What neuropsychological methods would be appropriate in diagnosing and treating a common cognitive dysfunction such as dyslexia?

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Psychological Aspects

What are some physiological aspects of cognitive processes? (this is the neuroanatomy of dyslexia – what brain regions are affected)

Diagnosis and Treatment

a. What neuropsychological methods would be appropriate in diagnosing and treating a common cognitive dysfunction such as dyslexia?

b. Does neuroimaging play a role in diagnosing and treating dyslexia? Explain.

c. What role does neuropsychological assessment play in diagnosing and treating dyslexia?

Psychological Aspects

What are some physiological aspects of cognitive processes? (this is the neuroanatomy of dyslexia – what brain regions are affected)Diagnosis and Treatment

a. What neuropsychological methods would be appropriate in diagnosing and treating a common cognitive dysfunction such as dyslexia?

b. Does neuroimaging play a role in diagnosing and treating dyslexia? Explain.

c. What role does neuropsychological assessment play in diagnosing and treating dyslexia?

Psychological Aspects

What are some physiological aspects of cognitive processes? (this is the neuroanatomy of dyslexia – what brain regions are affected)Diagnosis and Treatment

a. What neuropsychological methods would be appropriate in diagnosing and treating a common cognitive dysfunction such as dyslexia?

b. Does neuroimaging play a role in diagnosing and treating dyslexia? Explain.

c. What role does neuropsychological assessment play in diagnosing and treating dyslexia?

What roles do religions play in Appiah’s analysis?

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Religion Analysis

Please be sure to separate this into two disctinct parts labeled part 1 and part 2. You are to only reference this particular essay and the book Anatomy of the Sacred by James C. Livingston.

Read the attatched article and then write an article analayzing the content of the material as instructed below:

PART 1:

Read the article “The Case for Contamination” by Kwame Anthony Appiah and post your initial response to the following questions:

1. What roles do religions play in Appiah’s analysis?

2. How is your approach similar to or different from his?”

***Each response should be at least 100 words***

PART 2:

PART 2 – Essay (80 points)

After considering your initial response, write a more detailed answer to the question in an essay format. Your essay should be at least 1800-2000 words and your argument should be supported with information from the class readings and PowerPoints.

Submit your essay to Assignment Dropbox inside Blackboard.

Keep electronic and paper copies of all written work. For your own protection, keep a copy of your turnitin.com electronic receipt (confirmation of assignment submission), until you have received your final grade for the course.

In every Gordon Rule course at FIU, students must demonstrate “college-level writing skills.” College-level writing must exhibit the following characteristics:

  • It has clear purpose and thesis or controlling ideas.
  • The thesis is supported with adequate reasons and evidence.
  • It shows sustained analysis and critical thought.
  • It is organized clearly and logically.
  • It shows knowledge of conventions of standard written English.
  • It shows awareness of disciplinary conventions in regard to content, style, form, and delivery methods.
  • Moreover, sources must be cited as appropriate.

Thesis Statement: 

The thesis is the central idea of your paper around which all your evidence and claims are organized. Every single paragraph should be dedicated in a clear way to proving your thesis. In your essay, the thesis should be stated as quickly and as clearly as possible. In fact, many teachers will expect your thesis statement to appear in the last sentence of your essay’s first paragraph. A vivid thesis statement will announce the steps of its argument, not just provide a flat statement of the essay’s ultimate goal. Think of the thesis as a roadmap that gives directions to your reader rather than as a picture of your final destination.

A good thesis should not state something that is obviously true. When your thesis is too easy to prove, your essay can become repetitive and you may feel that you do not have enough to write about. A complex thesis, on the other hand, requires you to convince your reader that your argument is logical and will reveal ideas that cannot be easily anticipated. A worthwhile thesis will always outline an argument with which a reader can readily disagree.

These are two links to guide you to write a good thesis statement

What is the problem of final integration of visual information?

