cbc test bank1

8/13/2019 CBC Test Bank1

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Baars and Gage: Cognition, Brain, and Consciousness

Test Bank

Chapter 1: Mind and Brain

1. A key difference between observations and inferred concepts is that

a. *observations involve direct evidence, while inferred concepts refer to theexplanations we provide for the evidence

b. observations refer to conceptual aspects of our environment that are observed,while inferred concepts refer to the physical characteristics of these observations

c. inferred concepts refer to physical aspects of our environment that are observed,while observations refer to the explanations we provide for these observations

d. inferred concepts refer to the predictions we make about physical aspects of ourenvironment that are observed, while raw observations refer to the frequency

with which we observe them

2. The averagerate at which a typical cortical neuron fires is

a. 1 time per second

b. *1 times per second

c. 1 times per second

d. 1 times per second

!. "amon y #a$al utili%ed to learn information about nerve cells throu&h a

li&ht microscope.

a. envisionin& dye

b. cellular hi&hli&htin&

c. *'ol&i stains

d. #a$al colorin&


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(. #o&nitive concepts are based on consistent

a. *behavioral observations

b. philosophical theories

c. psycholo&ical hypotheses

d. mental processes

). hich of the followin& best describes the relationship between new brain recordin&

techniques and existin& inferred concepts of co&nition+

2. new recordin& techniques make repetition of previous experiments necessary

3. existin& inferred concepts are discarded and replaced with the new ones

4. *previous inferred concepts are often supported by new brain findin&s

5. no chan&es are made a definin& characteristic of a co&nition concept is that it is awell defined principle that does not require modification

-. "amon y #a$als neuron doctrine asserts that

6. the nervous system consists of a uniform system that is &enetically dependent onone type of /0A

7. the nervous system consists of uniform system that lacks anatomical and &eneticindependence

8. *the nervous system consists of a variety of neuronal cells that are anatomicallyseparate from each other

9. the nervous system consists of neurons that are anatomically identical, thou&h&enetically independent

. avlovs classical conditionin& of do&s &reatly contributed to the development of

10. dualism

11. *behaviorism


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12. altruism

13. idealism

3. The 4speakin& re&ion5 in the brain known as can be found in the

hemisphere in most people.

14. *6rocas area, left

15. 6rocas area, ri&ht

16. ernickes area, left

17. ernickes area, ri&ht

7. #o&nitive neuroscience is the study of

18. *the mind and brain

19. the brain and emotions

20. the mind and development

21. the brain and behaviors

1. 8ow did the development of behaviorism affect psycholo&y+

22. behaviorism introduced the idea that behaviors had an underlyin& psycholo&icalcause

23. behaviorism encoura&ed the study of consciousness

24. *behaviorism led to the re$ection of consciousness studies as unscientific

25. behaviorism critici%ed the notion that simple behavioral units based on reflexes couldexist

11. hich of the followin& is an appropriate example of increasin& temporal ma&nitude+

26. the human brain, occipital lobe, primary visual cortex, a neuron

27. a neuron, primary visual cortex, occipital lobe, the human brain


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28. watchin& a movie, countin& to 1, human reaction to an expected event, responsetime of the auditory nerve

29. *response time of the auditory nerve, human reaction to an expected event, countin&to 1, watchin& a movie

12. 0euroima&in& studies collect 9slices of the brain in ! main dimensions

30. *coronal, hori%ontal, and sa&ittal

31. lon&itudinal, lateral, and fissural

32. coronal, medial, and ventral

33. dorsal, ventral, and orbital

1!. :a$or anatomical landmarks in the brain include the

a. *corpus callosum, lon&itudinal fissure, and central sulcus

b. latitudinal fissure, cerebral subcortex, and corpus memorius

c. prelateral lobe, temporal fissure, and central &yrus

d. all of the above

1(. hich of the followin& can be considered the 4ultimate measure5 of workin& memory+

a. An ;;' study of verbal workin& memory

b. An f:"< study of spatial workin& memory

c. A sin&le unit recordin& investi&ation of workin& memory load

d. *0one of the above

1). The four lobes of the brain are

a. polemic, orbital, occipital, and frontal

b. *frontal, parietal, temporal, and occipital


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c. parietal, medial, frontal, and lateral

d. dorsal, ventral, superior, and inferior

1-. The mind=body question, as defined by the philosopher "en> /escartes, refers to

a. *the question of whether the world is ultimately physical or mental

b. the question of whether the brain develops as it does due to influences of natureor nurture

c. the question of whether spatial or temporal codin& are basic functions of thebrain

d. the question of whether the brain continues to develop after birth

1. ierre?aul 6rocas case study of his patient who had lost all ability to speak, other than

the sin&le word 9tan, was important because

a. it demonstrated that patients with brain dama&e could be studied to understandco&nition

b. *it was one of the first studies to provide evidence for locali%ation of a specificco&nitive functions in the brain

c. it was the first study of human lan&ua&e

d. it was a &round?breakin& study showin& that neurons are independent, leadin& tothe formation of the neuron doctrine

13. :a$or on&oin& debates in the study of mind and brain include

a. the nature of consciousness

b. capacity limits of the brain

c. nature @&enes versus nurture @environment

d. *all of the above

17. Bne of #harles /arwins contributions to the study of human co&nition was that he

a. proposed that humans were distinctly different than any other species


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b. *observed some shared emotional expressions in humans and other species,leadin& to the study of emotions across multiple mammalian species

c. proved that humans and mammals shared the same emotions

d. su&&ested that mammalian brain development was different from human braindevelopment

2. The study of consciousness

a. be&an in the late 2th#entury

b. *has lon& been a topic of interest for biolo&ists and psycholo&ists

c. was stron&ly opposed by illiam Cames

d. none of the above


Test Bank

Chapter 2: A ra!e"#rk

34.


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39. *bottom?up

40. bottom?down

41. top?up

42. top?down

!. The Dtroop task involves

43. rememberin& previously presented stimuli

44. *an internal conflict between a hi&hly practiced skill and a novel task

45. invokin& 4inner senses5 such as the minds eye

46. rehearsin& a set of numbers in order to commit them to memory

(. hen voluntary actions become automatic

47. it occurs rapidly without practice

48. executive control over them is improved

49. neuroima&in& studies reveal an increase in cortical activity

50. *subcortical re&ions of the brain may take over the control of routine actioncomponents

). The ability to recall facts and beliefs is known as

51. *declarative knowled&e

52. definitive knowled&e

53. innate knowled&e

54. superficial knowled&e

-. Eimited capacity tasks are associated with while lar&e?capacity

tasks are associated with .


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55. unconscious events, self conscious events

56. self conscious events, unconscious events

57. *conscious events, unconscious events

58. unconscious events, conscious events

. Fou have a&reed to participate in an experiment that your friend Eisa is conductin& for her

psycholo&y class. hile you are seated at a table, Eisa presents you with ! x ) cards

one at a time, each with a sin&le letter written on it. After showin& you half a do%en

cards, Eisa asks you what letter was on the fourth card you were presented. After you

are finished with the experiment, Eisa be&ins to explain what experiment you have been

participatin& in, but you tell her that you already know that this task is a type of

59. reco&nition task

60. spatial memory task

61. Dtroop task

62. *4n?back5 task

3. All of the followin& reflect limited capacity mechanisms except for

63. dual input tasks

64. *lan&ua&e vocabulary

65. ambi&uous stimuli

66. competition between stimulus features

7. 6rain ima&in& studies comparin& activity from perceived versusima&ined visual events

show that

67. perceptual events are correlated with activity in the occipital lobe while ima&inedevents are correlated with activation in the temporal lobe

68. ima&ined events are correlated with activity in the occipital lobe while perceived onesare correlated with activation in the temporal lobe

69. ima&ined events did not produce si&nificant activations while perceived events werecorrelated with activations in the primary visual cortex


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70. *ima&ined and perceived events activate similar brain re&ions.

1. The aspect of workin& memory involves the prefrontal lobes, while

the aspect of workin& memory involves the speech areas.

