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