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) hypermetamorphosis B) hypersexuality C) visual agnosia D) speech apraxia E) indiscriminant dietary behavior
A) none of the above B) orbitofrontal, dorsolateral, and medial areas C) mammillary bodies, prefrontal cortex, and anterior areas D) anterior, posterior, and dorsolateral areas E) corticomedial, basolateral, & central areas
A) hippocampus, amygdala & prefrontal cortex --> hypothalamus -->mammillary nucleus of the hypothalamus --> cingulate cortex--> anterior thalamus --> 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 --> cingulate cortex -->hypothalamus --> mammillary nucleus of the hypothalamus --> anterior thalamus --> hippocampus, amygdala, & prefrontal cortex D) none of the above E) hippocampus, amygdala & prefrontal cortex --> hypothalamus --> cingulate cortex --> anterior thalamus --> mammillary bodies of the hypothalamus --> hippocampus, amygdala, & prefrontal cortex
A) it receives input from all the different sensory systems B) it shares little similarity with the prefrontal cortex C) cells require complex stimulation D) creates a complex image of the world and its stimuli E) many cells are multimodal
A) none of the above B) cingulate gyrus and perforant pathway C) amygdala and prefrontal cortex D) hippocampus and parietal cortex E) mammillary bodies of the hypothalamus
A) anterior thalamus B) hippocampal formation and amygdala C) mammillothalamic tract D) cingulate gyrus E) superior olivary nucleus
A) emotion and language; memory B) language and memory; emotion C) emotion and memory; language D) language and emotion; memory E) None of the above. The effects are the same.
A) GABA B) serotonin C) norepinephrine D) dopamine E) acetylcholine
A) decreases; dopamine; increase B) increases; dopamine; increase C) increases; serotonin; increase D) increases; serotonin; decrease E) none of the above
A) catastrophic reactions; contralateral neglect B) none of the above C) indifference; aphasia D) catastrophic reactions; aphasia E) indifference; contralateral neglect
A) RIGHT; automatic; LEFT; interpretive B) none of the above C) RIGHT: interpretive; LEFT; automatic D) LEFT: fear; RIGHT; anger E) LEFT; indifference; RIGHT; anger
A) right; can't B) right or left; can C) none of the above D) right or left; can't 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) bilateral temporal areas B) left frontal areas C) right temporal areas D) bilateral frontal areas E) right frontal areas
A) surprise or shock. B) fear or disgust. C) none of the above D) happiness or joy. E) anger or sadness.
A) Wernicke's; sensory; Broca's; sensory B) Broca's; motor; Wernicke's; sensory C) Broca's; motor; Wernicke's; motor D) Broca's; sensory; Wernicke's; motor
A) prosody of speech; right; left B) indifference; right; left C) spontaneous speech; left; right D) facial expression; right; left E) catastrophic reactions; left; right
A) dorsolateral prefrontal areas B) orbitofrontal areas C) none of the above D) basolateral prefrontal areas E) broca's area
A) wernicke's area B) broca's area C) the perirhinal cortex D) the anterior cingulate E) perforant pathway
A) reduction in facial expressions B) All of the above C) recognition of facial expressions D) issues with spontaneous speech E) issues with social interaction
A) none of the above B) lexical reading C) all of the above D) graphemic reading E) nonlexical reading
A) graphemic B) phonological and graphemic C) none of the above D) phonological
A) requires only graphemic reading. B) requires only phonological reading. C) requires both phonological and graphemic reading, but graphemic reading comes after phonological reading. D) requires both phonological and graphemic reading, but phonological reading comes after graphemic reading
A) a disability may affect only one or few spheres of endeavor B) if one method or strategy of instruction is unsuccessful, another might be more successful C) Most children with learning disorders have limited numbers of symptoms in addition to their main impairments D) a specific skill or lack of skill can be detected through neurological testing E) the neuropsych test results should suggest a possible strategy for remediation of the learning disorder
A) coding and digit span B) information and coding C) information and digit span D) arithmetic and digit span E) arithmetic and information
A) ten points lower; 100 B) none of the above C) eight points lower; 95 D) seven points lower; 100 E) five points lower; 95
A) a single cause is unlikely responsible for all cases of the syndrome 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) the syndrome is related to impaired self-regulation circuits associated with the frontal lobe and basal ganglia
A) all of the above B) genetics C) various home/school environments D) encephalitis E) brain damage
A) none of the above B) ataxic C) spastic D) atheoid E) rigid
A) brainstem B) hippocampus C) corticospinal tracts D) cerebellum E) basal ganglia
A) none of the above B) unknown causes C) secondary to convulsions D) prematurity E) birth or developmental injury
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 and the enlargement of CSF flow due to pressure atrophy in the ventricles D) shrinkage/atrophy of brain tissue due to enlargement of 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) atrophy of brain tissue B) Shrinkage of brain tissue C) none of the above D) CSF flow obstruction E) CSF leaking
A) they are more common in girls B) they are linked with genetic influences C) they develop between ages 1 and 3 D) children have impaired social interactions and language abnormalities E) they occur in children without an obvious focal cerebral disease
A) none of the above B) cerebellar abnormalities; temporal-lobe abnormalities C) cerebellar abnormalities; frontal lobe abnormalities D) frontal lobe abnormalities; cerebellar abnormalities E) prefrontal lobe abnormalities; cerebellar 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) expression of genetic factors in facial nucleus, superior olive, and trapezoid body of the brainstem in the small caudal part of the pons E) all of the above
A) retardation B) musical genius C) blindness D) aphasia
A) savant syndrome B) hyperactive child syndrome C) cerebral palsy D) autism spectrum disorder E) all of the above are more common in boys
A) asperger's syndrome B) hyperactive child syndrome C) savant syndrome D) hydrocephalus E) cerebral palsy
A) can appear rapidly and disappear slowly. B) can appear and disappear slowly. C) can appear slowly and disappear rapidly. D) can appear and disappear rapidly.
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) The child may have special abilities, similar to persons with Savant syndrome. E) It is less severe than Autism.
A) ventricular dilation B) all of the above C) coma D) rapid intracranial pressure E) hydrocephalus
A) The incidence of LDs is related to quality of schooling and it is difficult to compare abilities of children to their parents. B) Learning disabilities take many forms & there is no good categorical criteria to base research on. C) Environmental influences are too easily separated from genetic effects in research. D) It is difficult to easily separate the heritability of reading skill from underlying causal LD factors. E) 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.
A) 1, 3, 5, & 9 B) 1, 6, 9, & 15 C) 1, 3, 5, & 6 D) 1, 2, 6, & 15 E) 1, 2, 3, & 9
A) Hyperactive Child Syndrome and Hydrocephalus B) Hyperactive Child Syndrome and Autism Spectrum Disorders C) None of the above D) Autism Spectrum Disorders and Cerebral Palsy E) Autism Spectrum Disorders and Fetal Alcohol Syndrome
A) more; less B) more; more C) less; more D) less; less
A) none of the above B) basolateral area of amygdala C) lateral orbitofrontal cortex D) dorsolateral prefrontal cortex E) medial temporal cortex
A) emotional tone; content B) come on baby; do the twist C) content; emotional tone D) this is an easy one :) E) none of the above
A) superior temporal gyrus B) anterior cingulate C) orbitofrontal area D) none of the above E) fornix |