71. director, verbal

72. executive, tonal

73. director, tonal

74. *executive, verbal

11. #onsolidation of short?term memories into lon& term memory is known to be facilitated by

75. listenin& to music

76. drinkin& sufficient amount of water

77. *&ettin& a full ni&hts sleep

78. eatin& healthy

12. The back half of the cortex is mostly involved in

79. motor functions

80. *sensory functions

81. executive functions

82. lon& term memory

1!. Accordin& to the functional framework

a. sensory inputs enter the system only if attentional processes are devoted to theirperception

b. *both voluntary 9top?down and automatic 9bottom?up attentional processes areshown in the framework dia&ram

c. motor or 9action systems require central executive functions


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d. all of the above

1(. hy are dual task experiments important in co&nitive neuroscience+

a. *They demonstrate the limited capacities of some co&nitive processes

b. They prove that you can never process two thin&s at the same time

c. They provide evidence for multiple temporal orders of ma&nitude in brain function

d. They su&&est that the brain uses each hemisphere quite differently

1). A useful definition of workin& memory, proposed by #owan and collea&ues, is

a. A system comprised of top?down and bottom?up processes

b. A set of short term instructions that are consolidated into lon& term memory

c. *A set of mental processes that hold a limited amount of information in a temporarystate for co&nitive purposes

d. A set of executive functions that interact with sensory processin& in order to formmental propositions

1-. Fou have si&ned up to be a participant in an experiment. Four task is to draw on yourmemory to answer questions such asG 4visuali%e your front door and write down on which

side the doorknob is located5 and 4ima&ine your car and write down the color of the front

seats5. Fou decide that the experimenters are likely investi&atin&

a. Hisual perception

b. *Hisual ima&ery

c. orkin& memory

d. ;xecutive function

1. An important aspect of voluntary and automatic actions is that

a. voluntary actions may become automatic with practice

b. automatic actions may require voluntary control in difficult situations @such as walkin&


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with an in$ured ankle

c. when our actions become automatic after practice, we often have less consciousaccess to their details


13. The visual 9pop?out effect occurs in visual search tasks when a tar&et stimulus @such as

a hori%ontal &reen bar 9pops?out from the surroundin&, very dissimilar stimuli @such as

vertical red bars. This is an example of

a. visual perception

b. *spontaneous attentional capture

c. top?down attentional capture

d. executive function

17. Accordin& to the functional framework, stored memories, knowled&e, and skills

a. interact with verbal rehearsal and visuospatial workin& memory processes

b. include perceptual and autobio&raphical memories

c. interact with central executive functions


2. Accordin& to the 4consolidation hypothesis5

a. *memory may be stored in many different re&ions of the brain

b. the front @anterior half of cortex involves sensory memories

c. the back @posterior half of cortex involves executive and motor memories

d. all of the above



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Test Bank

Chapter 3: $e%r#ns and Their C#nnecti#ns

83.


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b. forward propa&ation

c. back ne&ation

d. *back propa&ation

3. :akin& predictions about which interpretation of an ambi&uous stimulus is likely to becorrect involves a kind of processin&.

a. lateral

b. input?driven

c. *top?down

d. bottom?up

7. The human body often shows doubled or&ans, so that one part can take over if anotherpart failsJ thus we have two lun&s, two cortical hemispheres, four heart chambers, etc.This is an example of

a. or&an dualism

b. *functional redundancy

c. structural repetition

d. neuronal surpluses

1. hich of the followin& is the best metaphor for neuronal choice points+

a. slidin& on a slide

b. swin&in& on a swin& set

c. drivin& with traffic down a one?way street

d. *choosin& a direction at a fork in the road

11. 8ierarchies of neuronal arrays exist for

a. sensory systems

b. motor systems

c. *both sensory and motor systems

d. neither sensory nor motor systems

12. Eateral inhibition serves to

a. *emphasi%e the difference between two inputs

b. prevent the brain from becomin& confused from too many si&nals

c. conserve neuronal ener&y

d. decrease the probability of subsequent neurons firin&

1!. Eearned but non?voluntary processes are called

a. reflexes

b. circuits

c. *automatic processesd. subconscious processes

1(. Two ways that the brain encodes information are @1 in spatial arrays and maps, and @2in chan&in& the firin& rate of neurons. hich of the followin& describes these types ofcodin&+

a. They are both examples of types of spatial codin&

b. The first is an example of temporal spatial codin&, and the second is an example ofspatial codin&


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c. *The first is an example of spatial codin&, and the second is an example of temporalcodin&

d. They are both examples of differin& types of temporal codin&

1). 8ow does an 4inte&rate?and?fire5 neuron work+

a. 0eurons will fire when they receive any type of information from the neuron before it

b. The stren&th of the action potential fired is dependent upon the stren&th of the si&nalthe neuron receives

c. *'raded volta&e inputs are summed, and if a threshold point is crossed, the neuronwill fire an all?or?none action potential

d. The neuron will only fire if it receives information from all of the neurons it receivesinformation from, or not at all

1-. A three?layer neural networkG

a. is comprised of input units, hidden units, and output units

b. allows for back propa&ation

c. it allows for chan&es in connection stren&ths durin& learnin&


1. Densory systems @such as vision, touch, hearin& are

a. or&ani%ed in strictly feedforward hierarchies

b. comprised of rou&hly )I one?way and )I two?way connections

c. *comprised of mostly two?way connections that aid in resolvin& ambi&uous inputs

d. comprised of mostly one?way connections in order to produce temporal encodin& ofsensory features

13. 0euronal arrays that represent spatial patterns are frequently referred to as

a. spikin& codes

b. semantic networksc. *maps

d. hierarchies

17. Dome workin& assumptions in the study of neurons and their connections include

100. a simplified neuron to build co&nitive models from artificial neural nets

101. connections are either inhibitory or excitatory

102. most neural connections are two?way103. *all of the above

2.Kindin& ones way home in the dark is an example of

104. sensori?motor feedforward processin&105. lateral inhibition

106. *top?down or expectation?driven processin&

107. temporal codin&



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Test Bank

Chapter 4: Imaging the Living Brain

1. 0euroima&in& has chan&ed our approach to the brain in what way+

a. 0euroima&in& provides a direct measurement of brain activities

b. 0euroima&in& provides a way to study the activity of individual neurons

c. *0euroima&in& permits functional studies of brain areas, as well as theconnections between them.

d. 0euroima&in& has not basically chan&ed the study of the brain

2. hat is a disadvanta&e of studyin& individuals with brain in$uries+

a. *brain in$uries are typically not limited to a specific brain function

b. it is difficult to find an individual who has a brain in$ury

c. brain in$uries are often easily healed

d. brain functions are too complex to be studied in individuals with brain in$uries

!. 8ow does electro?encephalo&raphy @;;' differ from magneto?encephalo&raphy @:;'+

a. ;;' has very &ood spatial resolution while :;' has very poor spatial resolution

b. ;;' has very &ood temporal resolution while :;' has very poor temporalresolution

c. *;;' measures electrical fields while :;' measures the ma&netic fieldsproduced by electrochemical brain activity

d. :;' measures electrical fields while ;;' measures the ma&netic field producedby ma&netic activity

(. hich of the followin& methods has the best spatial resolution+

a. ;lectroencephalo&raphy @;;'

b. :a&netoencephalo&raphy @:;'


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c. *:a&netic resonance ima&in& @:"


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b. f:"< is a direct measure of brain activity while ;T is an indirect measure

c. f:"< is an indirect measure of brain activity while ;T is an indirect measure

d. *f:"< and ;T are both indirect measures of brain activity

7. 8ow do f:"< and :"< differ+

a. f:"< ima&es the full brain while :"< ima&es a specified portion

b. *f:"< ima&es functional brain activity while :"< ima&es anatomical ima&es

c. f:"< ima&es the frontal lobe while :"< ima&es the entire brain

d. f:"< ima&es the final development of the brain, while :"< ima&es developin&brain

1. /r. Cones has $ust reported the results of one f:"< experiment where he showed that in )

adults @( men, 1 woman the ri&ht frontal lobe is more active for even numbers and the

left frontal lobe is more active for odd numbers. 8e has concluded that the ri&ht frontal

re&ion is the 9even number center in the brain and the left frontal re&ion is the 9odd

number center. hat are potential problems with his position+

a. There may be other explanations for why the ri&ht and left areas were differentlyactive

b. A study with $ust ) sub$ects may not be enou&h to clarify differences in brainresponses

c. hile the brain activity correlated with even and odd numbers, it is impossible totell from this study whether that brain response was causedby number type

d. *All of the above

11. hat is the key principle of 6BE/ f:"


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12. The ima&in& technique that traces the movement of water molecules alon& the

myelinated axons of cortical neurons is known as

a. aquatic tomo&raphy

b. osmosis &eo&raphy

c. *diffusion tracto&raphy

d. neuronal technolo&y

1!. hat is a concern when usin& an experimental desi&n that compares an 4active5 sta&e to

one at 4rest5+

a. if a person is unable to sleep, it is impossible to achieve a restin& state

b. individuals that exercise re&ularly will have less difficulty in the 4active5requirements

c. *the brain is not truly 4at rest5 in the absence of an experimental task, sincepeople are likely to be thinkin& of other thin&s

d. what one person considers to be active, another may re&ard as restful

1(. :ethods such as tell researchers precisely whereactivity is happenin&while the methods of reflect more precisely whenit is happenin&.

a. ;;' and :;', :"< and ;T

b. ;;' and :"


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c. *some aspects of conscious and unconscious events in the brain

d. spatial codin& of sensory information

1-.


