A) basal forebrain and the cingulate gyrus B) hippocampus and the superior temporal gyrus C) fornix and the anterior nucleus of the dorsal thalamus D) amygdala and the inferior temporal cortex E) insula and the superior olivary nucleus
A) speech apraxia B) indiscriminant dietary behavior C) hypersexuality D) visual agnosia E) hypermetamorphosis
A) mammillary bodies, prefrontal cortex, and anterior areas B) none of the above C) corticomedial, basolateral, & central areas D) orbitofrontal, dorsolateral, and medial areas E) anterior, posterior, and dorsolateral areas
A) hippocampus, amygdala & prefrontal cortex --> cingulate cortex -->hypothalamus --> mammillary nucleus of the hypothalamus --> anterior thalamus --> hippocampus, amygdala, & prefrontal cortex B) hippocampus, amygdala & prefrontal cortex --> hypothalamus -->mammillary nucleus of the hypothalamus --> cingulate cortex--> anterior thalamus --> hippocampus, amygdala, & prefrontal cortex C) none of the above D) hippocampus, amygdala & prefrontal cortex --> hypothalamus -->mammillary nucleus of the hypothalamus --> anterior thalamus --> cingulate cortex --> hippocampus, amygdala, & prefrontal cortex E) hippocampus, amygdala & prefrontal cortex --> hypothalamus --> cingulate cortex --> anterior thalamus --> mammillary bodies of the hypothalamus --> hippocampus, amygdala, & prefrontal cortex
A) many cells are multimodal B) it shares little similarity with the prefrontal cortex C) creates a complex image of the world and its stimuli D) it receives input from all the different sensory systems E) cells require complex stimulation
A) none of the above B) amygdala and prefrontal cortex C) mammillary bodies of the hypothalamus D) cingulate gyrus and perforant pathway E) hippocampus and parietal cortex
A) superior olivary nucleus B) mammillothalamic tract C) hippocampal formation and amygdala D) cingulate gyrus E) anterior thalamus
A) language and emotion; memory B) None of the above. The effects are the same. C) emotion and language; memory D) emotion and memory; language E) language and memory; emotion
A) norepinephrine B) GABA C) dopamine D) serotonin E) acetylcholine
A) increases; serotonin; increase B) none of the above C) increases; serotonin; decrease D) decreases; dopamine; increase E) increases; dopamine; increase
A) catastrophic reactions; aphasia B) indifference; contralateral neglect C) catastrophic reactions; contralateral neglect D) none of the above E) indifference; aphasia
A) RIGHT: interpretive; LEFT; automatic B) LEFT: fear; RIGHT; anger C) RIGHT; automatic; LEFT; interpretive D) none of the above E) LEFT; indifference; RIGHT; anger
A) left; can't B) none of the above C) right or left; can't D) right; can't E) right or left; can
A) Wernicke's area in the right hemisphere B) Broca's area in the left hemisphere C) Wernicke's are in the left hemisphere D) Broca's area in the right hemisphere
A) right frontal areas B) left frontal areas C) bilateral frontal areas D) bilateral temporal areas E) right temporal areas
A) surprise or shock. B) none of the above C) happiness or joy. D) fear or disgust. E) anger or sadness.