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Part B

The blind spot is the area on the retina without photoreceptors. Therefore, the part of an image that falls on this region will not be seen. It is in this region that the optic nerve exits the eye on its way to the brain. Humans may use different parts of their brain to discriminate objects from people. In particular, we may have specialized neurons for recognizing faces.

For this part of the assessment, answer the following questions. Use the Capella library to research the material and support your answers. Format your paper by using the questions as headings; do not incorporate the questions into the content of the answers.

1.What is the problem of final integration of visual information?

2.What kind of problem(s) does this present regarding our understanding of how the brain works?

3.Is this a problem that needs to be solved?

4.What research has been conducted into this issue? Are there any recent papers in the scientific literature that address 
this issue?

Additional Requirements

  • Written Communication: Written communication should be free of errors that detract from the overall message.
  • APA Formatting: Resources and citations should be formatted according to APA (6th edition) style and formatting.
  • Font and Font Size: Times New Roman, 12-point font, and double spaced. Use Microsoft Word to complete the
assessment.
  • Length: Write a minimum of 4 pages, excluding the title page and reference page.

Attachments:

Do you think, with the differences in the processing of sensory input, all of us experience the world (that is, colors and smells) differently?

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To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

  • Do you think, with the differences in the processing of sensory input, all of us experience the world (that is, colors and smells) differently? Is it possible that the perception of sensory input is different for every person? If this is the case, then how can we know if there is a problem with final integration?
  • How does the brain process what we see in the world? Resources 
Suggested Resources 
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom. 
Capella Resources 
Click the links provided to view the following resources: 
• Stroop Handout 1 . • Stroop Handout 2 . 
Show More 
Library Resources 
The following e-books or articles from the Capella University Library are linked directly in this course:
  • Mueller, J. A., & Dollaghan, C. (2013). A systematic review of assessments for identifying executive function impairment in adults with acquired brain injury . Journal of Speech, Language, And Hearing Research , 56 (3), 1051–1064.
  • Constantinidou, F., Wertheimer, J. C., Tsanadis, J., Evans, C., & Paul, D. R. (2012). Assessment of executive functioning in brain injury: Collaboration between speech-language pathology and neuropsychology for an integrative neuropsychological perspective . Brain Injury , 26 (13/14), 1549–1563. doi:10.3109/02699052.2012.698786
  • Spitz, G., Ponsford, J. L., Rudzki, D., & Maller, J. J. (2012). Association between cognitive performance and functional outcome following traumatic brain injury: A longitudinal multilevel examination . Neuropsychology , 26 (5), 604–612. doi:10.1037/a0029239
  • McDonald, S., Gowland, A., Randall, R., Fisher, A., Osborne-Crowley, K., & Honan, C. (2014, May 12). Cognitive factors underpinning poor expressive communication skills after traumatic brain injury: Theory of mind or executive function? Neuropsychology . Advance online publication. doi:10.1037/neu0000089
  • Hegedish, O., & Hoofien, D. (2013). Detection of malingered neurocognitive dysfunction among patients with acquired brain injuries: A Word Memory Test study . European Journal of Psychological Assessment , 29 (4), 253–262. doi:10.1027/1015-5759/a000154
  • Yungher, D., & Craelius, W. (2012). Improving fine motor function after brain injury using gesture recognition biofeedback . Disability and Rehabilitation: Assistive Technology , 7 (6), 464–468. doi:10.3109/17483107.2011.650782
  • Mendez, M. F., Owens, E. M., Berenji, G., Peppers, D. C., Liang, L., & Licht, E. A. (2013). Mild traumatic brain injury from primary blast vs. blunt forces: Post-concussion consequences and functional neuroimaging . NeuroRehabilitation , 32 (2), 397–407.
  • Yi, A., & Dams-O’Connor, K. (2013). Psychosocial functioning in older adults with traumatic brain injury . NeuroRehabilitation , 32 (2), 267–273.