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a. the &amma, theta, and alpha brain waves recorded usin& ;;'

b. the subtractive method usin& in f:"< and ;T studies

c. *the notion that multiple measures are best for understandin& complex brainprocesses

d. understandin& how a sin&le unit recordin& relates to lar&e scale neural networkactivity

2. A key difference between lesion studies and neuroima&in& studies is that

a. lesion studies include patients with brain dama&e

b. neuroima&in& studies consist of individuals without brain dama&e

c. *it is often difficult to know the precise locations that are impaired in patients withbrain lesions

d. neuroima&in& studies have 9re&ions of interest identified prior to the experiment


Test Bank

Chapter 5: The Brain

108. hy is the outward visible cortex referred to as the 4neocortex5+

109. it has nine layers

110. it is developed prenatally

111. *it is the newest in terms of evolution

112. it is a fundamental brain structure that all animals have in common

2. hich of the followin& is not a primary function of the prefrontal cortex+


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113. plannin&

114. *multisensory inte&ration

115. initiatin& activities

116. self?control

!. The four lobes of the cortex are

a. *the temporal, parietal, occipital, and frontal lobes

b. the frontal, medial, dorsal, and ventral lobes

c. not visible from a lateral view

d. contain identical 6rodmann areas

(. The 6rodmann areas

117. separate the brain into forebrain, midbrain and hindbrain

118. *correspond to many local cortical functions

119. distin&uish between the central and peripheral nervous system

120. define the boundaries of the four lobes of the brain

). The 6rodmann areas define cortical areas accordin& to their

a. anatomy

b. *microscopic features, such as number of cortical layers and cell types

c. &eneral function, such as vision versus hearin&

d. hemisphere

2. A lateral view of the brain is

a. *a side view, also referred to as a sa&ittal view, showin& four lobes of onehemisphere

b. a side view, showin& the midline slice of the brain between the two hemispheres

c. also called a coronal view, showin& both hemispheres


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d. also called a hori%ontal view, showin& the corpus callosum

. A mid?sa&ittal view of the brain is

a. a side view, also referred to as a sa&ittal view, showin& four lobes of one hemisphere

b. *a side view, showin& the midline slice of the brain between the two hemispheres

c. also called a coronal view, showin& both hemispheres

d. also called a hori%ontal view, showin& the corpus callosum

3. The neocortex is characteri%ed by cortical layers of &ray cells.

121. 2

122. (

123. *-

124. 3

7. The separates the left and ri&ht hemispheres

125. cin&ulate &yrus

126. central sulcus

127. *lon&itudinal fissure

128. Dylvian fissure

1. hich of the followin& would most likely be unaffected by a lesion in the ri&ht

hemisphere+

129. musical ability

130. ability to draw &eometrical fi&ures

131. *speakin& ability

132. understandin& of spatial orientations


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11. The upper or superior areas of the brain are also called MMMMMMMMM while the lower or

inferior areas are also called MMMMMMMMM.

a. *dorsal , ventral

b. ventral, dorsal

c. lateral, medial

d. motor, sensory

12. 8ow are the sensory and motor homunculi similar+

133. *both are maps of the body that are not proportional to the body parts

134. both are by the same &roup of cortical neurons

135. both can be found in the parietal lobe

136. both control motor movements

1!. The , in con$unction with the thalamus, is involved in maintainin& the

normal conscious state.

137. an&ular &yrus

138. *reticular formation

139. limbic system

140. cerebellum

1(. The satellite structures of the subcortex include all of the followin& except

a. hippocampal complex

b. basal &an&lia

c. cerebellum

d. *corpus callosum


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1). Four instructor has hinted that some questions on the next exam will relate to the oldest

evolutionary brain structures. Fou should focus your study on

141. structures located in exterior surface of the brain

142. structures located in anterior and superior areas of the brain

143. *structures located in posterior and inferior areas of the brain

144. structures located in anterior inferior areas of the brain

1-. ernickes area, a section of the brain involved in speech perception and

comprehension, can be found in which lobe+

145. frontal lobe

146. parietal lobe

147. *temporal lobe

148. occipital lobe

1. hich of the followin& brain re&ions does not have two structures, one in each

hemisphere+

a. hippocampus

b. amy&dala

c. *brainstem

d. thalamus

13. hat are three classifications of the human brain based on their evolutionary a&e and the

species in which they arose+

a. *The reptilian, the paleomammalian, and neomammalian

b. The brainstem, the cerebellum, and the neocortex

c. The thalamus, the hippocampus, and neocortex

d. The brainstem, the subcortex, and the neocortex


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17. The followin& brain area is associated with many memory functions.

a. amy&dala

b. brainstem

c. *medial temporal lobe

d. thalamus

2. The front?back division of the cortex refers to the fact that

a. *The area in front of the central sulcus has motor and action functions, while there&ion behind it has sensory capacities

b. The area in front of the central sulcus has sensory functions, while the re&ion behindit has motor and action capacities

c. The back half of the cortex is evolutionarily youn&er than the front half

d. The front half of the cortex is speciali%ed for lan&ua&e and other verbal capacities,and the back half is speciali%ed for sensory functions


Test Bank

Chapter 6: &isi#n

1. 8ow does the visual system differ from a camera+

a. A picture from a camera does not encompass the entire visual fieldb. *Hisual perception is only in full color and hi&h resolution at the center of &a%e

c. Hisual perception does not fill in missin& details

d. The visual system does not work differently than the picture captured by a camera

2. hich of the followin& is not a benefit of lateral inhibition+

a. The improvement of neural efficiency in representin& the visual world

b. *The ability to combine information from uniform re&ions of a scene

c. The consistent maintenance of brain response under different li&htin& conditions

d. The enhancement of the representation of ed&es


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!. An individual who has trouble reco&ni%in& a picture of the 'rand #anyon, despite &oin&there on several family vacations, mi&ht have dama&e to which cortical area+

a. primary visual cortex

b. lateral occipital complex

c. fusiform face area

d. *parahippocampal place area

(. hich of the followin& is not true about the retina+

a. *cones can be found in the fovea but not the periphery of the retina

b. rods can be found in the periphery but not the fovea

c. four different types of photopi&ments can be found in the photoreceptors of the eye

d. no photoreceptors are located where the optic nerve meets the eyeball

). Cohn is a patient in a neurolo&ical clinic who can only identify his mother by her voice,even thou&h he scores well on a standard visual acuity test. Cohn may be sufferin& from

.

a. apperceptive a&nosia

b. associative a&nosia

c. *prosopa&nosia

d. optic ataxia

-. hat is the function of the fovea+

a. to perceive coarse visual details

b. *to perceive fine visual details

c. to detect visual motion

d. all of the above

. 8ow do the receptive fields in extrastriate @non?primary visual cortex compare to theprimary visual area H1+

a. They have smaller receptive fields that are sensitive to more complex featuresb. * They have lar&er receptive fields that are sensitive to more complex features

c. They have smaller receptive fields that are sensitive to simpler features

d. They have lar&er receptive fields that are sensitive to simpler features

3. "etinal &an&lion cells have receptive fields that respond differentlyto features in the center than to the area that encloses it

a. interior?exterior

b. *center?surround

c. middle?ed&e

d. core?border

7.


