There is no indication of difficulties with SDM’s receptive or expressive language at this time. She continues to have excellent command of her vocabulary and demonstrated very good verbal fluency. She is adequately able to process the content of conversations and participate, however, she sometimes has challenges finding to words to bring across her point. Of importance to note however, is significant impairment in her written expression. SDM showed no challenges with her fine motor skills (ability to hold and use writing materials), grammar, punctuation or spelling abilities. She did, however, have severe restrictions in her ability to organize her thoughts in written form. She spoke to challenges with arranging her thoughts in a way that flowed or made sense. This challenge has persisted despite adequate understanding of information and reduced time constraints.Her reported writing challenges were consistent with observations of her performance in the WIAT-III Essay Composition subtest. Although she was able to formulate sentences with cue words or when required to merge sentences together, while maintaining the original meaning, her writing speed was still somewhat impaired. Her writing challenges were most evident however, when she was required to engage in more complex writing. Specifically, she struggles with recalling relevant information (which is consistent with reports of disrupted verbal memory), structuring her thoughts and transferring them to written form. It is important to note, that although she was able to jot down points relevant to her essay, she was still unable to format the information into proper sentences and paragraph within the allotted time. As such, her essay lacked important elements such as transitions, elaborations, examples and a conclusion.It is likely that the LDDI did not pick up on her challenges with written expression for a number of reasonings. Firstly, the questions in the LDDI focused on aspect of dysgraphia (Disorder of Written Expression) related to visual-spatial difficulties, such as poor shape and letter discrimination, fine motor difficulties, such as awkward handwriting, and spelling and grammar usage issues. SDM’s dysgraphia however, presents with challenges in organizing written information, and language processing issues. This causes challenges with getting her thoughts down on paper in an appropriate time, and challenges with effectively conveying her ideas (which is consistent with LDDI reports of slow writing and limited written output). Secondly, SDM is relatively new to the school and as such, it is possible that her teachers are not completely aware of her specific writing challenges. While she is able to produce good quality work with extensions and other time accommodations, her teacher might be unaware of the specific difficulties she faces in achieving the completed product. SDM presents as a 17-year-old girl with an Extremely High General Ability Index (GAI) and significant challenges with memory and processing speed that are impacting on her ability to function adequately in an academic setting. Based on background information and her previous assessment, there is progressive decline in her memory and her processing speed. Her previous assessment showed that her cognitive ability was in the Upper Extreme which is consistent with her WISC- V GAI score. SDM’s results on cognitive and memory tests shows impairments that span multiple cognitive domains namely processing speed, memory and executive functioning.Although her overall cognitive performance is very strong, when we look at her FSIQ which was in the Above Average range, the impact of her processing speed on her performance becomes very evident. The challenges with processing speed observed in testing is consistent with observations in her previous assessment. It is possible however, that as her course/class and workload increases in difficulty, her processing speed might become more impaired and she will require more time and effort in order to grasp new information, retrieve and apply it. Processing speed is a good indicator of how quickly a person will excel at a newly learnt skill. For SDM, she has an excellent ability to learn new information, however she has significant challenges in how quickly and accurately she is able to complete her work. In addition, she displayed perfectionist tendencies which could further slowdown how quickly she accomplishes her tasks. What aspects of cognitive psychology are evident in the case?What can be understood about the relation between brain structures and mental processes and the development of cognition from the case? Competitio X M Your Psych X b Success Coxi.edu/mod/page/view.php?id=89124on Machine:...Dashboard New Tab021 English (en)Executive FunctioningS#3ENBA TV Schedule 2....$4(536) Pears: X & myOCThe background information does not suggest any significant decline in problem solving or reasoning abilities. Her WISC-V Fluid Reasoning scores showed that she had anextremely good ability to identify and detect patterns and logical rules, as well as acquire and manipulate new information. She has a good understanding of the relationshipbetween concepts and is able to generalize and apply concepts learned. Her STROOP measures did not pick up on any issues with cognitive flexibility, however, it did highlightan increased likelihood of a cognitive disorder. She has challenges with functioning effectively in time-sensitive situations that require her to problem solve, organizeinformation or perform tasks quickly. This is most likely impacted by her Very Low processing speed with influences how quickly she can identify, recall and manipulateinformation.RSpecifically, an in-depth analysis of her scores identified that SDM's processing speed deficit seems more prominent when she is