A) insula and the superior olivary nucleus B) fornix and the anterior nucleus of the dorsal thalamus C) hippocampus and the superior temporal gyrus D) basal forebrain and the cingulate gyrus E) amygdala and the inferior temporal cortex
A) hypermetamorphosis B) indiscriminant dietary behavior C) visual agnosia D) hypersexuality E) speech apraxia
A) orbitofrontal, dorsolateral, and medial areas B) mammillary bodies, prefrontal cortex, and anterior areas C) none of the above D) anterior, posterior, and dorsolateral areas E) corticomedial, basolateral, & central areas
A) hippocampus, amygdala & prefrontal cortex --> hypothalamus -->mammillary nucleus of the hypothalamus --> cingulate cortex--> anterior thalamus --> hippocampus, amygdala, & prefrontal cortex B) hippocampus, amygdala & prefrontal cortex --> hypothalamus -->mammillary nucleus of the hypothalamus --> anterior thalamus --> cingulate cortex --> hippocampus, amygdala, & prefrontal cortex C) hippocampus, amygdala & prefrontal cortex --> hypothalamus --> cingulate cortex --> anterior thalamus --> mammillary bodies of the hypothalamus --> hippocampus, amygdala, & prefrontal cortex D) none of the above E) hippocampus, amygdala & prefrontal cortex --> cingulate cortex -->hypothalamus --> mammillary nucleus of the hypothalamus --> anterior thalamus --> hippocampus, amygdala, & prefrontal cortex
A) many cells are multimodal B) creates a complex image of the world and its stimuli C) it shares little similarity with the prefrontal cortex D) cells require complex stimulation E) it receives input from all the different sensory systems
A) hippocampus and parietal cortex B) none of the above C) cingulate gyrus and perforant pathway D) mammillary bodies of the hypothalamus E) amygdala and prefrontal cortex
A) hippocampal formation and amygdala B) superior olivary nucleus C) mammillothalamic tract D) cingulate gyrus E) anterior thalamus
A) emotion and memory; language B) emotion and language; memory C) language and emotion; memory D) language and memory; emotion E) None of the above. The effects are the same.
A) norepinephrine B) GABA C) dopamine D) serotonin E) acetylcholine
A) increases; dopamine; increase B) decreases; dopamine; increase C) none of the above D) increases; serotonin; decrease E) increases; serotonin; increase
A) catastrophic reactions; aphasia B) indifference; aphasia C) none of the above D) catastrophic reactions; contralateral neglect E) indifference; contralateral neglect
A) LEFT; indifference; RIGHT; anger B) RIGHT; automatic; LEFT; interpretive C) LEFT: fear; RIGHT; anger D) RIGHT: interpretive; LEFT; automatic E) none of the above
A) right or left; can B) left; can't C) none of the above D) right; can't E) right or left; can't
A) Broca's area in the left hemisphere B) Broca's area in the right hemisphere C) Wernicke's area in the right hemisphere D) Wernicke's are in the left hemisphere
A) bilateral temporal areas B) right frontal areas C) bilateral frontal areas D) right temporal areas E) left frontal areas
A) anger or sadness. B) happiness or joy. C) none of the above D) surprise or shock. E) fear or disgust.
A) Broca's; sensory; Wernicke's; motor B) Broca's; motor; Wernicke's; sensory C) Broca's; motor; Wernicke's; motor D) Wernicke's; sensory; Broca's; sensory
A) indifference; right; left B) spontaneous speech; left; right C) prosody of speech; right; left D) catastrophic reactions; left; right E) facial expression; right; left
A) basolateral prefrontal areas B) dorsolateral prefrontal areas C) orbitofrontal areas D) broca's area E) none of the above
A) the perirhinal cortex B) wernicke's area C) perforant pathway D) broca's area E) the anterior cingulate
A) All of the above B) recognition of facial expressions C) issues with social interaction D) reduction in facial expressions E) issues with spontaneous speech
A) graphemic reading B) nonlexical reading C) none of the above D) all of the above E) lexical reading
A) phonological and graphemic B) none of the above C) phonological D) graphemic
A) requires both phonological and graphemic reading, but phonological reading comes after graphemic reading B) requires only phonological reading. C) requires only graphemic reading. D) requires both phonological and graphemic reading, but graphemic reading comes after phonological 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) a specific skill or lack of skill can be detected through neurological testing E) the neuropsych test results should suggest a possible strategy for remediation of the learning disorder
A) arithmetic and information B) information and coding C) coding and digit span D) information and digit span E) arithmetic and digit span
A) ten points lower; 100 B) eight points lower; 95 C) seven points lower; 100 D) none of the above E) five points lower; 95
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) it is the least common behavioral disturbance among children D) there is a higher incidence of the syndrome in boys E) a single cause is unlikely responsible for all cases of the syndrome
A) various home/school environments B) genetics C) brain damage D) encephalitis E) all of the above
A) atheoid B) rigid C) none of the above D) spastic E) ataxic
A) hippocampus B) corticospinal tracts C) basal ganglia D) cerebellum E) brainstem
A) secondary to convulsions B) prematurity C) none of the above D) birth or developmental injury E) unknown causes
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 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) shrinkage/atrophy of brain tissue due to enlargement of ventricles E) the obstruction of CSF flow due to pressure buildup in the ventricles
A) CSF flow obstruction B) Shrinkage of brain tissue C) CSF leaking D) atrophy of brain tissue E) none of the above
A) they develop between ages 1 and 3 B) they are more common in girls 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) none of the above B) cerebellar abnormalities; frontal lobe abnormalities C) frontal lobe abnormalities; cerebellar abnormalities D) prefrontal lobe abnormalities; cerebellar abnormalities E) cerebellar abnormalities; temporal-lobe abnormalities
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) musical genius D) aphasia
A) savant syndrome B) autism spectrum disorder C) hyperactive child syndrome D) cerebral palsy E) all of the above are more common in boys
A) hydrocephalus B) cerebral palsy C) asperger's syndrome D) savant syndrome E) hyperactive child 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) It is less severe than Autism. B) The child may have special abilities, similar to persons with Savant syndrome. C) Intelligence is not as affected as it is in Autism. D) There is a lack of narrow range of interests that exists in autism. E) Language is not as affected as it is in Autism.
A) ventricular dilation B) hydrocephalus C) rapid intracranial pressure D) all of the above E) coma
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) It is difficult to easily separate the heritability of reading skill from underlying causal LD factors. E) Environmental influences are too easily separated from genetic effects in research.
A) 1, 2, 6, & 15 B) 1, 2, 3, & 9 C) 1, 3, 5, & 9 D) 1, 3, 5, & 6 E) 1, 6, 9, & 15
A) Autism Spectrum Disorders and Fetal Alcohol Syndrome B) Hyperactive Child Syndrome and Hydrocephalus C) Hyperactive Child Syndrome and Autism Spectrum Disorders D) None of the above E) Autism Spectrum Disorders and Cerebral Palsy
A) more; less B) less; less C) more; more D) less; more
A) lateral orbitofrontal cortex B) basolateral area of amygdala C) medial temporal cortex D) dorsolateral prefrontal cortex E) none of the above
A) this is an easy one :) B) come on baby; do the twist C) emotional tone; content D) none of the above E) content; emotional tone
A) anterior cingulate B) fornix C) superior temporal gyrus D) none of the above E) orbitofrontal area |