A) fornix and the anterior nucleus of the dorsal thalamus B) insula and the superior olivary nucleus C) basal forebrain and the cingulate gyrus D) hippocampus and the superior temporal gyrus E) amygdala and the inferior temporal cortex
A) visual agnosia B) indiscriminant dietary behavior C) hypersexuality D) hypermetamorphosis E) speech apraxia
A) orbitofrontal, dorsolateral, and medial areas B) corticomedial, basolateral, & central areas C) anterior, posterior, and dorsolateral areas D) mammillary bodies, prefrontal cortex, and anterior areas E) none of the above
A) hippocampus, amygdala & prefrontal cortex --> hypothalamus --> cingulate cortex --> anterior thalamus --> mammillary bodies of the hypothalamus --> 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 -->mammillary nucleus of the hypothalamus --> cingulate cortex--> anterior thalamus --> hippocampus, amygdala, & prefrontal cortex D) hippocampus, amygdala & prefrontal cortex --> cingulate cortex -->hypothalamus --> mammillary nucleus of the hypothalamus --> anterior thalamus --> hippocampus, amygdala, & prefrontal cortex E) none of the above
A) it shares little similarity with the prefrontal cortex 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) cells require complex stimulation
A) cingulate gyrus and perforant pathway B) none of the above C) mammillary bodies of the hypothalamus D) amygdala and prefrontal cortex E) hippocampus and parietal cortex
A) anterior thalamus B) superior olivary nucleus C) hippocampal formation and amygdala D) cingulate gyrus E) mammillothalamic tract
A) language and memory; emotion B) emotion and memory; language C) None of the above. The effects are the same. D) emotion and language; memory E) language and emotion; memory
A) dopamine B) GABA C) acetylcholine D) norepinephrine E) serotonin
A) decreases; dopamine; increase B) increases; serotonin; decrease C) increases; dopamine; increase D) none of the above E) increases; serotonin; increase
A) indifference; aphasia B) indifference; contralateral neglect C) catastrophic reactions; contralateral neglect D) catastrophic reactions; aphasia E) none of the above
A) RIGHT; automatic; LEFT; interpretive B) none of the above C) LEFT; indifference; RIGHT; anger D) RIGHT: interpretive; LEFT; automatic E) LEFT: fear; RIGHT; anger
A) none of the above B) right or left; can't C) right; can't D) left; can't E) right or left; can
A) Wernicke's are in the left hemisphere B) Broca's area in the right hemisphere C) Wernicke's area in the right hemisphere D) Broca's area in the left hemisphere
A) right temporal areas B) bilateral temporal areas C) right frontal areas D) bilateral frontal areas E) left frontal areas
A) none of the above B) fear or disgust. C) surprise or shock. D) happiness or joy. E) anger or sadness.
A) Broca's; motor; Wernicke's; sensory B) Wernicke's; sensory; Broca's; sensory C) Broca's; sensory; Wernicke's; motor D) Broca's; motor; Wernicke's; motor
A) catastrophic reactions; left; right B) prosody of speech; right; left C) facial expression; right; left D) spontaneous speech; left; right 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) wernicke's area B) the anterior cingulate C) perforant pathway D) broca's area E) the perirhinal cortex
A) reduction in facial expressions B) issues with social interaction C) issues with spontaneous speech D) recognition of facial expressions E) All of the above
A) graphemic reading B) all of the above C) lexical reading D) nonlexical reading E) none of the above
A) phonological and graphemic B) none of the above 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 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) 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) 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 coding B) arithmetic and digit span C) coding and digit span D) information and digit span E) arithmetic and information
A) eight points lower; 95 B) five points lower; 95 C) seven points lower; 100 D) ten points lower; 100 E) none of the above
A) the syndrome is related to impaired self-regulation circuits associated with the frontal lobe and basal ganglia B) there is a higher incidence of the syndrome in boys C) it is the least common behavioral disturbance among children D) 1/3 of children with this syndrome have a comorbid learning disorder E) a single cause is unlikely responsible for all cases of the syndrome
A) all of the above B) genetics C) encephalitis D) brain damage E) various home/school environments
A) none of the above B) spastic C) rigid D) ataxic E) atheoid
A) brainstem B) corticospinal tracts C) hippocampus D) cerebellum E) basal ganglia
A) prematurity B) unknown causes C) secondary to convulsions D) birth or developmental injury E) none of the above
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) 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 enlargement of CSF flow due to pressure atrophy 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) none of the above B) atrophy of brain tissue C) CSF leaking D) CSF flow obstruction E) Shrinkage of brain tissue
A) they develop between ages 1 and 3 B) children have impaired social interactions and language abnormalities C) they are more common in girls D) they occur in children without an obvious focal cerebral disease E) they are linked with genetic influences
A) cerebellar abnormalities; frontal lobe abnormalities B) prefrontal lobe abnormalities; cerebellar abnormalities C) cerebellar abnormalities; temporal-lobe abnormalities D) none of the above E) frontal 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) blindness B) musical genius C) aphasia D) retardation
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) savant syndrome C) hydrocephalus D) hyperactive child syndrome E) asperger's syndrome
A) can appear slowly and disappear rapidly. B) can appear and disappear slowly. C) can appear and disappear rapidly. D) can appear rapidly and disappear slowly.
A) The child may have special abilities, similar to persons with Savant syndrome. 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) There is a lack of narrow range of interests that exists in autism.
A) all of the above B) rapid intracranial pressure C) hydrocephalus D) ventricular dilation E) coma
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) 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) Environmental influences are too easily separated from genetic effects in research. 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, 2, 3, & 9 E) 1, 6, 9, & 15
A) None of the above B) Autism Spectrum Disorders and Fetal Alcohol Syndrome C) Autism Spectrum Disorders and Cerebral Palsy D) Hyperactive Child Syndrome and Autism Spectrum Disorders E) Hyperactive Child Syndrome and Hydrocephalus
A) less; less B) more; less C) less; more D) more; more
A) lateral orbitofrontal cortex B) dorsolateral prefrontal cortex C) none of the above D) medial temporal cortex E) basolateral area of amygdala
A) content; emotional tone B) none of the above C) this is an easy one :) D) emotional tone; content E) come on baby; do the twist
A) orbitofrontal area B) anterior cingulate C) superior temporal gyrus D) none of the above E) fornix |