Abstract
Neuropsychologists generally measure behavior as a means for making inferences about brain function. Regardless of whether such measurement takes place in the clinic or the laboratory, the basic process is the same: Behavioral and cognitive performances that are readily observable “stand in,” as it were, for the less observable “brain states” they are thought to reflect. Once measurement is completed, the quantitative and qualitative relationships among such performances are assembled according to certain rules in order to make probabilistic statements about brain function. The rules that are applied in the given case depend on the inferential model one uses in relating behavioral performance to brain function. This basic process characterizes all of neuropsychology, transcends theoretical persuasion or tests employed, and, in fact, is a fundamental aspect of the clinical-inferential method in general.
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Fennell, E.B., Bauer, R.M. (1997). Models of Inference in Evaluating Brain-Behavior Relationships in Children. In: Reynolds, C.R., Fletcher-Janzen, E. (eds) Handbook of Clinical Child Neuropsychology. Critical Issues in Neuropsychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-5351-6_10
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