A) Broca's; sensory; Wernicke's; motor B) Wernicke's; sensory; Broca's; sensory C) Broca's; motor; Wernicke's; sensory D) Broca's; motor; Wernicke's; motor
A) indifference; right; left B) prosody of speech; right; left C) catastrophic reactions; left; right D) spontaneous speech; left; right E) facial expression; right; left
A) broca's area B) orbitofrontal areas C) dorsolateral prefrontal areas D) none of the above E) basolateral prefrontal areas
A) broca's area B) wernicke's area C) the perirhinal cortex D) the anterior cingulate E) perforant pathway
A) All of the above B) issues with social interaction C) reduction in facial expressions D) issues with spontaneous speech E) recognition of facial expressions
A) none of the above B) lexical reading C) nonlexical reading D) graphemic reading E) all of the above
A) none of the above B) graphemic C) phonological D) phonological and graphemic
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) Most children with learning disorders have limited numbers of symptoms in addition to their main impairments B) the neuropsych test results should suggest a possible strategy for remediation of the learning disorder C) if one method or strategy of instruction is unsuccessful, another might be more successful D) a disability may affect only one or few spheres of endeavor E) a specific skill or lack of skill can be detected through neurological testing
A) information and digit span B) arithmetic and digit span C) information and coding D) coding and digit span E) arithmetic and information
A) seven points lower; 100 B) eight points lower; 95 C) five points lower; 95 D) none of the above E) ten points lower; 100
A) the syndrome is related to impaired self-regulation circuits associated with the frontal lobe and basal ganglia B) it is the least common behavioral disturbance among children C) there is a higher incidence of the syndrome in boys D) a single cause is unlikely responsible for all cases of the syndrome E) 1/3 of children with this syndrome have a comorbid learning disorder
A) various home/school environments B) all of the above C) encephalitis D) genetics E) brain damage
A) none of the above B) atheoid C) ataxic D) rigid E) spastic
A) brainstem B) cerebellum C) corticospinal tracts D) basal ganglia E) hippocampus
A) none of the above B) prematurity C) unknown causes D) secondary to convulsions E) birth or developmental injury
A) enlargement of brain tissue due to shrinkage of ventricles and the pressure of CSF flow due to obstruction in the ventricles B) the obstruction of CSF flow due to pressure buildup in the ventricles C) shrinkage/atrophy of brain tissue due to enlargement of 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) shrinkage/atrophy of brain tissue due to enlargement of ventricles and the enlargement of CSF flow due to pressure atrophy 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) 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; frontal lobe abnormalities B) frontal lobe abnormalities; cerebellar abnormalities C) prefrontal lobe abnormalities; cerebellar abnormalities D) none of the above E) cerebellar abnormalities; temporal-lobe abnormalities
A) all of the above B) expression of genetic factors in facial nucleus, superior olive, and trapezoid body of the brainstem in the small caudal part of the pons C) abnormal social development due to abnormal development of von Economo neurons in the frontal cortex D) previous histories of viruses such as rubella E) large head/brain size due to abnormal cell loss and synaptic pruning
A) aphasia B) retardation C) musical genius D) blindness
A) all of the above are more common in boys B) hyperactive child syndrome C) cerebral palsy D) savant syndrome E) autism spectrum disorder
A) asperger's syndrome B) cerebral palsy C) hydrocephalus D) savant syndrome E) hyperactive child syndrome
A) can appear and disappear rapidly. B) can appear slowly and disappear rapidly. C) can appear and disappear slowly. D) can appear rapidly and disappear slowly.
A) There is a lack of narrow range of interests that exists in autism. B) Language is not as affected as it is in Autism. C) Intelligence is not as affected as it is in Autism. D) It is less severe than Autism. E) The child may have special abilities, similar to persons with Savant syndrome.
A) coma B) hydrocephalus C) all of the above 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) 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, 3, 5, & 9 B) 1, 2, 3, & 9 C) 1, 2, 6, & 15 D) 1, 6, 9, & 15 E) 1, 3, 5, & 6
A) None of the above B) Autism Spectrum Disorders and Fetal Alcohol Syndrome C) Hyperactive Child Syndrome and Autism Spectrum Disorders D) Hyperactive Child Syndrome and Hydrocephalus E) Autism Spectrum Disorders and Cerebral Palsy
A) less; more B) more; more C) less; less D) more; less
A) none of the above B) basolateral area of amygdala C) dorsolateral prefrontal cortex D) medial temporal cortex E) lateral orbitofrontal cortex
A) emotional tone; content B) come on baby; do the twist C) this is an easy one :) D) content; emotional tone E) none of the above
A) none of the above B) fornix C) superior temporal gyrus D) orbitofrontal area E) anterior cingulate |