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