A) amygdala and the inferior temporal cortex B) fornix and the anterior nucleus of the dorsal thalamus C) basal forebrain and the cingulate gyrus D) hippocampus and the superior temporal gyrus E) insula and the superior olivary nucleus
A) indiscriminant dietary behavior B) speech apraxia C) visual agnosia D) hypersexuality E) hypermetamorphosis
A) none of the above B) mammillary bodies, prefrontal cortex, and anterior areas C) orbitofrontal, dorsolateral, and medial areas D) corticomedial, basolateral, & central areas E) anterior, posterior, and dorsolateral areas
A) hippocampus, amygdala & prefrontal cortex --> hypothalamus -->mammillary nucleus of the hypothalamus --> anterior thalamus --> cingulate cortex --> 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 --> cingulate cortex -->hypothalamus --> mammillary nucleus of the hypothalamus --> anterior thalamus --> 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) hippocampus and parietal cortex C) mammillary bodies of the hypothalamus D) none of the above E) amygdala and prefrontal cortex
A) superior olivary nucleus B) hippocampal formation and amygdala C) mammillothalamic tract D) cingulate gyrus E) anterior thalamus
A) emotion and memory; language B) language and memory; emotion C) language and emotion; memory D) None of the above. The effects are the same. E) emotion and language; memory
A) norepinephrine B) serotonin C) GABA D) acetylcholine E) dopamine
A) none of the above B) increases; dopamine; increase C) increases; serotonin; decrease D) increases; serotonin; increase E) decreases; dopamine; increase
A) catastrophic reactions; aphasia B) catastrophic reactions; contralateral neglect C) indifference; aphasia D) indifference; contralateral neglect E) none of the above
A) LEFT: fear; RIGHT; anger B) RIGHT; automatic; LEFT; interpretive C) LEFT; indifference; RIGHT; anger D) none of the above E) RIGHT: interpretive; LEFT; automatic
A) right; can't B) left; can't C) none of the above D) right or left; can E) right or 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 right hemisphere D) Broca's area in the left hemisphere
A) right frontal areas B) left frontal areas C) bilateral temporal areas D) right temporal areas E) bilateral frontal areas
A) anger or sadness. B) none of the above C) fear or disgust. D) happiness or joy. E) surprise or shock.
A) Broca's; sensory; Wernicke's; motor B) Broca's; motor; Wernicke's; sensory C) Wernicke's; sensory; Broca's; sensory D) Broca's; motor; Wernicke's; motor
A) spontaneous speech; left; right B) prosody of speech; right; left C) indifference; right; left D) catastrophic reactions; left; right E) facial expression; right; left
A) dorsolateral prefrontal areas B) broca's area C) none of the above D) basolateral prefrontal areas E) orbitofrontal areas
A) the anterior cingulate B) wernicke's area C) perforant pathway D) broca's area E) the perirhinal cortex
A) All of the above B) issues with social interaction C) recognition of facial expressions D) issues with spontaneous speech E) reduction in facial expressions
A) graphemic reading B) none of the above C) all of the above D) nonlexical reading E) lexical reading
A) phonological B) graphemic C) phonological and graphemic D) none of the above
A) requires both phonological and graphemic reading, but phonological reading comes after graphemic reading B) requires both phonological and graphemic reading, but graphemic reading comes after phonological 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) if one method or strategy of instruction is unsuccessful, another might be more successful D) the neuropsych test results should suggest a possible strategy for remediation of the learning disorder E) a specific skill or lack of skill can be detected through neurological testing
A) information and digit span B) arithmetic and digit span C) coding and digit span D) arithmetic and information 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) the syndrome is related to impaired self-regulation circuits associated with the frontal lobe and basal ganglia B) it is the least common behavioral disturbance among children C) there is a higher incidence of the syndrome in boys D) a single cause is unlikely responsible for all cases of the syndrome E) 1/3 of children with this syndrome have a comorbid learning disorder
A) brain damage B) all of the above C) genetics D) various home/school environments E) encephalitis
A) none of the above B) ataxic C) rigid D) atheoid E) spastic
A) corticospinal tracts B) cerebellum C) basal ganglia D) hippocampus E) brainstem
A) unknown causes B) birth or developmental injury C) none of the above D) prematurity E) secondary to convulsions
A) shrinkage/atrophy of brain tissue due to enlargement of ventricles and the enlargement of CSF flow due to pressure atrophy in the ventricles B) shrinkage/atrophy of brain tissue due to enlargement of ventricles and the obstruction of CSF flow due to pressure buildup in the ventricles C) shrinkage/atrophy of brain tissue due to enlargement of ventricles D) enlargement of brain tissue due to shrinkage of ventricles and the pressure of CSF flow due to obstruction in the ventricles E) the obstruction of CSF flow due to pressure buildup in the ventricles
A) CSF flow obstruction B) Shrinkage of brain tissue C) atrophy of brain tissue D) CSF leaking E) none of the above
A) they develop between ages 1 and 3 B) children have impaired social interactions and language abnormalities C) they occur in children without an obvious focal cerebral disease D) they are more common in girls E) they are linked with genetic influences
A) cerebellar abnormalities; temporal-lobe abnormalities B) frontal lobe abnormalities; cerebellar abnormalities C) cerebellar abnormalities; frontal lobe abnormalities D) none of the above E) prefrontal lobe abnormalities; cerebellar abnormalities
A) all of the above B) abnormal social development due to abnormal development of von Economo neurons in the frontal cortex C) large head/brain size due to abnormal cell loss and synaptic pruning D) previous histories of viruses such as rubella 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) hyperactive child syndrome B) cerebral palsy C) all of the above are more common in boys D) savant syndrome E) autism spectrum disorder
A) cerebral palsy B) hydrocephalus C) savant syndrome 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) There is a lack of narrow range of interests that exists in autism. B) It is less severe than Autism. C) Intelligence is not as affected as it is in Autism. D) Language is not as affected as it is in Autism. E) The child may have special abilities, similar to persons with Savant syndrome.
A) rapid intracranial pressure B) ventricular dilation C) all of the above D) coma E) hydrocephalus
A) 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. B) The incidence of LDs is related to quality of schooling and it is difficult to compare abilities of children to their parents. C) It is difficult to easily separate the heritability of reading skill from underlying causal LD factors. 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, 6, 9, & 15 B) 1, 2, 6, & 15 C) 1, 2, 3, & 9 D) 1, 3, 5, & 9 E) 1, 3, 5, & 6
A) Autism Spectrum Disorders and Fetal Alcohol Syndrome B) Hyperactive Child Syndrome and Hydrocephalus C) Hyperactive Child Syndrome and Autism Spectrum Disorders D) Autism Spectrum Disorders and Cerebral Palsy E) None of the above
A) more; more B) less; less C) more; less D) less; more
A) dorsolateral prefrontal cortex B) basolateral area of amygdala C) lateral orbitofrontal cortex D) medial temporal cortex E) none of the above
A) emotional tone; content B) none of the above C) come on baby; do the twist D) this is an easy one :) E) content; emotional tone
A) anterior cingulate B) superior temporal gyrus C) none of the above D) orbitofrontal area E) fornix |