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