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