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a. *the visual system fills in missin& information based on the surround

b. there are still a few photoreceptors at the blind spot

c. the blind spot occurs far in the periphery, to which we normally do not pay attention

d. there is a small visual &ap, but it is present from birth, and we have learned to i&noreit

11. A model describes visual processes in terms of each successivelymore complex and inclusive representation of a visual scene.

a. layered

b. circular

c. interactive

d. *hierarchical

12. The 'estalt principles of perception include

a. *&roupin& by similarity, &ood continuation, and proximity

b. &roupin& by similarity, &ood exposure, and shared features

c. &roupin& by shared features, receptive fields, and visual field

d. &roupin& by color, location, and si%e

1!. The central part of the retina that we 4aim5 directly at ob$ects to perceive their fine detailsis called

a. optic si&ht

b. pupil

c. *fovea

d. visual array

1(. The MMMMMMMM visual stream in the cortex is thou&ht to represent 9what information, whilethe MMMMMMM visual stream represents 9where information.

a. dorsal, ventral

b. *ventral, dorsal,c. medial, lateral

d. striate, extrastriate

1). The fusiform face area @KKA and the parahippocampal place area @A differ in that

a. the KKA is tuned to fine?&rained details while the A is sensitive to coarse?&rainedaspects of visual stimuli

b. *the KKA responds more to faces while the A responds more to placesc. the KKA is in the inferior temporal lobe while the A is in the superior parietal lobe

d. the KKA is in the ventral processin& stream while the A is in the dorsal stream

1-. atient TE has suffered a stroke and was dia&nosed with 4apperceptive a&nosia.5 8erbrain dama&e is likely

a. in the occipital lobe

b. widespread rather than focal

c. causin& her to have trouble perceivin& the shape of visual items


1. hen two very different visual stimuli are presented simultaneously to the two eyes, theperceptual phenomenon is called


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a. visual ob$ect a&nosia

b. *binocular rivalry

c. blindsi&ht

d. associative a&nosia

13. Dtudies of unconscious perception have shown that

a. *stimulus?specific brain responses can occur without consciousness of the visualstimulus

b. upside?down faces are harder to reco&ni%es than upri&ht ones

c. the fusiform face area is a 9hub for unconscious perception

d. awareness of a visual stimulus is necessary for brain activity in visual cortex

17. A key difference between striate and extrastriate visual cortex is

a. *striate cortex includes the primary visual area, while extrastriate cortex includesvisual areas :T, H( and others

b. striate cortex has cells with lar&e receptive fields while extrastriate cortex has morecenter?surround fields

c. striate cortex includes area :T @motion while extrastriate cortex includes thefusiform face aread. all of the above

2.


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a. have different auditory pickup of physical amplitude and frequency, despite thesame physical characteristics of loudness and pitch.

b. *have different psycholo&ical experiences of loudness and pitch, despite thesame physical characteristics of amplitude and frequency.

c. have the same psycholo&ical experiences for amplitude and frequency, despitedifferent physical characteristics such as loudness and pitch.

d. have the same psycholo&ical experiences for loudness and pitch, despitedifferent physical characteristics such as amplitude and frequency.

!. The pathway is an efferent pathway while the pathway is anafferent pathway.

a. ascendin&, descendin&

b. *descendin&, ascendin&

c. dorsal, ventral

d. ventral, dorsal

(. The primary auditory cortex is located

a. in the anterior cin&ulate re&ion

b. at the posterior half of the Dylvian fissure

c. at the corpus callosumd. *within 8eschls &yrus

). Coe is talkin& to his friend on the phone when his sister Culie comes in and tells him itshis turn to take out the trash. hen Coe nods without lookin& at her, Culie unplu&s thephone and repeats herself.


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a. center for locali%in& sound in space

b. *hub for auditory processin& streams

c. tool for distin&uishin& between syllables in speech patterns

d. structure that vibrates when it is reached by sound waves

7. hich of the followin& bestdescribes how brain ima&in& has shaped our understandin&of speech perception+

a. 0euroima&in& has confirmed the theories of the 17thcentury without requirin&revisions.

b. To date, neuroima&in& techniques have not been used to examine the 17 thcentury theories on speech perception.

c. *0euroima&in& has confirmed the &eneral aspects of speech perception modelsfrom the 17thcentury, thou&h specific details continue to be discovered.

d. 0euroima&in& has revealed critical flaws in previous theories of speechperception, resultin& in the development of an entirely new model.

1. 0euroima&in& has revealed that primary auditory cortex @area A1

a. *is active while we are perceivin& a sound but not while ima&inin& a sound

b. is active while ima&inin& a sound but not while perceivin& a sound

c. is active durin& both perceivin& and ima&inin& of a sound, thou&h more for theperceivin& aspect

d. is active durin& both perceivin& and ima&inin& of a sound, thou&h more for theima&inin& aspect

11. hich of the followin& is the correct sequence for an incomin& sound wave to beprocessed in the brain+

a. auditory periphery, thalamus, auditory cortex, auditory brainstem

b. auditory cortex, auditory brainstem, thalamus, auditory periphery

c. *auditory periphery, auditory brainstem, thalamus, auditory cortex

d. auditory brainstem, auditory periphery, auditory cortex, thalamus

12. Two psycholo&ical dimensions of sound are

a. frequency and loudness

b. pitch and amplitudec. frequency and amplitude

d. *loudness and pitch

1!. A spectro&ram is

a. *a 9picture of speech, showin& spectral information over time

b. a 9picture that shows a neurons receptive field

c. a way to represent the #artesian coordinates of sounds in space

d. a map of the tonotopic or&ani%ation of auditory cortex

1(. The rate at which a sound pressure wave vibrates is terms of cycles per second @hert%,8% is known as the MMMMMMMM of the sound.

a. *frequency

b. amplitude

c. pitch

d. period


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1). hile leavin& the &rocery store, you run into a friend and start to chat. After a minute,you reco&ni%e barkin&, and apolo&i%e to your friend, explainin& that your Eabrador,"euben, is remindin& you that you still need to take him for a walk. "eco&ni%in&"eubens bark is likely a result of

a. dorsal stream processin&

b. *ventral stream processin&c. spatial processin&

d. temporal processin&

1-. An on&oin& debate in the field of speech perception is

a. whether speech is processed in the temporal lobe or parietal cortex

b. *what are the 4primitives5 or basic buildin& blocks of the speech si&nal

c. whether the left frontal or the ri&ht occipital re&ions subserve semanticprocessin&

d. whether both ears have equal representation in auditory cortex

1. The use of non?human primate models to understand lan&ua&e processin& is limited inthat

a. macaque monkeys do not have a primary auditory cortical re&ion

b. *non?human primates do not develop natural lan&ua&e

c. humans do not have the equivalent of primate core and peripheral areas

d. all of the above

2. A 4broadly tuned5 auditory neuron would be best at

a. *detectin& the presence of a sound

b. locali%in& the spatial source of a sound

c. reco&ni%in& an auditory 9ob$ect, such as a friends voice

d. decodin& fine?&rained features in a complex sound

17. A 4narrowly tuned5 auditory neuron would be best at

a. detectin& the presence of a sound

b. locali%in& the spatial source of a sound

c. reco&ni%in& an auditory 9ob$ect, such as a friends voice

d. *discriminatin& between two similar cellphone rin& tones

2. Dtudies of individuals who are sleepin& or under sedation after anesthesia have shownthat

a. *auditory cortex may be activated by sounds even when a person is asleep orunconscious

b. subcortical areas are activated by sounds when a person is unconscious, butauditory cortex is not

c. primary auditory cortex is active both when ima&inin& a sound when awake, andwhen hearin& a sound durin& sleep

d. none of the above


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Test Bank

Chapter 8:Attenti#n and C#nsci#%sness

1. Fou are woken up at -G am by your roommates alarm clock. As you start to reach forthe snoo%e button, you remember your roommate askin& you not to press any buttonsbut to instead i&nore it. Fou decide to &o alon& your roommates request, smilin& toyourself as you reco&ni%e this example of

a. involuntary attention

b. *executive attention

c. automatic attention

d. leadin& attention

2. Fou are at the &rocery store pickin& up several items for your mother, but cant find theri&ht spa&hetti sauce. After lookin& unsuccessfully, you call her on your cell phone. Dhereminds you that it has a bri&ht blue label with a yellow stripe on it, and after a momentmore of searchin& you find it. Fou have completed a

a. *top?down process

b. bottom?up process

c. bi?directional process

d. round?about process

!. hat is the relationship between attention and consciousness+

a. #onsciousness is not a useful scientific term.

b. *Attentional control often determines what will or will not become conscious.

c. Attention and consciousness are synonyms and can be used interchan&eably

d. There is only a minimal and indirect connection between attention andconsciousness that is not well understood.

