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