Markus posted a question Jul 23, 2014 at 4 – 06am Hi…
Markus posted a question Jul 23, 2014 at 4:06am Hi Please help me URGENTLY for Cognitive Neuroscience. It regards coming up with a reasonable diagnosis for an illness based on a case. -Attached is an example, ie. a tutorial. -And also attached is the actual case to be solved, entitled "Case to solve.pdf", featuring "Patient C.L." I need this very quick. If you cannot write it up, or can only do key points, that is fine... I can write it up if I get a response soon. Name and describe the signs, symptoms and potential syndrome(s) • Determine cognitive domain(s) impacted and possible brain damage localization (be specific!). Also describe other areas of cognitive functioning that you think might be impacted based on cognitive neuroscience research. Describe other clinically relevant data you would like to obtain (e.g. neuroimaging, neuropsychological reports etc.). • Provide potential diagnoses - list 2-3 possible diagnoses that you feel should be considered based on the facts of the case. Then narrow your reasoning down to what you feel is the most likely diagnosis. Each of these aspects should be fully explained and justified based primarily on information provided in the course (including the lectures). In addition to the course materials, you should cite two (2) additional research papers related to your final diagnosis and that have informed your clinical decision-making process. HOWEVER, this is not intended as a research paper. I do not expect lengthy discussions on the etiologies nor an extensive bibliography. You may write 750 words for this assignment so your thoughts should be well reasoned and precisely stated. Superfluous writing and unfounded statements are STRONGLY discouraged. Please see “Term Paper Tutorial” lecture notes in the “Term Paper” folder on Moodle further details on how to approach the assignment. The case study analysis is due at the beginning of lecture, July 23rd. Case: Patient C.L. C.L., a 55 year old right-handed woman, sought an evaluation for an overall decline in her writing, spelling, arithmetic and reading abilities. These had been present for approximately one year and had led her to resign from her position as a second grade teacher. Lapses of memory occurred occasionally. Despite these deficits, daily living activities remained intact. Her general physical examination and elementary neurological examination showed no deficits. Examination revealed an alert, cooperative and pleasant woman who was appropriately concerned about her predicament. She was fully oriented to time [year, month and day of the week] and place [country, province, city and location of testing] but had only a vague knowledge of current news events [who is the Premier of Ontario?]. She could not recite months in the correct order. Her phonemic verbal fluency [name as many words as you can beginning with ‘S’] was normal but was below expectation for lexical items (name as many animals as you can). Her performance on a word list recall measure [repeat as many words as you can from the word list I just read to you] suggested that she did not have a primary memory disorder. There was mild hesitancy to her spontaneous (conversational) speech, but no true wordfinding pauses. She did well on confrontation naming [what is the name of the object in this picture?], showing only mild hesitation on naming of object parts. Only a single phonemic paraphasia [pronouncing ‘shoulen’ for ‘shoulder’] was noted. Her language comprehension was preserved (oral and written). Reading was slow but accurate, including reading numbers. Writing was very poor. She had severe spelling difficulties, even for simple words, including regular (e.g. ‘buy’) and irregular (‘bought’) forms. When asked to solve arithmetic problems she said that 8 + 4 was 11 and could not calculate 4 X 12. When tested, she found it difficult to verbally identify which of her fingers was tapped by the examiner. She also had difficulty moving specific fingers to command, but was able to move the correct finger in response to a tap. On her way to be scanned she received detailed instructions on how to get to radiology (which included two right and one left turn), but she kept taking the wrong turns, something her husband describes as typical of her lately. She had difficulties in target scanning [find a particular symbol out of an array of many different symbols]. Clock drawing showed minimal misplacement of numbers and she could not properly copy a cube. Because of her relatively young age and unusual presentation, an extensive workup was performed. A variety of laboratory tests were unremarkable. A brain magnetic resonance imaging (MRI) scan showed moderate atrophic changes. Single-photon, emission computed tomography (SPECT: a measures of blood flow and brain activity) showed reductions in regions of the temporal-parietal junction, with greater reductions observed in the right than the left hemisphere. -Please note, exact diagnosis