A) insula and the superior olivary nucleus B) fornix and the anterior nucleus of the dorsal thalamus C) hippocampus and the superior temporal gyrus D) basal forebrain and the cingulate gyrus E) amygdala and the inferior temporal cortex
A) speech apraxia B) visual agnosia C) hypermetamorphosis D) indiscriminant dietary behavior E) hypersexuality
A) anterior, posterior, and dorsolateral areas B) none of the above C) mammillary bodies, prefrontal cortex, and anterior areas D) orbitofrontal, dorsolateral, and medial areas E) corticomedial, basolateral, & central areas
A) hippocampus, amygdala & prefrontal cortex --> cingulate cortex -->hypothalamus --> mammillary nucleus of the hypothalamus --> anterior thalamus --> hippocampus, amygdala, & prefrontal cortex B) hippocampus, amygdala & prefrontal cortex --> hypothalamus --> cingulate cortex --> anterior thalamus --> mammillary bodies of the hypothalamus --> hippocampus, amygdala, & prefrontal cortex C) hippocampus, amygdala & prefrontal cortex --> hypothalamus -->mammillary nucleus of the hypothalamus --> cingulate cortex--> anterior thalamus --> hippocampus, amygdala, & prefrontal cortex D) none of the above E) hippocampus, amygdala & prefrontal cortex --> hypothalamus -->mammillary nucleus of the hypothalamus --> anterior thalamus --> cingulate cortex --> hippocampus, amygdala, & prefrontal cortex
A) it receives input from all the different sensory systems B) it shares little similarity with the prefrontal cortex C) cells require complex stimulation D) creates a complex image of the world and its stimuli E) many cells are multimodal
A) cingulate gyrus and perforant pathway B) amygdala and prefrontal cortex C) none of the above D) mammillary bodies of the hypothalamus E) hippocampus and parietal cortex
A) superior olivary nucleus B) anterior thalamus C) mammillothalamic tract D) cingulate gyrus E) hippocampal formation and amygdala
A) language and memory; emotion B) emotion and language; memory C) None of the above. The effects are the same. D) emotion and memory; language E) language and emotion; memory
A) GABA B) acetylcholine C) norepinephrine D) serotonin E) dopamine
A) increases; serotonin; decrease B) increases; dopamine; increase C) none of the above D) decreases; dopamine; increase E) increases; serotonin; increase
A) indifference; aphasia B) none of the above C) catastrophic reactions; contralateral neglect D) catastrophic reactions; aphasia E) indifference; contralateral neglect
A) RIGHT; automatic; LEFT; interpretive B) RIGHT: interpretive; LEFT; automatic C) none of the above D) LEFT: fear; RIGHT; anger E) LEFT; indifference; RIGHT; anger
A) left; can't B) right or left; can't C) none of the above D) right; can't E) right or left; can
A) Broca's area in the right hemisphere B) Broca's area in the left hemisphere C) Wernicke's are in the left hemisphere D) Wernicke's area in the right hemisphere
A) left frontal areas B) right frontal areas C) right temporal areas D) bilateral temporal areas E) bilateral frontal areas
A) happiness or joy. B) surprise or shock. C) fear or disgust. D) anger or sadness. E) none of the above
A) Broca's; motor; Wernicke's; sensory B) Broca's; motor; Wernicke's; motor C) Broca's; sensory; Wernicke's; motor D) Wernicke's; sensory; Broca's; sensory
A) prosody of speech; right; left B) spontaneous speech; left; right C) catastrophic reactions; left; right D) facial expression; right; left E) indifference; right; left
A) none of the above B) broca's area C) dorsolateral prefrontal areas D) basolateral prefrontal areas E) orbitofrontal areas
A) broca's area B) perforant pathway C) the anterior cingulate D) wernicke's area E) the perirhinal cortex
A) reduction in facial expressions B) issues with spontaneous speech C) issues with social interaction D) recognition of facial expressions E) All of the above
A) graphemic reading B) all of the above C) nonlexical reading D) none of the above E) lexical reading
A) phonological and graphemic B) phonological C) graphemic D) none of the above
A) requires both phonological and graphemic reading, but phonological reading comes after graphemic reading B) requires both phonological and graphemic reading, but graphemic reading comes after phonological reading. C) requires only phonological reading. D) requires only graphemic reading.
