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