does not matter so much. The point is rationale behind the possible diagnoses, like "a lesion in 'this area', causing..." Thank you most kindly. Good day. Additional Requirements Min Pages: 1 Max Pages: 3 Level of Detail: Show all work Other Requirements: Note that I will write in my own writing style, so if you are busy and cannot write me a detailed answer on such short notice, give me the jist, and I will do the rest. If you have "Cognitive Neuroscience" 3rd edition by Banich, that would help... I can use that textbook and its cited journals for 2 research journals. That would be helpful. Thanks so much and have a nice day! -NOTE: CASE TO SOLVE is the one. Tutorial is just detailed instructions on how to... and Textbook is last one. Just 750 words on all this. I will reword and change it all anyways, so if you can only do key points, that will still help me. Case to Solve.pdf Download Attachment This is an unformatted preview. Please download the attached document for the original format. PSYC 3250 SU2, 2014 Term Paper Assignment CASE STUDY One of the great challenges that behavioural neurologists and neuropsychologists face is integrating a seemingly random collection of signs and symptoms into a coherent and conceptually sound diagnosis of a disorder. The following case is a detailed description of neurological signs and symptoms presented by a patient in a neuropsychology clinic. Your task is to: • Name and describe the signs, symptoms and potential syndrome(s) • Determine cognitive domain(s) impacted and possible brain damage localization (be specific!). Also describe other areas of cognitive functioning that you think might be impacted based on cognitive neuroscience research. Describe other clinically relevant data you would like to obtain (e.g. neuroimaging, neuropsychological reports etc.). • Provide potential diagnoses - list 2-3 possible diagnoses that you feel should be considered based on the facts of the case. Then narrow your reasoning down to what you feel is the most likely diagnosis. Each of these aspects should be fully explained and justified based primarily on information provided in the course (including the lectures). In addition to the course materials, you should cite two (2) additional research papers related to your final diagnosis and that have informed your clinical decision-making process. HOWEVER, this is not intended as a research paper. I do not expect lengthy discussions on the etiologies nor an extensive bibliography. You may write 750 words for this assignment so your thoughts should be well reasoned and precisely stated. Superfluous writing and unfounded statements are STRONGLY discouraged. Please see “Term Paper Tutorial” lecture notes in the “Term Paper” folder on Moodle further details on how to approach the assignment. The case study analysis is due at the beginning of lecture, July 23rd. Case: Patient C.L. C.L., a 55 year old right-handed woman, sought an evaluation for an overall decline in her writing, spelling, arithmetic and reading abilities. These had been present for approximately one year and had led her to resign from her position as a second grade teacher. Lapses of memory occurred occasionally. Despite these deficits, daily living activities remained intact. Her general physical examination and elementary neurological examination showed no deficits. Examination revealed an alert, cooperative and pleasant woman who was appropriately concerned about her predicament. She was fully oriented to time [year, month and day of the week] and place [country, province, city and location of testing] but had only a vague knowledge of current news events [who is the Premier of Ontario?]. She could not recite months in the correct order. Her phonemic verbal fluency [name as many words as you can beginning with ‘S’] was normal but was below expectation for lexical items (name as many animals as you can). Her performance on a word list recall measure [repeat as many words as you can from the word list I just read to you] suggested that she did not have a primary memory disorder. There was mild hesitancy to her spontaneous (conversational) speech, but no true wordfinding pauses. She did well on confrontation naming [what is the name of the object in this picture?], showing only mild hesitation on naming of object parts. Only a single phonemic paraphasia [pronouncing ‘shoulen’ for ‘shoulder’] was noted. Her language comprehension was preserved (oral and written). Reading was slow but accurate, including reading numbers. Writing was very poor. She had severe spelling difficulties, even for simple words, including regular (e.g. ‘buy’) and irregular (‘bought’) forms. When asked to solve arithmetic problems she said that 8 + 4 was 11 and could not calculate 4 X 12. When tested, she found it difficult to verbally identify which of her fingers was tapped by the examiner. She also had difficulty moving specific fingers to command, but was able to move the correct finger in response to a tap. On her way to be