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