(. 4Keature bindin&5 can be described as

a. *combinin& multiple stimulus features in the world into a sin&le conscious ob$ect

b. the appearance of stimuli that can catch your eye

c. committin& a particular set of stimulus features to memory

d. the tendency to cluster similar ob$ects to&ether accordin& to their features

). Four friend wants a su&&estion for an experiment measurin& selective attention. Fou

recommenda. havin& participants find the blue shape amid different red shapes and timin& how

lon& it takes to name the shape

b. *havin& participants listen to a recordin& that plays his voice out of one side of aheadphone set and your voice out of the other, and to repeat what they hear

c. havin& participants view a series of numbers presented briefly on the screen, andrehearse them mentally in order to write them down

d. havin& participants try and recall their second birthday and describe the emotionsthey felt


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-.


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1!.


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b. *eye movement control

c. area :T motion detection

d. inferior parietal oculomotor


Test Bank

Chapter 9: 'earnin( and Me!#r)

1. hich is the best example of divided attention+

a. scannin& a crowd lookin& for a friend

b. chan&in& clothes in the darkc. watchin& the lip movements of a sin&er while listenin& to the son&

d. *playin& online poker while studyin& for a midterm

2. hich of the followin& is not a type of human memory system+

a. orkin&

b.


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a. *his inability to form new memories

b. his inability to recall events shortly before his sur&ery

c. his relatively intact short term memory

d. his ability to recall experiences from his childhood

. 8ow are the two hemispheres of the brain related to memory, learnin& and retrieval+

a. *the left hemisphere demonstrates &reater activity durin& episodic learnin&, whilethe ri&ht hemisphere demonstrates &reater activity durin& episodic retrieval

b. the ri&ht hemisphere demonstrates &reater activity durin& episodic learnin&, whilethe left hemisphere demonstrates &reater activity durin& episodic retrieval

c. the ri&ht hemisphere demonstrates &reater activity than the left hemisphere forboth learnin& and retrieval of episodic memories

d. both hemispheres contribute equally to the learnin& and retrieval of episodicmemories

3. An individual who seems to have normal intelli&ence but who has a severe loss ofmemory for personal experiences is likely

a. *to be sufferin& from amnesia

b. to have difficulty in everyday conversations

c. to have impaired implicit thinkin&d. all of the above

7. :emory consolidation is thou&ht to occur in the while conscious recollection ofepisodic memories requires the .

a. *neocortex, medial temporal lobe

b. medial temporal lobe, hippocampus

c. hippocampus, neocortex

d. prefrontal cortex, hippocampus

1. The typical time span of lon& term memory isa. milliseconds to seconds

b. seconds to hours

c. *hours to months

d. months to lifetime

11. :aintainin& workin& memory contents for a do%en seconds requiresG

a. *the prefrontal cortex

b. the medial temporal lobe

c. hippocampus

d. amy&dala

12. :etaco&nition is

a. *co&nition about co&nitive functions

b. metalevel consciousness

c. bein& hyperconscious

d. bein& aware of multiple co&nitive processes

1!. orkin& memory is traditionally divided into

a. voluntary and unconscious processes


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b. learnin& and retrieval

c. short term and lon& term

d. *visual and verbal components

1(. memory involves facts about the world while memoryinvolves specific events at specific times and places.

a. episodic, semantic

b. *semantic, episodic

c. explicit, implicit

d. implicit, explicit

1). The case of #live earin& su&&ests that amnesia can be selective, in the sense that

a. workin& memory will be lost while lon&term memory is retained

b. &eneral knowled&e will be lost while episodic retrieval is retained

c. both episodic memory and semantic memory will be lost

d. *episodic memory may be lost while semantic memory may be retained

1-. Holuntary actions are related to MMMMMMMM processes while involuntary actions are relatedto MMMMMMMMMM processes.

a. *explicit, implicit

b. verbal workin& memory, visual workin& memory

c. procedural, declarative

d. syntactic, semantic

1. :echanisms believed to be involved in turnin& temporary synaptic connections into lon&?lastin& memory traces areG

a. Eon& term excitation and short term inhibition

b. *lon& term potentiation and lon& term depression

c. implicit thinkin& and explicit memory formation

d. located in the prefrontal lobe

13. The 9consolidation hypothesis su&&estsG

a. a multi?sta&e process of learnin&, bindin&, consolidation, and rememberin&

b. the stabili%ation of transient information into lon&?term memory traces

c. medial temporal lobe activities involved in memory consolidation


17. A key difference between short?term memory and lon&?term memory is that

a. *Dhort?term memory is sensitive to disruption, while lon&?term memory is moreresistant to disruption

b. Dhort?term memory is relatively insensitive to disruption, while lon&?term memoryis sensitive to disruption

c. Dhort?term memory lasts from days to weeks, while lon&?term memory lasts fromseconds to hours

d. Dhort?term memory processes are lar&ely locali%ed to the sensory cortex, whilelon&?term memory processes are distributed throu&hout the neocortex

2. A key difference between episodic memory and semantic memory is that

a. *;pisodic memories can be remembered with an active reconstruction of the


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actual recalled event, while semantic memories typically involve a 9feelin& ofknowin& rather than a fully conscious recollection of an event

b. ;pisodic memories are less susceptible to for&ettin& than semantic memories

c. ;pisodic memories typically involve a 9feelin& of knowin& rather than a fullyconscious recollection of an event, while semantic memories can beremembered with an active reconstruction of the actual recalled event

d. ;pisodic memories are relatively independent of context, while semanticmemories are context?dependent


Test Bank

Chapter 10: Thinkin( and *r#b+e! ,#+-in(

1. orkin& memory is supported by cortical re&ions in

a. the frontal lobe

b. the parietal lobe

c. *both the frontal and parietal lobes

d. neither the frontal nor the parietal lobe

2. #onscious &oals alon& with conscious steps for &ettin& from a startin& point to the &oal is

a characteristic of

a. internal problem solvin&

b. external problem solvin&

c. implicit problem solvin&

d. *explicit problem solvin&

!. The acquisition of lan&ua&e is considered to be a form of

a. internal problem solvin&

b. external problem solvin&


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c. *implicit problem solvin&

d. explicit problem solvin&

(. hich of the followin& is not an appropriate task to use to assess frontal lobe dama&e+

a. The Tower of 8anoi task

b. *A 9remember?versus?know decision

c. The isconsin #ard Dortin& task @#D

d. A problem that requires task?switchin&

). #ompared to , involves &reater executivecontrol, frequent conscious access, and the recruitment of many cortical re&ions in &oal

pursuit.

a. explicit problem solvin&, implicit problem solvin&

b. *implicit problem solvin&, explicit problem solvin&

c. external problem solvin&, internal problem solvin&

d. internal problem solvin&, external problem solvin&

-. "ecent evidence su&&ests that number $ud&ments

a. do not actually have a specific network

b. require extensive subcortical activation

c. differ for men and women

d. *are related to specific areas of the parietal cortex

. atient ; displayed a deficit in namin& animals, but not in namin& faces. ; was also

unable to reco&ni%e spoken animal names. ;s condition demonstrates

a. that different semantic cate&ories may be stored in different brain re&ions

b. that visual and spoken representations of animals may be located in the same


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area

c. an example of a specific semantic memory deficit


3. Eoopin& or 4re?entrant5 activity between temporal and frontal lobes is a feature of

a. perceptual memory

b. *semantic memory

c. motor memory

d. visual memory

7. The best analo&y for the representation of ideas in cortex is

a. *a intricate web

b. a well or&ani%ed filin& cabinet

c. a moldable plastic form

d. a flashin& li&ht

1. The occurrence of sudden 4insi&ht5 in problem solvin& is most likely due to

a. lon& term processes

b. short term processes

c. explicit processes

d. *implicit processes

11. A survey conducted at a university asked participants to point to the most prototypical

example of a chair out of several different possibilities. hich of the followin& was the

most likely ob$ect to be selected+

a. a hi&h bar stool

b. a lawn chair


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c. a comfortable recliner

d. *a wooden chair with four le&s, a seat and a back

12. The phrase 4neuronal activity that is time?limited and interacts with lon& term connectivity

patterns5 could refer to

a. semantic memory

b. *workin& memory

c. verbal memory

d. lon& term memory

1!. An important aspect of explicit problem solvin& is

a. usin& sudden insi&ht

b. *conceptuali%in& a &oal and the steps for reachin& that &oal

c. relyin& on 9feelin&s of knowin&

d. findin& a path throu&h a ma%e

1(. MMMMMMMM is a useful way to work around the capacity limits of immediate memory.

