Çocuk ve Ergenlerde Yapılan Sinirbilim Araştırmalarında Nöropsikolojik Testlerin Kullanımı ve İşlevselliği
Özet
Referanslar
Akhutina, T. V, Korneev, A. A., Matveeva, E. Y., Gusev, A. N., & Kremlev, A. E. (2019). The Development of Integral Indices for a Computerized Neuropsychological Test Battery for Children. The Russian Journal of Cognitive Science, 6(2), 4–19.
Armstrong, C. L. (2019). Handbook of Medical Neuropsychology: Applications of cognitive neuroscience (2th Ed). Springer International Publishing. https://doi.org/10.1007/978-3-030-14895-9
Arruda, M. A., Arruda, R., & Anunciação, L. (2022). Psychometric properties and clinical utility of the executive function inventory for children and adolescents: a large multistage populational study including children with ADHD. Applied Neuropsychology: Child, 11(1), 1–17. https://doi.org/10.1080/21622965.2020.1726353
Arsalidou, M., & Pascual-Leone, J. (2016). Constructivist developmental theory is needed in developmental neuroscience. Npj Science of Learning, 1(1), 1–9. https://doi.org/10.1038/npjscilearn.2016.16
Bakar, E. E. (2021). Çocuk Psikopatolojisinde Nöropsikolojik Değerlendirme. In S. Karakaş (Ed.), Bilişsel Sinirbilim (Issue 1, pp. 55–62). Ankara: Türkiye Klinikleri.
Barbey, A. K., Karama, S., & Haier, R. J. (2021). The Cambridge Handbook of Intelligence and Cognitive Neuroscience. In Cambridge University Press.
Barbey, A. K. (2018). Network Neuroscience Theory of Human Intelligence. Trends in Cognitive Sciences, 22(1), 8–20. https://doi.org/10.1016/j.tics.2017.10.001
Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. The Guilford Press.
Bedyńska, S., Campfield, D., Kaczan, R., Kaczmarek, M., Knopik, T., Kochańska, M., Krasowicz-Kupis, G., Krejtz, I., Orylska, A., Papuda-Dolińska, B., Rycielski, P., Rydzewska, K., Sędek, G., Smoczyńska, M., & Wiejak, K. (2021). Diagnostic tools for assessment of cognitive functioning in children and youth – the implementation project. Przegląd Psychologiczny, 64(2), 97–111. https://doi.org/10.31648/pp.7838
Berardi, A., Panuccio, F., Pilli, L., Tofani, M., Valente, D., & Galeoto, G. (2021). Evaluation instruments for executive functions in children and adolescents: a systematic review. Expert Review of Pharmacoeconomics and Outcomes Research, 21(5), 885–896. https://doi.org/10.1080/14737167.2021.1908889
Bilder, R. M. (2011). Neuropsychology 3.0: Evidence-Based Science and Practice. Journal of the International Neuropsychological Society, 17(01), 7–13. https://doi.org/10.1017/S1355617710001396
Bilder, R. M., & Reise, S. P. (2019). Neuropsychological tests of the future: How do we get there from here? Clinical Neuropsychologist, 33(2), 220–245. https://doi.org/10.1080/13854046.2018.1521993
Bilker, W. B., Hansen, J. A., Brensinger, C. M., Richard, J., Gur, R. E., & Gur, R. C. (2012). Development of Abbreviated Nine-Item Forms of the Raven’s Standard Progressive Matrices Test. Assessment, 19(3), 354–369. https://doi.org/10.1177/1073191112446655
Burin, D., Salatino, A., & Ziat, M. (2022). Editorial: Virtual, mixed, and augmented reality in cognitive neuroscience and neuropsychology. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1010852
Coolidge, F. L. (2020). Evolutionary neuropsychology : an introduction to the evolution of the structures and functions of the human brain. Oxford University Press.
