Neuropsychology block 2
Child neuropsychology
Brain maturation
Example: Rasmussen encephalitis, chronic inflammation causing severe seizures.
Solution: they took out the entire hemisphere when she was young -> plasticity
of the brain reorganises itself.
Development of the brain:
21 days after conception start
Neural tube
100 days after conception looks like brain
28-30 weeks after conception sulci and gyri
Neural generation: stem cells -> stem cell and progenitor cell ->
progenitor divides into neuroblasts or glioblasts -> neurons and glial cells. This
happens near ventricle walls and migrate to destination by radial glial cells. Many
neurons -> priming -> apoptosis. Growth happens centre -> periphery.
Destination reached -> they take on final form.
Stem cells: exist throughout life and produce new neurons in the hippocampus
and olfactory bulb. This suggests that neural injuries can be repaired but this
doesn’t really happen in adult brains -> rate of neurogenesis decreases with age.
Neural maturation: how do they know where to go?
1) map -> genome but too many neurons and connections to encode.
Solution: heuristics, axons sense the direction dendritic arborization involves
branching + bigger
production and
subsequent
pruning (more
connections =
more correct ones,
only keep the
functional ones) +
axons grow faster
than dendrites and
can make
connections faster.
Dendritic spines
are the targets for the synapses.
Generally no new neuron formation in adult brain.
order of migration and pruning in different modalities
PFC has the longest maturation.
, Plasticity after early brain injury
During neurogenesis -> good outcomes because the stem cells are still active
(they continue making more).
During migration and differentiation -> more problematic because stem cells not
active and disruption of process. Dependent on stage of development.
After migration -> better outcomes because the circuits around it can
compensate.
Children can grow into deficits, good for young children but not capacity for
things required for older children. You might not see the extent of the outcome at
an early stage.
Influence of environment
Rich environment -> good for brain development (mice). Same for wild versus
domesticated animals: wild have larger capacity. Young and old brains react
differently to the same experience.
Socioeconomic status
Relation between SES and academic achievement. Causes: parental
education, child health, school qualities, stress and language exposure -> 9
million words gap between high and low SES and low is more directive and high
interactive. Associated with decreased cortical volume across the frontal,
temporal and parietal cortex.
Neurodevelopmental disorders – characterised by onset in utero development
and the start of formal schooling.
Social, personal and school deficits as results.
Impairments can be global or specific.
Incidence 17% of school age children.
Difficulty: gradual emerge and different expectancies.
Comparing to other people doesn’t say much it is about individual
experience.
Neurodiversity – movement that states that differences are normal for the human
population and should not be labelled as a disability.
Disability versus impairment: impairment is a physical problem, disability
when it impairs your social functioning (when it doesn’t give you access to
things).
Identity versus disorder: disorder is medical and gives the implication that
it is fixable, identity defines the self.
ADHD (attention deficit hyperactivity disorder). Is it a problem or made up.
1775: first mention in a textbook in German
1798: first mention in a textbook in the UK
1902: first scientific article on ADHD
1937: first use of stimulant medications as treatment
1960: FDA approval of Ritalin for treatment
Diagnostic criteria: at least six symptoms of inattention / hyperactivity for at least
six months. Sub categories. Must be present in two or more settings. Present
before 12 years old (developmental condition). Impairment in social, academic or
occupational functioning.
Inattentiveness – disorganisation and lack of persistence.
Child neuropsychology
Brain maturation
Example: Rasmussen encephalitis, chronic inflammation causing severe seizures.
Solution: they took out the entire hemisphere when she was young -> plasticity
of the brain reorganises itself.
Development of the brain:
21 days after conception start
Neural tube
100 days after conception looks like brain
28-30 weeks after conception sulci and gyri
Neural generation: stem cells -> stem cell and progenitor cell ->
progenitor divides into neuroblasts or glioblasts -> neurons and glial cells. This
happens near ventricle walls and migrate to destination by radial glial cells. Many
neurons -> priming -> apoptosis. Growth happens centre -> periphery.
Destination reached -> they take on final form.
Stem cells: exist throughout life and produce new neurons in the hippocampus
and olfactory bulb. This suggests that neural injuries can be repaired but this
doesn’t really happen in adult brains -> rate of neurogenesis decreases with age.
Neural maturation: how do they know where to go?
1) map -> genome but too many neurons and connections to encode.
Solution: heuristics, axons sense the direction dendritic arborization involves
branching + bigger
production and
subsequent
pruning (more
connections =
more correct ones,
only keep the
functional ones) +
axons grow faster
than dendrites and
can make
connections faster.
Dendritic spines
are the targets for the synapses.
Generally no new neuron formation in adult brain.
order of migration and pruning in different modalities
PFC has the longest maturation.
, Plasticity after early brain injury
During neurogenesis -> good outcomes because the stem cells are still active
(they continue making more).
During migration and differentiation -> more problematic because stem cells not
active and disruption of process. Dependent on stage of development.
After migration -> better outcomes because the circuits around it can
compensate.
Children can grow into deficits, good for young children but not capacity for
things required for older children. You might not see the extent of the outcome at
an early stage.
Influence of environment
Rich environment -> good for brain development (mice). Same for wild versus
domesticated animals: wild have larger capacity. Young and old brains react
differently to the same experience.
Socioeconomic status
Relation between SES and academic achievement. Causes: parental
education, child health, school qualities, stress and language exposure -> 9
million words gap between high and low SES and low is more directive and high
interactive. Associated with decreased cortical volume across the frontal,
temporal and parietal cortex.
Neurodevelopmental disorders – characterised by onset in utero development
and the start of formal schooling.
Social, personal and school deficits as results.
Impairments can be global or specific.
Incidence 17% of school age children.
Difficulty: gradual emerge and different expectancies.
Comparing to other people doesn’t say much it is about individual
experience.
Neurodiversity – movement that states that differences are normal for the human
population and should not be labelled as a disability.
Disability versus impairment: impairment is a physical problem, disability
when it impairs your social functioning (when it doesn’t give you access to
things).
Identity versus disorder: disorder is medical and gives the implication that
it is fixable, identity defines the self.
ADHD (attention deficit hyperactivity disorder). Is it a problem or made up.
1775: first mention in a textbook in German
1798: first mention in a textbook in the UK
1902: first scientific article on ADHD
1937: first use of stimulant medications as treatment
1960: FDA approval of Ritalin for treatment
Diagnostic criteria: at least six symptoms of inattention / hyperactivity for at least
six months. Sub categories. Must be present in two or more settings. Present
before 12 years old (developmental condition). Impairment in social, academic or
occupational functioning.
Inattentiveness – disorganisation and lack of persistence.
