A) hippocampus and the superior temporal gyrus B) insula and the superior olivary nucleus C) fornix and the anterior nucleus of the dorsal thalamus D) amygdala and the inferior temporal cortex E) basal forebrain and the cingulate gyrus
A) hypersexuality B) speech apraxia C) visual agnosia D) indiscriminant dietary behavior E) hypermetamorphosis
A) orbitofrontal, dorsolateral, and medial areas B) none of the above 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) none of the above C) hippocampus, amygdala & prefrontal cortex --> hypothalamus --> cingulate cortex --> anterior thalamus --> mammillary bodies of the hypothalamus --> hippocampus, amygdala, & prefrontal cortex 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) it shares little similarity with the prefrontal cortex B) it receives input from all the different sensory systems C) creates a complex image of the world and its stimuli D) cells require complex stimulation E) many cells are multimodal
A) mammillary bodies of the hypothalamus B) amygdala and prefrontal cortex C) cingulate gyrus and perforant pathway D) none of the above E) hippocampus and parietal cortex
A) mammillothalamic tract B) hippocampal formation and amygdala C) superior olivary nucleus D) anterior thalamus E) cingulate gyrus
A) emotion and language; memory B) language and memory; emotion C) emotion and memory; language D) None of the above. The effects are the same. E) language and emotion; memory
A) serotonin B) GABA C) dopamine D) acetylcholine E) norepinephrine
A) increases; serotonin; decrease B) increases; serotonin; increase C) increases; dopamine; increase D) none of the above E) decreases; dopamine; increase
A) none of the above B) catastrophic reactions; contralateral neglect C) indifference; contralateral neglect D) indifference; aphasia E) catastrophic reactions; aphasia
A) RIGHT: interpretive; LEFT; automatic B) LEFT; indifference; RIGHT; anger C) LEFT: fear; RIGHT; anger D) RIGHT; automatic; LEFT; interpretive E) none of the above
A) right or left; can't B) left; can't C) right or left; can D) none of the above E) right; can't
A) Broca's area in the left hemisphere B) Wernicke's are in the left hemisphere C) Broca's area in the right hemisphere D) Wernicke's area in the right hemisphere
A) right frontal areas B) left frontal areas C) bilateral temporal areas D) bilateral frontal areas E) right temporal areas
A) surprise or shock. B) happiness or joy. C) fear or disgust. D) anger or sadness. E) none of the above
A) Broca's; sensory; Wernicke's; motor B) Broca's; motor; Wernicke's; motor C) Wernicke's; sensory; Broca's; sensory D) Broca's; motor; Wernicke's; sensory
A) spontaneous speech; left; right B) facial expression; right; left C) indifference; right; left D) catastrophic reactions; left; right E) prosody of speech; right; left
A) dorsolateral prefrontal areas B) orbitofrontal areas C) broca's area D) none of the above E) basolateral prefrontal areas
A) the perirhinal cortex B) wernicke's area C) the anterior cingulate D) perforant pathway E) broca's area
A) reduction in facial expressions B) All of the above C) issues with social interaction D) issues with spontaneous speech E) recognition of facial expressions
A) graphemic reading B) none of the above C) lexical reading 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 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) a disability may affect only one or few spheres of endeavor B) the neuropsych test results should suggest a possible strategy for remediation of the learning disorder C) if one method or strategy of instruction is unsuccessful, another might be more successful 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) information and digit span B) coding and digit span C) arithmetic and digit span D) information and coding E) arithmetic and information
A) seven points lower; 100 B) five points lower; 95 C) none of the above D) eight points lower; 95 E) ten points lower; 100
A) it is the least common behavioral disturbance among children B) there is a higher incidence of the syndrome in boys 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) genetics B) brain damage C) various home/school environments D) all of the above E) encephalitis
A) ataxic B) none of the above C) atheoid D) rigid E) spastic
A) brainstem B) cerebellum C) corticospinal tracts D) basal ganglia E) hippocampus
A) birth or developmental injury B) prematurity C) secondary to convulsions D) unknown causes 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 and the enlargement of CSF flow due to pressure atrophy in the ventricles C) shrinkage/atrophy of brain tissue due to enlargement of 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) none of the above B) CSF flow obstruction C) CSF leaking D) Shrinkage of brain tissue E) atrophy of brain tissue
A) they occur in children without an obvious focal cerebral disease B) they are more common in girls C) they are linked with genetic influences D) children have impaired social interactions and language abnormalities E) they develop between ages 1 and 3
A) frontal lobe abnormalities; cerebellar abnormalities B) none of the above C) prefrontal lobe abnormalities; cerebellar abnormalities D) cerebellar abnormalities; frontal lobe abnormalities E) cerebellar abnormalities; temporal-lobe abnormalities
A) previous histories of viruses such as rubella B) expression of genetic factors in facial nucleus, superior olive, and trapezoid body of the brainstem in the small caudal part of the pons C) all of the above D) abnormal social development due to abnormal development of von Economo neurons in the frontal cortex E) large head/brain size due to abnormal cell loss and synaptic pruning
A) musical genius B) blindness C) retardation D) aphasia
A) cerebral palsy B) hyperactive child syndrome C) all of the above are more common in boys D) savant syndrome E) autism spectrum disorder
A) cerebral palsy B) hyperactive child syndrome C) asperger's syndrome D) savant syndrome E) hydrocephalus
A) can appear and disappear slowly. B) can appear and disappear rapidly. C) can appear slowly and disappear rapidly. D) can appear rapidly and disappear slowly.
A) Language is not as affected as it is in 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) It is less severe than Autism.
A) rapid intracranial pressure B) all of the above C) ventricular dilation D) coma E) hydrocephalus
A) It is difficult to easily separate the heritability of reading skill from underlying causal LD factors. B) Environmental influences are too easily separated from genetic effects in research. 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) 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, 6, & 15 C) 1, 2, 3, & 9 D) 1, 6, 9, & 15 E) 1, 3, 5, & 9
A) Hyperactive Child Syndrome and Hydrocephalus B) Autism Spectrum Disorders and Cerebral Palsy C) Autism Spectrum Disorders and Fetal Alcohol Syndrome D) Hyperactive Child Syndrome and Autism Spectrum Disorders E) None of the above
A) less; less B) more; more C) less; more D) more; less
A) lateral orbitofrontal cortex B) none of the above C) basolateral area of amygdala D) medial temporal cortex E) dorsolateral prefrontal cortex
A) come on baby; do the twist B) emotional tone; content C) none of the above D) this is an easy one :) E) content; emotional tone
A) none of the above B) superior temporal gyrus C) orbitofrontal area D) anterior cingulate E) fornix |