Test Bank For Biopsychology, 11th Edition by John P.J. Pinel Steven J. Barnes. All Chapters 1-18 by ACADEMIAMILL

TEST BANK Biopsychology, 11th Edition by John P.J. Pinel Steven J. Barnes All Chapters 1-18 Test Bank For Biopsychology, 11th edition by John P.J. Pinel Steven J. Barnes Chapter 1-18 CHAPTER 1 BIOLOGY AS A NEUROSCIENCE: WHAT IS BIOPSYCHLOGY, ANYWAY?

Total Assessment Guide (T.A.G.) Topic What Is Biopsychology?

What Types of Research Characterize the Biopsychological Approach? What Are the Dvisions of Biopsychology?

How Do Biopsychologists Conduct Their Work?

Thinking Critically about Biopsychological Claims

Question Type Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay

Remember the Facts

Understand the Concepts

1-4, 6-10, 13, 15, 16

5, 11, 12, 14

1-3 1 17-21, 23-25, 27-31, 33, 34 4, 6

22, 26

37, 38, 42

7-12 4, 5 50-54, 56

32 5

2, 3 35, 36, 39-41, 43-49

Apply What You Know

55, 57

13-15 6 58-65 16-18 7

MULTIPLE CHOICE QUESTIONS 1.

The human brain weighs about a. b. c. d. e.

0.3 kilograms (0.7 pounds). 0.8 kilograms (1.8 pounds). 1.0 kilograms (2.2 pounds). 1.3 kilograms (2.9 pounds). 2.3 kilograms (5.1 pounds).

Answer: D Difficulty Level: Moderate Topic: Introduction Learning Objective: 1.1 Define and discuss what is meant by biopsychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

The human brain is composed of various cells, including those specialized to receive and transmit electrochemical signals, which are known as a. b. c. d. e.

glial cells. axons. neurons. oligodendroglia. sulci.

Answer: C Difficulty Level: Easy Topic: Introduction Learning Objective: 1.1 Define and discuss what is meant by biopsychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The scientific study of the nervous system is called a. b. c. d. e.

neuroscience. psychology. biopsychology. neurochemistry. neurophysiology.

Topic: Introduction Learning Objective: 1.1 Define and discuss what is meant by biopsychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

Jimmie G., ―the man frozen in time‖ described in the chapter vignette, had a severe problem with his a. b. c. d. e.

memory. temperature regulation. intellectual functioning. allocation of attention. ability to recognize faces.

Answer: A Difficulty Level: Easy Topic: Introduction Learning Objective: 1.1 Define and discuss what is meant by biopsychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Eduardo wants to understand the development of the human brain by comparing it to the brains of other species and theorizing about the environmental pressures that helped to shape those brains over the long process of historical time. Which perspective on biopsychology is Eduardo adopting? a. b. c. d. e.

historiography conscious awareness perspective clinical perspective computational perspective evolutionary perspective

Answer: E Difficulty Level: Easy Topic: Four Major Themes of This Text Learning Objective: 1.1 Define and discuss what is meant by biopsychology. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 6.

Understanding the ongoing interaction between genes and experience is the subject matter of a.

b. c. d. e.

biochemistry. epigenetics. neuroanatomy. consciousness.

Answer: C Difficulty Level: Easy Topic: Emerging Themes of This Text Learning Objective: 1.1 Define and discuss what is meant by biopsychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Biopsychology is the scientific study of the a. b. c. d. e.

biology of behavior. brain. evolution of the brain. anatomy of the brain. chemistry underlying cognition.

Answer: A Difficulty Level: Easy Topic: Defining Biopsychology Learning Objective: 1.1 Define and discuss what is meant by biopsychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Psychobiology, behavioral biology, and behavioral neuroscience are all approximate synonyms for a. b. c. d. e.

cognitive behavior. behavioral psychology. biopsychology. neurophysiology. neuroscience.

Answer: C Difficulty Level: Moderate Topic: Defining Biopsychology Learning Objective: 1.1 Define and discuss what is meant by biopsychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Psychology is defined as the scientific study of a. b. c. d. e.

the physical determinants of behavior. behavior. emotional processes. the brain. learning and conditioning.

Answer: B Difficulty Level: Easy Topic: Defining Biopsychology Learning Objective: 1.1 Define and discuss what is meant by biopsychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

The scientist who played a key role in the emergence of biopsychology as a discipline by writing The Organization of Behavior was a. b. c. d. e.

Roger Walcott Sperry. Donald Olding Hebb. Karl Spencer Lashley. Brenda Milner. Wilder Graves Penfield.

Answer: B Difficulty Level: Moderate Topic: What Are the Origins of Biopsychology? Learning Objective: 1.2 Discuss the origins of the field of biopsychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 11.

The science of biopsychology, as it is practiced today, emerged as a discipline around the a. b. c. d. e.

1890s. 1920s. 1960s. 1980s. 1940s.

Answer: E Difficulty Level: Difficult Topic: What Are the Origins of Biopsychology? Learning Objective: 1.2 Discuss the origins of the field of biopsychology. Skill Level: Understand the Concepts 5 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 12.

Compared to the others, which is the youngest scientific discipline? a. b. c. d. e.

physics astronomy biology biopsychology chemistry

Answer: D Difficulty Level: Easy Topic: What Are the Origins of Biopsychology? Learning Objective: 1.2 Discuss the origins of the field of biopsychology. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13.

Biopsychology is a branch or division of a. b. c. d. e.

neuropsychology. psychophysiology. neuroscience. neuroanatomy. chemistry.

Answer: C Difficulty Level: Moderate Topic: How Is Biopsychology Related to the Other Disciplines of Neuroscience? Learning Objective: 1.3 List the six fields of neuroscience that are particularly relevant to biopsychological inquiry. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

What distinguishes biopsychology from the other subdisciplines of neuroscience? a. b. c. d. e.

its focus on the study of behavior its focus on using animal studies its focus on psychiatric disorders its focus on the chemistry of psychoactive drugs its focus on pathology of the nervous system

Learning Objective: 1.3 List the six fields of neuroscience that are particularly relevant to biopsychological inquiry. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

15.

Which subdiscipline of neuroscience focuses on the study of nervous system dysfunction? a. b. c. d. e.

ethology biopsychology developmental neurobiology neuropathology neuroendocrinology

Answer: D Difficulty Level: Moderate Topic: How Is Biopsychology Related to the Other Disciplines of Neuroscience? Learning Objective: 1.3 List the six fields of neuroscience that are particularly relevant to biopsychological inquiry. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

Structure of the nervous system is to function of the nervous system as a. b. c. d. e.

biopsychology is to psychology. neuroanatomy is to neurophysiology. neuropathology is to clinical psychology. neuroscience is to biopsychology. biopsychology is to neuroscience.

Answer: B Difficulty Level: Difficult Topic: How Is Biopsychology Related to the Other Disciplines of Neuroscience? Learning Objective: 1.3 List the six fields of neuroscience that are particularly relevant to biopsychological inquiry. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

Which animals are currently the most common nonhuman subjects of biopsychological research? a. b. c. d. e.

dolphins chimpanzees dogs rats and mice cuttlefish

Answer: D Difficulty Level: Moderate Topic: Human and Nonhuman Subjects Learning Objective: 1.4 Compare the advantages and disadvantages of humans and nonhumans as subjects in biopsychological research. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

The differences between human brains and the brains of related species tend to be a. b. c. d. e.

verifiable rather than quantifiable. quantitative rather than qualitative. superficial. qualitative rather than quantitative. quantifiable rather than verifiable.

Answer: B Difficulty Level: Difficult Topic: Human and Nonhuman Subjects Learning Objective: 1.4 Compare the advantages and disadvantages of humans and nonhumans as subjects in biopsychological research. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 19.

The evaluation of brain-behavior relations across different species is called a. b. c. d. e.

the comparative approach. ethology. biopsychology. evolutionary biology. neuropharmacology.

Learning Objective: 1.4 Compare the advantages and disadvantages of humans and nonhumans as subjects in biopsychological research. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

An advantage of conducting biopsychological research on nonhuman animals as opposed to humans is that a. b. c. d. e.

the brains of nonhumans are simpler. there are greater ethical constraints when studying nonhumans. compiling detailed information within a single species advances science quickly. a greater amount of research funding is available for nonhuman research. the brain structures across species are virtually identical.

Answer: A Difficulty Level: Easy Topic: Human and Nonhuman Subjects Learning Objective: 1.4 Compare the advantages and disadvantages of humans and nonhumans as subjects in biopsychological research. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 21.

One advantage of studying humans rather than other species in biopsychological research is that humans a. b. c. d. e.

rarely miss data collection appointments due to illness or forgetfulness. are often cheaper to obtain as research participants. can assist experimenters in designing a study. show considerable variation in the structures of their brains. are unlikely to be uncooperative during the course of an experiment.

Answer: B Difficulty Level: Moderate Topic: Human and Nonhuman Subjects Learning Objective: 1.4 Compare the advantages and disadvantages of humans and nonhumans as subjects in biopsychological research. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22.

The term ―within-subjects design‖ refers to experiments in which a. b.

each research subject is exposed to each condition of the experiment. a different group of subjects is tested in each condition of the experiment. 9 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

c. d. e.

some groups of subjects receive drug injections. invasive procedures are used, such as those in which the internal physiology of the subjects is manipulated. an individual subject is studied intensively over a period of time.

Answer: A Difficulty Level: Difficult Topic: Experiments and Nonexperiments Learning Objective: 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 23.

In a successful experiment, the independent variable affects the a. b. c. d. e.

confounded variable. dependent variable. correlated variable. repeated-measures variable. manipulated variable.

Answer: B Difficulty Level: Moderate Topic: Experiments and Nonexperiments Learning Objective: 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 24.

In a well-designed experiment, there is only one systematic difference between the conditions. This difference is manipulated by the experimenter and is called the a. b. c. d. e.

between-subject variable. within-subject variable. dependent variable. independent variable. confounded variable.

Answer: D Difficulty Level: Easy Topic: Experiments and Nonexperiments Learning Objective: 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 25.

The presence of which variable makes it difficult to reach causal conclusions about experimental outcomes? a. b. c. d. e.

independent variables dependent variables constant variables confounded variables manipulated variables

Answer: D Difficulty Level: Moderate Topic: Experiments and Nonexperiments Learning Objective: 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 26.

The Coolidge effect refers to the fact that a. b. c. d. e.

rats often experience harmful bouts of lordosis after engaging in sexual activity. a sexually-fatigued animal will often resume sexual activity if its current partner is replaced with a new one. the members of some species do not become sexually fatigued, even after hourslong periods of copulation. male animals tend to become sexually fatigued at a faster rate than do female animals. prolonged copulation is more difficult for females to maintain than for males.

Answer: B Difficulty Level: Moderate Topic: Experiments and Nonexperiments Learning Objective: 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

27.

An experiment conducted by Gillian Lester and Boris Gorzalka, published in 1988, is significant because it provided the first strong evidence of a Coolidge effect in a. b. c. d. e.

females. humans. nonhumans. hamsters. rats.

Answer: A Difficulty Level: Moderate Topic: Experiments and Nonexperiments Learning Objective: 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 28.

The posture of lordosis in a female rodent indicates that she a. b. c. d. e.

is searching for food. will attack if provoked. is defending a litter of pups. is sexually receptive. is sexually fatigued.

In some studies, subjects are not randomly assigned to research conditions; rather, subjects are selected because they are already living under appropriate conditions (e.g., alcohol consumers versus alcohol nonconsumers). Such studies are classified as a. b. c. d. e.

quasiexperiments. case studies. true experiments. nonrandomized controls. unethical.

Difficulty Level: Moderate Topic: Experiments and Nonexperiments Learning Objective: 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 30.

A major shortcoming of case studies is that a. b. c. d. e.

they are always conducted using people with some kind of pathology. they cannot be applied to laboratory animals. they are too general. the extent to which the results can be generalized is unclear. the conditions of study are artificially constructed.

Research that seeks to discover how empirical results can best be applied to the solution of practical human problems is called a. b. c. d. e.

applied. pure. translational. confounded. quasiexperimental.

Answer: C Difficulty Level: Moderate Topic: Pure and Applied Research Learning Objective: 1.6 Compare pure and applied research. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 32.

Research that is intended to bring about a direct benefit to humankind is a. b.

c. d. e.

case-study research. applied research. correlational research.

Answer: D Difficulty Level: Easy Topic: Pure and Applied Research Learning Objective: 1.6 Compare pure and applied research. Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

The corpus callosum is a a. b. c. d. e.

large medical dictionary. source of hypothalamic hormones. membership directory of the Society for Neuroscience. part of the neocortex. neural pathway that connects the left and right hemispheres.

Answer: E Difficulty Level: Difficult Topic: Pure and Applied Research Learning Objective: 1.6 Compare pure and applied research. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34.

David Hubel, Roger Sperry, Julius Axelrod, Egas Moniz, Edvard Moser, and Eric Kandel share in common the fact that they are all a. b. c. d. e.

chemists. neuroanatomists. neuropathologists. psychologists. Nobel Prize winners.

35.

All of the following are major divisions of biopsychology with the exception of a. b. c. d. e.

physiological psychology. clinical psychology. neuropsychology. psychophysiology. psychopharmacology.

Answer: B Difficulty Level: Moderate Topic: What Are the Divisions of Biopsychology? Learning Objective: 1.7 Describe the division of biopsychology known as physiological psychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36.

The division of biopsychology that studies the neural mechanisms of behavior through the direct manipulation of the brains of laboratory animals in controlled experiments is a. b. c. d. e.

physiological psychology. psychophysiology. neuropsychology. cognitive neuroscience. both A and B

Answer: A Difficulty Level: Difficult Topic: Physiological Psychology Learning Objective: 1.7 Describe the division of biopsychology known as physiological psychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 37.

The research conducted by a biopsychologist working for a drug manufacturing company would likely be a. b. c. d. e.

primarily pure research. classified as neuropsychology. psychopharmacological in nature. completely pure research. both C and D

Difficulty Level: Difficult Topic: Psychopharmacology Learning Objective: 1.8 Describe the division of biopsychology known as psychopharmacology. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 38.

Which subdivision of biopsychology is most likely to be identified with an experiment in which the effects of the drug fluoxetine on the ability of mice to learn a maze is studied? a. b. c. d. e.

experimental psychology psychopharmacology psychophysiology physiological psychology neuropsychology

Answer: B Difficulty Level: Moderate Topic: Psychopharmacology Learning Objective: 1.8 Describe the division of biopsychology known as psychopharmacology. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

39.

Which subdiscipline of biopsychology is most likely to be identified with the assessment of the memory deficits of patients who have damage to the frontal portions of the neocortex? a. b. c. d. e.

neuropsychology physiological psychology psychopharmacology experimental psychology psychophysiology

Answer: A Difficulty Level: Moderate Topic: Neuropsychology Learning Objective: 1.9 Describe the division of biopsychology known as neuropsychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 40.

The cerebral cortex is the outermost layer of the a. b. c.

d. e.

cerebral hemispheres. midbrain.

Answer: D Difficulty Level: Moderate Topic: Neuropsychology Learning Objective: 1.9 Describe the division of biopsychology known as neuropsychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 41.

Which subdiscipline of biopsychology is identified with the measurement of scalp electroencephalogram (EEG) activity and autonomic nervous system (ANS) activity in humans? a. b. c. d. e.

psychophysiology experimental psychology physiological psychology neuropsychology psychopharmacology

Answer: A Difficulty Level: Moderate Topic: Psychophysiology Learning Objective: 1.10 Describe the division of biopsychology known as psychophysiology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 42.

In psychophysiology, the usual measure of brain activity is the a. b. c. d. e.

EKG. ANS. EEG. AOK. EOG.

Answer: E Difficulty Level: Moderate Topic: Psychophysiology Learning Objective: 1.10 Describe the division of biopsychology known as psychophysiology. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

43.

The specific division of the nervous system that regulates the body’s inner environment is called the a. b. c. d. e.

sympathetic nervous system. peripheral nervous system. autonomic nervous system. parasympathetic nervous system. central nervous system.

Answer: C Difficulty Level: Moderate Topic: Psychophysiology Learning Objective: 1.10 Describe the division of biopsychology known as psychophysiology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44.

A term that refers to higher intellectual processes such as thought, memory, and attention is a. b. c. d. e.

―cognition.‖ ―motivation.‖ ―emotions.‖ ―prosody.‖ ―consciousness.‖

Answer: A Difficulty Level: Easy Topic: Cognitive Neuroscience Learning Objective: 1.11 Describe the division of biopsychology known as cognitive neuroscience. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 45.

Cognitive neuroscience is a. b. c. d. e.

based exclusively on case studies. the applied form of psychopharmacology. the primary field of study among biopsychologists. the applied form of comparative psychology. the youngest division of biopsychology.

Learning Objective: 1.11 Describe the division of biopsychology known as cognitive neuroscience. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 46.

The major method used in cognitive neuroscience is a. b. c. d. e.

functional brain imaging. structural brain imaging. autonomic nervous system recording. the ethological approach. the intelligence test.

Answer: A Difficulty Level: Moderate Topic: Cognitive Neuroscience Learning Objective: 1.11 Describe the division of biopsychology known as cognitive neuroscience. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 47.

The division of biopsychology that deals generally with the biology of behavior, rather than specifically with the neural mechanisms of behavior, is a. b. c. d. e.

physiological psychology. psychobiology. neural biology. comparative psychology. evolutionary psychology.

Answer: D Difficulty Level: Difficult Topic: Psychophysiology Learning Objective: 1.12 Describe the division of biopsychology known as comparative psychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 48.

Which research question would most likely be addressed by a comparative psychologist? a. b. c.

Which pharmacological treatment for Alzheimer’s disease is most effective? Where is the seat of human consciousness? How does damage to the hippocampus affect human memory ability? 19 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

d. e.