Costa, D. I., Azambuja, L. S., Portuguez, M. W., & Costa, J. C. (2004). Neuropsychological assessment in children. Jornal de Pediatria, 80(2 Suppl), 111–116. https://doi.org/10.2223/jped.1175
Dervent, A., Ayta, S., Çokar, Ö., & Uludüz, D. (Eds.). (2015). Çocuk ve Ergende Nörolojik Hastalıklara Yaklaşım Rehber Kitabı. Türk Nöroloji Derneği.
Dinçer, M., Uğurtaş Gökçe, F. S., Gül, H., Taş Torun, Y., Bodur, Ş., & Cöngöloğlu, M. A. (2022). Is Processing Speed (Gs) related to Hyperactivity (As a Narrow Cognitive Area of Gps): A Dimensional Approach to Heterogeneity of Clinical and WISC-IV Cognitive Profiles in ADHD From RDoC/HiTOP Perspective. Journal of Attention Disorders, 26(13), 1747–1761. https://doi.org/10.1177/10870547221099963
Duszyk, A., Dovgialo, M., Pietrzak, M., Zieleniewska, M., & Durka, P. (2019). Event-related potentials in the odd-ball paradigm and behavioral scales for the assessment of children and adolescents with disorders of consciousness: A proof of concept study. Clinical Neuropsychologist, 33(2), 419–437. https://doi.org/10.1080/13854046.2018.1555282
Fang, Y., Han, D., & Luo, H. (2019). A virtual reality application for assessment for attention deficit hyperactivity disorder in school-aged children. Neuropsychiatric Disease and Treatment, 15, 1517–1523. https://doi.org/10.2147/NDT.S206742
Fine, J. G., & Sung, C. (2014). Neuroscience of child and adolescent health development. Journal of Counseling Psychology, 61(4), 521–527. https://doi.org/10.1037/cou0000033
Gerald, G., Allen, D. N., & John, D. (2019). Handbook of Psychological Assessment (4th Ed). Elsevier.
Germine, L., Reinecke, K., & Chaytor, N. S. (2019). Digital neuropsychology: Challenges and opportunities at the intersection of science and software. Clinical Neuropsychologist, 33(2), 271–286. https://doi.org/10.1080/13854046.2018.1535662
Glozman, J. (2020). Neuropsychology in the Past, Now and in the Future. Lurian Journal, 1(1), 29–47. https://doi.org/10.15826/lurian.2020.1.1.5
Jagaroo, V., & Santangelo, S. L. (2017). Neurophenotypes: advancing psychiatry and neuropsychology in the “OMICS” era. In Springer.
Karakas, S., & Dincer, E. D. (2011). Bilnot Bataryasi Çocuk El Kitabi: Nöropsikolojik testlerin Çocuklar için Araştirma ve Geliştirme Çalismalari: BİLNOT-Çocuk. Nobel Tip Kitapevleri.
Karakaş, S. (2010). Kognitif nörobilimler. Medikal Network Nobel Kitabevi.
Kaufman, A. S. (2018). Contemporary intellectual assessment: Theories, tests, and issues (Dawn P. Flanagan Erin M. McDonough (Ed.); 4th Ed). The Guilford Press New York London.
Kessels, R. P. C. (2019). Improving precision in neuropsychological assessment: Bridging the gap between classic paper-and-pencil tests and paradigms from cognitive neuroscience. Clinical Neuropsychologist, 33(2), 357–368. https://doi.org/10.1080/13854046.2018.1518489
Kim, E., Han, J., Choi, H., Prié, Y., Vigier, T., Bulteau, S., & Kwon, G. H. (2021). Examining the academic trends in neuropsychological tests for executive functions using virtual reality: Systematic literature review. JMIR Serious Games, 9(4). https://doi.org/10.2196/30249
Kourtesis, P., Korre, D., Collina, S., Doumas, L. A. A., & MacPherson, S. E. (2020). Guidelines for the Development of Immersive Virtual Reality Software for Cognitive Neuroscience and Neuropsychology: The Development of Virtual Reality Everyday Assessment Lab (VR-EAL), a Neuropsychological Test Battery in Immersive Virtual Reality. Frontiers in Computer Science, 1(January), 1–24. https://doi.org/10.3389/fcomp.2019.00012
Lezak, M. D., Howieson, B. D., Bigler, D. E., & Tranel, D. (Eds.). (2012). Neuropsychological Assessment (5th ed.). Oxford University Press, Inc.
