This chapter reflects the challenge of discussing the possibility of a paradigm shift in neuropsychology to cognitive and behavioral science based on technology, especially with the use of artificial intelligence, considering all continents and their sociocultural differences. With this purpose, it presents the history of neuropsychology in the digital universe, the advancement of artificial intelligence/technology in neuropsychological assessment, and the creation of standardized tests through digital means. It discusses psychological intervention and the use of artificial intelligence. Lastly, there are monitoring applications for neurocognitive and technology in rehabilitation.
TopTechnological Neuropsychological Assessment
The development of artificial intelligence was influenced by the exact sciences and the humanities, with the help of human imagination, but sometimes the words used by professionals and users of this technology do not understand the current new capabilities of the various algorithms and procedures included in the generic term “artificial intelligence”, as well as the associated limitations that it entails (Iliescu, Greiff, Ziegler, & Fokkema, 2022).
Since the first regulations on carrying out psychological assessments, many changes have been proposed and, in the last 15 years, we have come across several debates in the world. It is important to highlight that the use of these tools in the field of psychology initially consisted of the use of software to help correction tests and not in their application. Thus, it was proposed that the patient could answer the test with the evaluator, but the correction was carried out with the help of calculations carried out in a computerized manner. In the 1980s, there was a great demand for computerization of tests, to change the application of pen and paper instruments to their computerized version (Joly et al., 2005). The use of new technologies is comprehensive in all areas of science, and in Psychology it is no different.
In the United States, the guidelines that propose the carrying out of Psychological Assessment and online testing have been in force since 2013 at the American Psychological Association (APA). However, after the COVID-19 pandemic, new guidelines were proposed so that the psychologist's work with psychological assessment would not cease due to the restrictions imposed at this time of pandemic. Among the guidelines we find proposals aimed at maintaining the quality of the data obtained, the safety of the instruments, and the ethical and technical standards used (Marasca, Yates, Schneider, Feijó, & Bandeira, 2020).
Since 2013, in the United States, psychological assessments have been carried out online. After the outbreak of COVID-19, new debates were held on the topic, due to social isolation (Marasca, Yates, Schneider, Feijó & Bandeira, 2020).
In Europe, after the Bologna Declaration, in 1999 multiple changes were made to Psychology training. Thus, there are differences in different European countries regarding the possibility of carrying out psychological assessments in both face-to-face and online formats, and in several countries, it is mandatory to carry out a supervised internship for the area, regardless of the format in which the assessment is carried out.
Online tests in Europe are used regularly, however, studies indicate the use of online testing and not the carrying out of a more comprehensive psychological assessment in this same format.
Psychological Assessment carried out using Information and Communication Technologies was regulated in Brazil in 2018, through Resolution No. 11/2018 issued by the Federal Council of Psychology (Conselho Federal de Psicologia - CFP). Worldwide, since the 1990s, new technologies have been used in this context, in the beginning, by phone (Marasca, Yates, Schneider, Feijó & Bandeira, 2020).
Despite the ease in logistics, such as greater flexibility in schedules and less travel time to the office, when we talk about carrying out an online psychological assessment, the professional must pay attention to aspects such as how the setting occurs and confirm that the patient feels comfortable, with privacy and the environment allows there to be no distractions (Marasca, Yates, Schneider, Feijó & Bandeira, 2020).
By carefully analyzing the literature published on the topic, we found that there are advantages, disadvantages, and limitations in using these online techniques. The advantages cited include the standardization of specifications for stimulus presentation and response collection, leading to more severe control of assessment conditions, which leads to greater psychometric reliability (Conklin et al., 2013); the possibility of reaching a larger sample and the possibility of large-scale studies; data recording is easier, more effective and faster (Brooks & Sherman, 2012); there is a reduction in the examiner’s subjectivity; greater accuracy of response time and processing speed measurements, in addition to the possibility of automatic performance correction.