How can cancer drugs be administered less painfully to humans? How do mice, chicks, and weasels perform in a maze-learning task?

Answer: E Difficulty Level: Moderate Topic: Comparative Psychology Learning Objective: 1.12 Describe the division of biopsychology known as comparative psychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 49. Some comparative psychologists study behavior in the laboratory, whereas others conduct a. b. c. d. e.

ethological research. case studies. experiments. applied research. converging operations.

Answer: A Difficulty Level: Difficult Topic: Comparative Psychology Learning Objective: 1.12 Describe the division of biopsychology known as comparative psychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 50.

Scientific progress is most likely when different approaches are focused on a single problem, particularly when the strengths of one approach compensate for the weaknesses of other approaches. This research strategy is called a. b. c. d. e.

converging operations. comparative analysis. critical thinking. scientific inference. functional imaging.

Answer: A Difficulty Level: Moderate Topic: Converging Operations: How Do Biopsychologists Work Together? Learning Objective: 1.13 Explain how converging operations has contributed to the study of Korsakoff’s syndrome. Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 51.

The primary symptom of Korsakoff’s syndrome is a. b. c. d. e.

severe memory loss. epilepsy. insomnia. dehydration. obesity.

Answer: A Difficulty Level: Easy Topic: Converging Operations: How Do Biopsychologists Work Together? Learning Objective: 1.13 Explain how converging operations has contributed to the study of Korsakoff’s syndrome. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 52.

Experimental evidence indicates that the brain damage commonly observed in people who consume a lot of alcohol is caused by a. b. c. d. e.

the direct toxic effects of alcohol on the brain. a thiamine deficiency. elevated levels of vitamin B12 in the bloodstream. kidney failure. overproduction of insulin.

Answer: B Difficulty Level: Difficult Topic: Converging Operations: How Do Biopsychologists Work Together? Learning Objective: 1.13 Explain how converging operations has contributed to the study of Korsakoff’s syndrome. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

Scientists in many fields study unobservable phenomena a. b. c. d. e.

with electron microscopes. with microelectrodes. by using scientific inference. through direct observation. by direct measurement.

Answer: C Difficulty Level: Easy Topic: Scientific Inference: How Do Biopsychologists Study the Unobservable Workings of the Brain? Learning Objective: 1.14 Explain scientific inference with reference to research on eye movements and the visual perception of motion. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 54.

Scientists study the processes of evolution, neural inhibition, gravity, evaporation, and thinking by relying on a. b. c. d. e.

neuroscience. scientific inference. generalization. operational sets. direct observation.

Answer: B Difficulty Level: Difficult Topic: Scientific Inference: How Do Biopsychologists Study the Unobservable Workings of the Brain? Learning Objective: 1.14 Explain scientific inference with reference to research on eye movements and the visual perception of motion. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 55.

If an object is moving to the left at a constant speed and you are rotating your eyes to the left at twice the speed, you will see the object moving a. b. c. d. e.

to the right at the same speed. to the right at twice the speed. to the right at half the speed. to the left. back and forth.

Answer: D Difficulty Level: Difficult Topic: Scientific Inference: How Do Biopsychologists Study the Unobservable Workings of the Brain? Learning Objective: 1.14 Explain scientific inference with reference to research on eye movements and the visual perception of motion. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 56.

The visual system bases its perception of motion on a comparison between movement of the image on the a. b. c. d. e.

retina and the neural signals sent from the brain to the eye muscles. cornea and its movement on the retina. retina and contractions of the eye muscles. retina and movement of the eyes. two retinas.

Answer: A Difficulty Level: Difficult Topic: Scientific Inference: How Do Biopsychologists Study the Unobservable Workings of the Brain? Learning Objective: 1.14 Explain scientific inference with reference to research on eye movements and the visual perception of motion. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 57.

During an experiment investigating the visual perception of motion, a volunteer with temporarily paralyzed eye muscles, who viewed a stationary target, saw the target move a. b. c. d. e.

in the direction opposite to the direction in which his eyes drifted. in the direction opposite to the direction in which he attempted to move his eyes. in the same direction as he attempted to move his eyes. rapidly back and forth. rapidly up and down.

Answer: C Difficulty Level: Difficult Topic: Scientific Inference: How Do Biopsychologists Study the Unobservable Workings of the Brain? Learning Objective: 1.14 Explain scientific inference with reference to research on eye movements and the visual perception of motion. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

58.

The principle that precedence should be given to the simplest interpretation of a behavior when more than one interpretation is possible is called a. b. c. d. e.

Wilson’s credo. Delgado’s canon. the principle of convergence. Debner’s principle. Morgan’s canon.

Answer: E Difficulty Level: Moderate Topic: Evaluating Biopsychological Claims Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

Morgan’s canon is a. b. c. d. e.

a weapon used during the Vietnam war. a surgical instrument constructed by Egas Moniz. a method used to tame bulls. a brain operation that involves removing a cerebral hemisphere. an operating principle.

The first prefrontal lobotomy performed on a human was a. b. c. d. e.

performed by Almeida Lima. performed on Clifford Morgan. performed in Denmark. performed by Clifford Morgan. performed on Almeida Lima.

Answer: A Difficulty Level: Difficult Topic: Evaluating Biopsychological Claims Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. 24 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 61.

The large areas, left and right, at the very front of the brain are the a. b. c. d. e.

prefrontal lobes. occipital lobes. corpus callosum. caudate. hypothalamus.

Answer: A Difficulty Level: Easy Topic: Evaluating Biopsychological Claims Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 62.

Which prefrontal lobotomy procedure involved six insertions of a leucotome into the brain to remove cores of tissue? a. b. c. d. e.

the procedure later used by Walter Freeman in Canada the procedure introduced by Egas Moniz and Almeida Lima the improved prefrontal lobotomy procedure developed in Sweden the transorbital prefrontal lobotomy the Lifeson technique developed during the 1970s

Answer: B Difficulty Level: Moderate Topic: Evaluating Biopsychological Claims Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

In 1949, Egas Moniz was awarded the Nobel Prize for a. b. c. d. e.

demonstrating that the two cerebral hemispheres have different functions. writing The Organization of Behavior. comparative research on the visual system. studies of hormone production in the brain. the development of the prefrontal lobotomy.

Which prefrontal lobotomy procedure involved an instrument being worked into the brain through the eyesocket to remove tissue? a. b. c. d. e.

Almeida Lima’s original prefrontal lobotomy procedure Egas Moniz’s original prefrontal lobotomy procedure a transorbital prefrontal lobotomy Ingo Larsen’s original prefrontal lobotomy procedure the Warren-LaForge cingulotomy technique

Answer: C Difficulty Level: Easy Topic: Evaluating Biopsychological Claims Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 65.

In the United States alone, more than __________ psychiatric patients have received a prefrontal lobotomy. a. b. c. d. e.

40 400 4,000 40,000 400,000

Answer: D Difficulty Level: Easy Topic: Evaluating Biopsychological Claims Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. 26 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. FILL IN THE BLANK QUESTIONS 1.

The four major themes addressed in this textbook are neuroplasticity, clinical implications, the evolutionary perspective, and ____________.

Answer: thinking creatively Difficulty Level: Moderate Topic: Four Major Themes in this Text Learning Objective: 1.1 Define and discuss what is meant by biopsychology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

The study of nervous system disorders is called __________.

Answer: neuropathology Difficulty Level: Difficult Topic: How Is Biopsychology Related to the Other Disciplines of Neuroscience? Learning Objective: 1.3 List the six fields of neuroscience that are particularly relevant to biopsychological inquiry. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 3.

A __________ -subjects design is an experimental design that involves testing a different group of subjects under each condition of the experiment.

Answer: between Difficulty Level: Moderate Topic: Experiments and Nonexperiments Learning Objective: 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

The __________ effect refers to the fact that a copulating male that becomes incapable of continuing to copulate with one sex partner can often recommence copulating with a new sex partner.

Topic: Experiments and Nonexperiments Learning Objective: 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

__________ research is intended to bring about a direct benefit to humankind.

Answer: Applied Difficulty Level: Easy Topic: Pure and Applied Research Learning Objective: 1.6 Compare pure and applied research. Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

The largest neural pathway that connects the left and right halves of the brain is called the __________.

Answer: corpus callosum Difficulty Level: Difficult Topic: Pure and Applied Research Learning Objective: 1.6 Compare pure and applied research. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 7.

Biopsychologists who use drugs to manipulate the brains and behavior of their research subjects are called __________.

Answer: psychopharmacologists Difficulty Level: Moderate Topic: Psychopharmacology Learning Objective: 1.8 Describe the division of biopsychology known as psychopharmacology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

__________ are biopsychologists who focus on the study of human patients with brain damage.

Answer: Neuropsychologists Difficulty Level: Moderate Topic: Neuropsychology Learning Objective: 1.9 Describe the division of biopsychology known as neuropsychology. 28 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

The EEG, or __________, is commonly recorded from the scalp as a measure of electrical brain activity.

Answer: electroencephalogram Difficulty Level: Difficult Topic: Psychophysiology Learning Objective: 1.10 Describe the division of biopsychology known as psychophysiology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

Many psychophysiological measures are indicators of the activity of the __________ nervous system, which regulates the body’s inner environment.

Answer: autonomic Difficulty Level: Difficult Topic: Psychophysiology Learning Objective: 1.10 Describe the division of biopsychology known as psychophysiology. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 11.

The division of biopsychology that makes the greatest use of functional brain imaging is __________.

Answer: cognitive neuroscience Difficulty Level: Moderate Topic: Cognitive Neuroscience Learning Objective: 1.11 Describe the division of biopsychology known as cognitive neuroscience. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

There is more to biopsychology than the study of the neural mechanisms of behavior. The division of biopsychology that best illustrates this point is __________.

Answer: comparative psychology Difficulty Level: Difficult Topic: Comparative Psychology Learning Objective: 1.12 Describe the division of biopsychology known as comparative psychology. 29 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

Korsakoff’s syndrome is most prevalent in chronic __________.

Answer: alcoholics Difficulty Level: Moderate Topic: Converging Operations: How Do Biopsychologists Work Together? Learning Objective: 1.13 Explain how converging operations has contributed to the study of Korsakoff’s syndrome. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

Korsakoff’s syndrome is typically associated with a __________ deficiency.

Answer: thiamine Difficulty Level: Moderate Topic: Converging Operations: How Do Biopsychologists Work Together? Learning Objective: 1.13 Explain how converging operations has contributed to the study of Korsakoff’s syndrome. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 15. The general method that scientists use to study unobservable objects and events is called __________. Answer: scientific inference Difficulty Level: Moderate Topic: Scientific Inference: How Do Biopsychologists Study the Unobservable Workings of the Brain? Learning Objective: 1.14 Explain scientific inference with reference to research on eye movements and the visual perception of motion. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16. Delgado’s claim of a caudate taming center should have been dismissed immediately because it violated __________. Answer: Morgan’s canon Difficulty Level: Difficult Topic: Evaluating Biopsychological Claims Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. Skill Level: Remember the Facts 30 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

__________ won a Nobel Prize for the development of the prefrontal lobotomy as a treatment for mental illness.

Answer: Egas Moniz Difficulty Level: Difficult Topic: Evaluating Biopsychological Claims Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

Transorbital lobotomies were conducted through the orbits, or __________.

Answer: eye sockets Difficulty Level: Moderate Topic: Evaluating Biopsychological Claims Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. ESSAY AND OTHER MULTIPLE-MARK QUESTIONS 1.

Discuss biopsychology’s special role in neuroscientific research, and describe four other disciplines of neuroscience.

Answer: 20% for explaining that the study of behavior is biopsychology’s special role 80% for naming and defining four other disciplines of neuroscience Difficulty Level: Easy Topic: What Is Biopsychology? Learning Objective: 1.3 List the six fields of neuroscience that are particulary relevant to biopsychological inquiry. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Discuss the advantages and disadvantages of humans as subjects in biopsychological research.

Answer: 50% for the advantages: they have human brains; they are often less expensive to procure than animal subjects; they can communicate verbally 31 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

50% for the disadvantages: their brains and behavior are particularly complex; there are strict ethical constraints; research that focuses totally on humans lacks a comparative perspective Difficulty Level: Moderate Topic: What Types of Research Characterize the Biopsychological Approach? Learning Objective: 1.4 Compare the advantages and disadvantages of humans and nonhumans as subjects in biopsychological research. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 3.

Compare experimental and quasiexperimental research.

Answer: 50% for defining and discussing both experiments and quasiexperiments 50% for contrasting experiments and quasiexperiments, emphasizing the fact that only experiments permit the possibility of identifying causation Difficulty Level: Difficult Topic: What Types of Research Characterize the Biopsychological Approach? Learning Objective: 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 4.

Compare physiological psychology and neuropsychology, and discuss how these two approaches to biopsychological research complement one another.

Answer: 50% for describing physiological psychology and neuropsychology 50% for explaining how these two fields compensate for each other’s weaknesses; students should discuss the concept of converging operations, and their answer could be strengthened by providing examples (e.g., research on memory or on Korsakoff’s syndrome) Difficulty Level: Difficult Topic: What Are the Divisions of Biopsychology? Learning Objective: 1.7 Describe the division of biopsychology known as physiological psychology.Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 5.

If you were to become a biopsychologist, in which division of biopsychology would you like to specialize and why?

Answer: 50% for knowledge of the division that a respondent selects 50% for effectively arguing that the choice is best for that respondent Difficulty Level: Moderate Topic: What Are the Divisions of Biopsychology? Learning Objective: 1.7 Describe the division of biopsychology known as physiological psychology. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

Discuss the concept of converging operations, explain its critical role in biopsychological research, and provide a specific example of its use.

Answer: 40% for defining and discussing converging operations and how they work in biopsychology 60% for providing a specific example of converging operations in biopsychology (e.g., research on Korsakoff’s syndrome) Difficulty Level: Difficult Topic: How Do Biopsychologists Conduct Their Work? Learning Objective: 1.13 Explain how converging operations has contributed to the study of Korsakoff’s syndrome. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 7.

It is important to think critically about biopsychological claims. Discuss and provide an example.

Answer: 40% for describing the difficulties of interpreting biopsychological claims and discussing the importance of critical evaluation 60% for providing an example of misinterpretation in biopsychological research (e.g., prefrontal lobotomy or the caudate taming center) to argue for the importance of critical evaluation Difficulty Level: Easy Topic: Critical Thinking about Biopsychological Claims Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Quiz: What Is Biopsychology? EOM Q1.1.1 Question: Donald Hebb developed the first comprehensive theory of how a. complex psychological phenomena might be produced by brain activity. b. sexual activity might be produced by the sight of an arousing stimulus. c. emotions are produced by feedback from the facial muscles. d. to scientifically study behavior. Answer: A

Consider This: Hebb’s theory helped dismiss the notion that psychological functioning was too complex to be rooted in brain physiology. LO 1.2 Discuss the origins of the field of biopsychology. Learning Objective: 1.2 Discuss the origins of the field of biopsychology. Skill Level: Understand the Concepts Difficulty Level: Easy EOM Q1.1.2 Question: Hebb is BEST described as using a(n) _____ approach in developing the first comprehensive theory of how psychological phenomena may be produced by brain activity. a. quasiexperimental b. comparative c. clinical d. eclectic Answer: D Consider This: Hebb used laboratory studies of humans and animals, logical insights, and case studies. LO 1.2 Discuss the origins of the field of biopsychology. Learning Objective: 1.2 Discuss the origins of the field of biopsychology. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM Q1.1.3 Question: Psychology is the scientific study of a. biology. b. behavior. c. neuroplasticity. d. evolutionary biology. Answer: B Consider This: Psychology can be used to arrive at inferences about the cognitions of an animal. LO 1.1 Define and discuss what is meant by biopsychology. Learning Objective: 1.1 Define and discuss what is meant by biopsychology. Skill Level: Remember the Facts Difficulty Level: Easy EOM Q1.1.4 Question: The field that focuses on the study of the structure of the nervous system is a. neuroanatomy. b. neurophysiology. c. neurochemistry. d. neuropathology. Answer: A

Consider This: This subfield of neuroscience, focuses on the structure of the nervous system. LO 1.3 List the six fields of neuroscience that are particularly relevant to biopsychological inquiry. Learning Objective: 1.3 List the six fields of neuroscience that are particularly relevant to biopsychological inquiry. Skill Level: Remember the Facts Difficulty Level: Easy

EOM Q1.1.5 Question: With respect to the major fields of neuroscience, the study of the chemical bases of neural activity is to the study of nervous system dysfunction as _____ is to _____. a. neurophysiology; neuroanatomy b. neurochemistry; neuroanatomy c. neurochemistry; neuropathology d. neuropharmacology; neuropathology Answer: C Consider This: Neither of the correct fields focuses on the structure of the nervous system. LO 1.3 List the six fields of neuroscience that are particularly relevant to biopsychological inquiry. Learning Objective: 1.3 List the six fields of neuroscience that are particularly relevant to biopsychological inquiry. Skill Level: Analyze It Difficulty Level: Moderate

Quiz: What Types of Research Characterize the Biopsychological Approach? EOM Q1.2.1 Question: The study of biological processes by examining different species is known as the _____ approach. a. Gorzalka b. comparative c. translational d. between-subjects Answer: B Consider This: Recall the three advantages of studying nonhuman species in understanding human behavior. LO 1.4 Compare the advantages and disadvantages of humans and nonhumans as subjects in biopsychological research. Learning Objective: 1.4 Compare the advantages and disadvantages of humans and nonhumans as subjects in biopsychological research. Skill Level: Understand the Concepts Difficulty Level: Easy

