A) insula and the superior olivary nucleus B) basal forebrain and the cingulate gyrus C) amygdala and the inferior temporal cortex D) fornix and the anterior nucleus of the dorsal thalamus E) hippocampus and the superior temporal gyrus
A) speech apraxia B) hypersexuality C) visual agnosia D) indiscriminant dietary behavior E) hypermetamorphosis
A) orbitofrontal, dorsolateral, and medial areas B) anterior, posterior, and dorsolateral areas C) mammillary bodies, prefrontal cortex, and anterior areas D) corticomedial, basolateral, & central areas E) none of the above
A) hippocampus, amygdala & prefrontal cortex --> hypothalamus -->mammillary nucleus of the hypothalamus --> anterior thalamus --> cingulate cortex --> hippocampus, amygdala, & prefrontal cortex B) hippocampus, amygdala & prefrontal cortex --> cingulate cortex -->hypothalamus --> mammillary nucleus of the hypothalamus --> anterior thalamus --> 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 --> hypothalamus -->mammillary nucleus of the hypothalamus --> cingulate cortex--> anterior thalamus --> hippocampus, amygdala, & prefrontal cortex
A) many cells are multimodal B) it shares little similarity with the prefrontal cortex C) cells require complex stimulation D) it receives input from all the different sensory systems E) creates a complex image of the world and its stimuli
A) cingulate gyrus and perforant pathway B) mammillary bodies of the hypothalamus C) amygdala and prefrontal cortex D) hippocampus and parietal cortex E) none of the above
A) anterior thalamus B) mammillothalamic tract C) superior olivary nucleus D) hippocampal formation and amygdala E) cingulate gyrus
A) language and emotion; memory B) emotion and memory; language C) None of the above. The effects are the same. D) language and memory; emotion E) emotion and language; memory
A) norepinephrine B) acetylcholine C) serotonin D) GABA E) dopamine
A) increases; serotonin; decrease B) decreases; dopamine; increase C) none of the above D) increases; dopamine; increase E) increases; serotonin; increase
A) indifference; aphasia B) none of the above C) indifference; contralateral neglect D) catastrophic reactions; aphasia E) catastrophic reactions; contralateral neglect
A) LEFT: fear; RIGHT; anger B) none of the above C) RIGHT: interpretive; LEFT; automatic D) LEFT; indifference; RIGHT; anger E) RIGHT; automatic; LEFT; interpretive
A) none of the above B) right or left; can't C) right; can't D) left; can't E) right or left; can
A) Broca's area in the right hemisphere B) Broca's area in the left hemisphere C) Wernicke's are in the left hemisphere D) Wernicke's area in the right hemisphere
A) bilateral frontal areas B) right temporal areas C) bilateral temporal areas D) right frontal areas E) left frontal areas
A) surprise or shock. B) none of the above C) fear or disgust. D) anger or sadness. E) happiness or joy.
A) Wernicke's; sensory; Broca's; sensory B) Broca's; motor; Wernicke's; sensory C) Broca's; sensory; Wernicke's; motor D) Broca's; motor; Wernicke's; motor
A) catastrophic reactions; left; right B) facial expression; right; left C) prosody of speech; right; left D) spontaneous speech; left; right E) indifference; right; left
A) basolateral prefrontal areas B) dorsolateral prefrontal areas C) none of the above D) orbitofrontal areas E) broca's area
A) perforant pathway B) the perirhinal cortex C) wernicke's area D) broca's area E) the anterior cingulate
A) reduction in facial expressions B) issues with social interaction C) recognition of facial expressions D) All of the above E) issues with spontaneous speech
A) lexical reading B) none of the above C) graphemic reading D) all of the above E) nonlexical 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 both phonological and graphemic reading, but graphemic reading comes after phonological reading. C) requires only graphemic reading. D) requires only phonological reading.
A) the neuropsych test results should suggest a possible strategy for remediation of the learning disorder 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) if one method or strategy of instruction is unsuccessful, another might be more successful
A) information and digit span B) arithmetic and information C) arithmetic and digit span D) coding and digit span E) information and coding
A) seven points lower; 100 B) ten points lower; 100 C) five points lower; 95 D) eight points lower; 95 E) none of the above
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) various home/school environments B) brain damage C) genetics D) all of the above E) encephalitis
A) spastic B) none of the above C) rigid D) atheoid E) ataxic
A) basal ganglia B) cerebellum C) corticospinal tracts D) brainstem E) hippocampus
A) secondary to convulsions B) none of the above C) unknown causes D) prematurity 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) enlargement of brain tissue due to shrinkage of ventricles and the pressure of CSF flow due to obstruction in the ventricles D) shrinkage/atrophy of brain tissue due to enlargement of ventricles and the enlargement of CSF flow due to pressure atrophy in the ventricles E) the obstruction of CSF flow due to pressure buildup in the ventricles
A) atrophy of brain tissue B) Shrinkage of brain tissue C) CSF flow obstruction D) none of the above E) CSF leaking
A) they develop between ages 1 and 3 B) they are more common in girls C) children have impaired social interactions and language abnormalities D) they are linked with genetic influences E) they occur in children without an obvious focal cerebral disease
A) prefrontal lobe abnormalities; cerebellar abnormalities B) frontal lobe abnormalities; cerebellar abnormalities C) cerebellar abnormalities; frontal lobe abnormalities D) cerebellar abnormalities; temporal-lobe abnormalities E) none of the above
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) previous histories of viruses such as rubella 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) all of the above
A) blindness B) retardation C) musical genius D) aphasia
A) all of the above are more common in boys B) autism spectrum disorder C) savant syndrome D) cerebral palsy E) hyperactive child syndrome
A) savant syndrome B) asperger's syndrome C) hydrocephalus D) cerebral palsy E) hyperactive child syndrome
A) can appear and disappear rapidly. B) can appear and disappear slowly. C) can appear rapidly and disappear slowly. D) can appear slowly and disappear rapidly.
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) The child may have special abilities, similar to persons with Savant syndrome. E) There is a lack of narrow range of interests that exists in autism.
A) hydrocephalus B) rapid intracranial pressure C) all of the above D) coma E) ventricular dilation
A) The incidence of LDs is related to quality of schooling and it is difficult to compare abilities of children to their parents. B) It is difficult to easily separate the heritability of reading skill from underlying causal LD factors. C) Learning disabilities take many forms & there is no good categorical criteria to base research on. D) 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. E) Environmental influences are too easily separated from genetic effects in research.
A) 1, 3, 5, & 9 B) 1, 6, 9, & 15 C) 1, 2, 6, & 15 D) 1, 3, 5, & 6 E) 1, 2, 3, & 9
A) Autism Spectrum Disorders and Fetal Alcohol Syndrome B) Hyperactive Child Syndrome and Autism Spectrum Disorders C) Hyperactive Child Syndrome and Hydrocephalus D) None of the above E) Autism Spectrum Disorders and Cerebral Palsy
A) less; less B) less; more C) more; more D) more; less
A) none of the above B) basolateral area of amygdala C) medial temporal cortex D) dorsolateral prefrontal cortex E) lateral orbitofrontal cortex
A) content; emotional tone B) this is an easy one :) C) come on baby; do the twist D) emotional tone; content E) none of the above
A) anterior cingulate B) superior temporal gyrus C) none of the above D) fornix E) orbitofrontal area |