Loring, D. W., Bauer, R. M., Cavanagh, L., Drane, D. L., Enriquez, K. D., Reise, S. P., Shih, K. C., Umfleet, L. G., Wahlstrom, D., Whelan, F., Widaman, K. F., & Bilder, R. M. (2022). Rationale and Design of the National Neuropsychology Network. Journal of the International Neuropsychological Society, 28(1), 1–11. https://doi.org/10.1017/S1355617721000199
McMahan, T., Duffield, T., & Parsons, T. D. (2021). Feasibility Study to Identify Machine Learning Predictors for a Virtual School Environment: Virtual Reality Stroop Task. Frontiers in Virtual Reality, 2(August), 1–11. https://doi.org/10.3389/frvir.2021.673191
Mikadze, Y. V., Ardila, A., & Akhutina, T. V. (2019). A.R. Luria’s Approach to Neuropsychological Assessment and Rehabilitation. Archives of Clinical Neuropsychology, 34(6), 795–802. https://doi.org/10.1093/arclin/acy095
Miller, D. C., & Maricle, D. E. (2019). Essentials of School Neuropsychological Assessment. In Neuropsychological rehabilitation. John Wiley & Sons.
Miller D. C. Maricle D. E. Bedford C. L., Gettman, J. A. (Ed.). (2022). Best practices in school neuropsychology: Guidelines for effective practice, assessment, and evidence-based intervention (2th ed.). John Wiley & Sons. https://doi.org/10.1002/9781119790563
Misheva, E. (2020). Child Neuropsychology in Practice: Perspectives from Educational Psychologists. Springer Nature.
Parsons, T. D., & Duffield, T. (2019). National Institutes of Health initiatives for advancing scientific developments in clinical neuropsychology. Clinical Neuropsychologist, 33(2), 246–270. https://doi.org/10.1080/13854046.2018.1523465
Parsons, T., & Duffield, T. (2020). Paradigm shift toward digital neuropsychology and high-dimensional neuropsychological assessments: Review. Journal of Medical Internet Research, 22(12). https://doi.org/10.2196/23777
Rachel, M., Fons, V. D. V. J. R., Amina, A., Perez-Garcia, M., & Manasi, K. (2021). Assessing Neuropsychological Functions in Middle Childhood: a Narrative Review of Measures and Their Psychometric Properties Across Context. Journal of Pediatric Neuropsychology, 7(3), 113–138. https://doi.org/10.1007/s40817-021-00096-9
Reynolds, C. R., & Fletcher-Janzen, E. (2009). Handbook of Clinical Child Neuropsychology (3th Ed). Springer Science+Business Media.
Rostami, M., Farashi, S., Khosrowabadi, R., & Pouretemad, H. (2020). Discrimination of ADHD subtypes using decision tree on behavioral, neuropsychological, and neural markers. Basic and Clinical Neuroscience, 11(3), 359–368. https://doi.org/10.32598/bcn.9.10.115
Semrud-Clikeman, M., & Ellison, P. A. T. (2009). Development in the CNS. In Child Neuropsychology (pp. 47–64). Springer. https://doi.org/10.1007/978-0-387-88963-4_3
Taylor, B. K., Frenzel, M. R., Eastman, J. A., Wiesman, A. I., Wang, Y. P., Calhoun, V. D., Stephen, J. M., & Wilson, T. W. (2022). Reliability of the NIH toolbox cognitive battery in children and adolescents: a 3-year longitudinal examination. Psychological Medicine, 52(9), 1718–1727. https://doi.org/10.1017/S0033291720003487
Thomas, M. S. C., Ansari, D., & Knowland, V. C. P. (2019). Annual Research Review: Educational neuroscience: progress and prospects. Journal of Child Psychology and Psychiatry and Allied Disciplines, 60(4), 477–492. https://doi.org/10.1111/jcpp.12973
Treviño, M., Zhu, X., Lu, Y. Y., Scheuer, L. S., Passell, E., Huang, G. C., Germine, L. T., & Horowitz, T. S. (2021). How do we measure attention? Using factor analysis to establish construct validity of neuropsychological tests. Cognitive Research: Principles and Implications, 6(1), 1–26. https://doi.org/10.1186/s41235-021-00313-1
Ward, J. (2020). The Student’s Guide to Cognitive Neuroscience (4 th Ed). Routledge.
