The Wisconsin Card Sorting Test (WCST) can be used to differentiate the presence of brain damage and whether it is frontal or non-frontal brain damage. The following indicators are used: number of total responses, number of correct responses, number of sustained responses, number of incorrect responses, number of sustained incorrect responses, and number of categories. The number of sustained responses is the best indicator of the presence of brain damage and the presence of focal frontal damage among all WCST indicators. The Design Fluency Test (DFT) is a non-verbal test of pattern fluency that detects abnormalities in the frontal lobes of the non-dominant hemisphere. The test requires drawing as many different creative abstract patterns, which cannot be named and do not represent people or things, as possible within 5 minutes. On average, the test taker can draw 16 acceptable patterns under normal conditions, while the test results are normal for those with damage to the right frontal or right central region or left/right temporal lobe. The verbal fluency test was unaffected by the right frontal lobe damage. Patients with left frontal lobe damage performed well on figural fluency, but poorly on word fluency. The test is used to test sensitivity to interference. The Stroop test is more sensitive to frontal lobe surgical injuries, but does not allow for localization of the epileptogenic focus. The Tower of London test measures the patient’s planning ability. The task requires moving colored beads from their initial position to a target point in a minimum number of steps. Studies have shown that patients with frontal lobe resection show impairment in planning, even if the impairment can be specifically localized to the left frontal lobe. 2.Parietal lobe functional assessment The use of structural use tests, such as Rey graphic test, Benton visual retention test, H-R set of neuropsychological tests in touch manipulation test, Wechsler intelligence test in wood block and graphic puzzle test; quasi-spatial integrated ability tests, such as logic and grammar tests, teaching tests, as well as split listening test and dual visual field test. 3.Occipital lobe function assessment The occipital lobe function can be judged by color naming, face cognition test, overlapping picture cognition test and double visual field test. 4.Temporal lobe neocortex Naming test (BNT): It can detect deficits in recitation, language fluency, comprehension and reading ability in patients with epilepsy in the left temporal lobe neocortex. Hamberger et al. designed a new naming test that focuses on the definition of words to replace the definition of pictures, which can be localized to the more anterior region of the left temporal lobe, providing a more precise scope for temporal lobectomy. For non-dominant temporal neocortex, a comprehensive visual perceptual function test is feasible. The more commonly used tests are the Hooper Visual Organization Test, the Benton Linear Orientation Test, and the Benton Face Recognition Test. However, the test results do not improve the accuracy of lateralization and localization. 5. Assessment of medial temporal lobe memory function The left (dominant) temporal lobe is responsible for memory of concrete words, such as names, word lists, stories or number sequences, while the right temporal lobe is responsible for memory that cannot be easily expressed concretely in words, such as faces, places, abstract patterns or music. Because of this difference, the ideal memory test should be either entirely purely word-based or purely non-word-based whenever possible. The choice of memory test instruments should be focused. Neuropsychological assessment of children and adolescents The main purpose of neuropsychological assessment is to assess the overall level of development and to set a baseline for follow-up. The following findings are indicative of orientation as age increases: Selective deficits in language-related functions. (e.g., expressive or receptive language, vocabulary, semantic fluency, word memory, etc.), mostly indicating impaired function in the dominant hemisphere of language. Selective deficits in visuospatial functions (e.g., visual construction, visual perception, visual memory, mental rotation) mostly indicate impaired function in the non-verbal dominant hemisphere. Prominent memory deficits are associated with the temporal lobe. Prominent executive deficits are associated with the frontal lobe. Points to note in the interpretation of neuropsychological test results in children and infants: IQ tests cannot be lateralized and localized to specific areas of the hemisphere or brain. The sub-tests of intelligence tests intersect with several domains, and if the cause of the child’s test failure can be determined, it can provide valuable information for localization when combined with the results of other tests. Judgment of test results cannot be based solely on the results of psychological tests, but also requires observation of the child’s performance during the test, as well as information provided by other stakeholders. The basic functional structure of the infant and child brain is more susceptible to alterations due to brain injury, and the dysfunction caused by epilepsy can cause drift in language areas. In children, severe seizures are more likely to cause impairment in intelligence. The child’s own behavioral problems can have an impact on test results. Preoperative neuropsychological tests for adults with intellectual disabilities can be appropriate for patients with mild intellectual disabilities (e.g., Boston Naming Test, Semantic Fluency Test, recognition component of the Boston Visual Memory Test), and when it is not possible to complete the adult version of the psychological test, the child version of the test instrument can be considered. Health quality-related quality of life questionnaires (e.g., QOLIE-89) may also be used. The Vineland Adaptive Behavior Scale-II (V.ABS-II) and the second version of the American Association on Intellectual Disabilities Adaptive Behavior Scale can be used to measure daily living skills, verbal interaction skills, and socialization in patients with intellectual disabilities.