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