a. sensory memory

b. mental effort

c. selective attention

d. *chunkin&

1). hat would you expect to observe in the brain as memory load increases+

a. lon&er?lastin& activity in subcortical areas

b. a sudden spike in cortical activity

c. *a spreadin& of cortical activation


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d. faster turnover of activity cycles

1-. The 9feelin& of knowin& occurs with

a. focal consciousness

b. *the tip?of?the?ton&ue phenomenon

c. lon&?term memory encodin&

d. transient episodic memory

1. An optimal way to solve problems often involves

a. :akin& the problem as explicit as possible

b. racticin& the steps of a problem until they become completely automatic.

c. *a combination of explicit and implicit problem solvin&

d. unconscious intuitions

13. #oncepts like workin& memory, selective attention, autobio&raphical retrieval, and

conscious perception

a. correspond well to separate cortical locations of the brain

b. all involve the basal &an&lia

c. *evoke activity in overlappin& brain re&ions

d. are limited to the medial temporal lobe

17. A researcher is advertisin& for chess experts, and people who have never played chess.

Fou decide that s=he is probably plannin& to study

a. pattern reco&nition

b. how experts use 9chunkin& to solve problems

c. how workin& memory processes may differ accordin& to ones level of expertise


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2. A &ood analo&y for problem solvin& is

a. *findin& a path throu&h a ma%e

b. playin& a &ame of chess

c. followin& directions in a cookbook

d. outlinin& a chapter in a textbook


Test Bank

Chapter 11:'an(%a(e

1. 6rain ima&in& studies have shown that the classic lan&ua&e models by 6roca andernicke

a. were based on brain in$ury cases that do not apply to normal individuals

b. *were found to be broadly accurate, thou&h recent models have refined there&ions believed to be involved

c. were inaccurate and need to be revised

d. continue to be best for current studies of lan&ua&e.

2. hen you smile at your cousins baby, he smiles back and shouts 4ba da ba5N. hat

level of speech development does he seem to show+

a. post?verbal utterances

b. *phonemes

c. word salad


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d. phrase &eneration

!. ropositions are

a. &rammatical phrase structures

b. *meanin&ful statements that refer to the world

c. statements of pra&matic intent

d. deep structures that unify at least two surface phrase structures

(. hich of the below is involved in the plannin& and production of speech+

a. accessin& conceptual representations

b. encodin& &rammatical forms

c. phonolo&ical encodin&


). The statement 4Ean&ua&e is not unitary5 means that

a. there are no units in lan&ua&e

b. modern brain ima&in& techniques have broken down classical unified models intomany fra&mentary models

c. *there are multiple sta&es of lan&ua&e processin&, which tend to activate differentbrain re&ions

d. in different cultures humans learn their native lan&ua&e at different sta&es ofdevelopment

-. The shapin& of spoken pitch that conveys emotion, emphasis, and discourse information

is called

a. *prosody

b. pra&matics


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c. syntax

d. semantics

. ;vidence su&&ests that lan&ua&e is unique to

a. vertebrates

b. mammals

c. primates

d. *humans

3. hy is it difficult to determine which re&ion of the brain is specifically responsible fordecipherin& syntax+

a. *phonolo&ical and semantic analysis is closely related to syntactic analysis

b. emotional expression often accompanies syntactic processes

c. syntax is a broad cate&ory of &rammatical procedures that do not have a precisedefinition

d. all of the above

7. Onderstandin& the brain basis of lan&ua&e has been difficult, because

a. no sin&le animal model has been a&reed upon yet

b. *lan&ua&e is complex and involves multiple and overlappin& brain areas

c. lan&ua&e systems dont seem to interact with the known re&ions for workin&memory and conceptual representation

d. all of the above

1. An example of homonyms would be the words

a. 4&od5 and 4do&5

b. *4hair5 and 4hare5


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c. 4reed5 and 4steed5

d. 4bunny5 and 4rabbit5

11. hy mi&ht we compare brain activity for homonyms and synonyms+

a. To understand why some words activate 6rocas area while others tri&&erernickes area.

b. To investi&ate if concrete words @like 9house activate different re&ions thanabstract words @like 9happy.

c. *To see if sound?based features and meanin&?based features activate differentbrain re&ions.

d. To see if simple words activate smaller brain areas than complex words.

12. Kor ri&ht?handed individuals, lan&ua&e typically involves

a. *the left hemisphere more than the ri&ht

b. the ri&ht hemisphere more than the left

c. both hemispheres approximately equally

d. one dominant hemisphere, thou&h which one it is depends on the sta&e ofdevelopment

1!. A lexicon is

a. a set of utterances unique to a particular syllabary

b. a strin& of morphemes

c. a set of rules

d. *the vocabulary of natural lan&ua&e

1(.


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horses5.

150. The sentence is not ambi&uous

151. The sentence is not &rammatical

152. All of the above

1). The neural basis of human lan&ua&e

153. *is still bein& elucidated

154. is very different from the 17 thcentury models

155. is better understood than the neural bases of vision

156. is located in one ma$or brain re&ion

1-. The 4meanin&5 of words is referred to as while 4&rammar5 is

referred to as .

a. prosody, lo&istics

b. syntax , prosody

c. lo&istics, semantics

d. *semantics, syntax

1. :odels of lan&ua&e often look like a 9double hierarchy, because

a. *there are structural hierarchies in both the flow of input and output.

b. ambi&uous sentences, such as 4They are flyin& airplanes5, have doubleinterpretations, resultin& in one hierarchy for each interpretation.

c. there are both top?down and bottom?up hierarchies in lan&ua&e processin&.

d. all of the above

13. 6roca and ernickes studies in the 17thcentury showed that

a. *aspects of lan&ua&e function could be locali%ed


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b. patients with lan&ua&e deficits could be helped usin& sur&ical procedures

c. there are no animal models for human lan&ua&e

d. lan&ua&e systems interact dynamically with many other brain systems, such asthose that support workin& memory and conceptual representation

17. To study prosody in the brain, you mi&ht present human sub$ects with

a. *two identical sentences, one pronounced like a question, and another like ananswer.

b. two 4Cabberwocky5 sentences that differ in their pseudo?words

c. syntactically ambi&uous sentences after different primes.

d. a list of paraphrases @sentences with different words but similar meanin&s.

2. The sentence 4Doccer moms drive minivans5 has been used to show how a neural

network mi&ht model

a. prosodic affirmations

b. surface structures

c. semantic networks

d. *a proposition


Test Bank

Chapter 12: #a+s/ ec%ti-e C#ntr#+ and Acti#ns

1. hich of the followin& is not one of the ma$or portions of the prefrontal cortex @K#+


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a. ventromedial

b. dorsolateral

c. *rostrocaudal

d. orbitofrontal

2. hich of these involve the prefrontal cortex+

a. Fou scan your bedroom lookin& for your black sweater.

b. Fou decide that you want to &o bowlin& Kriday ni&ht.

c. Fou make a new years resolution to eat healthier.


