Journal of the International Neuropsychological Society (J INT NEUROPSYCH SOC )

Publisher: International Neuropsychological Society, Cambridge University Press


Published for the International Neuropsychological Society JINS aims to further scientific and research activities in neuropsychology and enhance communication among its cognate member disciplines. The journal publishes scholarly peer-reviewed articles and includes original research timely review articles and transactions of the annual meetings of the International Neuropsychological Society. Contributions reflect the interest of all areas of neuropsychology including but not limited to: development of cognitive processes brain-behavior relationships adult neuropsychology child neuropsychology developmental neuropsychology disorders of speech and language and related topics such as behavioral neurology neuropsychiatry neuroimaging and electrophysiology. The journal also includes articles employing neuropsychological methods which use an experimental more applied or clinical approach.

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    Journal of the International Neuropsychological Society website
  • Other titles
    Journal of the International Neuropsychological Society, JINS
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  • Material type
    Periodical, Internet resource
  • Document type
    Journal / Magazine / Newspaper, Internet Resource

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Cambridge University Press

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    • Author can archive a post-print version
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    • On authors personal or departmental web page or institutional repository or PubMed Central
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    • Must link to publisher version
    • Authors version may be deposited immediately on acceptance
    • Publishers version/PDF may be used on authors personal or departmental web page any time after publication
    • Publishers version/PDF may be used in an institutional repository or PubMed Central after 12 month embargo
    • Articles in some journals can be made Open Access on payment of additional charge
    • If funding agency rules apply, authors may post articles in PubMed Central 12 months after publication or use Cambridge Open Option
    • Permission (not to be unreasonably withheld) needs to be sought if the author is at a different institution to when the article was originally published.
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Publications in this journal

