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