scanned she received detailed instructions on how to get to radiology (which included two right and one left turn), but she kept taking the wrong turns, something her husband describes as typical of her lately. She had difficulties in target scanning [find a particular symbol out of an array of many different symbols]. Clock drawing showed minimal misplacement of numbers and she could not properly copy a cube. Because of her relatively young age and unusual presentation, an extensive workup was performed. A variety of laboratory tests were unremarkable. A brain magnetic resonance imaging (MRI) scan showed moderate atrophic changes. Single-photon, emission computed tomography (SPECT: a measures of blood flow and brain activity) showed reductions in regions of the temporal-parietal junction, with greater reductions observed in the right than the left hemisphere. Term Paper Tutorial •? •? •? •? Due: July 23, 2014, BEGINNING of CLASS Case Report (750 words MAX) Title page References –? Most informaPon can be found in text (including references to primary sources) & lectures –? BUT: Also need to ?nd (and reference) 2 research papers (original or review papers) – these can be from those referenced in the text – relaPng to the case and your diagnosis. THE CASE Term Paper Tutorial •? Mr. M is a 50 year-?old man who presented in the emergency room with sudden onset of blurred vision and weakness on his le] side. His condiPon was medically stabilized shortly following admission. Further examinaPon revealed that Mr. M was unable to idenPfy objects presented to his le] with either eye. Sensory examinaPon (vibraPon, pinprick, temperature, and propriocepPon) revealed normal sensaPon. However, when bilateral tacPle sPmulaPon was presented simultaneously, Mr. M was only able to recognize that presented on the right. •? Mr. M was admiaed and within days, his motor weakness had resolved. He demonstrated no motor de?cit. However, Mr. M experienced several falls and acquired several bruises to his le] side during his admission. He was observed to run into walls and doorways, injuring himself. He did not appear to see objects approaching on his le] side. When asked to draw a clock, he produced the following: Term Paper Tutorial THE CASE (cont d) •? Mr. M s discharge from hospital was delayed because of his problems negoPaPng his way through his environment, as well as di?culPes dressing himself. In fact, he was unable to buaon his shirt, appearing as if he did not understand how a buaon relates to a buaonhole. He also donned a le] glove on his right hand, placing 3 ?ngers in the thumb. He seemed unconcerned with these problems, with his face remaining blank and his voice monotone. •? Language was intact. However, Mr. M did have di?culty idenPfying familiar objects when presented in his intact visual ?eld. For example, when he was presented with a fork, Mr. M described the object as something sharp and shiny, like a needle . When he was permiaed to touch the object or when its use was demonstrated, he was able to correctly idenPfy it. Mr. M also demonstrated signi?cant di?culty aaending during rehabilitaPon sessions and his family reported that he appeared highly distracPble during conversaPons. •? Mr. M received two weeks of inpaPent rehabilitaPon, following which he returned home to the care of his family. Mr. M has a long-?standing history of hypertension, elevated cholesterol, and he is a long-?Pme smoker. His family history is signi?cant for a brother who passed away at the age of 58 from heart disease. Term Paper Tutorial CASE REPORT Suggested Structure: •? DescripPon of Signs and Symptoms as described in the case (1 paragraph). •? •? What is of relevance to you as the clinician? What other informaPon would you seek to ?nd out and why? Term Paper Tutorial CASE REPORT Suggested Structure (conPnued): •? Matching behavioural signs to potenPal domains of cogniPon that might be impacted (3 paragraphs). –? –? –? Not just broad domain (e.g. vision) -? what speci?c cogniPve processes seem to be impaired? What does the cogniPve neuroscience literature say about the neural substrate of these processes? Is there anything else that you would like to test for or examine that would make the picture clearer? e.g. types of neuroimaging / neuropsychological tesPng? Term Paper Tutorial CASE REPORT Suggested Structure (conPnued): •? DiagnosPc consideraPons (3 paragraphs): –? –? –? Given the nature of the brain damage and the clinical picture – what diagnoses would you consider and why? What is the most likely diagnosis and which brain regions are most likely impacted (be as speci?c as possible)? Are there other de?cits that you suspect might manifest? Under what condiPons? Term Paper Tutorial Brief Sample secPons … Clinical presentaPon: •? A 50-?year old long-?Pme smoker, Mr. M has history of hypertension, high cholesterol, and heart disease in his immediate family. Though stabilized a]er sudden onset of blurred vision and unilateral le]-?side weakness, he became unable to