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Elizabeth Warrington received her PhD in psychology (visual processing) from the University College London in the 1950s.
Elizabeth Warrington | |
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| Born | 1931 |
| Alma mater | University College London |
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| Fields | Neuropsychology |
| Institutions | National Hospital for Neurology and Neurosurgery |
Elizabeth Kerr Warrington FRS (born 1931) [1] is a British neuropsychologist specialised in the study of dementia. She holds a PhD in Psychology visual processing and is now an emeritus professor of clinical neuropsychology at the University College London. She formerly worked as the Head of the Department of Neuropsychology at the National Hospital for Neurology and Neurosurgery where she is also a member of the Dementia Research Centre. She was made a Fellow of the Royal Society in 1986. [2]
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Elizabeth Warrington received her PhD in psychology (visual processing) from the University College London in the 1950s.
She worked as the Head of Department of Neuropsychology at the National Hospital for Neurology and Neurosurgery in London, England. As of June 2015, she is an emeritus professor of clinical neuropsychology at the University College London, specifically in the UCL Institute of Neurology.
She is a member of the Dementia Research Centre associated with University College London.
Warrington played a key role in the British development of Cognitive Neuropsychology a research approach that has had implications beyond the clinical sphere, providing important insights into the way that the normal human brain perceives, remembers, and talk about words, objects and events. Warrington's work has established a number of important differences (dissociations) between superficially similar cognitive abilities, for example in defining the differences between episodic memory and semantic memory and in establishing the evidence for category specific disorders of semantic knowledge; her work also defined a pattern of clinical impairment that became recognised as defining a form of dementia semantic dementia. Her work is a foundation for understanding normal function as well as for innovating clinical methods in the development of numerous tests that can be used in the diagnosis of brain injuries and diseases including dementia, Alzheimer's disease, and brain injuries resulting from a stroke and tumours. Her tests may also be used to track recovery and to plan rehabilitation [2]
Warrington's research work focused on cognitive abilities and deficits. She conducted extensive research in the areas of visual object recognition, memory, and dementia. Her research has played an important role in the discovery and characterisation of semantic dementia. She also contributed to the development of more accurate tests used to diagnose degenerative brain conditions.
In one of Warrington's earliest studies, she investigated eighty right-handed patients who showed signs of a unilateral cerebral lesion resulting from problems such as a stroke or tumor. Subjects with lesions affecting the right side of their brain performed worse than subjects with lesions on the left and control subjects when attempting both the Incomplete Letters Task and the Gollin figure test. She went on to demonstrate that people with right hemisphere lesions had great difficulty in recognising objects photographed from unusual angles or with unusual lighting. The results of these studies provided evidence of hemispheric lateralisation of function [3] and also had a major impact on David Marr's theory of object recognition.
Entirely by accident, Warrington working together with Lawrence Weiskrantz discovered a task in which patients with severe amnesia displayed signs of memory. She accomplished this using the Gollin figure test. When presenting patients with the second viewing of the figures, patients showed good retention of the initially unrecognisable images. These patients were classified as displaying signs of "normal" memory. [4]
To further validate the discovery of "normal" memory in severe amnesics, Warrington used methods involving stem completion. The stem completion tasks involved patients learning a battery of words, and later identifying the learned words. Patients were able to identify a previously learned word when presented with the first three letters, but were unable to identify a previously learned word when given the choice between a learned word and unknown word. These tests provided further evidence of different types of memory, now known as implicit memory and explicit memory. [4]
In a test administered by Warrington and Tim Shallice from University College London, the short-term memory of a patient who had head trauma following a motorcycle accident was tested. Although the patient displayed a digit span of one (as opposed to the average person's digit span of five to nine), he was able to form certain types of long-term memory. The collected data suggested that short-term memory was not necessarily required for the formation of long-term memories. [4]
Throughout her career, Warrington conducted many ground breaking experiments and developed many cognitive functioning tests to measure a patient's cognitive abilities. Warrington's work is often credited with helping shape the basis of modern-day cognitive psychology. Many of Warrington's tests are still used today.