Wasserman, L. H., & Zambo, D. (2013). Early Childhood and Neuroscience - Links to Development and Learning. New York: Springer.
Weiss, L. G., Saklofske, D. H., Holdnack, J. A., & Prifitera, A. (2016). WISC-V assessment and interpretation: Scientist-practitioner perspectives. Academic Press.
Wilcox, G., MacMaster, F. P., & Makarenko, E. (2022). Cognitive Neuroscience Foundations for School Psychologists. In Cognitive Neuroscience Foundations for School Psychologists. Routledge. https://doi.org/10.4324/9781003088806
Woods, D. L., Kishiyama, M. M., Yund, E. W., Herron, T. J., Edwards, B., Poliva, O., Hink, R. F., & Reed, B. (2011). Improving digit span assessment of short-term verbal memory. Journal of Clinical and Experimental Neuropsychology, 33(1), 101–111. https://doi.org/10.1080/13803395.2010.493149
Yıldırım, E. (2022). Dijital Nöropsikoloji: Yaşlı Bireylerin Bilişsel İşlevlerinin Değerlendirilmesinde Kullanılan Teknolojik Yaklaşımlar. Psikoloji Çalışmaları / Studies in Psychology, 0(0), 0–0. https://doi.org/10.26650/sp2021-963370
Referanslar
Akhutina, T. V, Korneev, A. A., Matveeva, E. Y., Gusev, A. N., & Kremlev, A. E. (2019). The Development of Integral Indices for a Computerized Neuropsychological Test Battery for Children. The Russian Journal of Cognitive Science, 6(2), 4–19.
Armstrong, C. L. (2019). Handbook of Medical Neuropsychology: Applications of cognitive neuroscience (2th Ed). Springer International Publishing. https://doi.org/10.1007/978-3-030-14895-9
Arruda, M. A., Arruda, R., & Anunciação, L. (2022). Psychometric properties and clinical utility of the executive function inventory for children and adolescents: a large multistage populational study including children with ADHD. Applied Neuropsychology: Child, 11(1), 1–17. https://doi.org/10.1080/21622965.2020.1726353
Arsalidou, M., & Pascual-Leone, J. (2016). Constructivist developmental theory is needed in developmental neuroscience. Npj Science of Learning, 1(1), 1–9. https://doi.org/10.1038/npjscilearn.2016.16
Bakar, E. E. (2021). Çocuk Psikopatolojisinde Nöropsikolojik Değerlendirme. In S. Karakaş (Ed.), Bilişsel Sinirbilim (Issue 1, pp. 55–62). Ankara: Türkiye Klinikleri.
Barbey, A. K., Karama, S., & Haier, R. J. (2021). The Cambridge Handbook of Intelligence and Cognitive Neuroscience. In Cambridge University Press.
Barbey, A. K. (2018). Network Neuroscience Theory of Human Intelligence. Trends in Cognitive Sciences, 22(1), 8–20. https://doi.org/10.1016/j.tics.2017.10.001
Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. The Guilford Press.
