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