EOM Q1.2.2 Question: An experiment that tests a different group of participants in each of the experimental conditions is said to use a(n) a. within-subjects design. b. experimental design. c. between-subjects design. d. independent variable approach. Answer: C Consider This: The difference between the experimental conditions is called the independent variable. LO 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Learning Objective: 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM Q1.2.3 Question: Lester and Gorzalka developed a clever way to control for the confounded variable of a. sexual fatigue of males. b. sexual vigor of males. c. sexual fatigue of females. d. sexual vigor of females. Answer: A Consider This: The experiment in question was an investigation of the Coolidge effect. LO 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Learning Objective: 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM Q1.2.4 Question: Quasiexperimental studies examine groups of participants who have been a. exposed to only one level of the independent variable. b. randomly assigned to particular conditions. c. exposed to the conditions of interest in the real world. d. consuming a lot of alcohol. Answer: C Consider This: Quasiexperimental studies are not true experiments because potential confounded variables have not been controlled for. LO 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Learning Objective: 1.5 Compare experiments, quasiexperimental studies, and case studies emphasizing their utility in the study of causal effects. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM Q1.2.5 Question: Translational research a. aims to translate the findings of pure research into useful applications. b. aims to translate the findings published in one language into another language. c. studies the process of translation between languages. d. is a form of pure research. Answer: A Consider This: Pure research often becomes the topic of this type of research. LO 1.6 Compare pure and applied research. Learning Objective: 1.6 Compare pure and applied research. Skill Level: Understand the Concepts Difficulty Level: Easy

Quiz: What Are the Divisions of Biopsychology? EOM Q1.3.1 Question: Which division of biopsychology relies on functional brain imaging as its major research method? a. cognitive neuroscience b. neuropsychology c. psychophysiology d. behavioral neuroscience Answer: A Consider This: These researchers rely heavily on the use of brain imaging technologies. LO 1.11 Describe the division of biopsychology known as cognitive neuroscience. Learning Objective: 1.11 Describe the division of biopsychology known as cognitive neuroscience. Skill Level: Remember the Facts 37 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Easy EOM Q1.3.2 Question: A biopsychologist who studies the memory deficits of human patients with brain dysfunction would MOST likely identify with the division of biopsychology called a. cognitive neuroscience. b. neuropsychology. c. psychophysiology. d. behavioral neuroscience. Answer: B Consider This: This sort of biopsychologist’s research is almost always applied in nature. LO 1.9 Describe the division of biopsychology known as neuropsychology. Learning Objective: 1.9 Describe the division of biopsychology known as neuropsychology. Skill Level: Remember the Facts Difficulty Level: Easy EOM Q1.3.3 Question: Biopsychologists who study the physiological correlates of psychological processes by recording physiological signals from the surface of the human body are often called a. cognitive neuroscientists. b. neuropsychologists. c. psychophysiologists. d. behavioral neuroscientists. Answer: C Consider This: This sort of biopsychologist is quite likely to use an electroencephalogram (EEG) or a measure of the electrical conductance of the skin. LO 1.10 Describe the division of biopsychology known as psychophysiology. Learning Objective: 1.10 Describe the division of biopsychology known as psychophysiology. Skill Level: Remember the Facts Difficulty Level: Easy EOM Q1.3.4 Question: The research of _____________________ typically involves the direct manipulation or recording of the neural activity of laboratory animals by invasive surgical, electrical, or chemical means. a. cognitive neuroscientists b. neuropsychologists c. psychophysiologists d. physiological psychologists Answer: D Consider This: The research in this division of biopsychology is often pure in nature and usually contributes to the development of theories. LO 1.7 Describe the division of biopsychology known as physiological psychology.

Learning Objective: 1.7 Describe the division of biopsychology known as physiological psychology. Skill Level: Remember the Facts Difficulty Level: Moderate EOM Q1.3.5 Question: The division of biopsychology that focuses on the effects of drugs on behavior is often called ____________________. a. cognitive neuroscience b. neuropsychology c. psychophysiology d. psychopharmacology Answer: D Consider This: Many of the earliest researchers in this division were physiological psychologists who moved into drug research. LO 1.8 Describe the division of biopsychology known as psychopharmacology. Learning Objective: 1.8 Describe the division of biopsychology known as psychopharmacology. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: How Do Biopsychologists Conduct Their Work? EOM Q1.4.1 Question: Korsakoff’s syndrome is: a. most commonly observed in males of Russian descent. b. often the result of overconsuming food. c. never associated with chronic alcoholism. d. caused in large part by thiamine deficiency. Answer: D Consider This: Converging operations was important in the study of Korsakoff’s syndrome. LO 1.13 Explain how converging operations has contributed to the study of Korsakoff’s syndrome. Learning Objective: 1.13 Explain how converging operations has contributed to the study of Korsakoff’s syndrome. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM Q1.4.2 Question: Using different research approaches in such a way that the weaknesses of one approach are compensated for by the strengths of another is known as a. neuroscience. b. the scientific method. c. the biopsychological approach. d. converging operations. Answer: D Consider This: Some questions can only be addressed with the use of multiple approaches. LO 1.13 Explain how converging operations has contributed to the study of Korsakoff’s syndrome. Learning Objective: 1.13 Explain how converging operations has contributed to the study of Korsakoff’s syndrome. Skill Level: Understand the Concepts Difficulty Level: Easy EOM Q1.4.3 Question: The empirical method that biopsychologists and other scientists use to study the unobservable is a. between-subject designs. b. converging operations. c. lordosis. d. scientific inference. Answer: D Consider This: Using this method, biopsychologists can infer the nature of the neural processes that regulate behavior. LO 1.14 Explain scientific inference with reference to research on eye movement and the visual perception of motion. Learning Objective: 1.14 Explain scientific inference with reference to research on eye movement and the visual perception of motion. Skill Level: Remember the Facts Difficulty Level: Easy

EOM Q1.4.4 Question: Under normal conditions, the brain mechanisms responsible for the perception of motion don’t consider eye movements per se. Instead, they consider a. only those eye movements that are actively produced by neural signals from the brain to the finger muscles. b. only those eye movements that are actively produced by neural signals from the brain to the eye muscles. c. only unilateral eye movements. d. only bilateral eye movements. Answer: B Consider This: Recall the passive eye movement activity that is involved in using your fingertip. LO 1.14 Explain scientific inference with reference to research on eye movement and the visual perception of motion. Learning Objective: 1.14 Explain scientific inference with reference to research on eye movement and the visual perception of motion. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM Q1.4.5 Question: If you were to inject curare into your eye muscles and then try to move your eye, you would see the stationary visual world a. move in the direction opposite to your attempted eye movement. b. move in the same direction as your attempted eye movement. c. move from side to side. d. disappear. Answer: B Consider This: In the study of Hammond, Merton, and Sutton (1956), Merton’s brain assumed the movement had been carried out. LO 1.14 Explain scientific inference with reference to research on eye movement and the visual perception of motion. Learning Objective: 1.14 Explain scientific inference with reference to research on eye movement and the visual perception of motion. Skill Level: Apply What You Know Difficulty Level: Moderate

Quiz: Thinking Critically about Biopsychological Claims EOM Q1.5.1 Question: With respect to its relationship to creative thinking, critical thinking is a. largely unrelated to creative thinking. b. essentially the opposite of creative thinking. c. virtually synonymous with creative thinking. d. a necessary foundation for creative thinking. 41 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Answer: D Consider This: Creativity is often sparked by examining weaknesses in existing beliefs. LO 1.15 Define critical thinking and evaluate biopsychological claims. Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. Skill Level: Analyze It Difficulty Level: Difficult EOM Q1.5.2 Question: Emmie is giving a class presentation on the contributions of Nobel Prize winners to psychology’s history. She discusses not only the work of Pavlov on classical conditioning but also the work of _____, who developed the prefrontal lobotomy. a. Lima b. Valenstein c. Moniz d. Freeman Answer: C Consider This: The studies carried out by this individual, with human patients, were based on a report of a chimpanzee’s behavioral change following brain surgery. LO 1.15 Define critical thinking and evaluate biopsychological claims. Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. Skill Level: Apply What You Know Difficulty Level: Moderate EOM Q1.5.3 Question: Who was responsible for popularizing the use of the transorbital lobotomy? a. Lima b. Valenstein c. Moniz d. Freeman Answer: D Consider This: This method was popular in the United States and involved the use of an icepicklike device. LO 1.15 Define critical thinking and evaluate biopsychological claims. Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. Skill Level: Remember the Facts Difficulty Level: Easy EOM Q1.5.4 Question: Who reported discovering a caudate taming center? a. Lima b. Delgado c. Moniz d. Freeman Answer: B 42 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Consider This: Recall the experiment with the bull and the radio transmitter. LO 1.15 Define critical thinking and evaluate biopsychological claims. Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. Skill Level: Remember the Facts Difficulty Level: Easy EOM Q1.5.5 Question: Major weaknesses in the scientific case for the prefrontal lobotomy included the fact that: a. it was based on experimental research. b. its early practitioners included a case study in their research. c. it could be performed only on informed, consenting adults. d. the effects of the prefrontal lobotomies were not carefully evaluated. Answer: D Consider This: The initial development of the prefrontal lobotomy involved a lack of appreciation for the diversity of brain and behavior across species. LO 1.15 Define critical thinking and evaluate biopsychological claims. Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Biopsychology as a Neuroscience EOC Q1.1 Question: Biopsychology developed into a major neuroscientific discipline in the ____ century. a. 18th b. 19th c. 20th d. 21st Answer: C Consider This: Recall the research of D.O. Hebb. LO 1.2 Discuss the origins of the field of biopsychology. Learning Objective: 1.2 Discuss the origins of the field of biopsychology. Skill Level: Remember the Facts Difficulty Level: Easy EOC Q1.2 Question: Biopsychology is sometimes called: a. behavioral psychology. b. psychobiology. c. behavioral neuroplasticity. d. the evolutionary perspective. Answer: B

Consider This: This alternate label implies a psychological approach to the study of biology. LO 1.1 Define and discuss what is meant by biopsychology. Learning Objective: 1.1 Define and discuss what is meant by biopsychology. Skill Level: Remember the Facts Difficulty Level: Easy EOC Q1.3 Question: The field that focuses on the study of interactions between the nervous system and the endocrine system is: a. neurophysiology. b. neuroendocrinology. c. neurochemistry. d. neuropharmacology. Answer: B Consider This: Biopsychologists draw upon the knowledge of other neuroscientific disciplines. LO 1.3 List the six fields of neuroscience that are particularly relevant to biopsychological inquiry. Learning Objective: 1.3 List the six fields of neuroscience that are particularly relevant to biopsychological inquiry. Skill Level: Remember the Facts Difficulty Level: Easy EOC Q1.4 Question: Janae is a graduate student researching the effects of methamphetamine on brain activity. Janae’s research is BEST described as an example of the field of: a. neurophysiology. b. neuroendocrinology. c. neurochemistry. d. neuropharmacology. Answer: D Consider This: This field almost always uses drugs in its studies. LO 1.3 List the six fields of neuroscience that are particularly relevant to biopsychological inquiry. Learning Objective: 1.3 List the six fields of neuroscience that are particularly relevant to biopsychological inquiry. Skill Level: Apply What You Know Difficulty Level: Easy

EOC Q1.5 Question: The field that focuses on the study of the functions and activities of the nervous system is: a. neurophysiology. b. neuroendocrinology. c. neurochemistry. d. neuropharmacology. Answer: A Consider This: This field is more concerned with activity in the nervous system as opposed to its structure and components. LO 1.3 List the six fields of neuroscience that are particularly relevant to biopsychological inquiry. Learning Objective: 1.3 List the six fields of neuroscience that are particularly relevant to biopsychological inquiry. Skill Level: Remember the Facts Difficulty Level: Easy EOC Q1.6 Question: The differences between the brains of humans and those of related species are more ______________ than _________________. a. qualitative; quantitative b. quantitative; qualitative c. superficial; real d. pronounced; once thought Answer: B Consider This: Human brains differ from the brains of other mammals primarily in their overall size and the extent of their cortical development. LO 1.4 Compare the advantages and disadvantages of humans and nonhumans as subjects in biopsychological research. Learning Objective: 1.4 Compare the advantages and disadvantages of humans and nonhumans as subjects in biopsychological research. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC Q1.7 Question: The experimenter assigns the participants to conditions, administers the treatments, and measures the outcome in such a way that there is only one relevant difference between the conditions being compared. This difference between the conditions is called the: a. confounded variable. b. variable of interest. c. independent variable. d. dependent variable. Answer: C Consider This: This variable is the one that is manipulated by the experimenter. LO 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Learning Objective: 1.5 Compare experiments, quasiexperimental studies, and case studies, emphasizing their utility in the study of causal effects. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC Q1.8 Question: Research that aims to turn the findings of pure research into useful applications for humankind is called _____ research. a. pure b. translational c. confounded d. practical Answer: B Consider This: An example of this type of research would be a clinical trial that tests the effectiveness of a drug, previously found to decrease depression in an animal model of depression, in depressed humans. LO 1.6 Compare pure and applied research. Learning Objective: 1.6 Compare pure and applied research. Skill Level: Remember the Facts Difficulty Level: Easy EOC Q1.9 Question: There is a tradition of ___________________ research in physiological psychology; the emphasis is usually on research that contributes to the development of theories of the neural control of behavior rather than on research of immediate practical benefit. a. applied b. translational c. pure d. practical Answer: C Consider This: The research in physiological psychology is usually done for the purposes of acquiring knowledge. LO 1.6 Compare pure and applied research. 46 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Learning Objective: 1.6 Compare pure and applied research. Skill Level: Understand the Concepts Difficulty Level: Easy EOC Q1.10 Question: The early reports that the prefrontal lobotomy was therapeutically effective were based on the impressions of the individuals who were the LEAST objective; that is, these early reports were based on the impressions of: a. Lima and Freeman. b. the patients. c. the physicians who had prescribed the surgery. d. the family members of the patients. Answer: C Consider This: Little effort was made to evaluate the effects of the treatment. LO 1.15 Define critical thinking and evaluate biopsychological claims. Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC Q1.11 Question: When there are several possible interpretations for a behavioral observation, the rule is to give precedence to the simplest one; this rule is called: a. Occam’s sword. b. Morgan’s canon. c. Freeman’s icepick. d. Hebb’s postulate. Answer: B Consider This: Recall Valenstein’s assessment of Delgado’s research. LO 1.15 Define critical thinking and evaluate biopsychological claims. Learning Objective: 1.15 Define critical thinking and evaluate biopsychological claims. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC Q1.12 Question: _____________________ is a division of biopsychology that investigates the neural bases of human cognition; its major method is functional brain imaging. a. Cognitive neuroscience b. Neuropsychology c. Psychophysiology d. Psychopharmacology Answer: A Consider This: Research in this division of biopsychology involves humans and is usually noninvasive. LO 1.11 Describe the division of biopsychology known as cognitive neuroscience. 47 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Learning Objective: 1.11 Describe the division of biopsychology known as cognitive neuroscience. Skill Level: Remember the Facts Difficulty Level: Easy EOC Q1.13 Question: __________________ are biopsychologists who study the genetics, evolution, and adaptiveness of behavior, often by using the comparative approach. a. Cognitive neuroscientists b. Neuropsychologists c. Psychophysiologists d. Comparative psychologists Answer: D Consider This: This division does not deal specifically with the neural mechanisms of behavior. LO 1.12 Describe the division of biopsychology known as comparative psychology. Learning Objective: 1.12 Describe the division of biopsychology known as comparative psychology. Skill Level: Remember the Facts Difficulty Level: Easy EOC Q1.14 Question: Thiamine-deficient rats display: a. cravings for alcohol. b. extreme physical exertion. c. excessive thirst. d. memory deficits. Answer: D Consider This: Thiamine-deficient rats display many of the same problems as those seen in humans with Korsakoff’s syndrome. LO 1.13 Explain how converging operations has contributed to the study of Korsakoff’s syndrome. Learning Objective: 1.13 Explain how converging operations has contributed to the study of Korsakoff’s syndrome. Skill Level: Analyze It Difficulty Level: Moderate EOC Q1.15 Question: A strength of the neuropsychological approach is that ____________________, whereas a weakness of the neuropsychological approach is that ____________________. a. it focuses on nonhuman subjects; it focuses on pharmacological manipulations b. it focuses on nonhuman subjects; its focus on nonhuman subjects usually precludes experiments c. it focuses on human patients with brain dysfunction; its focus on human patients as subjects usually precludes experiments 48 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

d. it deals directly with human patients; it focuses on drug treatments Answer: C Consider This: Recall the strengths and weaknesses of the neuropsychological approach in the context of the study of Korsakoff’s syndrome. LO 1.13 Explain how converging operations has contributed to the study of Korsakoff’s syndrome. Learning Objective: 1.13 Explain how converging operations has contributed to the study of Korsakoff’s syndrome. Skill Level: Analyze It Difficulty Level: Moderate

CHAPTER 2 EVOLUTION, GENETICS, AND EXPERIENCE: THINKING ABOUT THE BIOLOGY OF BEHAVIOR Total Assessment Guide (T.A.G.) Topic Thinking about the Biology of Behavior: From Dichotomies to Interactions Human Evolution

Fundamental Genetics

Epigenetics of Behavioral Development: Interaction of Genetic Factors and Experience Genetics of Human Psychological Differences

Question Type Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay

Remember the Facts 1-11

Understand the Concepts 12

1, 2 13-23, 27-41, 43-47, 51-60 3-8 3 61-90

1, 2 24-26, 42, 48-50

9-15 5, 6 91-101 16, 17 7 102-105, 107-110, 114, 115 18-20 8

106, 111-113, 116

Apply What You Know

MULTIPLE CHOICE QUESTIONS 1.

The general intellectual climate of a culture is referred to as its a. b. c. d. e.

canon. purpose statement. zeitgeist. converging operations. dichotomy.

Answer: C Difficulty Level: Easy Topic: Introduction Skill Level: Remember the Facts Learning Objective: 2.1 Describe the origins of the physiological–psychological and nature– nurture ways of thinking. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

When we ignore the subtleties and complexities of a phenomenon and instead think in ―either-or‖ terms, we fall prey to developing explanations based on a. b. c. d. e.

physiological processes. Cartesian dualism. dichotomous thinking. inherited traits. cultural traditions.