One of her most influential collection of tests is the Visual Object and Space Perception Battery, or the VOSP, published by Warrington and Merle James in 1991. This collection of tests was based on over twenty years' research into object and spatial perception in people with damage confined to one side of the brain. Although the tests were originally devised to investigate theoretical issues, they have excellent selectivity and sensitivity in a clinical context leading to their wide adoption. The VOSP tests were designed to place limited demands on other cognitive abilities and are generally easy for people without brain disorders. Some VOSP tests have been incorporated into other test batteries (e.g., The Rookwood Driving Battery) and they have also influenced other screening measures (e.g., The [5] ACE-R). There are eight untimed tests in the VOSP that can be given either separately or as a whole. The scores obtained in a testing session can be compared with those obtained by people with brain injuries and with controls. The VOSP is widely used by clinical and research psychologists and has featured in over 250 research publications. The VOSP can be purchased from Pearson for around the price of US$230.00. [6]
Another test that is still in use is the Verbal and Spatial Reasoning Test also known as VESPAR. VESPAR is a test that was designed by Warrington and Dawn W. Langdon in 1996. VESPAR is a reasoning test that presents a fairly new approach in how reasoning tests are performed. This test is designed to measure the fluid intelligence in neurological patients. This test is unique in that it offers more accuracy than any other test available for this type of measurement. VESPAR is divided into six sections. There are three matched sets of verbal and spatial reasoning problems, where each is dedicated to one of three forms of inductive reasoning. This includes odd one out, by analogy, and series completion. VESPAR is able to overcome many restraints that arise when performing more conventional reasoning tests by using stimuli that is more readily accessed by patients with physical or cognitive impairments due to neurological illness. VESPAR does not use timing to help evaluate performance, instead it uses high frequency stimulus words or visually distinct spatial stimuli to help determine its results. VESPAR has a multiple choice format. This format has been adopted to reduce both short-term memory load and output demands on the patient. The assessment of patients for neurodiagnostic and neurorehabilitation needs will be facilitated. VESPAR only requires the patient to do simple pointing gestures. The spatial section of the test measures the fluid intelligence of patients with aphasia. The verbal section does the same for patients with visual and spatial problems. VESPAR focuses more the instinctive ability of a patient, rather than educational experience. Thus, although originally developed for adult neurological populations, the test is suitable for a wide range of clinical, educational, occupational, and research applications. This test is also available for purchase at most online bookstores. [7]
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Neuropsychology is a branch of psychology concerned with how a person's cognition and behavior are related to the brain and the rest of the nervous system. Professionals in this branch of psychology focus on how injuries or illnesses of the brain affect cognitive and behavioral functions.
Anomic aphasia is a mild, fluent type of aphasia where individuals have word retrieval failures and cannot express the words they want to say. By contrast, anomia is a deficit of expressive language, and a symptom of all forms of aphasia, but patients whose primary deficit is word retrieval are diagnosed with anomic aphasia. Individuals with aphasia who display anomia can often describe an object in detail and maybe even use hand gestures to demonstrate how the object is used, but cannot find the appropriate word to name the object. Patients with anomic aphasia have relatively preserved speech fluency, repetition, comprehension, and grammatical speech.
Neuropsychological tests are specifically designed tasks that are used to measure a psychological function known to be linked to a particular brain structure or pathway. Tests are used for research into brain function and in a clinical setting for the diagnosis of deficits. They usually involve the systematic administration of clearly defined procedures in a formal environment. Neuropsychological tests are typically administered to a single person working with an examiner in a quiet office environment, free from distractions. As such, it can be argued that neuropsychological tests at times offer an estimate of a person's peak level of cognitive performance. Neuropsychological tests are a core component of the process of conducting neuropsychological assessment, along with personal, interpersonal and contextual factors.
Cognitive neuropsychology is a branch of cognitive psychology that aims to understand how the structure and function of the brain relates to specific psychological processes. Cognitive psychology is the science that looks at how mental processes are responsible for the cognitive abilities to store and produce new memories, produce language, recognize people and objects, as well as our ability to reason and problem solve. Cognitive neuropsychology places a particular emphasis on studying the cognitive effects of brain injury or neurological illness with a view to inferring models of normal cognitive functioning. Evidence is based on case studies of individual brain damaged patients who show deficits in brain areas and from patients who exhibit double dissociations. Double dissociations involve two patients and two tasks. One patient is impaired at one task but normal on the other, while the other patient is normal on the first task and impaired on the other. For example, patient A would be poor at reading printed words while still being normal at understanding spoken words, while the patient B would be normal at understanding written words and be poor at understanding spoken words. Scientists can interpret this information to explain how there is a single cognitive module for word comprehension. From studies like these, researchers infer that different areas of the brain are highly specialised. Cognitive neuropsychology can be distinguished from cognitive neuroscience, which is also interested in brain-damaged patients, but is particularly focused on uncovering the neural mechanisms underlying cognitive processes.
