The Wisconsin Card Sorting Test (WCST) can be used to distinguish whether there is 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 focal frontal damage among all the indicators of WCST. 2.Design Fluency Test (DFT) can be used to test the fluency of patterns in non-verbal mode, and can detect abnormalities in the frontal lobe of non-dominant hemisphere. The test requires drawing as many different creative abstract patterns as possible within 5 minutes, which cannot be named and cannot represent people or things. Under normal conditions, the test taker can draw an average of 16 acceptable patterns, while those with damage to the right frontal or right central region or left/right temporal lobe have normal test results. 3.verbal fluency test The test was not affected by the right frontal lobe damage. Patients with left frontal lobe damage performed well in figural fluency, but poorly in word fluency. 4. Stroop test is used to test the sensitivity to interference. The Stroop test is more sensitive to frontal lobe surgical injury, but it cannot be used to determine the lateralization of epileptogenic foci. The Tower of London test measures the patient’s planning ability. The task requires moving colored beads from the initial position to the target point in a minimum number of steps. Studies have shown that patients with frontal lobe resection show impairment in planning, and even the impairment can be specifically localized to the left frontal lobe. (ii) Assessment of parietal lobe function using tests in structural use, such as the Rey Graphic Test, Benton Visual Retention Test, Touch Operations Test in H-R sets of neuropsychological tests, Wooden Block Diagram and Graphic Piecing Test in Wechsler Intelligence Test; quasi-spatial general ability tests, such as tests of logic and grammar, tests of teaching, as well as split-listening tests and dual visual field tests. (iii) Occipital lobe function assessment Color naming, human face cognitive test, overlapping picture cognitive test and dual visual field test can be used to determine occipital lobe function. (iv) Temporal lobe neocortex Boston naming test (BNT): it can detect deficits in recitation, fluency of speech, 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 to provide a more precise extent. For non-dominant temporal neocortex, a comprehensive visual perceptual function test is feasible. The Hooper Visual Organization Test, the Benton Linear Orientation Test, and the Benton Face Recognition Test are commonly used. However, the test results do not improve the accuracy of lateralization and localization. (v) Assessment of medial temporal lobe memory function The left (dominant) temporal lobe is in charge of memory for concrete words, such as names, word lists, stories, or number sequences, while the right temporal lobe is in charge of 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. As age increases, the following findings are useful as a guide for orientation: 1. Selective deficits in language-related functions. (e.g., expressive or receptive language, vocabulary, semantic fluency, written memory, etc.), mostly indicating impaired function in the dominant hemisphere of language. 2. 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. 3. Prominent memory deficits are associated with the temporal lobe. 4. Prominent executive ability deficits are associated with the frontal lobe. Points to note in the interpretation of neuropsychological test results in children and infants: 1. IQ tests cannot be lateralized and localized to specific areas of the hemispheres or brain. If we can determine the cause of the child’s test failure, we can provide valuable information for localization in combination with other test results. 3. Judgment of test results cannot rely 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 relevant personnel. The basic functional structure of the infant and child brain is more likely to be altered by brain injury, and the dysfunction caused by epilepsy can cause a drift in the language area. 5. In children, severe seizures are more likely to cause impairment in intelligence. 6. Children’s own behavioral problems can have an impact on test results. III. Preoperative neuropsychological tests for adults with intellectual disabilities IQ tests 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 a 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 assess daily living skills, verbal communication skills, and socialization in patients with severe intellectual disabilities.