A) a disability may affect only one or few spheres of endeavor B) Most children with learning disorders have limited numbers of symptoms in addition to their main impairments C) if one method or strategy of instruction is unsuccessful, another might be more successful D) the neuropsych test results should suggest a possible strategy for remediation of the learning disorder E) a specific skill or lack of skill can be detected through neurological testing
A) arithmetic and digit span B) information and digit span C) arithmetic and information D) coding and digit span E) information and coding
A) ten points lower; 100 B) none of the above C) eight points lower; 95 D) five points lower; 95 E) seven points lower; 100
A) the syndrome is related to impaired self-regulation circuits associated with the frontal lobe and basal ganglia B) it is the least common behavioral disturbance among children C) 1/3 of children with this syndrome have a comorbid learning disorder D) there is a higher incidence of the syndrome in boys E) a single cause is unlikely responsible for all cases of the syndrome
A) encephalitis B) all of the above C) brain damage D) genetics E) various home/school environments
A) none of the above B) rigid C) ataxic D) spastic E) atheoid
A) corticospinal tracts B) brainstem C) cerebellum D) basal ganglia E) hippocampus
A) birth or developmental injury B) none of the above C) prematurity D) unknown causes E) secondary to convulsions
A) shrinkage/atrophy of brain tissue due to enlargement of ventricles and the enlargement of CSF flow due to pressure atrophy in the ventricles B) shrinkage/atrophy of brain tissue due to enlargement of ventricles and the obstruction of CSF flow due to pressure buildup in the ventricles C) shrinkage/atrophy of brain tissue due to enlargement of ventricles D) the obstruction of CSF flow due to pressure buildup in the ventricles E) enlargement of brain tissue due to shrinkage of ventricles and the pressure of CSF flow due to obstruction in the ventricles
A) CSF leaking B) Shrinkage of brain tissue C) atrophy of brain tissue D) none of the above E) CSF flow obstruction
A) they are linked with genetic influences B) they develop between ages 1 and 3 C) they are more common in girls D) children have impaired social interactions and language abnormalities E) they occur in children without an obvious focal cerebral disease
A) prefrontal lobe abnormalities; cerebellar abnormalities B) cerebellar abnormalities; temporal-lobe abnormalities C) cerebellar abnormalities; frontal lobe abnormalities D) none of the above E) frontal lobe abnormalities; cerebellar abnormalities
A) expression of genetic factors in facial nucleus, superior olive, and trapezoid body of the brainstem in the small caudal part of the pons B) abnormal social development due to abnormal development of von Economo neurons in the frontal cortex C) previous histories of viruses such as rubella D) all of the above E) large head/brain size due to abnormal cell loss and synaptic pruning
A) aphasia B) musical genius C) retardation D) blindness
A) cerebral palsy B) savant syndrome C) hyperactive child syndrome D) autism spectrum disorder E) all of the above are more common in boys
A) hydrocephalus B) asperger's syndrome C) hyperactive child syndrome D) savant syndrome E) cerebral palsy
A) can appear and disappear rapidly. B) can appear and disappear slowly. C) can appear slowly and disappear rapidly. D) can appear rapidly and disappear slowly.
A) The child may have special abilities, similar to persons with Savant syndrome. B) Intelligence is not as affected as it is in Autism. C) Language is not as affected as it is in Autism. D) It is less severe than Autism. E) There is a lack of narrow range of interests that exists in autism.
A) all of the above B) hydrocephalus C) ventricular dilation D) rapid intracranial pressure E) coma
A) Learning disabilities take many forms & there is no good categorical criteria to base research on. B) Environmental influences are too easily separated from genetic effects in research. C) The incidence of LDs is related to quality of schooling and it is difficult to compare abilities of children to their parents. D) It is difficult to easily separate the heritability of reading skill from underlying causal LD factors. E) Kids with LDs and their parents have average IQ scores and people with average IQ generally find school difficult even when they don't have an LD.
A) 1, 3, 5, & 9 B) 1, 6, 9, & 15 C) 1, 2, 6, & 15 D) 1, 2, 3, & 9 E) 1, 3, 5, & 6
A) None of the above B) Autism Spectrum Disorders and Fetal Alcohol Syndrome C) Hyperactive Child Syndrome and Hydrocephalus D) Autism Spectrum Disorders and Cerebral Palsy E) Hyperactive Child Syndrome and Autism Spectrum Disorders
A) less; less B) more; less C) more; more D) less; more
A) dorsolateral prefrontal cortex B) medial temporal cortex C) none of the above D) basolateral area of amygdala E) lateral orbitofrontal cortex
A) emotional tone; content B) come on baby; do the twist C) none of the above D) this is an easy one :) E) content; emotional tone
A) orbitofrontal area B) none of the above C) superior temporal gyrus D) fornix E) anterior cingulate |