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