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