Answer: C Difficulty Level: Moderate Topic: The Origins of Dichotomous Thinking Skill Level: Remember the Facts Learning Objective: 2.1 Describe the origins of the physiological–psychological and nature– nurture ways of thinking. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The proposal that the human brain and human mind are separate entities was formalized in the 1600s by a. b. c. d. e.

Donald Hebb. John Locke. Johan Fichte. Rene Descartes. Baruch Spinoza.

Answer: D Difficulty Level: Moderate Topic: The Origins of Dichotomous Thinking Skill Level: Remember the Facts Learning Objective: 2.1 Describe the origins of the physiological–psychological and nature– nurture ways of thinking. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

Descartes’s philosophy is popularly known as a. b. c. d. e.

monism. behaviorism. ethology. mentalism. dualism.

Answer: E Difficulty Level: Moderate Topic: The Origins of Dichotomous Thinking Skill Level: Remember the Facts Learning Objective: 2.1 Describe the origins of the physiological–psychological and nature– nurture ways of thinking. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Nature is to nurture as a. b. c. d. e.

learning is to genetics. behaviorism is to ethology. genetics is to experience. society is to tribalism. church is to state.

Answer: C Difficulty Level: Difficult Topic: The Origins of Dichotomous Thinking Skill Level: Remember the Facts Learning Objective: 2.1 Describe the origins of the physiological–psychological and nature– nurture ways of thinking. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

As experimental psychology was becoming established in North America, __________ was becoming the dominant approach to the study of behavior in Europe. a. b. c. d. e.

behaviorism ethology etiology ethnography psychohistory

Answer: B Difficulty Level: Difficult Topic: The Origins of Dichotomous Thinking Skill Level: Remember the Facts Learning Objective: 2.1 Describe the origins of the physiological–psychological and nature– nurture ways of thinking. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Asomatognosia is a a. b. c. d. e.

form of Korsakoff’s syndrome. modern formulation of dualistic philosophy. learned response. consequence of damage to the cerebellum. deficiency in the awareness of parts of one’s own body.

Answer: E Difficulty Level: Easy Topic: Problems with Thinking about the Biology of Behavior in Terms of Traditional Dichotomies Skill Level: Remember the Facts Learning Objective: 2.2 Explain why thinking about the biology of behavior in terms of traditional physiological–psychological and nature–nurture dichotomies is flawed. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Asomatognosia typically a. b. c. d. e.

results from damage to the right frontal and parietal lobes. affects the right side of the body. results from damage to the occipital lobe. affects both sides of the body. results from damage to the left frontal and parietal lobes.

Answer: A Difficulty Level: Moderate Topic: Problems with Thinking about the Biology of Behavior in Terms of Traditional Dichotomies Skill Level: Remember the Facts Learning Objective: 2.2 Explain why thinking about the biology of behavior in terms of traditional physiological–psychological and nature–nurture dichotomies is flawed. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Evidence of a lack of complex self-awareness resulting from fairly simple organic brain damage illustrates the pitfalls of a. b. c. d. e.

the physiological-or-psychological dichotomy. using animal models to understand human behavior. the ―sink-or-swim‖ approach to thinking. trying to understand brain mechanisms based on case studies. the nature-or-nurture dichotomy.

Answer: A Difficulty Level: Difficult Topic: Problems with Thinking about the Biology of Behavior in Terms of Traditional Dichotomies Skill Level: Remember the Facts Learning Objective: 2.2 Explain why thinking about the biology of behavior in terms of traditional physiological–psychological and nature–nurture dichotomies is flawed. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

One way to study self-awareness in nonhuman animals is to present them with a. b. c. d. e.

a mirror image of themselves. a photograph of themselves. an experiment. a same-age cage mate. an unsolvable task.

Answer: A Difficulty Level: Easy Topic: Problems with Thinking about the Biology of Behavior in Terms of Traditional Dichotomies Skill Level: Remember the Facts Learning Objective: 2.2 Explain why thinking about the biology of behavior in terms of traditional physiological–psychological and nature–nurture dichotomies is flawed. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Which operation represents the proper way to consider the contributions of nature and nurture to human behavior? a. b. c. d. e.

replacement addition division interaction subtraction

Answer: D Difficulty Level: Difficult Topic: Problems with Thinking about the Biology of Behavior in Terms of Traditional Dichotomies Skill Level: Remember the Facts Learning Objective: 2.2 Explain why thinking about the biology of behavior in terms of traditional physiological–psychological and nature–nurture dichotomies is flawed. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

Ongoing behavior results from a. b. c. d. e.

evolutionary patterns that shaped an entire species. environmental forces that shaped the organism’s development. the additive effects of nature and nurture. the current characteristics of an organism in its current environment. reflexive behaviors honed by genetics.

Answer: D Difficulty Level: Difficult Topic: Problems with Thinking about the Biology of Behavior in Terms of Traditional Dichotomies Skill Level: Understand the Concepts Learning Objective: 2.2 Explain why thinking about the biology of behavior in terms of traditional physiological–psychological and nature–nurture dichotomies is flawed. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13.

The single most influential theory in the biological sciences was developed and elaborated by a. b. c. d. e.

Karl Lashley. Charles Darwin. Johannes Müeller. Rene Descartes. Corrado Fontana.

Answer: B Difficulty Level: Easy Topic: Darwin’s Theory of Evolution Skill Level: Remember the Facts Learning Objective: 2.3 Describe the origins of evolutionary theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

Charles Darwin’s book On the Origin of Species was published in a. b. c. d. e.

1312. 1562. 1859. 1920. 1943.

Answer: C Difficulty Level: Moderate Topic: Darwin’s Theory of Evolution Skill Level: Remember the Facts Learning Objective: 2.3 Describe the origins of evolutionary theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Darwin was not the first to suggest that species evolve, but he was the first to suggest a. b. c. d. e.

the mechanisms by which evolution occurred. that cultures rarely evolve. a rebuttal that evolution occurs by genetics. why mammals tend not to evolve. how sexual activity limits the evolution of many species.

Answer: A Difficulty Level: Moderate Topic: Darwin’s Theory of Evolution Skill Level: Remember the Facts Learning Objective: 2.3 Describe the origins of evolutionary theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

Darwin proposed that evolution occurs through the process of a. b. c. d. e.

random genetic mutations. natural selection. inter-species aggression. artificial selective breeding. the unfolding of a divine plan.

Answer: B Difficulty Level: Moderate Topic: Darwin’s Theory of Evolution Skill Level: Remember the Facts Learning Objective: 2.3 Describe the origins of evolutionary theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

Horse breeders have created faster horses through careful programs of a. b. c. d. e.

natural selection. gene splicing. selective breeding. domestication. euthanasia.

Answer: C Difficulty Level: Easy Topic: Darwin’s Theory of Evolution Skill Level: Remember the Facts Learning Objective: 2.3 Describe the origins of evolutionary theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

Fitness in the Darwinian sense refers to an organism’s ability to a. b. c. d. e.

survive and contribute large numbers of fertile offspring to the next generation. remain healthy during times of famine or contagion. vanquish opponents in both intra- and inter-species rivalries. survive when placed in an unfamiliar or inhospitable environment. avoid predators by forming social bonds within a tribe or troop.

19.

Social dominance is an important factor in evolution because dominant males often a. b. c. d. e.

kill their offspring after they are born. become seriously injured. produce more offspring than nondominant males. migrate up and down within a dominance hierarchy. .kill their mates after mating has terminated.

Answer: C Difficulty Level: Moderate Topic: Evolution and Behavior Skill Level: Remember the Facts Learning Objective: 2.4 Explain the evolutionary significance of social dominance and courtship displays. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

Courtship displays are important evolutionary phenomena because they a. b. c. d. e.

promote the evolution of new species. promote extinction. facilitate aggression. encourage social dominance. eliminate copulation.

Answer: A Difficulty Level: Moderate Topic: Evolution and Behavior Skill Level: Remember the Facts Learning Objective: 2.4 Explain the evolutionary significance of social dominance and courtship displays. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

The conspecific of a vole is a a. b. c. d. e.

rat. monkey. human. mouse. vole.

Answer: E Difficulty Level: Easy Topic: Evolution and Behavior Skill Level: Remember the Facts Topic: Evolution and Behavior Learning Objective: 2.4 Explain the evolutionary significance of social dominance and courtship displays. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22.

Evidence suggests that complex multicellular, water-dwelling organisms first appeared on earth a. b. c. d. e.

1 billion years ago. 800 million years ago. 10 million years ago. 4 million years ago. 2 million years ago.

Answer: B Difficulty Level: Moderate Topic: Course of Human Evolution Skill Level: Remember the Facts Learning Objective: 2.5 Summarize the pathway of evolution from single-cell organisms to humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

Animals with dorsal nerve cords are called a. b. c. d. e.

phyla. chordates. vertebrates. mammals. amphibians.

Based on current classification systems, how many classes of vertebrates are there? a. b. c. d. e.

three eleven six nine seven

Answer: E Difficulty Level: Moderate Topic: Course of Human Evolution Skill Level: Understand the Concepts Learning Objective: 2.5 Summarize the pathway of evolution from single-cell organisms to humans. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

25.

Spinal bones that protect the dorsal nerve cord are called a. b. c. d. e.

chordates. vertebrae. ancilla. phyla. vestiges.

Answer: B Difficulty Level: Easy Topic: Course of Human Evolution Skill Level: Understand the Concepts Learning Objective: 2.5 Summarize the pathway of evolution from single-cell organisms to humans. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 26.

Birds and reptiles are a. b. c. d. e.

amphibians. chordates. invertebrates. mammals. the oldest examples of vertebrates.

Answer: B Difficulty Level: Moderate Topic: Course of Human Evolution Skill Level: Understand the Concepts Learning Objective: 2.5 Summarize the pathway of evolution from single-cell organisms to humans. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

27.

The first animals to venture out of the water were a. b. c. d. e.

reptiles. bony fishes. amphibians. Florida walking catfish. gulper eels.

Answer: B Difficulty Level: Difficult Topic: Course of Human Evolution Skill Level: Remember the Facts Learning Objective: 2.5 Summarize the pathway of evolution from single-cell organisms to humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 28.

Frogs, toads, and salamanders a. b. c. d. e.

lack dorsal nerve cords. are examples of reptiles. ventured onto land 800 million years ago. must live in water in their larval form. are classified as invertebrates.

Answer: D Difficulty Level: Difficult Topic: Course of Human Evolution Skill Level: Remember the Facts Learning Objective: 2.5 Summarize the pathway of evolution from single-cell organisms to humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

Lizards, snakes, and turtles a. b. c. d. e.

are reptiles. are amphibians. need to live in water as adults. spend their larval stages in water are prosimians.

Answer: A Difficulty Level: Moderate Topic: Course of Human Evolution Skill Level: Remember the Facts Learning Objective: 2.5 Summarize the pathway of evolution from single-cell organisms to humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 30.

Reptiles evolved from a. b. c. d. e.

amphibians. fish. bony fish. prosimians. snakes.

31.

Reptiles were the first animals to a. b. c. d. e.

have back bones. lay shell-covered eggs. develop vertebrae. be amphibious. evolve as chordates.

Mammals evolved from a. b. c. d. e.

reptiles. fish. amphibians. prosimians. primates.

33.

One contemporary mammalian species that lays eggs is the a. b. c. d. e.

duck-billed platypus. tapir. pangolin. solenodon. tarsier.

Prosimians, hominins, and apes are all a. b. c. d. e.

Old World monkeys. New World monkeys. langurs. primates. lorises.

35.

Unlike Old World monkeys, apes a. b. c. d. e.

do not have tails. have opposable thumbs that are not useful for precise manipulation. do not have opposable thumbs. cannot walk upright for short distances. have tails.

Answer: A Difficulty Level: Difficult Topic: Course of Human Evolution Skill Level: Remember the Facts Learning Objective: 2.5 Summarize the pathway of evolution from single-cell organisms to humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36.

How many species of the hominin subgroup Homo currently exist? a. b. c. d. e.

1 2 4 7 8

37.

Modern humans belong to which species? a. b. c. d. e.

Homo neanderthalensis Australopithecus primates Homo sapiens hominids

Australopithecines, the first hominins, are thought to have evolved about __________ years ago. a. b. c. d. e.

100 million 150 million 90 million 4 million 100 thousand

Answer: D Difficulty Level: Moderate Topic: Course of Human Evolution Skill Level: Remember the Facts Learning Objective: 2.5 Summarize the pathway of evolution from single-cell organisms to humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Australo means __________; pithecus means __________. a. b. c. d. e.

African; gorilla southern; ape African; chimpanzee African; ape African; human

Well-preserved 3.6-million-year-old footprints of 4-foot (1.3-meter) tall, small-brained __________ were discovered in African volcanic ash. a. b. c. d. e.

apes Homo sapiens Neanderthals Australopithecines lemurs

41.

About 275,000 years ago, early hominins were gradually replaced in the African fossil record by a. b. c. d. e.

Old World monkeys. Neanderthals. modern humans. primates. Australopithecus.

Answer: C Difficulty Level: Moderate Topic: Course of Human Evolution Skill Level: Remember the Facts Learning Objective: 2.5 Summarize the pathway of evolution from single-cell organisms to humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 42.

Metaphorically, evolution should be conceptualized as a a. b. c. d. e.

scale. ladder. book. bush. mirror.

Answer: D Difficulty Level: Easy Topic: Thinking about Human Evolution Skill Level: Understand the Concepts Learning Objective: 2.6 Describe nine commonly misunderstood points about evolution. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

43.

Which statement about hominins is correct? a. b. c. d. e.

Homo sapiens are the last surviving example of primates. On the evolutionary time scale, hominins have existed for a split second. The evolutionary lineage from single-celled organisms to hominins has been clear and direct. On the evolutionary time scale, hominins have dominated most of the history of mammals. Humans represent the pinnacle of evolution.

Answer: B Difficulty Level: Difficult Topic: Thinking about Human Evolution Skill Level: Remember the Facts Learning Objective: 2.6 Describe nine commonly misunderstood points about evolution. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44.

Sudden evolutionary changes are often triggered by a. b. c. d. e.

selective breeding. fossilization. the establishment of societies. sudden increases in brain size. sudden changes in the environment.

Answer: E Difficulty Level: Easy Topic: Thinking about Human Evolution Skill Level: Remember the Facts Learning Objective: 2.6 Describe nine commonly misunderstood points about evolution. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

Scientists who study fossils are called a. b. c. d. e.

archaeologists. evolutionists. ethologists. geologists. paleontologists.

Answer: E Difficulty Level: Moderate Topic: Thinking about Human Evolution Skill Level: Remember the Facts Learning Objective: 2.6 Describe nine commonly misunderstood points about evolution. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 46.

Approximately what proportion of all species that ever existed on earth are still in existence? a. b. c. d. e.

61 percent 31 percent 7 percent 1 percent 19 percent

Answer: D Difficulty Level: Moderate Topic: Thinking about Human Evolution Skill Level: Remember the Facts Learning Objective: 2.6 Describe nine commonly misunderstood points about evolution. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

Nonadaptive evolutionary changes are called a. b. c. d. e.

spandrels. exaptations. homologous structures. analogous structures. mutations.

Answer: A Difficulty Level: Difficult Topic: Thinking about Human Evolution Skill Level: Remember the Facts Learning Objective: 2.6 Describe nine commonly misunderstood points about evolution. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 48.

Characteristics that evolved to perform one function and were later co-opted to perform another function are known as a. b. c. d. e.

exaptations. spandrels. homologues. analogues. perturbations.

Answer: A Difficulty Level: Moderate Topic: Thinking about Human Evolution Skill Level: Understand the Concepts Learning Objective: 2.6 Describe nine commonly misunderstood points about evolution. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

49.

Convergent evolution produces structures that are __________ across species. a. b. c. d. e.

identical analogous homologous exaptations nonadaptive

Answer: B Difficulty Level: Difficult Topic: Thinking about Human Evolution Skill Level: Understand the Concepts Learning Objective: 2.6 Describe nine commonly misunderstood points about evolution. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 50.

A bird’s wing and a bee’s wing are a. b. c. d. e.

convolutions. spandrels . convergent structures. homologous structures. analogous structures.

Answer: E Difficulty Level: Moderate Topic: Thinking about Human Evolution Skill Level: Understand the Concepts Learning Objective: 2.6 Describe nine commonly misunderstood points about evolution. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 51.

Early research on the evolution of the human brain focused on a. b. c. d. e.

its size. its adaptive capacity. the thalamus. its social significance. its chemistry.

Answer: A Difficulty Level: Easy Topic: Evolution of the Human Brain Skill Level: Remember the Facts Learning Objective: 2.7 Describe how research on the evolution of the human brain has changed over time. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 75 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

52.

How is brain size related to intellectual capacity? a. b. c. d. e.

As brain size increases, intelligence increases, in a linear fashion. Species with smaller brains tend to show greater intellectual achievement. Species with brains weighing more than 10,000 grams, on average, have the highest intellectual capacity. Across species, brain size and intellectual capacity show a random pattern of association. Having the biggest brain does not confer having the greatest intellectual capacity.

Answer: E Difficulty Level: Moderate Topic: Evolution of the Human Brain Skill Level: Remember the Facts Learning Objective: 2.7 Describe how research on the evolution of the human brain has changed over time. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 53.

Modern adult human brains vary in size from about a. b. c. d. e.

1,000 to 2,000 grams. 10,000 to 20,000 grams. 1,440 to 1,500 grams. 1,300 to 1,400 grams. 1,350 to 1,360 grams.

Answer: A Difficulty Level: Difficult Topic: Evolution of the Human Brain Skill Level: Remember the Facts Learning Objective: 2.7 Describe how research on the evolution of the human brain has changed over time. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54.