Clinical neuropsychology is a sub-field of cognitive science and psychology concerned with the applied science of brain-behaviour relationships. Clinical neuropsychologists use this knowledge in the assessment, diagnosis, treatment, and or rehabilitation of patients across the lifespan with neurological, medical, neurodevelopmental and psychiatric conditions, as well as other cognitive and learning disorders. The branch of neuropsychology associated with children and young people is pediatric neuropsychology.
In cognitive psychology and neuroscience, spatial memory is a form of memory responsible for the recording and recovery of information needed to plan a course to a location and to recall the location of an object or the occurrence of an event. Spatial memory is necessary for orientation in space. Spatial memory can also be divided into egocentric and allocentric spatial memory. A person's spatial memory is required to navigate around a familiar city. A rat's spatial memory is needed to learn the location of food at the end of a maze. In both humans and animals, spatial memories are summarized as a cognitive map.
Global aphasia is a severe form of nonfluent aphasia, caused by damage to the left side of the brain, that affects receptive and expressive language skills as well as auditory and visual comprehension. Acquired impairments of communicative abilities are present across all language modalities, impacting language production, comprehension, and repetition. Patients with global aphasia may be able to verbalize a few short utterances and use non-word neologisms, but their overall production ability is limited. Their ability to repeat words, utterances, or phrases is also affected. Due to the preservation of the right hemisphere, an individual with global aphasia may still be able to express themselves through facial expressions, gestures, and intonation. This type of aphasia often results from a large lesion of the left perisylvian cortex. The lesion is caused by an occlusion of the left middle cerebral artery and is associated with damage to Broca's area, Wernicke's area, and insular regions which are associated with aspects of language.
Associative visual agnosia is a form of visual agnosia. It is an impairment in recognition or assigning meaning to a stimulus that is accurately perceived and not associated with a generalized deficit in intelligence, memory, language or attention. The disorder appears to be very uncommon in a "pure" or uncomplicated form and is usually accompanied by other complex neuropsychological problems due to the nature of the etiology. Affected individuals can accurately distinguish the object, as demonstrated by the ability to draw a picture of it or categorize accurately, yet they are unable to identify the object, its features or its functions.
Semantic dementia (SD), also known as semantic variant primary progressive aphasia (svPPA), is a progressive neurodegenerative disorder characterized by loss of semantic memory in both the verbal and non-verbal domains. However, the most common presenting symptoms are in the verbal domain. Semantic dementia is a disorder of semantic memory that causes patients to lose the ability to match words or images to their meanings. However, it is fairly rare for patients with semantic dementia to develop category specific impairments, though there have been documented cases of it occurring. Typically, a more generalized semantic impairment results from dimmed semantic representations in the brain.
Acalculia is an acquired impairment in which people have difficulty performing simple mathematical tasks, such as adding, subtracting, multiplying, and even simply stating which of two numbers is larger. Acalculia is distinguished from dyscalculia in that acalculia is acquired late in life due to neurological injury such as stroke, while dyscalculia is a specific developmental disorder first observed during the acquisition of mathematical knowledge. The name comes from the Greek a- meaning "not" and Latin calculare, which means "to count".
Edith F. Kaplan was an American psychologist. She was a pioneer of neuropsychological tests and did most of her work at the Boston VA Hospital. Kaplan is known for her promotion of clinical neuropsychology as a specialty area in psychology. She examined brain-behavioral relationships in aphasia, apraxia, developmental issues in clinical neuropsychology, as well as normal and abnormal aging. Kaplan helped develop a new method of assessing brain function with neuropsychological assessment, called "The Boston Process Approach."