  • Journal of the International Neuropsychological Society 01/2010; 16(Suppl. 1):137.
  • Journal of the International Neuropsychological Society 01/2009; vol.15(supplement S1):p.56.
  • Journal of the International Neuropsychological Society 01/2009; 15(S2):86.
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    ABSTRACT: Two hundred-thirteen children in grades 1 through 8 were asked to rapidly generate as many names of animals as they could in 60 seconds. These children were age appropriate for their grade level in school, did not receive any form of special education services, and as a group showed (estimated) average intellectual ability. They were primarily from minority (particularly Hispanic) backgrounds and came from families with low socioeconomic status. Normative data are presented. Hierarchical multiple regression analysis revealed that the age range/grade level score accounted for 21.5% of the variability in fluency scores and the Vocabulary level of the child accounted for an additional 5.7%. Level of performance on this animal fluency task was not lower than what has been reported in primarily white children from middle socioeconomic backgrounds.
    Journal of the International Neuropsychological Society 02/2008; 14(1):143-7.
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    ABSTRACT: The reason people read from top to bottom is unknown, but could be related to brain-mediated directional biases or environmental factors. To learn if there is a brain-mediated directional bias responsible for top-down reading direction, we evaluated the directional scanning in the vertical dimension by using directional letter and face cancellation tasks. Twenty participants were instructed to cancel either target letters or faces using either an up-down or down-up direction, with the stimuli located in left, right, and center hemispace. The results indicated significant differences in completion time between the search direction (up vs. down) and spatial position for the letter cancellation task, with a faster completion time for the bottom-up scan in right space and top-down in left space. Because the left hemisphere primarily attends to contralateral right hemispace our results suggest that, when attending to letter stimuli, the left hemisphere is biased to scan in a proximal to distal (upward) direction. Although the reasons why this is reversed in left hemispace and why we did not see directional biases in the face condition remains unclear, these results do suggest that the direction in which we learn to read is inconsistent with the brain's intrinsic directional bias.
    Journal of the International Neuropsychological Society 02/2008; 14(1):102-9.
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    ABSTRACT: Major depression is associated with cognitive deficits including memory, executive functions, and affect perception, which have been linked to dysfunction of fronto-subcortical networks. However, little is known about social cognition on more complex socially relevant tasks, such as humor processing. In this investigation a computerized humor-processing task was administered to 27 patients with a diagnosis of major depression (Dep) and 27 healthy controls (HC). Theory of mind (mentalizing) and executive functions were also assessed. Both groups were similar in IQ, age, and gender. Depressed patients performed below the control group with respect to both affective and cognitive aspects of humor processing, and these were related to mentalizing and executive performance. Our findings suggest social cognition deficits in major depression. Ability to process humor and appreciate mentalistic perspectives may in turn influence social interactions and should be given consideration in therapeutic approaches to depression.
    Journal of the International Neuropsychological Society 02/2008; 14(1):55-62.
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    ABSTRACT: Atypical amygdala development may play a key role in the emergence of social disability and other symptoms of autism (Baron-Cohen et al., 2000; Schultz, 2005). The mechanisms by which this may occur have received little attention, however, and most support from behavioral and imaging studies has been concerned with socially relevant stimuli such as faces. Given the complexity of amygdala function and its known role in many other emotional tasks, we examined whether individuals with autism would demonstrate impaired performance on several tasks that have been shown to require activation of the amygdala but that do not have any explicit social meaning. Relative to a typical comparison group matched for age and IQ, our sample of 37 adolescents and adults with autism (mean age=19.7 years) demonstrated equivalent facilitation for perception and learning of emotionally relevant stimuli. On each of four tasks, there were significant main effects of emotion condition on performance for both groups. Future research regarding atypical amygdala function and emotion processing in autism should consider whether the response to nonsocial emotion factors (including negative valence or high arousal) may be intact, despite difficulties in responding to socially relevant stimuli.
    Journal of the International Neuropsychological Society 02/2008; 14(1):42-54.
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    ABSTRACT: The objective of this study is to obtain preliminary normative data on the performance the Pyramids and Palm Trees Test (PPT) for a Spanish-speaking population. The effects of age, gender, and educational level on the PPT test were also analyzed. A total of 234 healthy participants, with a broad range of age (18-80 years) and education (1-20 years) performed the three-picture version of the PPT. The mean performance was 51.1 out of 52 possible points (SD=1.3). PPT performance did not vary with age or gender. However, subjects with less than 6 years of formal education scored significantly lower than those with more than 6 years of education though this effect was confounded with age because the group with lower education was also older. Given the ceiling effects of the PPT, further investigation is needed to determine if the visual PPT is sensitive to mild semantic memory impairment.
    Journal of the International Neuropsychological Society 02/2008; 14(1):148-51.
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    ABSTRACT: On the mild end of the acquired brain injury spectrum, the terms concussion and mild traumatic brain injury (mTBI) have been used interchangeably, where persistent post-concussive syndrome (PPCS) has been a label given when symptoms persist for more than three months post-concussion. Whereas a brief history of concussion research is overviewed, the focus of this review is on the current status of PPCS as a clinical entity from the perspective of recent advances in the biomechanical modeling of concussion in human and animal studies, particularly directed at a better understanding of the neuropathology associated with concussion. These studies implicate common regions of injury, including the upper brainstem, base of the frontal lobe, hypothalamic-pituitary axis, medial temporal lobe, fornix, and corpus callosum. Limitations of current neuropsychological techniques for the clinical assessment of memory and executive function are explored and recommendations for improved research designs offered, that may enhance the study of long-term neuropsychological sequelae of concussion.
    Journal of the International Neuropsychological Society 02/2008; 14(1):1-22.
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    ABSTRACT: Hemispatial neglect has been conceptualized as having dissociable and potentially clinically relevant subtypes. However, the question of whether patient performance on neglect subtype measures is consistent over time remains largely unanswered. We examined changes in performance over time on measures of motor, perceptual, and personal neglect in 21 patients with neglect from acute right hemisphere stroke. Patients were assessed on three occasions, separated by at least one week, using a lateralized target test, lateralized response test, and modified fluff test. Across three testing timepoints, 18 (85.7%) patients changed subtype performance patterns at least once. In 13 (61.9%) of these patients, inconsistency between timepoints was not adequately accounted for by recovery. On initial testing, seven, patients (33.3%) demonstrated more than one neglect subtype symptom; by the third testing timepoint none of the patients demonstrated multiple symptoms. In the setting of acute stroke, performance on three measures of neglect symptoms is inconsistent across time. However, the distribution of neglect subtype symptoms appears to become more discrete over time. These findings complicate our understanding of the pathophysiology and potential prognostic value of neglect subtypes, and suggest that treatment decisions based on subtype performance assessed at a single timepoint, may be of limited utility.
    Journal of the International Neuropsychological Society 02/2008; 14(1):23-32.
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    ABSTRACT: Children with either fetal alcohol spectrum disorder (FASD) or attention-deficit/hyperactivity disorder (ADHD) display deficits in attention and executive function (EF) and differential diagnosis of these two clinical groups may be difficult, especially when information about prenatal alcohol exposure is unavailable. The current study compared EF performance of three groups: children with heavy prenatal alcohol exposure (ALC); nonexposed children with attention-deficit/hyperactivity disorder (ADHD); and typically developing controls (CON). Both clinical groups met diagnostic criteria for ADHD. The EF tasks used were the Wisconsin Card Sorting Test (WCST), the Controlled Oral Word Association Test (COWAT), and the Trail Making Test (TMT). Results indicated different patterns of deficit; both clinical groups displayed deficits on the WCST and a relative weakness on letter versus category fluency. Only the ALC group displayed overall deficits on letter fluency and a relative weakness on TMT-B versus TMT-A. In addition, WCST performance was significantly lower than expected based on IQ in the ADHD group and significantly higher than expected in the ALC group. These results, which indicate that, although EF deficits occurred in both clinical groups, the degree and pattern of deficit differed between the ALC and ADHD groups, may improve differential diagnosis.
    Journal of the International Neuropsychological Society 02/2008; 14(1):119-29.