Humans are surpassed by shrews when brain size is measured as a. b. c. d. e.

brain weight. brain volume. neocortex volume. cerebellum volume. brain weight expressed as a percentage of total body weight.

The study of brain evolution benefits primarily from comparisons of a. b. c. d. e.

absolute brain size. species longevity. the evolution of different brain regions. average brain weight. brain size relative to body weight.

Answer: C Difficulty Level: Moderate Topic: Evolution of the Human Brain Skill Level: Remember the Facts Learning Objective: 2.7 Describe how research on the evolution of the human brain has changed over time. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56.

In general, the brain stem regulates a. b. c. d. e.

thinking and learning. memory. emotional responses in social situations. reflex activities critical for survival. vision and hearing.

Answer: D Difficulty Level: Easy Topic: Evolution of the Human Brain Skill Level: Remember the Facts Learning Objective: 2.7 Describe how research on the evolution of the human brain has changed over time. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 57.

Most of the evolutionary increases in the size of the human brain have occurred in the a. b. c. d. e.

occipital lobes. cerebrum. thalamus. brain stem. parietal lobes.

Answer: B Difficulty Level: Easy Topic: Evolution of the Human Brain Skill Level: Remember the Facts Learning Objective: 2.7 Describe how research on the evolution of the human brain has changed over time. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

58.

Across the span of human evolution, the size of the brain across the species has a. b. c. d. e.

stayed about the same. both been larger and smaller than the current average. increased. decreased notably within the last 100,000 years. decreased slightly.

The net effect of having convolutions in the human cerebral cortex is that a. b. c. d. e.

they make it less likely for premature cell death to occur in the brain. they help enlarge the surface area of the cortex. neural transmission of information is increased tenfold. the overall size of the brain relative to the skull is increased. across evolutionary time they will eventually produce a uniformly smooth surface in the brain.

Answer: B Difficulty Level: Moderate Topic: Evolution of the Human Brain Skill Level: Remember the Facts Learning Objective: 2.7 Describe how research on the evolution of the human brain has changed over time. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60.

Neural structures in the brains of one species a. b. c. d. e.

can be used to estimate the intellectual capacity of specific individual members of that species. can usually be found in the same locations in the brains of related species. tend to be unique to members of that species. are uniformly found across all species. tend to be connected in different ways across species.

Comparatively, bass have a larger _______ than _______. a. b. c. d. e.

brain stem; cerebrum evolutionary future; evolutionary past brain size; body size evolutionary past; evolutionary future cerebrum; brain stem

Answer: A Difficulty Level: Moderate Topic: Evolution of the Human Brain Skill Level: Remember the Facts Learning Objective: 2.7 Describe how research on the evolution of the human brain has changed over time. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62.

Gregor Mendel a. b. c. d. e.

studied dichotomous pea plant traits. proposed the idea of natural selection. collaborated with Charles Darwin to formulate the theory of evolution. studied hybridized plants from local farmers. revolutionized the study of biology during his lifetime.

Answer: A Difficulty Level: Easy Topic: Mendelian Genetics Skill Level: Remember the Facts Learning Objective: 2.8 Explain how Mendel’s work with pea plants has informed us about the mechanisms of inheritance. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 63.

Mendel’s experiments challenged the central premise upon which previous ideas about inheritance had rested. This was the premise that a. b. c. d. e.

there is only one gene for each trait. there are two genes for each observable trait. offspring can inherit only those traits that are displayed by their parents. white seeds are dominant among pea plants. some traits are dominant and some are recessive.

Answer: C Difficulty Level: Moderate Topic: Mendelian Genetics Skill Level: Remember the Facts Learning Objective: 2.8 Explain how Mendel’s work with pea plants has informed us about the mechanisms of inheritance. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64.

An organism’s observable traits are referred to as its a. b. c. d. e.

genotype. phenotype. dominant traits. recessive traits. phylum.

Answer: B Difficulty Level: Moderate Topic: Mendelian Genetics Skill Level: Remember the Facts Learning Objective: 2.8 Explain how Mendel’s work with pea plants has informed us about the mechanisms of inheritance. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 65.

The two genes, one on each chromosome of a pair, that control the same trait are called a. b. c. d. e.

dominants. phenotypes. genotypes. gametes. alleles.

Answer: E Difficulty Level: Moderate Topic: Mendelian Genetics Skill Level: Remember the Facts Learning Objective: 2.8 Explain how Mendel’s work with pea plants has informed us about the mechanisms of inheritance. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66.

Individuals who possess two identical genes for a particular trait a. b. c. d. e.

are homozygous for that trait. are heterozygous for that trait. cannot have offspring of the same phenotype for that trait. cannot have offspring of the same genotype for that trait. are evolutionarily disadvantaged.

Answer: A Difficulty Level: Moderate Topic: Mendelian Genetics Skill Level: Remember the Facts Learning Objective: 2.8 Explain how Mendel’s work with pea plants has informed us about the mechanisms of inheritance. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 67.

If an individual has a recessive phenotype for a particular trait, it can be concluded that a. b. c. d. e.

both parents also had a recessive phenotype for that trait. only one parent had a recessive phenotype for that trait. both parents were homozygous for the dominant gene for that trait. each parent had at least one recessive gene for that trait. a genetic mutation has occurred.

Answer: D Difficulty Level: Difficult Topic: Mendelian Genetics Skill Level: Remember the Facts Learning Objective: 2.8 Explain how Mendel’s work with pea plants has informed us about the mechanisms of inheritance. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

68.

In each cell of the human body, there are normally a. b. c. d. e.

21 chromosomes. 21 pairs of chromosomes. 23 genes. 23 chromosomes. 23 pairs of chromosomes.

Answer: E Difficulty Level: Easy Topic: Chromosomes Skill Level: Remember the Facts Learning Objective: 2.9 Understand the structure and function of chromosomes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 69.

Gametes are produced by a. b. c. d. e.

mitosis. mitotic cell division. meiosis. copulation. fertilization.

Answer: C Difficulty Level: Moderate Topic: Chromosomes Skill Level: Remember the Facts Learning Objective: 2.9 Understand the structure and function of chromosomes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70.

Just prior to mitotic cell division, the number of chromosomes in the cell a. b. c. d. e.

doubles. is reduced by half. doubles twice. stays the same. is increased by 50 percent.

Answer: A Difficulty Level: Moderate Topic: Chromosomes Skill Level: Remember the Facts Learning Objective: 2.9 Understand the structure and function of chromosomes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 71.

The ―letters‖ of the genetic code (A, G, C, T) are a. b. c. d. e.

deoxyribose bases. phosphates. nucleotide bases. amino acids. peptides.

Answer: C Difficulty Level: Easy Topic: Chromosomes Skill Level: Remember the Facts Learning Objective: 2.9 Understand the structure and function of chromosomes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

72.

How many different nucleotide bases are there in DNA? a. b. c. d. e.

l 2 4 7 23

On the DNA molecule, cytosine binds with a. b. c. d. e.

guanine. adenine. thymine. thiamine. uracil.

74.

In Down syndrome, there is a. b. c. d. e.

no guanine present. no adenine to bind with guanine. no thymine present. no cytosine to bind with adenine. an extra chromosome in each cell.

Answer: E Difficulty Level: Moderate Topic: Chromosomes Skill Level: Remember the Facts Learning Objective: 2.9 Understand the structure and function of chromosomes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 75.

Accidental alteration in individual genes during replication is called a. b. c. d. e.

crossing over. translation. linkage. mutation. self-duplication.

Answer: D Difficulty Level: Moderate Topic: Chromosomes Skill Level: Remember the Facts Learning Objective: 2.9 Understand the structure and function of chromosomes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

76.

Which of the following options describes the key aspect of chromosomal function in which exposed nucleotide bases attract their complementary bases? a. b. c. d. e.

the process of mitosis. the process of meiosis. the replication of a DNA molecule. the replication of an RNA molecule. the creation of an enhancer.

Female mammals have a. b. c. d. e.

only one X chromosome. only one Y chromosome. two X chromosomes. two Y chromosomes. two X and one Y chromosomes.

78.

Color blindness occurs more frequently in males than in females because it is a. b. c. d. e.

a dominant trait. rare. quite common in the general population. a recessive sex-linked trait. an inherited mutation.

Answer: D Difficulty Level: Difficult Topic: Chromosomes Skill Level: Remember the Facts Learning Objective: 2.9 Understand the structure and function of chromosomes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 79.

Sex-linked traits that are controlled by dominant genes occur more frequently in a. b. c. d. e.

females. males. neural disorders. XY individuals. XXY genetic patterns.

Answer: A Difficulty Level: Difficult Topic: Chromosomes Skill Level: Remember the Facts Learning Objective: 2.9 Understand the structure and function of chromosomes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

80.

A short segment of DNA that determines the rate at which a protein will be synthesized by a particular structural gene is called a(n) a. b. c. d. e.

ribosome. enhancer. codon. nucleotide. codon segment.

Answer: B Difficulty Level: Moderate Topic: Genetic Code and Gene Expression Skill Level: Remember the Facts Learning Objective: 2.10 Describe the process of gene expression. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 81.

Proteins that bind to DNA and increase gene expression are called a. b. c. d. e.

activators. autosomes. enhancers. repressors. mutations.

Answer: A Difficulty Level: Easy Topic: Genetic Code and Gene Expression Skill Level: Remember the Facts Learning Objective: 2.10 Describe the process of gene expression. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

82.

DNA is to RNA as a. b. c. d. e.

guanine is to uracil. thymine is to cytosine. uracil is to thymine. thymine is to uracil. uracil is to guanine.

Answer: D Difficulty Level: Difficult Topic: Genetic Code and Gene Expression Skill Level: Remember the Facts Learning Objective: 2.10 Describe the process of gene expression. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 83.

Each codon on a strand of messenger RNA a. b. c. d. e.

represents a single base on the messenger RNA molecule. instructs the ribosome to add one amino acid from the cytoplasm to the growing protein chain. contains all of the information necessary to synthesize a complete protein. is responsible for suppressing the effects of recessive genes. contains 20 amino acids.

84.

During protein synthesis, each amino acid is carried to the ribosome by a. b. c. d. e.

a transfer RNA molecule. a codon. a messenger RNA molecule. an operator gene. a mitochondrion.

Answer: A Difficulty Level: Moderate Topic: Genetic Code and Gene Expression Skill Level: Remember the Facts Learning Objective: 2.10 Describe the process of gene expression. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 85.

A surprising finding of the Human Genome Project is that humans have a. b. c. d. e.

7-base codons. many mutations. relatively few protein-coding genes. far fewer genes than do mice. more genes than corn has.

Answer: C Difficulty Level: Moderate Topic: Human Genome Project Skill Level: Remember the Facts Learning Objective: 2.11 Discuss several ways in which modern advances have changed our understanding of genetic processes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

86.

Epigenetic investigations are generally focused on a. b. c. d. e.

producing high-resolution 3D images of known genetic processes. the proportion of variance in behavior due to genetics. identifying pharmacological treatments for genetic disorders. the proportion of variance in behavior due to environmental factors. mechanisms of inheritance other than gene expression.

Answer: E Difficulty Level: Difficult Topic: Modern Genetics: Growth of Epigenetics Skill Level: Remember the Facts Learning Objective: 2.12 Define epigenetics, and explain how it has transformed our understanding of genetics. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 87.

The study of all mechanisms of inheritance other than those mediated by changes to the gene sequence of DNA is called a. b. c. d. e.

Mendelian genetics. the Human Genome Project. pseudo-genetics. epigenetics. phylogenetics.

Answer: D Difficulty Level: Moderate Topic: Modern Genetics: Growth of Epigenetics Skill Level: Remember the Facts Learning Objective: 2.12 Define epigenetics, and explain how it has transformed our understanding of genetics. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

88.

Widely studied epigenetic mechanisms include a. b. c. d. e.

crossing over. RNA methylation. histone remodeling. enhancer suppression. engineered mutations.

Answer: C Difficulty Level: Moderate Topic: Modern Genetics: Growth of Epigenetics Skill Level: Remember the Facts Learning Objective: 2.12 Define epigenetics, and explain how it has transformed our understanding of genetics. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 89.

DNA methylation has the effect of a. b. c. d. e.

changing the shape of histones. only increasing gene expression. decreasing or increasing gene expression. only decreasing gene expression. scouring ―junk DNA.‖

Answer: C Difficulty Level: Difficult Topic: Modern Genetics: Growth of Epigenetics Skill Level: Remember the Facts Learning Objective: 2.12 Define epigenetics, and explain how it has transformed our understanding of genetics. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

90.

Epitranscriptomes are catalogues of a. b. c. d. e.

messenger DNA during the process of methylation. modifications of RNA that have altered the RNA base sequence. histone rearrangement in genetic disorders. modifications of RNA that do not affect the RNA base sequence. messenger RNA across generations.

The psychologist Robert C. Tryon is famous for a. b. c. d. e.

twin studies of intelligence enhanced by enriched learning environments. selectively breeding ―maze-bright‖ and ―maze-dull‖ strains of rats. studies of genetic mutations among successive generations of inbreeding humans. research on the brain structures involved in producing bird song. the discovery phenylketonuria.

Answer: B Difficulty Level: Moderate Topic: Selective Breeding of ―Maze-Bright‖ and ―Maze-Dull‖ Rats Skill Level: Remember the Facts Learning Objective: 2.13 Discuss what insights into the genetics of behavior were gained from early research on selective breeding. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

92.

In a study published in 1949, Lloyd V. Searle found that, in comparison to maze-dull rats, maze-bright rats were a. b. c. d. e.

not generally superior in intellectual ability. likely to harbor harmful sex-linked traits. more fearful. plumper and longer. slower to approach the experimenter when feeding.

Answer: A Difficulty Level: Difficult Topic: Selective Breeding of ―Maze-Bright‖ and ―Maze-Dull‖ Rats Skill Level: Remember the Facts Learning Objective: 2.13 Discuss what insights into the genetics of behavior were gained from early research on selective breeding. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 93.

In a study published in 1958, R. M. Cooper and John P. Zubek found that maze-bright rats made fewer maze errors than maze-dull rats only if both groups had a. b. c. d. e.

been reared in an impoverished laboratory environment. been reared in an enriched laboratory environment. been equated for emotionality. received tranquilizers. been pretrained.

94.

Which condition was discovered by Asbjørn Følling, a Norwegian dentist? a. b. c. d. e.

Prader-Willi syndrome Korsakoff’s syndrome phenylketonuria Klinefelter syndrome Down syndrome

Answer: C Difficulty Level: Moderate Topic: Phenylketonuria: A Single-Gene Metabolic Disorder Skill Level: Remember the Facts Learning Objective: 2.14 Explain how classic research on phenylketonuria (PKU) has informed our understanding of the genetics of behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 95.

People with phenylketonuria have high levels of urinary a. b. c. d. e.

PKU. phenylpyruvic acid. phenylalanine hydroxylase. tyrosine. ontogeny.

Answer: B Difficulty Level: Moderate Topic: Phenylketonuria: A Single-Gene Metabolic Disorder Skill Level: Remember the Facts Learning Objective: 2.14 Explain how classic research on phenylketonuria (PKU) has informed our understanding of the genetics of behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

96.

Phenylketonuria (PKU) is transmitted by a a. b. c. d. e.

single gene mutation. pair of dominant genes. dominant gene mutation. triad of recessive genes. single extra 23rd chromosome.

Answer: A Difficulty Level: Moderate Topic: Phenylketonuria: A Single-Gene Metabolic Disorder Skill Level: Remember the Facts Learning Objective: 2.14 Explain how classic research on phenylketonuria (PKU) has informed our understanding of the genetics of behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 97.

People with phenylketonuria (PKU) lack the enzyme a. b. c. d. e.

that converts phenylalanine to tyrosine. phenylpyruvic acid. that activates cytosine. YYZ-Ώ. that suppresses guanine.

Answer: A Difficulty Level: Difficult Topic: Phenylketonuria: A Single-Gene Metabolic Disorder Skill Level: Remember the Facts Learning Objective: 2.14 Explain how classic research on phenylketonuria (PKU) has informed our understanding of the genetics of behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

98.

In many modern hospitals, the blood of newborn infants is routinely screened for high levels of a. b. c. d. e.

phenylalanine. phenylpyruvic acid. phenylalanine hydroxylase. phenylbenzadrine. phenobarbitol.

The sensitive period for the development of a particular trait is the period a. b. c. d. e.

of intense pain experienced by both mother and child during childbirth. of sexual receptivity during an act of copulation. of fertility that occurs at the onset of puberty in humans. of neural regeneration that occurs when epigenetic processes influence specific brain structures. during which a particular experience must occur to have a major effect on the development of the trait.

Answer: E Difficulty Level: Easy Topic: Phenylketonuria: A Single-Gene Metabolic Disorder Skill Level: Remember the Facts Learning Objective: 2.14 Explain how classic research on phenylketonuria (PKU) has informed our understanding of the genetics of behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

100.

The sensitive period for phenylketonuria (PKU) is the early period during which a. b. c. d. e.

identified sufferers are fed phenylalanine-enriched diets. excessive phenylalanine has substantial effects on neural development. the symptoms of PKU are most severe. emergency hospitalization is required. amino acids are being produced in their greatest number.

Answer: B Difficulty Level: Difficult Topic: Phenylketonuria: A Single-Gene Metabolic Disorder Skill Level: Remember the Facts Learning Objective: 2.14 Explain how classic research on phenylketonuria (PKU) has informed our understanding of the genetics of behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 101.

To reduce the possibility of developing intellectual disabilities, people diagnosed with PKU should be given a phenylalanine-restricted diet during a. b. c. d. e.

adulthood. the prenatal period. their entire lifespan. the first few weeks of life. adolescence.

Answer: D Difficulty Level: Moderate Topic: Phenylketonuria: A Single-Gene Metabolic Disorder Skill Level: Remember the Facts Learning Objective: 2.14 Explain how classic research on phenylketonuria (PKU) has informed our understanding of the genetics of behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

102.

