A) basal forebrain and the cingulate gyrus B) fornix and the anterior nucleus of the dorsal thalamus C) amygdala and the inferior temporal cortex D) hippocampus and the superior temporal gyrus E) insula and the superior olivary nucleus
A) indiscriminant dietary behavior B) speech apraxia C) hypermetamorphosis D) visual agnosia E) hypersexuality
A) none of the above B) orbitofrontal, dorsolateral, and medial areas C) anterior, posterior, and dorsolateral areas D) mammillary bodies, prefrontal cortex, and anterior 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) none of the above D) hippocampus, amygdala & prefrontal cortex --> hypothalamus -->mammillary nucleus of the hypothalamus --> anterior thalamus --> cingulate cortex --> hippocampus, amygdala, & prefrontal cortex E) hippocampus, amygdala & prefrontal cortex --> hypothalamus -->mammillary nucleus of the hypothalamus --> cingulate cortex--> anterior thalamus --> hippocampus, amygdala, & prefrontal cortex
A) many cells are multimodal B) cells require complex stimulation C) creates a complex image of the world and its stimuli D) it receives input from all the different sensory systems E) it shares little similarity with the prefrontal cortex
A) none of the above B) mammillary bodies of the hypothalamus C) hippocampus and parietal cortex D) amygdala and prefrontal cortex E) cingulate gyrus and perforant pathway
A) anterior thalamus B) superior olivary nucleus C) hippocampal formation and amygdala D) cingulate gyrus E) mammillothalamic tract
A) emotion and memory; language B) None of the above. The effects are the same. C) language and memory; emotion D) emotion and language; memory E) language and emotion; memory
A) acetylcholine B) serotonin C) GABA D) dopamine E) norepinephrine
A) increases; serotonin; increase B) increases; dopamine; increase C) increases; serotonin; decrease D) none of the above E) decreases; dopamine; increase
A) indifference; aphasia B) catastrophic reactions; contralateral neglect C) none of the above D) indifference; contralateral neglect E) catastrophic reactions; aphasia
A) RIGHT; automatic; LEFT; interpretive B) LEFT: fear; RIGHT; anger C) none of the above 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 left hemisphere B) Broca's area in the right hemisphere C) Wernicke's area in the right hemisphere D) Wernicke's are in the left hemisphere
A) bilateral temporal areas B) left frontal areas C) right frontal areas D) right temporal areas E) bilateral frontal areas
A) surprise or shock. B) none of the above C) anger or sadness. D) fear or disgust. E) happiness or joy.
A) Wernicke's; sensory; Broca's; sensory B) Broca's; motor; Wernicke's; motor C) Broca's; motor; Wernicke's; sensory D) Broca's; sensory; Wernicke's; motor
A) facial expression; right; left B) catastrophic reactions; left; right C) prosody of speech; right; left D) indifference; right; left E) spontaneous speech; left; right
A) orbitofrontal areas B) none of the above C) basolateral prefrontal areas D) dorsolateral prefrontal areas E) broca's area
A) broca's area B) perforant pathway C) wernicke's area D) the anterior cingulate E) the perirhinal cortex
A) reduction in facial expressions B) recognition of facial expressions C) issues with spontaneous speech D) issues with social interaction E) All of the above
A) none of the above B) graphemic reading C) nonlexical reading D) all of the above E) lexical reading
A) graphemic B) none of the above C) phonological D) phonological and graphemic
A) requires both phonological and graphemic reading, but graphemic reading comes after phonological reading. B) requires only phonological reading. C) requires both phonological and graphemic reading, but phonological reading comes after graphemic 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) a specific skill or lack of skill can be detected through neurological testing D) if one method or strategy of instruction is unsuccessful, another might be more successful E) the neuropsych test results should suggest a possible strategy for remediation of the learning disorder
A) information and coding B) coding and digit span C) arithmetic and information D) arithmetic and digit span E) information and digit span
A) none of the above B) five points lower; 95 C) eight points lower; 95 D) ten points lower; 100 E) seven points lower; 100
A) 1/3 of children with this syndrome have a comorbid learning disorder B) a single cause is unlikely responsible for all cases of the syndrome C) there is a higher incidence of the syndrome in boys D) the syndrome is related to impaired self-regulation circuits associated with the frontal lobe and basal ganglia E) it is the least common behavioral disturbance among children
A) various home/school environments B) genetics C) brain damage D) all of the above E) encephalitis
A) spastic B) atheoid C) ataxic D) rigid E) none of the above
A) cerebellum B) brainstem C) hippocampus D) corticospinal tracts E) basal ganglia
A) birth or developmental injury B) prematurity C) unknown causes D) none of the above E) secondary to convulsions
A) shrinkage/atrophy of brain tissue due to enlargement of ventricles and the obstruction of CSF flow due to pressure buildup 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) 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) none of the above D) atrophy of brain tissue 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) cerebellar abnormalities; frontal lobe abnormalities B) prefrontal lobe abnormalities; cerebellar abnormalities C) none of the above D) cerebellar abnormalities; temporal-lobe abnormalities 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) all of the above 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) previous histories of viruses such as rubella
A) aphasia B) retardation C) musical genius 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) asperger's syndrome B) hydrocephalus C) cerebral palsy D) savant syndrome E) hyperactive child syndrome
A) can appear and disappear rapidly. B) can appear and disappear slowly. C) can appear rapidly and disappear slowly. D) can appear slowly and disappear rapidly.
A) There is a lack of narrow range of interests that exists in autism. B) Language is not as affected as it is in Autism. C) It is less severe than Autism. D) Intelligence is not as affected as it is in Autism. E) The child may have special abilities, similar to persons with Savant syndrome.
A) all of the above B) rapid intracranial pressure C) coma D) hydrocephalus E) ventricular dilation
A) It is difficult to easily separate the heritability of reading skill from underlying causal LD factors. B) The incidence of LDs is related to quality of schooling and it is difficult to compare abilities of children to their parents. C) 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. D) Environmental influences are too easily separated from genetic effects in research. E) Learning disabilities take many forms & there is no good categorical criteria to base research on.
A) 1, 3, 5, & 6 B) 1, 2, 3, & 9 C) 1, 2, 6, & 15 D) 1, 3, 5, & 9 E) 1, 6, 9, & 15
A) None of the above B) Hyperactive Child Syndrome and Autism Spectrum Disorders C) Hyperactive Child Syndrome and Hydrocephalus D) Autism Spectrum Disorders and Cerebral Palsy E) Autism Spectrum Disorders and Fetal Alcohol Syndrome
A) more; less B) less; less C) less; more D) more; more
A) none of the above B) lateral orbitofrontal cortex C) dorsolateral prefrontal cortex D) medial temporal cortex E) basolateral area of amygdala
A) come on baby; do the twist B) none of the above C) emotional tone; content D) content; emotional tone E) this is an easy one :)
A) fornix B) anterior cingulate C) orbitofrontal area D) none of the above E) superior temporal gyrus |