Bedyńska, S., Campfield, D., Kaczan, R., Kaczmarek, M., Knopik, T., Kochańska, M., Krasowicz-Kupis, G., Krejtz, I., Orylska, A., Papuda-Dolińska, B., Rycielski, P., Rydzewska, K., Sędek, G., Smoczyńska, M., & Wiejak, K. (2021). Diagnostic tools for assessment of cognitive functioning in children and youth – the implementation project. Przegląd Psychologiczny, 64(2), 97–111. https://doi.org/10.31648/pp.7838
Berardi, A., Panuccio, F., Pilli, L., Tofani, M., Valente, D., & Galeoto, G. (2021). Evaluation instruments for executive functions in children and adolescents: a systematic review. Expert Review of Pharmacoeconomics and Outcomes Research, 21(5), 885–896. https://doi.org/10.1080/14737167.2021.1908889
Bilder, R. M. (2011). Neuropsychology 3.0: Evidence-Based Science and Practice. Journal of the International Neuropsychological Society, 17(01), 7–13. https://doi.org/10.1017/S1355617710001396
Bilder, R. M., & Reise, S. P. (2019). Neuropsychological tests of the future: How do we get there from here? Clinical Neuropsychologist, 33(2), 220–245. https://doi.org/10.1080/13854046.2018.1521993
Bilker, W. B., Hansen, J. A., Brensinger, C. M., Richard, J., Gur, R. E., & Gur, R. C. (2012). Development of Abbreviated Nine-Item Forms of the Raven’s Standard Progressive Matrices Test. Assessment, 19(3), 354–369. https://doi.org/10.1177/1073191112446655
Burin, D., Salatino, A., & Ziat, M. (2022). Editorial: Virtual, mixed, and augmented reality in cognitive neuroscience and neuropsychology. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1010852
Coolidge, F. L. (2020). Evolutionary neuropsychology : an introduction to the evolution of the structures and functions of the human brain. Oxford University Press.
Costa, D. I., Azambuja, L. S., Portuguez, M. W., & Costa, J. C. (2004). Neuropsychological assessment in children. Jornal de Pediatria, 80(2 Suppl), 111–116. https://doi.org/10.2223/jped.1175
Dervent, A., Ayta, S., Çokar, Ö., & Uludüz, D. (Eds.). (2015). Çocuk ve Ergende Nörolojik Hastalıklara Yaklaşım Rehber Kitabı. Türk Nöroloji Derneği.
Dinçer, M., Uğurtaş Gökçe, F. S., Gül, H., Taş Torun, Y., Bodur, Ş., & Cöngöloğlu, M. A. (2022). Is Processing Speed (Gs) related to Hyperactivity (As a Narrow Cognitive Area of Gps): A Dimensional Approach to Heterogeneity of Clinical and WISC-IV Cognitive Profiles in ADHD From RDoC/HiTOP Perspective. Journal of Attention Disorders, 26(13), 1747–1761. https://doi.org/10.1177/10870547221099963
Duszyk, A., Dovgialo, M., Pietrzak, M., Zieleniewska, M., & Durka, P. (2019). Event-related potentials in the odd-ball paradigm and behavioral scales for the assessment of children and adolescents with disorders of consciousness: A proof of concept study. Clinical Neuropsychologist, 33(2), 419–437. https://doi.org/10.1080/13854046.2018.1555282
Fang, Y., Han, D., & Luo, H. (2019). A virtual reality application for assessment for attention deficit hyperactivity disorder in school-aged children. Neuropsychiatric Disease and Treatment, 15, 1517–1523. https://doi.org/10.2147/NDT.S206742
Fine, J. G., & Sung, C. (2014). Neuroscience of child and adolescent health development. Journal of Counseling Psychology, 61(4), 521–527. https://doi.org/10.1037/cou0000033
Gerald, G., Allen, D. N., & John, D. (2019). Handbook of Psychological Assessment (4th Ed). Elsevier.