The effects of genes and experience are inseparable in __________ and separable in __________. a. b. c. d. e.

the development of differences among individuals; the development of individuals the prenatal environment; living organisms monozygotic twins; dizygotic twins living organisms; the prenatal environment the development of individuals; the development of differences among individuals

Answer: E Difficulty Level: Difficult Topic: Development of Individuals versus Development of Differences among Individuals Skill Level: Remember the Facts Learning Objective: 2.15 Explain why it is important to distinguish between the development of individuals and the development of individual differences. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 103.

Understanding the relative contributions of genes and experience to differences in human development is usually accomplished by a. b. c. d. e.

systematically altering the environment in which a child is reared. administering surveys to large groups of people. long-term studies of multiple generations within a single family. studying pairs of monozygotic and dizygotic twins. experimentally manipulating genetic material.

Answer: D Difficulty Level: Moderate Topic: Development of Individuals versus Development of Differences among Individuals Skill Level: Remember the Facts Learning Objective: 2.15 Explain why it is important to distinguish between the development of individuals and the development of individual differences. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

104.

Which pair of people developed from a single zygote? a. b. c. d. e.

Sadie and Kadie, sibling sisters Barry and Larry, dizygotic twins Chester and Lester, monozygotic twins Adele and Manuel, dizygotic twins Farley and Charlie, sibling brothers

Answer: C Difficulty Level: Easy Topic: Development of Individuals versus Development of Differences among Individuals Skill Level: Remember the Facts Learning Objective: 2.15 Explain why it is important to distinguish between the development of individuals and the development of individual differences. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 105.

Similar is to dissimilar as a. b. c. d. e.

dizygotic is to monozygotic. polyzygotic is to monozygotic. two is to one. culture is to experience. monozygotic is to dizygotic.

Answer: E Difficulty Level: Moderate Topic: Development of Individuals versus Development of Differences among Individuals Skill Level: Remember the Facts Learning Objective: 2.15 Explain why it is important to distinguish between the development of individuals and the development of individual differences. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

106.

Why have many eminent geneticists argued that no further heritability estimate studies need to be conducted? a. b. c. d. e.

Studies to date show remarkable consistency in heritability estimates across a range of dimensions; there is little new to be learned. The concept is so misunderstood among the general public that further investigations can only add to that confusion. Evidence of fraud in early heritability estimate studies has tainted this area of scientific investigation. The lack of consistency in heritability estimates across studies demonstrates that it is a flawed concept to be abandoned. Political pressures to identify environmental causes of behaviors make funding of future estimate studies unlikely

Answer: A Difficulty Level: Difficult Topic: Heritability Estimates: Minnesota Study of Twins Reared Apart Skill Level: Understand the Concepts Learning Objective: 2.16 Explain heritability estimates and how they are commonly misinterpreted. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 107.

Which statement about heritability estimates is correct? a. b. c. d. e.

Across studies, most heritability estimates for psychological dimensions range between 60 and 90 percent. The same participant in different studies should show the same heritability estimate (about 25 percent) for any given trait. The magnitude of a study’s heritability estimates cannot necessarily be generalized to other groups or other situations. They are usually calculated by studying the genetic patterns within a group across multiple generations. A heritability estimate forms the basis for understanding individual differences among participants across different studies.

Answer: C Difficulty Level: Moderate Topic: Heritability Estimates: Minnesota Study of Twins Reared Apart Skill Level: Remember the Facts Learning Objective: 2.16 Explain heritability estimates and how they are commonly misinterpreted. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

108.

Heritability estimates tell us about __________ differences among the people being studied. a. b. c. d. e.

future phenotypic individual genotypic personality

Answer: B Difficulty Level: Moderate Topic: Heritability Estimates: Minnesota Study of Twins Reared Apart Skill Level: Remember the Facts Learning Objective: 2.16 Explain heritability estimates and how they are commonly misinterpreted. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 109.

Carefully controlled studies of twins generally find that a.

adult monozygotic twins are substantially more similar to one another on most dimensions than are adult dizygotic twins, but only if monozygotic twins were raised in the same family environment. monozygotic and dizygotic twins tend to show the same degree of similarity in their twin pairs for intelligence and cognitive speed, but not for most personality traits. adult monozygotic twins are substantially more similar to one another on most dimensions than are adult dizygotic twins, but only when dizygotic twins were raised in different family environments. dizygotic twins raised in the same environment are more likely to resemble one another on personality dimensions, whereas monozygotic twins reared apart are more similar in their intellectual capacity. adult monozygotic twins are substantially more similar to one another on most dimensions than are adult dizygotic twins, regardless of whether both twins of a pair were raised in the same family environment.

Answer: E Difficulty Level: Difficult Topic: Heritability Estimates: Minnesota Study of Twins Reared Apart Skill Level: Remember the Facts Learning Objective: 2.16 Explain heritability estimates and how they are commonly misinterpreted. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

110.

The most extensive study to date of twins reared apart is the a. b. c. d. e.

Texas Program for Genetic Research. Oregon Study of Intellectual Giftedness. Toronto Assessment of Family Dynamics. Minnesota Study of Twins Reared Apart. North African Census of Individual Differences.

Answer: D Difficulty Level: Easy Topic: Heritability Estimates: Minnesota Study of Twins Reared Apart Skill Level: Remember the Facts Learning Objective: 2.16 Explain heritability estimates and how they are commonly misinterpreted. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 111.

A heritability estimate of 70 percent indicates a. b. c. d. e.

that the trait under consideration is 70 percent genetic. a 30 percent chance that the finding has been reached in error. that about 70 percent of the trait under consideration can be explained by environmental factors. that 30 percent of the participants in that particular study showed little to no evidence of having the trait under consideration. the proportion of between-subject variability occurring in a particular trait in that particular study that resulted from genetic differences among the participants in that study.

Answer: E Difficulty Level: Difficult Topic: Heritability Estimates: Minnesota Study of Twins Reared Apart Skill Level: Understand the Concepts Learning Objective: 2.16 Explain heritability estimates and how they are commonly misinterpreted. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

112.

A heritability estimate is a. b. c. d. e.

an estimate of the proportion of a trait that is attributable to genetic factors. an estimate of the proportion of within-subject variability occurring in a particular trait. likely to be higher in studies with little environmental variation. a measure of the developmental trajectory of individual differences. generally in the .5 to .15 range for most traits that have been studied.

Answer: C Difficulty Level: Difficult Topic: Heritability Estimates: Minnesota Study of Twins Reared Apart Skill Level: Understand the Concepts Learning Objective: 2.16 Explain heritability estimates and how they are commonly misinterpreted. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 113.

In any study of heritability estimates, increasing the genetic diversity of the participants without introducing other changes would likely a. b. c. d. e.

decrease the heritability estimate. confound the experiment. increase the accuracy of the heritability estimate. reduce the accuracy of the heritability estimate. increase the heritability estimate.

114.

Epigenetic research has found that there are genetic differences between so-called identical twins and that these differences a. b. c. d. e.

do not occur in fraternal twins. decrease with age. increase with age. increase disease susceptibility. decrease disease susceptibility.

Answer: C Difficulty Level: Moderate Topic: A Look into the Future: Two Kinds of Twin Studies Skill Level: Remember the Facts Learning Objective: 2.17 Describe two ways that twin studies can be used to study the interaction of genes and experience (i.e., nature and nurture). APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 115.

The term identical twins should not be used, because recent epigenetic research has shown that after conception there is a gradual accumulation of genetic a. b. c. d. e.

differences between identical twins. similarities between identical twins. differences between identical and fraternal twins. similarities between identical and fraternal twins. differences between male and female twins.

Answer: A Difficulty Level: Moderate Topic: A Look into the Future: Two Kinds of Twin Studies Skill Level: Remember the Facts Learning Objective: 2.17 Describe two ways that twin studies can be used to study the interaction of genes and experience (i.e., nature and nurture). APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

116.

In 2003, Eric Turkheimer and his colleagues published the results of a study examining the effects of experience on heritability. A major finding from this study was that a. b. c. d. e.

among low-SES families, the heritability estimate of intelligence was very small. among low-SES families, the heritability estimate of intelligence was surprisingly high. among high-SES families, the heritability estimate of intelligence was very small. heritability estimates of intelligence showed no consistent pattern across the various groups studied. variations in intelligence in adult humans are almost entirely genetic.

Answer: A Difficulty Level: Difficult Topic: A Look into the Future: Two Kinds of Twin Studies Skill Level: Understand the Concepts Learning Objective: 2.17 Describe two ways that twin studies can be used to study the interaction of genes and experience (i.e., nature and nurture). APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. FILL-IN-THE-BLANK QUESTIONS 1.

In the early 20th century, the nature side of the nature-nurture debate was championed by European __________.

Answer: ethologists Difficulty Level: Moderate Topic: The Origins of Dichotomous Thinking Skill Level: Remember the Facts Learning Objective: 2.1 Describe the origins of the physiological–psychological and nature– nurture ways of thinking. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Asomatognosia is typically produced by lesions to the right __________.

Answer: frontal and parietal lobes Difficulty Level: Difficult Topic: Problems with Thinking about the Biology of Behavior in Terms of Traditional Dichotomies Skill Level: Remember the Facts Learning Objective: 2.2 Explain why thinking about the biology of behavior in terms of traditional physiological–psychological and nature–nurture dichotomies is flawed. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Modern biology began in 1859 with the publication of On the __________ by Charles Darwin.

Answer: Origin of Species Difficulty Level: Difficult Topic: Darwin’s Theory of Evolution Skill Level: Remember the Facts Learning Objective: 2.3 Describe the origins of evolutionary theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

Social dominance plays a role in evolution because dominant animals tend to produce more __________.

Answer: offspring Difficulty Level: Moderate Topic: Evolution and Behavior Skill Level: Remember the Facts Learning Objective: 2.4 Explain the evolutionary significance of social dominance and courtship displays. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Mammals evolved from a line of small __________.

Answer: reptiles Difficulty Level: Difficult Topic: Course of Human Evolution Skill Level: Remember the Facts Learning Objective: 2.5 Summarize the pathway of evolution from single-cell organisms to humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

The first Homo species is thought to have evolved from a species of __________ about 2 million years ago.

Answer: Australopithecus Difficulty Level: Difficult Topic: Course of Human Evolution Skill Level: Remember the Facts Learning Objective: 2.5 Summarize the pathway of evolution from single-cell organisms to humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The incidental nonadaptive by-products of an adaptive evolutionary change are called __________.

Answer: spandrels Difficulty Level: Difficult Topic: Thinking about Human Evolution Skill Level: Remember the Facts Learning Objective: 2.6 Describe nine commonly misunderstood points about evolution. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Similarities between __________ structures result from convergent evolution.

Answer: analogous Difficulty Level: Difficult Topic: Thinking about Human Evolution Skill Level: Remember the Facts Learning Objective: 2.6 Describe nine commonly misunderstood points about evolution. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

The two genes that control the same trait are called __________.

Answer: alleles Difficulty Level: Moderate Topic: Mendelian Genetics Skill Level: Remember the Facts Learning Objective: 2.8 Explain how Mendel’s work with pea plants has informed us about the mechanisms of inheritance. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

All body cells of a human normally contain __________ pairs of chromosomes.

Answer: 23 Difficulty Level: Easy Topic: Chromosomes Skill Level: Remember the Facts Learning Objective: 2.9 Understand the structure and function of chromosomes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

The nucleotide base __________ is found in DNA but not in RNA.

Answer: thymine Difficulty Level: Difficult Topic: Chromosomes Skill Level: Remember the Facts Learning Objective: 2.9 Understand the structure and function of chromosomes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

__________ RNA carries the genetic code from DNA in the nucleus of the cell to the cytoplasm of the cell body.

Answer: Messenger Difficulty Level: Easy Topic: Chromosomes Skill Level: Remember the Facts Learning Objective: 2.9 Understand the structure and function of chromosomes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

Proteins are long chains of __________.

Answer: amino acids Difficulty Level: Easy Topic: Genetic Code and Genetic Expression Skill Level: Remember the Facts Learning Objective: 2.10 Describe the process of gene expression. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

The study of genetics has progressed recently into the age of __________ , the study of all mechanisms of inheritance other than the genetic code and its expression.

Answer: epigenetics Difficulty Level: Easy Topic: Modern Genetics: Growth of Epigenetics Skill Level: Remember the Facts Learning Objective: 2.12 Define epigenetics, and explain how it has transformed our understanding of genetics. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

DNA methylation and ___________ remodeling are two epigenetic mechanisms.

Answer: histone Difficulty Level: Difficult Topic: Modern Genetics: Growth of Epigenetics Skill Level: Remember the Facts Learning Objective: 2.12 Define epigenetics, and explain how it has transformed our understanding of genetics. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

Maze-bright rats are less __________ than maze-dull rats.

Answer: fearful Difficulty Level: Moderate Topic: Selective Breeding of ―Maze-Bright‖ and ―Maze-Dull‖ Rats Skill Level: Remember the Facts Learning Objective: 2.13 Discuss what insights into the genetics of behavior were gained from early research on selective breeding. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

People with phenylketonuria (PKU) normally have high levels of __________ in their urine unless they eat a phenylalanine-free diet.

Answer: phenylpyruvic acid Difficulty Level: Difficult Topic: Phenylketonuria: A Single-Gene Metabolic Disorder Skill Level: Remember the Facts Learning Objective: 2.14 Explain how classic research on phenylketonuria (PKU) has informed our understanding of the genetics of behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

___________ are a numerical calculation of the proportion of variability that occurred in a particular trait in a particular study as a result of genetic variation in that study.

Answer: Heritability estimates Difficulty Level: Easy Topic: Heritability Estimates: Minnesota Study of Twins Reared Apart Skill Level: Remember the Facts Learning Objective: 2.16 Explain heritability estimates and how they are commonly misinterpreted. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

Monozygotic twins are sometimes called __________ twins even though they are not.

Answer: identical Difficulty Level: Easy Topic: A Look into the Future: Two Kinds of Twin Studies Skill Level: Remember the Facts Learning Objective: 2.17 Describe two ways that twin studies can be used to study the interaction of genes and experience (i.e., nature and nurture). APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

Eric Turkheimer and his colleagues found that the heritability estimate of intelligence among low-SES twins was __________.

Answer: very small / about 10 percent Difficulty Level: Difficult Topic: A Look into the Future: Two Kinds of Twin Studies Skill Level: Remember the Facts Learning Objective: 2.17 Describe two ways that twin studies can be used to study the interaction of genes and experience (i.e., nature and nurture). APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. ESSAY AND OTHER MULTIPLE-MARK QUESTIONS 1.

Discuss the history and current view of the nature–nurture dichotomy.

Answer: 25% for describing the original nature–nurture issue 50% for describing how the nature–nurture issue evolved 25% for explaining the current interaction view of nature and nurture Difficulty Level: Moderate Topic: The Origins of Dichotomous Thinking Skill Level: Understand the Concepts Learning Objective: 2.1 Describe the origins of the physiological–psychological and nature– nurture ways of thinking. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

Describe the model of the biology of behavior that has been adopted by most biopsychologists. Incorporate a diagram in your answer.

Answer: 50% for a written explanation of the model 50% for a diagram of the model Difficulty Level: Difficult Topic: Problems with Thinking about the Biology of Behavior in Terms of Traditional Dichotomies Skill Level: Understand the Concepts Learning Objective: 2.2 Explain why thinking about the biology of behavior in terms of traditional physiological–psychological and nature–nurture dichotomies is flawed. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 3.

Briefly summarize the main stages of human evolution beginning 410 million years ago with the evolution of amphibians.

Answer: 20% for describing the emergence of amphibians 20% for describing the emergence of reptiles 20% for describing the emergence of mammals 20% for describing the emergence of hominids 20% for describing the emergence of humans Difficulty Level: Difficult Topic: Course of Human Evolution Skill Level: Remember the Facts Learning Objective: 2.5 Summarize the pathway of evolution from single-cell organisms to humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Describe and discuss any four often-misunderstood points about evolution. Be sure to explain both the misconception and the modern view.

Answer: 50% for explaining any four of nine common misconceptions about evolution 50% for explaining the modern view that has replaced each of the misconceptions Difficulty Level: Moderate Topic: Course of Human Evolution Skill Level: Understand the Concepts Learning Objective: 2.5 Summarize the pathway of evolution from single-cell organisms to humans. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 5.

Describe how structural genes are expressed; that is, transcribed and then translated into proteins. Incorporate a diagram in your answer.

Answer: 25% for describing the transcription of messenger RNA 50% for describing the translation of messenger RNA to protein 25% for a diagram of the process Difficulty Level: Moderate Topic: Genetic Code and Genetic Expression Skill Level: Remember the Facts Learning Objective: 2.10 Describe the process of gene expression. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

Discuss the Human Genome Project and its major findings. What research has been stimulated by the major finding of the Human Genome Project?

Answer: 25% for describing the Human Genome Project 25% for describing the major findings of the Human Genome Project 25% for describing how the Human Genome Project led to the development of epigenetics 25% for explaining the limitations of the Human Genome Project in furthering understanding of behavior Difficulty Level: Difficult Topic: Human Genome Project Skill Level: Remember the Facts Learning Objective: 2.11 Discuss several ways in which modern advances have changed our understanding of genetic processes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Discuss the interaction of genetic factors and experience in behavioral ontogeny by describing two examples and the key findings that revealed the interactions.

Answer: 50% for describing the genetics of maze brightness and phenylketonuria (PKU) 50% for describing the interaction of genetic factors and experience for the selected examples Difficulty Level: Moderate Topic: Epigenetics of Behavioral Development: Interaction of Genetic Factors and Experience Skill Level: Remember the Facts, Conceptual Learning Objective: 2.13 Discuss what insights into the genetics of behavior were gained from early research on selective breeding. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Discuss the behavioral genetics of individual differences, being sure to focus on common misunderstandings about heritability estimates.