Autotopagnosia from the Greek a and gnosis, meaning "without knowledge", topos meaning "place", and auto meaning "oneself", autotopagnosia virtually translates to the "lack of knowledge about one's own space," and is clinically described as such.
A verbal fluency test is a kind of psychological test in which a participant is asked to produce as many words as possible from a category in a given time. This category can be semantic, including objects such as animals or fruits, or phonemic, including words beginning with a specified letter, such as p, for example. The semantic fluency test is sometimes described as the category fluency test or simply as "freelisting", while letter fluency is also referred to as phonemic test fluency. The Controlled Oral Word Association Test (COWAT) is the most employed phonemic variant. Although the most common performance measure is the total number of words, other analyses such as number of repetitions, number and length of clusters of words from the same semantic or phonemic subcategory, or number of switches to other categories can be carried out.
The California Verbal Learning Test (CVLT) is one of the most widely used neuropsychological tests in North America. As an instrument, it represents a relatively new approach to clinical psychology and the cognitive science of memory. It measures episodic verbal learning and memory, and demonstrates sensitivity to a range of clinical conditions. The test does this by attempting to link memory deficits with impaired performance on specific tasks. It assesses encoding, recall and recognition in a single modality of item presentation (auditory-verbal). The CVLT is considered to be a more sensitive measure of episodic memory than other verbal learning tests. It was designed to not only measure how much a subject learned, but also reveal strategies employed and the types of errors made. The CVLT indexes free and cued recall, serial position effects, semantic clustering, intrusions, interference and recognition. Delis et al. (1994) released the California Verbal Learning Test for Children (CVLT-C). The California Verbal Learning Test-II (CVLT-II) is an updated version of the original CVLT, which has been standardized and provides normative data.
The Halstead–Reitan Neuropsychological Test Battery (HRNB) and allied procedures is a comprehensive suite of neuropsychological tests used to assess the condition and functioning of the brain, including etiology, type, localization and lateralization of brain injury. The HRNB was first constructed by Ward C. Halstead, who was chairman of the Psychology Department at the University of Chicago, together with his doctoral student, Ralph Reitan. A major aim of administering the HRNB to patients was if possible to lateralize a lesion to either the left or right cerebral hemisphere by comparing the functioning on both sides of the body on a variety of tests such as the Suppression or Sensory Imperception Test, the Finger Agnosia Test, Finger Tip Writing, the Finger Tapping Test, and the Tactual Performance Test. One difficulty with the HRNB was its excessive administration time. In particular, administration of the Halstead Category Test was lengthy, so subsequent attempts were made to construct reliable and valid short-forms.
Constructional apraxia is a neurological disorder in which people are unable to perform tasks or movements even though they understand the task, are willing to complete it, and have the physical ability to perform the movements. It is characterized by an inability or difficulty to build, assemble, or draw objects. Constructional apraxia may be caused by lesions in the parietal lobe following stroke or it may serve as an indicator for Alzheimer's disease.
Topographical disorientation is the inability to orient oneself in one's surroundings, sometimes as a result of focal brain damage. This disability may result from the inability to make use of selective spatial information or to orient by means of specific cognitive strategies such as the ability to form a mental representation of the environment, also known as a cognitive map. It may be part of a syndrome known as visuospatial dysgnosia.
Sex differences in cognition are widely studied in the current scientific literature. Biological and genetic differences in combination with environment and culture have resulted in the cognitive differences among males and females. Among biological factors, hormones such as testosterone and estrogen may play some role mediating these differences. Among differences of diverse mental and cognitive abilities, the largest or most well known are those relating to spatial abilities, social cognition and verbal skills and abilities.
Ralph M. Reitan was an American neuropsychologist and one of the founding fathers of American clinical neuropsychology having brought the notion of brain-behavior relationships to the forefront of the field. He is best known for his role in developing the Halstead-Reitan Neuropsychological Battery and his strong belief in empiricism and evidence-based practice. He was a strong advocate of use of a fixed battery in neuropsychological assessment, published prolifically, and mentored many students who also became prominent in the field. As an author, he has been collected by libraries.
Semantic amnesia is a type of amnesia that affects semantic memory and is primarily manifested through difficulties with language use and acquisition, recall of facts and general knowledge. A patient with semantic amnesia would have damage to the temporal lobe.
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