one in ten people today is left-handed, even historical studies of the rate of left-handedness before the twentieth century are rare. This Special Issue presents detailed reports on a range of topics from teaching children to use their right hands, the side on which babies should be held, left-handed swordsmen, the eighteenth-century left-handed musical prodigy William Crotch, the twentieth century left-handed guitarist Jimi Hendrix, an early nineteenth century lithograph that is probably obscene, and one of Jacob Bronowski’s earliest BBC TV science programmes, Right Hand Left Hand, shown in 1953.
Forthcoming!
Changes in Emotion Lateralisation throughout Childhood Guest Editors: Victoria J. Bourne, Dawn Watling & Lance Workman Volume 15 (2010) With the emergence of interdisciplinary fields such as social, developmental, and affective neuroscience an increasing amount of research now examines the way in which brain-behaviour interactions develop. This Special Issue brings together current research that examines this interaction specifically in relation to the processing of emotion. Examining the way in which emotion lateralisation develops will advance our understanding of the relationship between brain development and social interaction. Recent Articles Where and what is the right shift factor or cerebral dominance gene? A critique of Francks et al. (2007) T. J. Crow, J.P. Close, A.M. Dagnall, T.H. Priddle (Vol 14:1 3-10) Handedness, eyedness, and hand-eye crossed dominance in patients with schizophrenia: Sex-related lateralisation abnormalities Senol Dane, Serap Yildirim, Erol Ozan, Nazan Aydin, Elif Oral, Neriman Ustaoglu, Ismet Kirpinar (Vol 14:1 55-65)
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New Editor 2010!
Cognitive Neuropsychology Impact Factor 2008: 1.755 (© 2009 Thomson Reuters, Journal Citation Reports®) NEW EDITOR 2010 Brenda Rapp, Johns Hopkins University, USA Cognitive Neuropsychology aims to promote the investigation of human cognition that is based on neuropsychological methods including brain pathology, recording, stimulation or imaging. The
Now Accepting Online Submissions You can now submit your paper to Cognitive Neuropsychology via the journal’s Scholar One website: http://mc.manuscriptcentral.com/pcgn. Prior to submission, read the full Instructions for Authors at the journal’s website below. Special Issues Issues devoted to a single topic are occasionally published in Cognitive Neuropsychology. These are sent free to subscribers as part of their subscription, and are available for individual purchase to non-subscribers. Letter Recognition: From Perception to Representation Guest Editors: Matthew Finkbeiner & Max Coltheart Volume 26, Issue 1 (2009)978-1-84872-711-3 £29.95 This Special Issue tackle the earliest stages of the reading process. It introduces novel and interesting ways to investigate the very earliest stages of the reading process, stimulating future investigations of this highly tractable, yet long overlooked, area of reading research. Intergrative Aprroaches to Perception and Action Guest Editors: Nicola Bruno & Paolo Battaglini Volume 25, Issues 7&8 (2008) 978-1-84872-702-1£34.95 The Special Issue aims at providing a forum for empirical and theoretical research on the integration of perceptual and motor processes in the human mind. Recent Articles Covert Face Recognition Relies on Affective Valence in Congenital Prosopagnosia Sarah Bate, Catherine Haslam, Ashok Jansari, Timothy L. Hodgson The Representation of Semantic Knowledge in a Child with Williams Syndrome Sally J. Robinson, Christine M. Temple
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Cognitive Neuropsychiatry EDITOR Anthony S. David, King’s College London, UK Peter W. Halligan, Cardiff University, UK Cognitive Neuropsychiatry encourages the exploration of new frontiers and the integration and application of theories, methods and research findings from related fields of clinical psychiatry, behavioural neurology and cognitive neuropsychology. The journal seeks to promote the study of cognitive processes underlying psychological and behavioural abnormalities, including psychotic symptoms, with and without organic brain disease. The journal will publish original papers, short reports and case studies which address timely issues in clinical and cognitive neuropsychiatry, and which may have a bearing on the understanding of normal cognitive processes.
Submission Procedures Please email your paper to the editorial assistant, saved in a standard document format type such as Word or PDF, at camilla. barnard@psypress.co.uk. You may also contact the Editorial Assistant by phone on (0)2070 177419. Prior to submission, read the full Instructions for Authors at the journal’s website below.. Special Issues Issues devoted to a single topic are occasionally published in Cognitive Neuropsychiatry. These are sent free to subscribers as part of their subscription, and are available for individual purchase to non-subscribers.
Genes, Cognition & Neuropsychiatry Guest Editors: Daniel Weinberger & Brita Elvevǻg Volume 14, Issues 4&5 (2009) 978-184872-718-2 £34.95 Neuropsychiatry stands to benefit enormously from the new research framework afforded by the sequencing of the human genome and from examining the role of molecular genetics on the clinical presentation of psychiatric patients. However, this new research program requires the development of novel behavioural and neurophysiological phenotypes in order to unravel the pathologies within neural functional systems. Recent Articles Hypnotic Illusions and Clinical Delusions: Hypnosis as a Research Method Rochelle E. Cox, Amanda J. Barnier Novel Insights into False Recollection: A Model of Déjà Vécu Akira R. O’Connor, Colin Lever, Chris J.A. Moulin Beauty and Belief: William James and the Aesthetics of Delusions in Schizophrenia Vaughan J. Carr
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Journal of the History of the Neurosciences EDITOR P. J. Koehler, Atrium Medical Centre, The Netherlands M. Macmillan, University of Melbourne, Australia S. Finger, Washington University, USA The Journal of the History of the Neurosciences helps the formation of a basis of historical background knowledge complementary to current understanding of the neurosciences. The Journal will cover all aspects of modern neurology as well as roots of the neurosciences in the more distant past. Where they contain original information or novel comment, historical and biographical accounts of individuals and institutions in the neurosciences will be accepted for publication. The history of ideas, the evolution of society and medicine, and the connection between neurosciences and the discipline of philosophy will also be open for discussion in the Journal.
www.tandf.co.uk/journals/njhn
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research can involve brain-lesioned or neurologically-intact adults, children or non-human animals as long as it makes an explicit contribution to our understanding of normal human cognitive processes and representations. Cognition is understood broadly to include the domains of perception, attention, planning, language, thinking, memory and action. The research may, additionally, contribute to issues regarding clinical populations and the neurobiology of cognition.
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