Answer: 25% for defining heritability estimates 75% for explaining common misconceptions about heritability estimates and contrasting them with more reasonable views. Difficulty Level: Difficult Topic: Genetics of Human Psychological Differences Skill Level: Remember the Facts Learning Objective: 2.15 Explain why it is important to distinguish between the development of individuals and the development of individual differences. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Quiz: Thinking about the Biology of Behavior: From Dichotomies to Interactions EOM_Q2.1.1 Question: Physiological-or-psychological thinking was given official recognition in the 17th century when the Roman Church officially supported a. the nature-nurture dichotomy. b. Cartesian dualism. c. the way in which biopsychologists think about the biology of behavior. d. asomatognosia. Answer: B Consider This: In order to avoid a conflict between science and church, Descartes gave one part of the universe to science and the other part to the church. LO 2.1 Describe the origins of the physiological–psychological and nature–nurture ways of thinking. Learning Objective: 2.1 Describe the origins of the physiological–psychological and nature– nurture ways of thinking. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_Q2.1.2 Question: _____ many European ethologists, most of the early North American experimental psychologists were committed to the _________ side of the nature–nurture debate. a. Like; nature b. Like; nurture c. Unlike; nature d. Unlike; nurture Answer: D Consider This: Watson’s behaviorism was typical of North American thought. LO 2.1 Describe the origins of the physiological–psychological and nature–nurture ways of thinking. Learning Objective: 2.1 Describe the origins of the physiological–psychological and nature– nurture ways of thinking. Skill Level: Analyze It Difficulty Level: Moderate

EOM_Q2.1.3 Question: European ethology focused on the study of a. learned behaviors. b. chimpanzees. c. instinctive behaviors. d. asomatognosia. Answer: C Consider This: Many ethologists study the behavior of animals in their natural habitat. LO 2.1 Describe the origins of the physiological–psychological and nature–nurture ways of thinking. Learning Objective: 2.1 Describe the origins of the physiological–psychological and nature– nurture ways of thinking. Skill Level: Remember the Facts Difficulty Level: Easy EOM_Q2.1.4 Question: Asomatognosia typically involves the _____ side of the body and usually results from damage to the _____________. a. left; left parietal lobe b. right; right parietal lobe c. right; left parietal lobe d. left; right parietal lobe Answer: D Consider This: Asomatognosia involves the loss of awareness of parts of one’s own body. LO 2.2 Explain why thinking about the biology of behavior in terms of traditional physiological– psychological and nature–nurture dichotomies is flawed. Learning Objective: 2.2 Explain why thinking about the biology of behavior in terms of traditional physiological–psychological and nature–nurture dichotomies is flawed. Skill Level: Remember the Facts Difficulty Level: Moderate

EOM_Q2.1.5 Question: In Gallup’s (1983) research with chimpanzees, the chimpanzees were given access to a mirror. Later the chimpanzee’s eyebrow was painted red. When the chimpanzees now looked at the mirror, they _________, suggesting that _____. a. demonstrated awareness of the red color by touching their eyebrows; chimpanzees have self-awareness b. attacked the mirror screaming; chimpanzees have self-awareness c. demonstrated no awareness of the red color; chimpanzees are colorblind to red. d. demonstrated no awareness of the red color; chimpanzees have no self-awareness Answer: A Consider This: Gallup’s research supported the notion that nonhumans are capable of considerable psychological complexity. LO 2.2 Explain why thinking about the biology of behavior in terms of traditional physiological–psychological and nature–nurture dichotomies is flawed. Learning Objective: 2.2 Explain why thinking about the biology of behavior in terms of traditional physiological–psychological and nature–nurture dichotomies is flawed. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Human Evolution EOM_Q2.2.1 Question: In the Darwinian sense, ________ refers to the ability of an organism to survive and produce large numbers of fertile offspring. a. flourishing b. monogamy c. polygyny d. fitness Answer: D Consider This: Emphasized is the importance of an organism’s ability to contribute its genes to subsequent generations. LO 2.3 Describe the origins of evolutionary theory. Learning Objective: 2.3 Describe the origins of evolutionary theory. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_Q2.2.2 Question: A wolf is a conspecific of a a. dog. b. wolf. c. cat. d. hyena. Answer: B Consider This: The word conspecific is related to the concept of a species. LO 2.4 Explain the evolutionary significance of social dominance and courtship displays. Learning Objective: 2.4 Explain the evolutionary significance of social dominance and courtship displays. Skill Level: Apply What You Know Difficulty Level: Moderate EOM_Q2.2.3 Question: Structures that are similar because they have a common evolutionary origin are called a. spandrels. b. analogous structures. c. homologous structures. d. adaptations. Answer: C Consider This: Think of the example in the text that compares a bird’s wing to a human’s arm. LO 2.6 Describe nine commonly misunderstood points about evolution. Learning Objective: 2.6 Describe nine commonly misunderstood points about evolution. Skill Level: Remember the Facts Difficulty Level: Easy EOM_Q2.2.4 Question: Nonadoptive structures or behaviors that evolved because they were linked to a characteristic that was adaptive are called a. spandrels. b. analogous structures. c. homologous structures. d. adaptations. Answer: A Consider This: The human belly button is a good example of this concept. LO 2.6 Describe nine commonly misunderstood points about evolution. Learning Objective: 2.6 Describe nine commonly misunderstood points about evolution. Skill Level: Remember the Facts Difficulty Level: Moderate

EOM_Q2.2.5 Question: The best metaphor for evolution is not a ladder; it is a dense a. mountain. b. bush. c. forest. d. river. Answer: B Consider This: Evolution is not a linear process. LO 2.6 Describe nine commonly misunderstood points about evolution. Learning Objective: 2.6 Describe nine commonly misunderstood points about evolution. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Fundamental Genetics EOM_Q2.3.1 Question: The two genes that control each trait are called a. alleles. b. nucleotides. c. spandrels. d. genotypes. Answer: A Consider This: Genes for these traits can be either homozygous or heterozygous. LO 2.8 Explain how Mendel’s work with pea plants has informed us about the mechanisms of inheritance. Learning Objective: 2.8 Explain how Mendel’s work with pea plants has informed us about the mechanisms of inheritance. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_Q2.3.2 Question: In his groundbreaking experiments, Mendel studied __________ traits in truebreeding lines of pea plants. a. observable b. common c. homozygous d. dichotomous Answer: D Consider This: A pea plant will have either brown seeds or white seeds. LO 2.8 Explain how Mendel’s work with pea plants has informed us about the mechanisms of inheritance. Objective: 2.8 Explain how Mendel’s work with pea plants has informed us about the mechanisms of inheritance. Skill Level: Remember the Facts Difficulty Level: Easy EOM_Q2.3.3 Question: Each strand of DNA is a sequence of ________ bases. a. protein b. nucleotide c. deoxyribonucleic d. thymine Answer: B Consider This: The sequence of these bases forms the genetic code. LO 2.9 Understand the structure and function of chromosomes. Learning Objective: 2.9 Understand the structure and function of chromosomes. Skill Level: Remember the Facts Difficulty Level: Easy EOM_Q2.3.4 Question: The massive international research effort that mapped the sequence of bases in human chromosomes was the Human _____________ Project. a. Proteome b. Genome c. Connectome d. Chromosome Answer: B Consider This: The project hoped to identify chromosomal variations and to identify specific treatments for human diseases. LO 2.11 Discuss several ways in which modern advances have changed our understanding of genetic processes. Learning Objective: 2.11 Discuss several ways in which modern advances have changed our understanding of genetic processes. Skill Level: Remember the Facts Difficulty Level: Easy 122 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOM_Q2.3.5 Question: Mechanisms that influence the expression of genes without changing the genes themselves are often called a. epigenetic mechanisms. b. gene maps. c. monoallelic expressions. d. mitochondrial factors. Answer: A Consider This: Examples of these mechanisms include DNA methylation and histone remodeling. LO 2.12 Define epigenetics, and explain how it has transformed our understanding of genetics. Learning Objective: 2.12 Define epigenetics, and explain how it has transformed our understanding of genetics. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Epigenetics of Behavioral Development: Interaction of Genetic Factors and Experience EOM_Q2.4.1 Question: _____________ is the development of individuals over their life span, whereas _______________ is the evolutionary development of species through the ages. a. Ontogeny; epigenetics b. Genetics; epigenetics c. Phylogeny; ontogeny d. Ontogeny; phylogeny Answer: D Consider This: There is a different name for the changes that occur within an organism’s lifetime versus the changes that occur to a species over many generations. LO 2.13 Discuss what insights into the genetics of behavior were gained from early research on selective breeding. Learning Objective: 2.13 Discuss what insights into the genetics of behavior were gained from early research on selective breeding. Skill Level: Analyze It Difficulty Level: Moderate

EOM_Q2.4.2 Question: When Searle (1949) compared selectively bred maze-dull and maze-bright rats on 30 different behavioral tests, his analysis suggested that the maze-bright rats were superior maze learners not because they were more intelligent but because they: a. were less fearful. b. were more fearful. c. demonstrated less overall physical activity. d. demonstrated more overall physical activity. Answer: A Consider This: A behavioral trait used as the criterion for selective breeding is not necessarily the only behavioral trait influenced by the selective breeding. LO 2.13 Discuss what insights into the genetics of behavior were gained from early research on selective breeding. Learning Objective: 2.13 Discuss what insights into the genetics of behavior were gained from early research on selective breeding. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_Q2.4.3 Question: The PKU gene is ________, meaning that _______________. a. dominant; it develops only in homozygous individuals b. dominant; it develops only in heterozygous individuals c. recessive; it develops only in homozygous individuals d. recessive; it develops only in heterozygous individuals Answer: C Consider This: PKU results from a single gene mutation. LO 2.14 Explain how classic research on phenylketonuria (PKU) has informed our understanding of the genetics of behavior. Learning Objective: 2.14 Explain how classic research on phenylketonuria (PKU) has informed our understanding of the genetics of behavior. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_Q2.4.4 Question: Which statement is true of the neurological disorder phenylketonuria (PKU)? a. The behavioral symptoms of PKU are unaffected by environmental interventions. b. It is more common among children of European American descent than among children of African American or Asian American descent. c. PKU results from a complex interaction among many genes. d. In the United States, nearly 1 in 1000 infants are born with PKU. Answer: B Consider This: PKU was discovered by a Norwegian artist. LO 2.14 Explain how classic research on phenylketonuria (PKU) has informed our understanding of the genetics of behavior. Learning Objective: 2.14 Explain how classic research on phenylketonuria (PKU) has informed our understanding of the genetics of behavior. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_2.4.5 Question: The period, usually early in life, during which a particular experience must occur to have a major effect on the development of a trait is called the _____ period for that trait. a. activating b. transcriptive c. epigenetic d. sensitive Answer: D Consider This: The trait is especially receptive to outside influence during this period. LO 2.14 Explain how classic research on phenylketonuria (PKU) has informed our understanding of the genetics of behavior. Learning Objective: 2.14 Explain how classic research on phenylketonuria (PKU) has informed our understanding of the genetics of behavior. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Genetics of Human Psychological Differences EOM_Q2.5.1 Question: _________ twins develop from the same zygote, whereas ________ twins develop from two zygotes. a. Unizygotic; dizygotic b. Monozygotic; dizygotic c. Dizygotic; unizygotic d. Dizygotic; monozygotic Answer: B Consider This: A zygote is a fertilized egg. LO 2.15 Explain why it is important to distinguish between the development of individuals and the development of individual differences. Learning Objective: 2.15 Explain why it is important to distinguish between the development of individuals and the development of individual differences. Skill Level: Analyze It Difficulty Level: Moderate EOM_Q2.5.2 Question: Heritability estimates tell us about: a. the number of monozygotic twins in a study. b. the relative contributions of genes and experience to the development of individuals. c. the number of dizygotic twins in a study. d. the proportion of variability that occurred in a particular trait in a particular study as a result of the genetic variation in that study. Answer: D Consider This: Heritability estimates are based on a sample rather than a population. LO 2.16 Explain heritability estimates and how they are commonly misinterpreted. Learning Objective: 2.16 Explain heritability estimates and how they are commonly misinterpreted. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_Q2.5.3 Question: The discovery that genetic variability contributes substantially to individual differences in virtually all human traits and behaviors has led several geneticists to argue that: a. all behavior is the result of environmental factors. b. all behavior is the result of genetic factors. c. much of what is derived from heritability studies could be applied to improving health. d. no more heritability estimate studies should be conducted. Answer: D Consider This: Heritability estimates tell us nothing about the relative contributions of genes and experience to the development of particular individuals. LO 2.16 Explain heritability estimates and how they are commonly misinterpreted. Learning Objective: 2.16 Explain heritability estimates and how they are commonly misinterpreted. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_Q2.5.4 Question: Fraga and colleagues (2005) took tissue samples from 40 pairs of monozygotic twins and screened the tissues for DNA methylation and histone modifications. They found that the twins were epigenetically _________________ early in life and that epigenetic differences _______________________ as they aged. a. indistinguishable; accumulated b. indistinguishable; stayed about the same c. indistinguishable; accumulated only in their brains d. different; accumulated Answer: A Consider This: It no longer seems reasonable to call monozygotic twins identical twins. LO 2.17 Describe two ways that twin studies can be used to study the interaction of genes and experience (i.e., nature and nurture). Learning Objective: 2.17 Describe two ways that twin studies can be used to study the interaction of genes and experience (i.e., nature and nurture). Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_Q2.5.5 Question: The discovery of epigenetic differences in monozygotic twins raises the possibility that epigenetic differences may explain why: a. both twins develop the same disease. b. heritability estimates are typically small for most traits. c. experimental manipulation of human genetic material is unethical. d. one twin develops a trait and the other doesn’t. Answer: D Consider This: Epigenetic differences may account for differences in the behavior and physiology of monozygotic twins. LO 2.17 Describe two ways that twin studies can be used to study the interaction of genes and experience (i.e., nature and nurture). Learning Objective: 2.17 Describe two ways that twin studies can be used to study the interaction of genes and experience (i.e., nature and nurture). Skill Level: Understand the Concepts Difficulty Level: Moderate

Chapter 2 Quiz: Evolution, Genetics, and Experience EOC_Q2.1 Question: The study of animal behavior in the wild is called: a. ethology. b. monozygotic. c. translation. d. transcription. Answer: A Consider This: This field of study emphasizes the role of inherited factors in behavioral development. LO 2.1 Describe the origins of the physiological–psychological and nature–nurture ways of thinking. Learning Objective: 2.1 Describe the origins of the physiological–psychological and nature– nurture ways of thinking. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_Q2.2 Question: In an attempt to provide convincing evidence of self-awareness, Gallup (1983) devised a clever test: Each chimpanzee in his experiment was: a. exposed to a human experimenter. b. put in front of a mirror. c. exposed to a conspecific. d. shown a video of another chimpanzee that had its eyebrow painted red. Answer: B Consider This: Think of situations where a human would be more aware of him or herself. LO 2.2 Explain why thinking about the biology of behavior in terms of traditional physiological– psychological and nature–nurture dichotomies is flawed.. Learning Objective: 2.2 Explain why thinking about the biology of behavior in terms of traditional physiological–psychological and nature–nurture dichotomies is flawed. Skill Level: Understand the Concepts Difficulty Level: Easy EOC_Q2.3 Question: Darwin was the first to: a. write about evolution. b. suggest that species evolve from preexisting species. c. propose a theory in the biological sciences that was met with resistance. d. amass a large body of supporting evidence for evolution. Answer: D Consider This: Darwin’s theory is often cited as the single most influential theory in the biological sciences. LO 2.3 Describe the origins of evolutionary theory. Learning Objective: 2.3 Describe the origins of evolutionary theory. Skill Level: Analyze It Difficulty Level: Difficult

EOC_Q2.4 Question: One reason why social dominance is an important factor in evolution is that: a. in some species, dominant females are more likely to produce more and healthier offspring. b. it leads to unnatural selection. c. it produces healthier offspring. d. it increases the likelihood of transcription. Answer: A Consider This: Among other things, social dominance often leads to greater access to food. LO 2.4 Explain the evolutionary significance of social dominance and courtship displays. Learning Objective: 2.4 Explain the evolutionary significance of social dominance and courtship displays. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_Q2.5 Question: Apes are thought to have evolved from a line of: a. hominins. b. Old-World monkeys. c. New-World monkeys. d. amphibians. Answer: B Consider This: These ape ancestors are similar to apes in that they have opposable thumbs that are not long enough to be of much use for precise manipulation. LO 2.5 Summarize the pathway of evolution from single-cell organisms to humans. Learning Objective: 2.5 Summarize the pathway of evolution from single-cell organisms to humans. Skill Level: Remember the Facts Difficulty Level: Easy EOC_Q2.6 Question: The evolution of the scrotum illustrates that evolution: a. always proceeds to perfection. b. does not progress to preordained perfection. c. is more like a bush than a ladder. d. is more like a sac than a ball. Answer: B Consider This: Mammalian sperm do not develop effectively at body temperature. LO 2.6 Describe nine commonly misunderstood points about evolution. Learning Objective: 2.6 Describe nine commonly misunderstood points about evolution. Skill Level: Apply What You Know Difficulty Level: Moderate

