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