Neuropsychology in the context of "Therapy"

Subsidiarity is a principle of social organization that holds that social and political issues should be dealt with at the most immediate or local level that is consistent with their resolution. The Oxford English Dictionary defines subsidiarity as "the principle that a central authority should have a subsidiary function, performing only those tasks which cannot be performed at a more local level". The concept is applicable in the fields of government, political science, neuropsychology, cybernetics, management and in military command (mission command). The OED adds that the term "subsidiarity" in English follows the early German usage of "Subsidiarität". More distantly, it is derived from the Latin verb subsidio (to aid or help), and the related noun subsidium (aid or assistance).

The development of the concept of subsidiarity has roots in the natural law philosophy of Thomas Aquinas and was mediated by the social scientific theories of Luigi Taparelli, SJ, in his 1840–43 natural law treatise on the human person in society. In that work, Taparelli established the criteria of just social order, which he referred to as "hypotactical right" and which came to be termed "subsidiarity" following German influences.

Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, non-human animals, and some machines; there is also evidence for some kind of learning in certain plants. Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved.

Human learning starts at birth (it might even start before) and continues until death as a consequence of ongoing interactions between people and their environment. The nature and processes involved in learning are studied in many established fields (including educational psychology, neuropsychology, experimental psychology, cognitive sciences, and pedagogy), as well as emerging fields of knowledge (e.g. with a shared interest in the topic of learning from safety events such as incidents/accidents, or in collaborative learning health systems). Research in such fields has led to the identification of various sorts of learning. For example, learning may occur as a result of habituation, or classical conditioning, operant conditioning or as a result of more complex activities such as play, seen only in relatively intelligent animals. Learning may occur consciously or without conscious awareness. Learning that an aversive event cannot be avoided or escaped may result in a condition called learned helplessness. There is evidence for human behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur very early on in development.

In cognitive science and neuropsychology, executive functions (collectively referred to as executive function and cognitive control) are a set of cognitive processes that support goal-directed behavior, by regulating thoughts and actions through cognitive control, selecting and successfully monitoring actions that facilitate the attainment of chosen objectives. Executive functions include basic cognitive processes such as attentional control, cognitive inhibition, inhibitory control, working memory, and cognitive flexibility. Higher-order executive functions require the simultaneous use of multiple basic executive functions and include planning and fluid intelligence (e.g., reasoning and problem-solving).

Executive functions gradually develop and change across the lifespan of an individual and can be improved at any time over the course of a person's life. Similarly, these cognitive processes can be adversely affected by a variety of events which affect an individual. Both neuropsychological tests (e.g., the Stroop test) and rating scales (e.g., the Behavior Rating Inventory of Executive Function) are used to measure executive functions. They are usually performed as part of a more comprehensive assessment to diagnose neurological and psychiatric disorders.

Attention is the concentration of awareness directed at some phenomenon and excluding others. The nature of that directedness has been conceptualized differently in various disciplines, ranging from philosophy to advertising. In cognitive psychology, attention has been described as the allocation of cognitive resources. In neuropsychology, attention involves a mechanism from sensory cues to neuronal tuning that orients behavioral and cognitive processes.

Attention varies across cultures.

Working memory is a cognitive system with a limited capacity that can hold information temporarily. It is important for reasoning and the guidance of decision-making and behavior. Working memory is often used synonymously with short-term memory, but some theorists consider the two forms of memory distinct, assuming that working memory allows for the manipulation of stored information, whereas short-term memory only refers to the short-term storage of information. Working memory is a theoretical concept central to cognitive psychology, neuropsychology, and neuroscience.

Applied psychology is the use of psychological methods and findings of scientific psychology to solve practical problems of human and animal behavior and experience. Educational and organizational psychology, business management, law, health, product design, ergonomics, behavioural psychology, psychology of motivation, psychoanalysis, neuropsychology, psychiatry and mental health are just a few of the areas that have been influenced by the application of psychological principles and scientific findings. Some of the areas of applied psychology include counseling psychology, industrial and organizational psychology, engineering psychology, occupational health psychology, legal psychology, school psychology, sports psychology, community psychology, neuropsychology, medical psychology and clinical psychology, evolutionary psychology, human factors, forensic psychology and traffic psychology. In addition, a number of specialized areas in the general area of psychology have applied branches (e.g., applied social psychology, applied cognitive psychology). However, the lines between sub-branch specializations and major applied psychology categories are often mixed or in some cases blurred.

For example, a human factors psychologist might use a cognitive psychology theory. This could be described as human factor psychology or as applied cognitive psychology. When applied psychology is used in the treatment of behavioral disorders there are many experimental approaches to try and treat an individual. This type of psychology can be found in many of the subbranches in other fields of psychology.

Neurolinguistics is the study of neural mechanisms in the human brain that control the comprehension, production, and acquisition of language. As an interdisciplinary field, neurolinguistics draws methods and theories from fields such as neuroscience, linguistics, cognitive science, communication disorders and neuropsychology. Researchers are drawn to the field from a variety of backgrounds, bringing along a variety of experimental techniques as well as widely varying theoretical perspectives. Much work in neurolinguistics is informed by models in psycholinguistics and theoretical linguistics, and is focused on investigating how the brain can implement the processes that theoretical and psycholinguistics propose are necessary in producing and comprehending language. Neurolinguists study the physiological mechanisms by which the brain processes information related to language, and evaluate linguistic and psycholinguistic theories, using aphasiology, brain imaging, electrophysiology, and computer modeling.

Phrenology is a pseudoscience that involves the measurement of bumps on the skull to predict mental traits. It is based on the concept that the brain is the organ of the mind, and that certain brain areas have localized, specific functions or modules. It was said that the brain was composed of different muscles, so those that were used more often were bigger, resulting in the different skull shapes. This provided reasoning for the common presence of bumps on the skull in different locations. The brain "muscles" not being used as frequently remained small and were therefore not present on the exterior of the skull. Although both of those ideas have a basis in reality, phrenology generalizes beyond empirical knowledge in a way that departs from science. The central phrenological notion that measuring the contour of the skull can predict personality traits is discredited by empirical research. Developed by German physician Franz Joseph Gall in 1796, the discipline was influential in the 19th century, especially from about 1810 until 1840. The principal British centre for phrenology was Edinburgh, where the Edinburgh Phrenological Society was established in 1820.

Phrenology is today recognized as pseudoscientific. The methodological rigor of phrenology was doubtful even for the standards of its time, since many authors already regarded phrenology as pseudoscience in the 19th century. There have been various studies conducted that discredited phrenology, most of which were done with ablation techniques. Marie-Jean-Pierre Flourens demonstrated through ablation that the cerebrum and cerebellum accomplish different functions. He found that the impacted areas never carried out the functions that were proposed through phrenology. Paul Broca also discredited the idea when he discovered and named the "Broca's area": the patient's ability to produce language was lost while their ability to understand language remained intact, due to a lesion on the left frontal lobe. He concluded that this area of the brain was responsible for language production. Between Flourens and Broca, the claims to support phrenology were dismantled. Phrenological thinking was influential in the psychiatry and psychology of the 19th century. Gall's assumption that character, thoughts, and emotions are located in specific areas of the brain is considered an important historical advance toward neuropsychology. He contributed to the idea that the brain is spatially organized, but not in the way he proposed. There is a clear division of labor in the brain but none of which even remotely correlates to the size of the head or the structure of the skull. It contributed to some advancements in understanding the brain and its functions.