Practitioner review: computerized assessment of neuropsychological function in children: clinical and research applications of the Cambridge Neuropsychological Testing Automated Battery (CANTAB).

By M. Luciana. Journal of Child Psychology and Psychiatry and Allied Disciplines, 2003

295 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/b0543de6e719d394b1eca08d2707e642d0f1e6ab

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. C. Hughes
2. Alan C. Evans
3. Julie A. Hadwin
4. Lucy Cragg
5. P. H. Miller
6. Lara L. Jones
7. R. Norgate
8. J. Stevenson

In Psychiatry and Mental health

1. J. Best
2. P. H. Miller
3. Lucy Cragg
4. C. Hughes
5. Alan C. Evans
6. Julie A. Hadwin
7. Lara L. Jones
8. R. Norgate

Citations in the corpus

• The NIH MRI study of normal brain development (2006, methodology): “, between: (1) hand preference and cerebral asymmetries, (2) executive functions assessed with the Cambridge Neuropsychological Test Automated Battery (CANTAB, CeNeS Limited, 1999) and frontal cortical structural features (Luciana, 2003; Luciana and Nelson, 2002; Robbins et al., 1998) and (3) motor ”
• Executive Functions after Age 5: Changes and Correlates (2009, background): “Luciana et al. (2005) examined non-verbal WM tasks of varying complexity, ranging from a nonverbal face task (least complex) to a spatial self-ordered search (most”
• Changes and challenges in 20 years of research into the development of executive functions (2011, methodology): “…EF tasks is the CANTAB (CAmbridge Neuropsychological Tests - Automated Battery), which was developed for work with adult clinical groups (Luciana, 2003) and was first administered to children in Hughes, Russell and Robbins’ (1994) study of children with autism; subsequent studies have…”
• The development of executive function in childhood (2008, methodology): “Further evidence that EF is fractionated in development comes from studies comparing the developmental trajectories of inhibition, working memory, shifting and planning (Brocki & Bohlin, 2004; Huizinga et al., 2006; Levin et al., 1991; Luciana, 2003; Luciana & Nelson, 2002; Welsh et al., 1991).”
• Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory (2012, methodology): “Experiencing emotional states such as anxiety and depression is a universal phenomenon (Spielberger, 2006) reported internationally in children and adolescents in various countries including Australia, India, Greece, Russia, and China (Neil & Christensen, 2009; Sahoo & Khess, 2010; Savina, Coulacogl”