Germine, L., Reinecke, K., & Chaytor, N. S. (2019). Digital neuropsychology: Challenges and opportunities at the intersection of science and software. Clinical Neuropsychologist, 33(2), 271–286. https://doi.org/10.1080/13854046.2018.1535662
Glozman, J. (2020). Neuropsychology in the Past, Now and in the Future. Lurian Journal, 1(1), 29–47. https://doi.org/10.15826/lurian.2020.1.1.5
Jagaroo, V., & Santangelo, S. L. (2017). Neurophenotypes: advancing psychiatry and neuropsychology in the “OMICS” era. In Springer.
Karakas, S., & Dincer, E. D. (2011). Bilnot Bataryasi Çocuk El Kitabi: Nöropsikolojik testlerin Çocuklar için Araştirma ve Geliştirme Çalismalari: BİLNOT-Çocuk. Nobel Tip Kitapevleri.
Karakaş, S. (2010). Kognitif nörobilimler. Medikal Network Nobel Kitabevi.
Kaufman, A. S. (2018). Contemporary intellectual assessment: Theories, tests, and issues (Dawn P. Flanagan Erin M. McDonough (Ed.); 4th Ed). The Guilford Press New York London.
Kessels, R. P. C. (2019). Improving precision in neuropsychological assessment: Bridging the gap between classic paper-and-pencil tests and paradigms from cognitive neuroscience. Clinical Neuropsychologist, 33(2), 357–368. https://doi.org/10.1080/13854046.2018.1518489
Kim, E., Han, J., Choi, H., Prié, Y., Vigier, T., Bulteau, S., & Kwon, G. H. (2021). Examining the academic trends in neuropsychological tests for executive functions using virtual reality: Systematic literature review. JMIR Serious Games, 9(4). https://doi.org/10.2196/30249
Kourtesis, P., Korre, D., Collina, S., Doumas, L. A. A., & MacPherson, S. E. (2020). Guidelines for the Development of Immersive Virtual Reality Software for Cognitive Neuroscience and Neuropsychology: The Development of Virtual Reality Everyday Assessment Lab (VR-EAL), a Neuropsychological Test Battery in Immersive Virtual Reality. Frontiers in Computer Science, 1(January), 1–24. https://doi.org/10.3389/fcomp.2019.00012
Lezak, M. D., Howieson, B. D., Bigler, D. E., & Tranel, D. (Eds.). (2012). Neuropsychological Assessment (5th ed.). Oxford University Press, Inc.
Loring, D. W., Bauer, R. M., Cavanagh, L., Drane, D. L., Enriquez, K. D., Reise, S. P., Shih, K. C., Umfleet, L. G., Wahlstrom, D., Whelan, F., Widaman, K. F., & Bilder, R. M. (2022). Rationale and Design of the National Neuropsychology Network. Journal of the International Neuropsychological Society, 28(1), 1–11. https://doi.org/10.1017/S1355617721000199
McMahan, T., Duffield, T., & Parsons, T. D. (2021). Feasibility Study to Identify Machine Learning Predictors for a Virtual School Environment: Virtual Reality Stroop Task. Frontiers in Virtual Reality, 2(August), 1–11. https://doi.org/10.3389/frvir.2021.673191
Mikadze, Y. V., Ardila, A., & Akhutina, T. V. (2019). A.R. Luria’s Approach to Neuropsychological Assessment and Rehabilitation. Archives of Clinical Neuropsychology, 34(6), 795–802. https://doi.org/10.1093/arclin/acy095
Miller, D. C., & Maricle, D. E. (2019). Essentials of School Neuropsychological Assessment. In Neuropsychological rehabilitation. John Wiley & Sons.
Miller D. C. Maricle D. E. Bedford C. L., Gettman, J. A. (Ed.). (2022). Best practices in school neuropsychology: Guidelines for effective practice, assessment, and evidence-based intervention (2th ed.). John Wiley & Sons. https://doi.org/10.1002/9781119790563
Misheva, E. (2020). Child Neuropsychology in Practice: Perspectives from Educational Psychologists. Springer Nature.
