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