detect visual informaPon to his le]. Under bilateral presentaPon, tacPle informaPon presented to the le] was ignored. No motor or language de?cits were present, though he showed di?culty navigaPng and idenPfying the whole form of objects. Object naming de?cits disappeared with touching, or demonstraPng their use. Also present was an inability to dress himself, and a lack of concern for this problem. [Good summary of signs reported in the case (remarking both on what was impaired and what was preserved).] Term Paper Tutorial Brief Sample secPons … Linking Signs to CogniPve Domain and Neuroanatomy: •? Most commonly presented on the le] side, hemineglect s modality-?unspeci?c aaenPonal de?cits can be sPmulus-?centred, object-?centred or viewer-? centred (Hillis 2006). These categories are based upon the reference point for the disorder. Mr. M s inability to detect sPmuli on the le] of his body indicates the presence of hemineglect. His sketch of a clock lacked essenPal numbers on the le]-?hand side, though the image was intact on the right. This indicates a sPmulus-? centred neglect, which is o]en accompanied by abnormaliPes in the right superior temporal gyrus (Hillis 2006). [Speci?c cogniPve processes are discussed (e.g. sPmulus-?centered neglect) not just broadly speaking of aaenPon … which helps with speci?c localizaPon -? STG] Term Paper Tutorial Brief Sample secPons … DiagnosPc analyses: •? •? •? MCA infarcPon is considered as hemispaPal neglect is a typical manifestaPon of MCA infarcPons. However, MCA infarcPons are commonly associated with aphasia and hemiparesis, neither of which Mr. M experienced. Thalamic stroke is also considered as damage a?ecPng the right thalamic area frequently results in a combinaPon of hemispaPal neglect and anosognosia (Karussis, Leker, & Abramsky, 2000) as seen in paPent M.. However, the majority of these paPents also present with gross motor de?cits, whereas Mr. M presented with only ?ne motor control de?cits. InfarcPons of the PCA o]en produce a symptom pro?le similar to MCA infarcPons (Maulaz et al.,2005). Given the presence of unilateral hemispaPal neglect without aphasia, hemiparesis or gross motor de?cits comonly seen in MCA or thalamicstroke, it is likely that Mr. M’s has sustained an ischemic stroke in the PCA territory, a?ecPng the right temporoparietal juncPon. References •? Separate page •? All citaPons in the text, should appear in the reference secPon •? Double space throughout, with no extra spaces between references •? Only the ?rst line is not indented •? AlphabePze by the ?rst author •? If more then 6 authors, then put “et al.” a]er the 6th author’s name •? In text, if there is 1 or 2 authors, always list them •? In text, if there are 3, 4 or 5 authors, list all of them the ?rst Pme, then use ?rst author’s name followed by “et al.” •? In text, if there are 6 or more authors, use the ?rst author’s name followed by “et al.” WriPng Style •? The purpose of scienP?c wriPng is to communicate ideas •? This communicaPon should be clear, unambiguous and easy to read •? In literature and philosophy language is not always clear and things can be interpreted in several ways •? Therefore, for this course, and in psychology in general, the wriPng style should be laconic – concise, clear and forceful WriPng Style Use of Slang and ContracPons •? Do not use slang or colloquial language •? “The paPent su?ered from amnesia. This condiPons is really hard on the person and his family.” •? Do not use contracPons (e.g., “don’t”, “can’t” etc.) WriPng Style Choose Clear and Plain Words •? Use words based on their primary meaning •? Avoid using a thesaurus (especially if you are going to use it incorrectly) Fancy Plain Utilize Use Transpire Happen Obviate Prevent Paragraphs •? Create clear paragraphs organized around speci?c ideas/arguments Be Concise •? During the period of Pme that she was periodically monitored her condiPon improved. •? While she was monitored, her condiPon improved. •? These children do not develop cogniPve abiliPes in the childhood years, which greatly a?ects them in later life. •? These children do not develop cogniPve abiliPes. This a?ects them in adulthood. •? The type of memory that was measured in this study was declaraPve memory. •? The researchers measured declaraPve memory. Choose AcPve Over Passive Verbs •? The data were collected and analyzed by the researchers. •? The researchers collected and analyzed the data. •? The paPent was examined by the doctor. •? The doctor examined the paPent. Grammar/PunctuaPon A panda walks into a café. He orders sandwich, eats it, then draws a gun and ?res two shots in the air. “Why?” ask the confused waiter, as the panda makes towards the exit. The panda produces a badly punctuated wild life manual and tosses it over his shoulder. “I am a panda,” he says, at the door. “Look it up.” The waiter turns to the relevant entry and, sure enough, ?nds an explanaPon. “Panda. Large black-?and-?white bear-?like mammal, naPve to china. Eats, shoots and leaves.”