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