!. 8ow is activity in the prefrontal cortex related to task novelty+

a. increased activation is observed when a task becomes familiar compared towhen it is novel

b. *increased activation is observed when a task is novel compared to when itbecomes familiar

c. chan&es in activity are dependent upon what the task entails, not whether it isnovel

d. the emotional implications of a task far outwei&h the brain effects of novelty

(. To study mental flexibility in patients with frontal lobe impairments you would likely use a

a. co&nitive bias task

b. blindsi&ht task

c. visual search task

d. *isconsin #ard Dortin& task

). The term 4silent lobes5 has been used for the frontal lobes because


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a. they are not involved in speech production

b. they 4silence5 other lobes of the brain throu&h inhibition

c. they rarely communicate with other lobes

d. *they do not have an easily defined function

-. A stroke patient is asked to explain why she always turns on the water faucet when she

walks by the kitchen sink. The patient cannot explain the behavior. hat area of his or

her cortex is likely to be impaired+

a. Hentromedial prefrontal

b. */orsolateral prefrontal

c. Anterior cin&ulate

d. orbitofrontal cortex

. hat is meant by the 4specificity debate5 about the prefrontal cortex+

a. the debate between those who believe that prefrontal re&ions have well?established functions while others insist that the functions are unknown

b. *the ar&ument made by some that these re&ions have locali%ed functions whileothers insist that functions are shared or &eneral

c. the ar&ument made by some that prefrontal re&ions have no specific functions,since humans can lose their prefrontal lobes without seemin& to be impaired

d. the ar&ument made by some that prefrontal cortex is the 4or&an of civili%ation5and therefore continues to be mysterious

3. hich of the followin& is an example of prefrontal dysfunction that may occur without

focal dama&e to the frontal lobes+

a. anterior cin&ulotomy

b. split?brain syndrome

c. *schi%ophrenia

d. all of the above are associated with focal dama&e to the frontal lobes


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7. Holitional control over ones own behavior is

a. innate from birth

b. resistant to early developmental trauma

c. often emer&es durin& puberty

d. *an ability that is developed &radually

1. The ability to conceptuali%e the mental lives of other individuals is known as

a. theory of the Bther

b. sociobiolo&y

c. *theory of mind

d. relationship theory

11. The orbitofrontal cortex and the anterior cin&ulate cortex are thou&ht to be associated

with and .

a. face reco&nition, color perception

b. *social maturity, morality

c. color perception , social maturity

d. morality, face reco&nition

12. 8umans, primates, dolphins and whales all have lar&e brains. hat differences mi&ht

you expect to find+

a. an enlar&ed prefrontal cortex in all of these animals

b. *an enlar&ed prefrontal cortex in the primates and enlar&ed parietal lobe inaquatic mammals

c. an enlar&ed prefrontal cortex in the aquatic mammals and an enlar&ed parietallobe in the primates


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d. an enlar&ed occipitotemporal lobe in all of these animals

1!. "eco&ni%in& a friends phone number is one kind of

a. *veridical decision?makin&

b. rapid?adaptive decision?makin&

c. time?accuracy trade?off

d. unconscious decision?makin&

1(. A 4modular5 view of executive functions involves

a. focusin& on one type of executive function until it is understood, and thentransitionin& to a closely linked executive function

b. modelin& interactions between the association cortices

c. *breakin& down executive functions in terms of their associated sense modalities

d. a &eneric 4brain web5 model from which to define individual components

1). 4:emories of the future5 refers to the ability to make plans and then to follow them to

&uide behavior, savin& mental ima&es of the future to memory. This ability is acharacteristic of what makes humans MMM bein&s rather than

compared to other mammals.

a. counteractive, active

b. responsive, reactive

c. *active, reactive

d. reflective, counteractive

1-. 4:ental flexibility5 refers to the

a. *capacity to respond to unanticipated events

b. ability of the cortex to develop new cells throu&hout the lifetime, even after braindama&e


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c. ability to decode ambi&uous events

d. brains lar&e?capacity co&nitive processes

1. Adaptive decision makin&

a. is relatively rare in everyday co&nition

b. *involves resolvin& ambi&uous information

c. is an example of findin& the correct solution to a deterministic problem

d. is usually tested usin& the isconsin #ard Dortin& task

13. Two common frontal lobe syndromes are

a. blindsi&ht and Al%heimers disease

b. antero&rade and retro&rade amnesia

c. *dorsolateral and orbitofrontal syndromes

d. a&nosia and prosopa&nosia

17. erseveration in a frontal lobe patient refers to

a. *the inability to terminate or chan&e behaviors

b. an increase in mental flexibility and persistence

c. an increase in field?dependent behaviors

d. a decrease in mental ri&idity

2. ;xecutive control in the brain is described as

a. *both locali%ed and hi&hly distributed

b. relyin& upon the medial temporal lobes

c. both adaptive and veridical


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d. rarely impaired by brain dama&e


Test Bank

Chapter 13: !#ti#n

1. The 9triune brain has functionally distinct layers that are believed to reflect

a. different sta&es in human development from conception to birth

b. areas of the brain that are isolated from one another

c. *evolutionary developments of the vertebrate brain

d. differences in the brains of males and females

2. ;motional responsiveness is &overned by

a. *classically conditioned associations and co&nitive appraisals

b. intelli&ence assessments and operational reactions

c. operational reactions and classically conditioned responses

d. co&nitive appraisals and rapid biolo&ically?based assessments

!. The MMMMMMM of the fear system, proposed by Ee/oux, allows rapid, automatic and

unconscious reactions in response to fra&ments of stimuli that may be dan&erous.

a. parietal road

b. frontal road

c. *low road

d. hi&h road


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(. 8ow does the reptile brain differ from the mammal brain+

a. reptiles have no smell brain @olfaction, which forms the basis of the mammalbrain

b. *reptiles lack the mammalian neocortex

c. the reptilian brain has almost no memory capacity

d. reptiles have the ape% circuit, which is missin& in mammals

). The followin& are included in anksepps model of the emotion system except

a. unconditional sensory inputs

b. coordinated physiolo&ical and behavioral outputs

c. *production of speech

d. &atin& of inputs

-. Accordin& to anksepps theory, the four fundamental 4hard wired5 emotion systems

found in mammalian brains are @in capital lettersG

a. K;A", 8O0';", D;;P


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a. *mesolimbic dopamine pathway and mesocortical dopamine pathway

b. dorsolateral dopamine pathway and ventromedial dopamine pathway

c. mesocortical serotonin pathway and mesocortical serotonin pathway

d. dorsolateral serotonin pathway and mesocortical serotonin pathway

7. 8ow do the K;A" and D;;P


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12. ords with personal si&nificance come to consciousness more readily than neutral

words. This has been shown in a modified

a. co&nitive bias task

b. visual search task

c. *Dtroop task

d. flanker task

1!. The amy&dala is believed to

a. *make cortical areas briefly more receptive to adaptively important stimuli

b. inhibit lon&?term chan&es in brainstem responsiveness

c. be essential for consciously controllin& fear

d. all of the above

1(. MMMMMMMM pathways brin& information to the amy&dala, while MMMMMMMMM pathways send

information from the amy&dala to other brain re&ions.

a. *afferent, efferent

b. dorsal, ventral

c. low road, hi&h road

d. mesocortical serotonin, and mesocortical serotonin

1). atients with 4affective blindsi&ht5 have &iven us new ways to study

a. disinhibition of the K;A" system


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b. *conscious and unconscious aspects of emotional processin&

c. the difference in emotional responses to houses as compared to faces

d. the 9hi&h road proposed by Ee/oux

1-. After &ettin& home late one ni&ht, you walk from your &ara&e to your house and suddenly

free%e as you see a dark and coiled shape in front of your feet. This is an example of

a. /isinhibition of the frontal control system

b. *Ee/ouxs 9low road in fear processin&

c. Ee/ouxs 9hi&h road in fear processin&

d. the D;;P


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b. *natural rewards and dru&s of abuse act in different ways on the mesolimbicdopamine system

c. natural rewards stimulate the D;;P


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163. second person perspective

164. third person perspective

165. fourth person perspective

!. hich of the followin& is the correct sequence for the components of 6aron?#ohens

theory of mind model+

166. *


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-. :irror neurons are found in the

178. superior parietal cortex and inferior frontal &yrus

179. inferior parietal cortex and superior frontal &yrus

180. *inferior parietal cortex and inferior frontal &yrus

181. superior parietal cortex and superior frontal &yrus

. Fou have a&reed to take your youn& cousin to the %oo. hile there, he runs around

pointin& at animals he can see in each exhibit, waitin& for you to a&ree with each new

discovery. Fou reco&ni%e this as an example of

182. intention detection

183. *shared attention

184. action reco&nition

185. perspective takin&

3. Dhared attention is a activity.

186. Din&ular @one?way

187. /yadic @two?way

188. *triadic @three?way

189. quadratic @four?way

7. /eficits in social co&nition are a key symptom of

190. dyslexia

191. arkinsons

192. Al%heimers

193. *autism

1. A key difference between a third person and a first person perspective is


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a. a third person perspective is used in brain studies while a first person perspectiveis used in psycholo&ical studies

b. a third person perspective is used in brain studies of co&nition while a first personperspective is used in studies of behavior

c. *a third person perspective uses an ob$ective or public viewpoint while a firstperson perspective uses self?report

d. a third person perspective is used in studyin& the physics of perception while a firstperson perspective is used in studyin& the mirror re&ions of the frontoparietal

cortex

11. As you arrive in the parkin& lot of a supermarket, you see a woman walk towards the

market and select a cart. Fou are mildly surprised when, instead of enterin& the market,

she pushes the cart into the parkin& lot towards her car. This is an example of your

a. incorrectly attributin& an intention @9enterin& the market with the cart to thewomans action

b.


