The present essay outlines a neuropsychological assessment report based on the Evaluación Neuropsicológica Infantil (ENI-2), drawing directly from data gathered during a clinical-academic practice exercise. Its purpose is to integrate identification details, applied instruments, quantitative results and interpretive conclusions while considering the implications for cognitive functioning in a 21-year-old undergraduate student. The discussion adopts a student perspective, emphasising accurate reporting and cautious interpretation of scores obtained on selected executive-function and language tasks.
Identification Data and Assessment Context
Johanna Cecilia Mendoza Pérez, born 20 May 2005, is a 21-year-old female currently enrolled in the third semester of a psychology degree. The evaluation took place on 15 May 2026 and was conducted by Pamela Bojórquez Padrón. The referral reason was purely academic, forming part of supervised clinical training rather than a diagnostic referral. This context necessarily limits the generalisability of findings, yet it provides a valuable opportunity to practise standardised administration and scoring procedures.
Instruments and Subtests Administered
The assessment battery comprised four subtests from the ENI-2 (Matute et al., 2010): numerical problems (12.3), verbal fluency (13.1), graphic fluency (13.2), cognitive flexibility (13.3) and planning-organisation using the Pirámide de México task (13.4). These subtests target arithmetic reasoning, lexical access, graphomotor productivity and components of executive function, all of which are relevant to academic performance in psychology students.
Results
On the numerical-problems subtest the examinee achieved the maximum score of 8/8, completing items of increasing complexity within the time limits and demonstrating intact arithmetic reasoning. Verbal fluency performance yielded 15 fruits and 27 animals in the semantic condition and 17 words beginning with “m” in the phonemic condition, indicating fluent lexical retrieval and adequate semantic organisation. The Pirámide de México planning task produced a perfect score (11/11 correct designs executed with minimal movements and no extraneous placements), suggesting well-developed visuospatial planning and error monitoring. Cognitive-flexibility and graphic-fluency data could not be fully quantified from the available materials; the 54 trials of the CFNO were completed, yet category totals and perseveration counts require the official scoring sheet for precise calculation.
Conclusions and Recommendations
Overall, the profile reflects adequate to above-average performance across the evaluated domains. Strengths in arithmetic reasoning and planning are particularly noteworthy and may support success in coursework requiring logical sequencing and organisational skills. However, the incomplete quantification of flexibility and graphic fluency constitutes a limitation that precludes firm statements about set-shifting or graphomotor productivity. Future administrations should ensure all scoring forms are available before testing concludes. Recommendations include continued monitoring of executive skills through repeated brief measures and, if clinically indicated, referral for a fuller ENI-2 protocol. Such an approach would allow more nuanced profiling while maintaining the academic-training objectives of the exercise.
References
- Matute, E., Rosselli, M., Ardila, A. and Ostrosky-Solís, F. (2010) Evaluación Neuropsicológica Infantil (ENI-2). Manual Moderno.
