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