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d. still present in children with developmental delays

1(. A key aspect of the mirror neuron system is that

a. *it helps in inferrin& the &oals and actions of others

b. it may reflect cortical systems for comparin& eye &a%e and lip?synchin&

c. it is present in humans but not in other primates

d. all of the above

1). Fou are studyin& for final exams, with books and lectures notes surroundin& you at your

desk. Four 2?year old niece comes over to ask you to play with her. 8er )?year old

brother interferes and saysG 40o, she cannot play now, she has to study.5 Four nephew

has a well?developed

a.


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c. *imitation learnin& and social mirrorin&

d. pickin& up the difference between &a%e perception and hostile facial expressions

13. Dhared attention mechanisms are important for human development because

a. they reflect the understandin& that attention is contextually?based

b. they must develop prior to intentionality detection

c. *they reflect the knowled&e that both persons are not only lookin& at the sameob$ect or person, but that they each know the other person is also lookin& at the

item or person

d. all of the above

17. :utual &a%e and shared attention differ in that

a. *mutual &a%e involves dyadic interactions while shared attention involves triadicinteractions

b. mutual &a%e involves triadic interactions while shared attention involves diadicinteractions

c. mutual &a%e involves the frontal lobe while shared attention involves the parietallobe

d. mutual &a%e is found in non?human primates while shared attention is found in allmammals

2. Dhared attention networks in the brain are mainly found in the

a. medial temporal lobe

b. thalamus

c. parietal lobe

d. *frontal lobe


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Test Bank

Chapter 15: e-e+#p!ent

194. 8ow has the advent of neuroima&in& techniques chan&ed the way infant andchild development is investi&ated+ 6rain ima&in& allows researchers to

195. measure anatomical chan&es in the brain durin& childhood

196. observe functionally relevant brain activity in children beyond the &rowth of thebrain anatomically

197. use relatively non?invasive measures to investi&ate myelination of brain

pathways

198. *All of the above

2. Two?way interactions between &enetic expression and the environment are called

e. re?entrant activity

f. *bidirectional influences

&. reciprocity

h. multidimensional scalin&

!. A terato&en is any a&ent that causes structural dama&e in the fetus durin& pre&nancy,

typically by exposin& the unborn infant to the mothers in&estion of these a&ents.

;xamples include

199. alcohol, ci&arette smoke, and dru&s of abuse

200. mari$uana smoke

201. some prescription dru&s

202. *all of the above

(. hich of the followin& describes the pro&ression of brain re&ion development+


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203. parietal and temporal association cortex, sensorimotor cortex, prefrontal cortex

204. prefrontal cortex, sensorimotor cortex, parietal and temporal association cortex

205. *sensorimotor cortex, parietal and temporal association cortex, prefrontal cortex

206. parietal and temporal association cortex, prefrontal cortex, sensorimotor cortex

). :uch research is focused on the extent to which the brain is 4plastic5 in childhood,

meanin&G

207. superficial

208. *flexible

209. modelable

210. developmentally determined

-. #erebral development involves mi&ration in which youn& cells move past previously?

&enerated cells, a process known as a

211. passive cell displacement

212. *inside?out patternin&

213. neuronal prunin&

214. laminar structurin&

. The model describes the layered or&ani%ation of the cortex in terms

of relevant units producin& approximately 1 neurons, with mi&ration occurrin& alon& a

radial &lial fiber.

215. unit neuro&enesis

216. &lial &uidance

217. *radial unit

218. laminar buildin&


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3. To date, brain ima&in& studies of infant lan&ua&e show that in 2?! month old infants there

is

219. *&reater activity in the left cerebral hemisphere

220. &reater activity in the ri&ht cerebral hemisphere

221. &reater activity in subcortical speech?related re&ions

222. low activity, because lan&ua&e acquisition does not show up in ima&in& studiesuntil about -?3 months

7. Bb$ect permanence refers to the

223. *ability in infants to keep an ob$ect in mind, even if it is hidden and out of view

224. ability in infants to perseverate when searchin& for a lost toy

225. the permanence of ob$ect detection in the visual system in infants under the a&eof 12 months

226. development of ob$ect reco&nition re&ion in infants durin& the first -?7 months

1. 9#o&nitive control refers to processes that

227. develop &radually throu&hout childhood and adolescence

228. involve re&ions in prefrontal cortex

229. allow a child to learn what aspects of his environment are important to payattention to, and what aspects are irrelevant


11. Bver a lifetime, &ray matter

231. decreases at a steady rate

232. *decreases at a rate that varies dependin& on the brain re&ion

233. increases at a steady rate

234. increases at a rate that varies dependin& on the brain re&ion


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12. osner model of attention describes three distinct neural networks that overlap. This

model includes

235. learnin& how to mimic others behavior, modifyin& behavior accordin& to feedback

from others, and developin& control over ones own behavior

236. selectin& information that is salient, memori%in& it, and recallin& it accurately

237. *alertin& to new and relevant information, orientin& and reorientin& to relevantinformation, and executive control of attentional processes

238. attend to particular stimulus features, seekin& out selected features, and i&norin&irrelevant ones

1!. 8uman face perception seems to be

239. an inborn predisposition to attend to faces, not based on experience

240. based on perceptual learnin&, not built?in at birth

241. *both a natural predisposition to attend to faces and processes that are based onexperience

242. a natural disposition to attend to faces that is superseded by learned behavior inthe first year of life

1(. erception of emotional facial expressions seems to

243. rise to hi&her levels in adolescence

244. use consciously?controlled prefrontal circuits

245. *mature in children by approximately a&e 1

246. involve mostly ri&ht hemisphere re&ions

1). Dtudies that investi&ate the effects of 4perinatal5 brain dama&e show that

247. children rarely recover from it

248. children &enerally make a full and complete recovery from perinatal braindama&e


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249. *althou&h children with perinatal brain dama&e develop most co&nitive functions,some complex aspects of co&nition, such as lan&ua&e, do not reach typical levels

250. children with perinatal brain dama&e reach typical co&nitive levels by a&e !

1-. ostnatal developments include

251. dendritic arbori%ation

252. synapto&enesis

253. myelination


1. A typical sequence of the sta&es of lan&ua&e acquisition is

a. Eexical processin&, phoneme discrimination, and phrase boundary identification

b. honeme discrimination, lexical processin&, and phrase boundary identification

c. *honeme discrimination, discriminatin& word stress patterns, and lexical processin&

d. Eexical processin&, phrase boundary identification, and phoneme discrimination

13. An important debate in child development is

a. The roles of terato&ens and retrotera&ens in child development

b. The effects of delayed ob$ect permanence on readin&

c. *The interplay of &enetic expression and the environment in brain development

d. /elays in developin& the frontal lobe compared to the parietal re&ions

17. Dtudies with infants as youn& as ( months show that they

a. do not differentiate between ob$ects more than a few feet from their eyes

b. have developed ob$ect permanence

c. *understand the concept that an ob$ect in the fore&round can partially block an ob$ect


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in the back&round @ob$ect occlusion

d. all of the above

2. The first year of life represents a@n

a. slow?to?mature pattern of brain &rowth

b. *uneven pattern of brain &rowth, with sensory re&ions developin& before frontal lobere&ions

c. equally rapid brain &rowth in all re&ions of the cortex

d. mostly subcortical development, since cortex starts to &row only in the third year oflife

cbc test bank1

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