required to mentally manipulate verbal orsymbolic information. This for example was observed during the administrations of the WISC-V Digit Span, WRAML2 Verbal Working Memory and Symbolic Working Memorysubtest. There was however, no indication of processing speed deficits when she was required to utilize her visual-spatial, visual-motor coordination and visual perception skillsin Block Design and on the Bender. She did however have timing difficulty with some visual tasks for example coding and the CTMT which included searching components.Although this was not observed during testing (due to the limitations of the tests), SDM reports significant challenges effectively planning and organizing verbal informationwhich could be impacted by her verbal manipulation challenges.5Her challenges with planning and organizing verbal information was not observed when she was required to reproduce drawings in the Bender, as she showed extremely goodvisual planning and organizational skills. This might therefore indicate that organizing verbal information is a specific challenge for her. She is experiencing significant difficultywith effectively planning, managing, and organizing her schoolwork. Specifically, she spends a significant amount of time attempting to organize her thoughts in a manner thatis structured and flows. She has significant trouble sorting through the information in her mind or that she read and arranging them in sentences and paragraphs. As a result ofthis she requires increased effort and significantly more time to plan, organize or complete written tasks, examinations and assignments which lead to feelings of frustrationand depression.F6Ch. 1 Introduction t...Learning and MemorySDM's overall memory functioning, based on her performance at testing is at a lower level than expected when compared to her same aged peers and is, therefore, indicativeof general memory deficits. This is consistent with concerns express by SDM in the background information where she stated a difficulty remember things she had previously. ↑said and often lost track in conversations. Test results for memory tasks indicated that working memory is a significant strength for SDM when compared to her performance c...other tasks, such as those measuring her ability to retrieve information from memory or recognize verbal and visual information. She displayed an excellent ability tomanipulate information held in short-term memory. It is important to note however that she was most accurately able to do this with symbolic information as opposed toDT6YSUWI-Oper XH&7Sociology for Carib... 5 Indiana Pacers - Bro....U*8CIBC First X1F10(Paraphrasir X +F11Watch Seinfeld - Se...KILLF12Paraphrasing Tool ...Raynardo GrantPrtScr{1O2:44 PM7/4/2022 mpetition X M Your Psych X b Success Coxdu/mod/page/view.php?id=89124Machine21F2@2LanguageEnglish (en)DashboardWNew Tab3ENBA TV Schedule 2...F4(536) PearsBEST$%5RFIn verbal memory she was better able to recall meaningful verbal information than rote learned information, a pattern which was consistent in her recognition scores. Althoughher Verbal Memory scores were in the Average range, when we compare it to her WISC-V Vocabulary scores, her performance is lower than expected. Since she has excellentVocabulary it is likely that the decline in scores we are seeing, is due to some difficult retrieving verbal information. This is consistent with reports of losing her train of thoughtin conversations or trying to remember common words. It was her Visual Memory however, that showed the most impairment. Specifically, she had significant challenges inremembering picture information. Her challenges with recalling visual information could possibly explain why her auditory, verbal and symbolic working memory is strongerthan her visual working memory.F6TXGThere is no indication of difficulties with SDM's receptive or expressive language at this time. She continues to have excellent command of her vocabulary and demonstratedvery good verbal fluency. She is adequately able to process the content of conversations and participate, however, she sometimes has challenges finding to words to bringacross her point. Of importance to note however, is significant impairment in her written expression. SDM showed no challenges with her fine motor skills (ability to hold anduse writing materials), grammar, punctuation or spelling abilities. She did, however, have severe restrictions in her ability to organize her thoughts in written form. She spoke tochallenges with arranging her thoughts in a way that flowed or made sense. This challenge has persisted despite adequate understanding of information and reduced timeconstraints.6Ch. 1 Introduction t..Her reported writing challenges were consistent with observations of her performance in the WIAT-III Essay Composition subtest. Although she was able to formulate sentenceswith cue words or when required to merge sentences together, while maintaining the original meaning, her writing speed was still somewhat impaired. Her writing challengeswere most evident however, when she was required to engage in more complex writing. Specifically, she struggles with recalling relevant information (which is consistent withreports of disrupted verbal memory), structuring her thoughts and transferring them to written form. It is important to note, that although she was able to jot down pointsrelevant to her essay, she was still unable to format the information into proper sentences and paragraph within the allotted time. As such, her essay lacked important elementssuch as transitions, elaborations, examples and a conclusion.F7myOCYIt is likely that the LDDI did not pick up on her challenges with written expression for a number of reasonings. Firstly, the questions in the LDDI focused on aspect of dysgraphia(Disorder of Written