The importance of detailed examination and theoretical interpretation of the single case has been increasingly recognized in neuropsychology. This book brings together in one volume discussion of the classic cases which have shaped the way we think about the relationships between brain, behaviour and cognition. The single cases covered may be ancient or modern, famous or less well-known. But the book is comprehensive in its coverage of contemporary neuropsychological issues. Represented are classic cases in language, memory, perception, attention and praxis. Some of the cases included are rare, or have acted as catalysts to the development of theory. Some have remained the definitive case; many were the first of their type to be described and gave rise to the development of new syndrome entities. Some are still controversial. In some instances, the cases resulted in major paradigm shifts. Some, while still highly influential, were misinterpreted. But most of them were read only by a few in their original form. Each chapter highlights the relevance of the case for the development of neuropsychology, describes the particular features of the case that are interesting and discusses the theoretical implications.
Table of Contents
C. Code, Classic Cases: Ancient and Modern Milestones in the Development of Neuropsychological Science. Part 1. Function and Structure. R. de Bleser, Wernicke's (1903) Case of Pure Agraphia: An Enigma for Classical Models of Written Language Processing. A.W. Young, C. van de Wal, Charcot's Case of Impaired Imagery. M. Ceccaldi, C. Soubrouillard, M. Poncet, A.R. Lecours, A Case Reported by Serieux: The First Description of a "Primary Progressive Word Deafness?" C. Bartels, C-W. Wallesch, 19th Century Accounts of the Nature of the Lexicon and Semantics: Riddles Posed by the Case of Johann Voit. H.D. Ellis, Bodamer's Cases of Prosopagnosia. G.W. Humphreys, M.J. Riddoch, C-W. Wallesch, Poppelreuter's Case of Merk: Neglect and Visual Disturbance Following a Gunshot Wound. M. Solms, K. Kaplan-Solms, J.W. Brown, Wilbrand's Case of 'Mind-Blindness'. L.J. Gonzales Rothi, K.M. Heilman, Liepmann (1900 & 1905): A Definition of Apraxia and a Model of Praxis. E. De Renzi, Balint-Holmes' Syndrome. J. Davidoff, Lewandowsky's Case of Object-Colour Agnosia. I. Moen, Monrad-Krohn's 'Foreign Accent' Syndrome Case. J.B. Mattingly, Paterson and Zangwill's Case of Unilateral Neglect: Insights from 50 Years of Experimental Inquiry. C. Barry, G.R.: The Prime "Deep Dyslexic". E. Funnell, WLP: A Case for the Modularity of Language Function and Dementia. R. Carlo Semenza, P. Bisiacchi, Warrington & Shallice's (1984) Category-Specific Aphasic J.B.R. Part 2. Structure and Function. J. Ryalls, A.R. Lecours, Broca's First Two Cases: From Bumps on the Head to Cortical Convolutions. M. Macmillan, Phineas Gage: A Case for all Reasons. A. Schweiger, Anomaly in Relations of Hand, Language and Brain: Crossed Aphasia in History Cross Examined. Bramwell's (1899) Case of Crossed Aphasia. H.A. Whitaker, B. Stemmer, Y. Joanette, A Psychosurgical Chapter in the History of Cerebral Localisation: The Six Cases of Gottlieb Burckhardt (1891). H.C. Sauerwein, M. Lassonde, Akelaitis' Investigations of the First Split-Brain Patients. C. Code, Speech from the Isolated Right Hemisphere? Left Hemispherectomy Cases E.C. & N.F. A.J. Parkin, H.M.: The Medial Temporal Lobes and Memory. J. Bradshaw, Gail D: Poizner, Klima & Bellugi's (1987) Deaf Agrammatic Signer: Form and Function in the Specialisation of the Left Cerebral Hemisphere for Speech and Language. J.C. Marshall, Postword.
This is a broad and fascinating collection of chapters which reveal (sometimes for the first time in English) early neuropsychological attempts to make sense of what still remain some of the most striking behavioural consequences of brain damage. The editors are to be congratulated for bringing together some of the leading specialists when covering the wide range of topics chosen. The book I suspect will have considerable appeal to a wide range of professional researchers, graduate students of neuroscience, teachers, therapists and clinicians. - Peter W. Halligan (University of Oxford)