Parsons, T. D., & Duffield, T. (2019). National Institutes of Health initiatives for advancing scientific developments in clinical neuropsychology. Clinical Neuropsychologist, 33(2), 246–270. https://doi.org/10.1080/13854046.2018.1523465
Parsons, T., & Duffield, T. (2020). Paradigm shift toward digital neuropsychology and high-dimensional neuropsychological assessments: Review. Journal of Medical Internet Research, 22(12). https://doi.org/10.2196/23777
Rachel, M., Fons, V. D. V. J. R., Amina, A., Perez-Garcia, M., & Manasi, K. (2021). Assessing Neuropsychological Functions in Middle Childhood: a Narrative Review of Measures and Their Psychometric Properties Across Context. Journal of Pediatric Neuropsychology, 7(3), 113–138. https://doi.org/10.1007/s40817-021-00096-9
Reynolds, C. R., & Fletcher-Janzen, E. (2009). Handbook of Clinical Child Neuropsychology (3th Ed). Springer Science+Business Media.
Rostami, M., Farashi, S., Khosrowabadi, R., & Pouretemad, H. (2020). Discrimination of ADHD subtypes using decision tree on behavioral, neuropsychological, and neural markers. Basic and Clinical Neuroscience, 11(3), 359–368. https://doi.org/10.32598/bcn.9.10.115
Semrud-Clikeman, M., & Ellison, P. A. T. (2009). Development in the CNS. In Child Neuropsychology (pp. 47–64). Springer. https://doi.org/10.1007/978-0-387-88963-4_3
Taylor, B. K., Frenzel, M. R., Eastman, J. A., Wiesman, A. I., Wang, Y. P., Calhoun, V. D., Stephen, J. M., & Wilson, T. W. (2022). Reliability of the NIH toolbox cognitive battery in children and adolescents: a 3-year longitudinal examination. Psychological Medicine, 52(9), 1718–1727. https://doi.org/10.1017/S0033291720003487
Thomas, M. S. C., Ansari, D., & Knowland, V. C. P. (2019). Annual Research Review: Educational neuroscience: progress and prospects. Journal of Child Psychology and Psychiatry and Allied Disciplines, 60(4), 477–492. https://doi.org/10.1111/jcpp.12973
Treviño, M., Zhu, X., Lu, Y. Y., Scheuer, L. S., Passell, E., Huang, G. C., Germine, L. T., & Horowitz, T. S. (2021). How do we measure attention? Using factor analysis to establish construct validity of neuropsychological tests. Cognitive Research: Principles and Implications, 6(1), 1–26. https://doi.org/10.1186/s41235-021-00313-1
Ward, J. (2020). The Student’s Guide to Cognitive Neuroscience (4 th Ed). Routledge.
Wasserman, L. H., & Zambo, D. (2013). Early Childhood and Neuroscience - Links to Development and Learning. New York: Springer.
Weiss, L. G., Saklofske, D. H., Holdnack, J. A., & Prifitera, A. (2016). WISC-V assessment and interpretation: Scientist-practitioner perspectives. Academic Press.
Wilcox, G., MacMaster, F. P., & Makarenko, E. (2022). Cognitive Neuroscience Foundations for School Psychologists. In Cognitive Neuroscience Foundations for School Psychologists. Routledge. https://doi.org/10.4324/9781003088806
Woods, D. L., Kishiyama, M. M., Yund, E. W., Herron, T. J., Edwards, B., Poliva, O., Hink, R. F., & Reed, B. (2011). Improving digit span assessment of short-term verbal memory. Journal of Clinical and Experimental Neuropsychology, 33(1), 101–111. https://doi.org/10.1080/13803395.2010.493149
Yıldırım, E. (2022). Dijital Nöropsikoloji: Yaşlı Bireylerin Bilişsel İşlevlerinin Değerlendirilmesinde Kullanılan Teknolojik Yaklaşımlar. Psikoloji Çalışmaları / Studies in Psychology, 0(0), 0–0. https://doi.org/10.26650/sp2021-963370