Expression) related to visual-spatial difficulties, such as poor shape and letter discrimination, fine motor difficulties, such as awkward handwriting, andspelling and grammar usage issues. SDM's dysgraphia however, presents with challenges in organizing written information, and language processing issues. This causeschallenges with getting her thoughts down on paper in an appropriate time, and challenges with effectively conveying her ideas (which is consistent with LDDI reports of slowwriting and limited written output). Secondly, SDM is relatively new to the school and as such, it is possible that her teachers are not completely aware of her specific writingchallenges. While she is able to produce good quality work with extensions and other time accommodations, her teacher might be unaware of the specific difficulties she facesin achieving the cHXF8&72UWI-Oper XсSociology for Carib...F9*8CHCIBC FirstCXS Indiana Pacers - Bro...F10(9KF11OParaphrasin XFO:)+Watch Seinfeld - Se....F12P* OParaphrasing ToolRaynardo GrantPrtScrInsertDDelete2:45 PM7/4/2022BackspaceEnt

The aforementioned case is concerned with both cognitive psychology as well as biopsychology. This…

There is no indication of difficulties with SDM’s receptive or expressive language at this time. She continues to have excellent command of her vocabulary and demonstrated very good verbal fluency. She is adequately able to process the content of conversations and participate, however, she sometimes has challenges finding to words to bring across her point. Of importance to note however, is significant impairment in her written expression. SDM showed no challenges with her fine motor skills (ability to hold and use writing materials), grammar, punctuation or spelling abilities. She did, however, have severe restrictions in her ability to organize her thoughts in written form. She spoke to challenges with arranging her thoughts in a way that flowed or made sense. This challenge has persisted despite adequate understanding of information and reduced time constraints. Her reported writing challenges were consistent with observations of her performance in the WIAT-III Essay Composition subtest. Although she was able to formulate sentences with cue words or when required to merge sentences together, while maintaining the original meaning, her writing speed was still somewhat impaired. Her writing challenges were most evident however, when she was required to engage in more complex writing. Specifically, she struggles with recalling relevant information (which is consistent with reports of disrupted verbal memory), structuring her thoughts and transferring them to written form. It is important to note, that although she was able to jot down points relevant to her essay, she was still unable to format the information into proper sentences and paragraph within the allotted time. As such, her essay lacked important elements such as transitions, elaborations, examples and a conclusion. It is likely that the LDDI did not pick up on her challenges with written expression for a number of reasonings. Firstly, the questions in the LDDI focused on aspect of dysgraphia (Disorder of Written Expression) related to visual-spatial difficulties, such as poor shape and letter discrimination, fine motor difficulties, such as awkward handwriting, and spelling and grammar usage issues. SDM’s dysgraphia however, presents with challenges in organizing written information, and language processing issues. This causes challenges with getting her thoughts down on paper in an appropriate time, and challenges with effectively conveying her ideas (which is consistent with LDDI reports of slow writing and limited written output). Secondly, SDM is relatively new to the school and as such, it is possible that her teachers are not completely aware of her specific writing challenges. While she is able to produce good quality work with extensions and other time accommodations, her teacher might be unaware of the specific difficulties she faces in achieving the completed product. SDM presents as a 17-year-old girl with an Extremely High General Ability Index (GAI) and significant challenges with memory and processing speed that are impacting on her ability to function adequately in an academic setting. Based on background information and her previous assessment, there is progressive decline in her memory and her processing speed. Her previous assessment showed that her cognitive ability was in the Upper Extreme which is consistent with her WISC- V GAI score. SDM’s results on cognitive and memory tests shows impairments that span multiple cognitive domains namely processing speed, memory and executive functioning. Although her overall cognitive performance is very strong, when we look at her FSIQ which was in the Above Average range, the impact of her processing speed on her performance becomes very evident. The challenges with processing speed observed in testing is consistent with observations in her previous assessment. It is possible however, that as her course/class and workload increases in difficulty, her processing speed might become more impaired and she will require more time and effort in order to grasp new information, retrieve and apply it. Processing speed is a good indicator of how quickly a person will excel at a newly learnt skill. For SDM, she has an excellent ability to learn new information, however she has significant challenges in how quickly and accurately she is able to complete her work. In addition, she displayed perfectionist tendencies which could further slowdown how quickly she accomplishes her tasks. What aspects of cognitive psychology are evident in the case? What can be understood about the relation between brain structures and mental processes and the development of cognition from the case?