EOC_Q2.7 Question: During the course of evolution of the human brain, there has been a(n) ______ in the ______. a. decrease; size of brain stem b. decrease; size of the cerebrum c. increase; size of the ventricles d. increase; number of convolutions Answer: D Consider This: This brain change has occurred in the outermost layer of cerebral tissue. LO 2.7 Describe how research on the evolution of the human brain has changed over time. Learning Objective: 2.7 Describe how research on the evolution of the human brain has changed over time. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_Q2.8 Question: Marco possesses two different variants, or _____, of the eye-color gene: a browneyed and a blue-eyed variant. Marco is _______ for the trait of eye color. a. alleles; dizygotic b. alleles; heterozygous c. gametes; dizygotic d. gametes; heterozygous Answer: B Consider This: The contrast is between same and different variants, not between one and two variants. LO 2.8 Explain how Mendel’s work with pea plants has informed us about the mechanisms of inheritance. Learning Objective: 2.8 Explain how Mendel’s work with pea plants has informed us about the mechanisms of inheritance. Skill Level: Apply What You Know Difficulty Level: Moderate EOC_Q2.9 Question: Humans have __________ pairs of chromosomes. a. 23 b. 46 c. 18 d. 36 Answer: A Consider This: Half of a human’s chromosomes are provided by the mother, and half are provided by the father. LO 2.9 Understand the structure and function of chromosomes. Learning Objective: 2.9 Understand the structure and function of chromosomes. Skill Level: Remember the Facts Difficulty Level: Easy 131 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOC_Q2.10 Question: Proteins are long chains of: a. cytosines. b. amino acids c. nucleotides. d. chromosomes. Answer: B Consider This: Proteins are important for both the physiological activity and structure of cells. LO 2.10 Describe the process of gene expression. Learning Objective: 2.10 Describe the process of gene expression. Skill Level: Remember the Facts Difficulty Level: Easy EOC_Q2.11 Question: __________________ is the study of all mechanisms of inheritance other than the genetic code and its expression. a. Polyheritance b. Evolutionary psychology c. The Human Genome Project d. Epigenetics Answer: D Consider This: This field studies the mechanisms by which experience exerts its effects on gene expression. LO 2.12 Define epigenetics, and explain how it has transformed our understanding of genetics. Learning Objective: 2.12 Define epigenetics, and explain how it has transformed our understanding of genetics. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_Q2.12 Question: In a classic study by Cooper and Zubek (1958), maze-dull rats made significantly more errors than maze-bright rats only if they had been reared in: a. a natural habitat. b. isolation. c. an impoverished environment. d. an enriched environment. Answer: C Consider This: Cooper and Zubek discovered that in addition to genetic inheritance, other factors affected maze performance. LO 2.13 Discuss what insights into the genetics of behavior were gained from early research on selective breeding. Learning Objective: 2.13 Discuss what insights into the genetics of behavior were gained from early research on selective breeding. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_Q2.13 Question: In most modern hospitals, the blood of newborn infants is routinely screened for: a. high levels of amino acids. b. high levels of phenylalanine. c. high levels of DNA. d. high levels of protein. Answer: B Consider This: The substance being screened for accumulates in the body, resulting in low dopamine levels and abnormal brain impairment. LO 2.14 Explain how classic research on phenylketonuria (PKU) has informed our understanding of the genetics of behavior. Learning Objective: 2.14 Explain how classic research on phenylketonuria (PKU) has informed our understanding of the genetics of behavior. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_Q2.14 Question: In the representative Western samples that have been studied, all complex traits and behaviors have heritability estimates ranging from ______ percent. a. 5 to 10 b. 20 to 30 c. 30 to 50 d. 40 to 80 Answer: D Consider This: Heredity accounts for a ―substantial‖ percentage of the variation between people in all the traits that researchers have studied. LO 2.16 Explain heritability estimates and how they are commonly misinterpreted. Learning Objective: 2.16 Explain heritability estimates and how they are commonly misinterpreted. Skill Level: Remember the Facts Difficulty Level: Easy EOC_Q2.15 Question: In studies of disease-discordant monozygotic twin pairs, one searches each pair for __________________, focusing on those areas of DNA that are thought to be involved in the disorder. a. mutations b. genetic differences c. epigenetic differences d. amino acid differences Answer: C Consider This: Monozygotic twins accumulate differences in gene expression as they age. LO 2.17 Describe two ways that twin studies can be used to study the interaction of genes and experience (i.e., nature and nurture). Learning Objective: 2.17 Describe two ways that twin studies can be used to study the interaction of genes and experience (i.e., nature and nurture). Skill Level: Understand the Concepts Difficulty Level: Moderate

CHAPTER 3 ANATOMY OF THE NERVOUS SYSTEM: SYSTEMS, STRUCTURES, AND CELLS THAT MAKE UP YOUR NERVOUS SYSTEM Total Assessment Guide (T.A.G.) Topic General Layout of the Nervous System

Question Type Multiple Choice

Remember the Facts

Understand the Concepts

1-19, 22, 23

Apply What You Know 20, 21

Cells of the Nervous System

Neuroanatomical Techniques and Directions

Anatomy of the Central Nervous System

Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay

1-3 1 24-42 4-6 2 43-53, 55-58 7-8 3 59-125 9-20 4-8

MULTIPLE CHOICE QUESTIONS 1.

The two major divisions of the nervous system are the a. b. c. d. e.

autonomic nervous system (ANS) and the central nervous system (CNS). somatic nervous system (SNS) and the central nervous system (CNS). peripheral nervous system (PNS) and the central nervous system (CNS). autonomic nervous system (ANS)and the peripheral nervous system (PNS). brain and the spinal cord.

Answer: C Difficulty Level: Easy Topic: Divisions of the Nervous System Learning Objective: 3.1 List and describe the major divisions of the nervous system. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

The central nervous system (CNS) is composed of two divisions: the a. b. c. d. e.

autonomic nervous system (ANS) and peripheral nervous system (PNS). brain and brain stem. somatic nervous system (SNS) and autonomic nervous system (ANS). spinal cord and brain. afferent nervous system (AfNS) and efferent nervous system (EfNS).

Answer: D Difficulty Level: Moderate Topic: Divisions of the Nervous System Learning Objective: 3.1 List and describe the major divisions of the nervous system. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The autonomic nervous system (ANS) is part of the a. b. c. d. e.

sympathetic nervous system. parasympathetic nervous system. peripheral nervous system. central nervous system. somatic nervous system.

Answer: C Difficulty Level: Moderate Topic: Divisions of the Nervous System Learning Objective: 3.1 List and describe the major divisions of the nervous system. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

The somatic nervous system a. b. c. d. e.

is part of the peripheral nervous system. is composed of sympathetic and parasympathetic nerves. is part of the autonomic nervous system. regulates the body’s internal environment. is part of the central nervous system.

Answer: A Difficulty Level: Moderate Topic: Divisions of the Nervous System Learning Objective: 3.1 List and describe the major divisions of the nervous system. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

In general, afferent nerves carry sensory information a. b. c. d. e.

to the central nervous system (CNS). to the peripheral nervous system (PNS). from the central nervous system (CNS). to the body’s internal organs. from the brain to the cranial nerves.

Answer: A Difficulty Level: Easy Topic: Divisions of the Nervous System Learning Objective: 3.1 List and describe the major divisions of the nervous system. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

Neurons of the sympathetic nervous system are part of the a. b. c. d. e.

somatic nervous system (SNS). basal ganglia. autonomic nervous system (ANS). afferent system. parasympathetic nervous system (PaNS)

Answer: C Difficulty Level: Difficult Topic: Divisions of the Nervous System Learning Objective: 3.1 List and describe the major divisions of the nervous system. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which part of the peripheral nervous system (PNS) projects from only the cranial and sacral portions of the central nervous system (CNS)? a. b. c. d. e.

parasympathetic nervous system sympathetic nervous system somatic nervous system cranial nerves autonomic nervous system

Which statement about the autonomic nervous system (ANS) is correct? a. b. c. d. e.

The ANS is composed of exclusively afferent nerves. Nerves in the ANS all project to neurons located a substantial distance from their target organs. All sympathetic and parasympathetic nerves are two-stage neural paths. The ANS carries sensory signals from the eyes and skin to the central nervous system (CNS). Parasympathetic nerves synapse with sympathetic nerves in the sacral region of the spinal cord.

Which structure generally acts to conserve the body’s energy? a. b. c. d. e.

central nervous system spinal cord sympathetic nervous system parasympathetic nervous system somatic nervous system

The first two cranial nerves are the a. b. c. d. e.

olfactory and optic nerves. optic and auditory nerves. facial and auditory nerves. motor and facial nerves. vagus and olfactory nerves.

Answer: A Difficulty Level: Difficult Topic: Divisions of the Nervous System Learning Objective: 3.1 List and describe the major divisions of the nervous system. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

The vagus nerve a. b. c. d. e.

is part of the sympathetic nervous system. is the second cranial nerve. is the longest cranial nerve. contains only motor fibers. travels to and from the lungs.

The dura mater, arachnoid membrane, and pia mater are a. b. c. d. e.

neurons. neuroglia. parts of the autonomic nervous system. meninges. myelin.

Answer: D Difficulty Level: Easy Topic: Meninges Learning Objective: 3.2 Describe the three meninges and explain their functional role. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

From the outer layer moving inward, the three meninges are the a. b. c. d. e.

sacral, lumbar, and thoracic. pious, dura, and pia. dura, pia, and meninx. dura, meninx, and pia. dura, arachnoid, and pia.

Answer: E Difficulty Level: Moderate Topic: Meninges Learning Objective: 3.2 Describe the three meninges and explain their functional role. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

Adhering to the surface of the central nervous system is the a. b. c. d. e.

tough mother. pia mater. dura mater. arachnoid membrane. wassa mater.

Answer: B Difficulty Level: Moderate Topic: Meninges Learning Objective: 3.2 Describe the three meninges and explain their functional role. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

The subarachnoid space is located just outside the a. b. c. d. e.

neocortex. arachnoid membrane. arachnoid mater. pia mater. central canal.

Answer: D Difficulty Level: Difficult Topic: Meninges Learning Objective: 3.2 Describe the three meninges and explain their functional role. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

How many ventricles are in the brain? a. b. c. d. e.

1 3 4 2 12

Answer: C Difficulty Level: Moderate Topic: Ventricles and Cerebrospinal Fluid Learning Objective: 3.3 Explain where cerebrospinal fluid is produced and where it flows. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

The cerebrospinal fluid (CSF) circulates through the a. b. c. d. e.

afferent nervous system. lateral ventricles. dura mater. efferent nervous system. peripheral isthmus.

Answer: B Difficulty Level: Moderate Topic: Ventricles and Cerebrospinal Fluid Learning Objective: 3.3 Explain where cerebrospinal fluid is produced and where it flows. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

What is the function of cerebrospinal fluid? a. b. c. d. e.

to connect the somatic and autonomic nervous systems to promote cell growth in the spinal column to carry waste out of the autonomic nervous system to act as a blood–brain barrier to support and cushion the brain

Answer: E Difficulty Level: Moderate Topic: Ventricles and Cerebrospinal Fluid Learning Objective: 3.3 Explain where cerebrospinal fluid is produced and where it flows. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

The cerebral aqueduct connects the a. b. c. d. e.

lateral ventricles. third and fourth ventricles. fourth ventricle and the central canal. organ of Corti and the fissure of Rolando. left and right hemispheres.

When a tumor near the cerebral aqueduct causes cerebrospinal fluid to accumulate in the brain, the resulting disorder is diagnosed as a. b. c. d. e.

hydrocephalus. Batten disease. cranial autosomia. multiple sclerosis. Parkinson’s disease.

Answer: A Difficulty Level: Moderate Topic: Ventricles and Cerebrospinal Fluid Learning Objective: 3.3 Explain where cerebrospinal fluid is produced and where it flows. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

21.

Hydrocephalus results from the a. b. c. d. e.

production of too much cerebrospinal fluid. production of excessively watery cerebrospinal fluid. production of water rather than cerebrospinal fluid. breakdown of the mechanism that absorbs cerebrospinal fluid into the lateral vesicles. accumulation of cerebrospinal fluid.

Answer: E Difficulty Level: Difficult Topic: Ventricles and Cerebrospinal Fluid Learning Objective: 3.3 Explain where cerebrospinal fluid is produced and where it flows. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 22.

The blood–brain barrier is a. b. c. d. e.

a spongy form of bone that develops in the spinal cord due to an excess of cerebrospinal fluid. located in the pia mater, and serves to drain the third ventricle. a mechanism that impedes the passage of toxic substances from the blood into the brain. located in all three meninges. a blood disease that primarily affects people who experienced hydrocephalus during infancy.

Answer: C Difficulty Level: Moderate Topic: Blood–Brain Barrier Learning Objective: 3.4 Explain what the blood–brain barrier is and what functional role it serves. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

The blood–brainbarrier impedes the passage into cerebral neurons of a. b. c. d. e.

many proteins and other large molecules. all small molecules. glucose. sodium. all fluids.

Answer: A Difficulty Level: Difficult Topic: Blood–Brain Barrier Learning Objective: 3.4 Explain what the blood–brain barrier is and what functional role it serves. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 24.

Neurons are specialized to receive, conduct, and transmit a. b. c. d. e.

dendrites. signal proteins. synapses. electrochemical signals. lipids.

Answer: D Difficulty Level: Easy Topic: Anatomy of Neurons Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

The neuron cell membrane includes a. b. c. d. e.

cerebrospinal fluid. channel proteins. dura mater. vesicles. pia mater.

Answer: B Difficulty Level: Moderate Topic: Anatomy of Neurons Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 26.

Neurons with one axon and several dendrites emanating from the soma are classified as a. b. c. d. e.

motor. autonomic. multipolar. bipolar. unipolar.

Answer: C Difficulty Level: Moderate Topic: Anatomy of Neurons Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

Interneurons a. b. c. d. e.

integrate activity within a single brain structure. have two short axons but no dendrites. have one long axon and one short dendrite. have several short axons and no dendrites. have bipolar axons and no dendrites.

Answer: A Difficulty Level: Moderate Topic: Anatomy of Neurons Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 28.

The soma is a. b. c. d. e.

often myelinated. the cell body of a neuron. covered by nodes of Ranvier. a channel protein. smaller than a terminal button.

Answer: B Difficulty Level: Easy Topic: Anatomy of Neurons Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

Many multipolar neurons have a long process emanating from the cell body. This long process is a(n) a. b. c. d. e.

axon. dendrite. button. interneuron. signal protein.

Answer: A Difficulty Level: Easy Topic: Anatomy of Neurons Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 30.

Chemical signals are transmitted between neurons a. b. c. d. e.

at points where their cell bodies contact one another. across gaps called dendrites. across synapses. at points where their axons contact one another. at points where dendrites contact one another.

Answer: C Difficulty Level: Easy Topic: Anatomy of Neurons Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

The cone-shaped structure at the junction between the cell body and axon of a multipolar neuron is the a. b. c. d. e.

node of Ranvier. dendrite. axon hillock. Golgi complex. mitochondrian.

Answer: C Difficulty Level: Difficult Topic: Anatomy of Neurons Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 32.

Synaptic vesicles tend to be most prevalent in the a. b. c. d. e.

nucleus. nodes of Ranvier. postsynaptic membranes. dendrites. button.

Answer: E Difficulty Level: Moderate Topic: Anatomy of Neurons Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

Most of a neuron’s DNA is contained in its a. b. c. d. e.

nucleus. buttons. synaptic vesicles. mitochondria. axon hillock.

Answer: A Difficulty Level: Difficult Topic: Anatomy of Neurons Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34.

Clusters of neural cell bodies in the central nervous system (CNS) are called a. b. c. d. e.

neurons. ganglia. nerves. nuclei. buttons.

Answer: D Difficulty Level: Moderate Topic: Anatomy of Neurons Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

Which part of a neuron is sometimes myelinated? a. b. c. d. e.

dendrites axon cell body buttons cytoplasm

Nuclei are to CNS as ganglia are to a. b. c. d. e.

tracts. PNS. nerves. glia. cell bodies.

Answer: B Difficulty Level: Difficult Topic: Anatomy of Neurons Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

CNS is to PNS as oligodendrocytes are to a. b. c. d. e.

astrocytes. oligodendroglia. glial cells. Schwann cells. microglia.

Answer: D Difficulty Level: Difficult Topic: Glia: The Forgotten Cells Learning Objective: 3.6 Briefly describe four kinds of glial cells. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 38.

Myelination a. b. c. d. e.

causes neural degeneration. penetrates the blood–brain barrier. occurs only on Schwann cells. increases the speed of axonal conduction. increases the speed of synaptic transmission.

Answer: D Difficulty Level: Easy Topic: Glia: The Forgotten Cells Learning Objective: 3.6 Briefly describe four kinds of glial cells. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

PNS is to CNS as Schwann cells are to a. b. c. d. e.

multiple sclerosis. oligodendrocytes. astrocytes. neuroglia. dendrites.

Answer: B Difficulty Level: Difficult Topic: Glia: The Forgotten Cells Learning Objective: 3.6 Briefly describe four kinds of glial cells. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 40.

In the central nervous system (CNS), axons are myelinated by a. b. c. d. e.

vesicles. oligodendrites. unipolar cells. astrocytes. Schwann cells.

Answer: B Difficulty Level: Moderate Topic: Glia: The Forgotten Cells Learning Objective: 3.6 Briefly describe four kinds of glial cells. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

The specific glial cells that engulf cellular debris and trigger inflammation are known as a. b. c. d. e.

microglia. Schwann cells. astrocytes. oligodendrocytes. oligodendroglia.

Answer: A Difficulty Level: Moderate Topic: Glia: The Forgotten Cells Learning Objective: 3.6 Briefly describe four kinds of glial cells. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 42.

The largest glial cells are the a. b. c. d. e.

astrocytes. Schwann cells. microglia. magnoglia. oligodendrocytes.

43.

The discovery of the Golgi stain a. b. c. d. e.

was accidental. .highlighted the function of Schwann cells. occurred in 1995. allowed the identification of axons. occurred in Finland.

Answer: A Difficulty Level: Moderate Topic: Neuroanatomical Techniques Learning Objective: 3.7 Compare several neuroanatomical research techniques. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44.

The Golgi stain colors neurons a. b. c. d. e.

violet. black. blue. red. yellow.

Answer: B Difficulty Level: Moderate Topic: Neuroanatomical Techniques Learning Objective: 3.7 Compare several neuroanatomical research techniques. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

The outcome of a Golgi stain is that it a. b. c. d. e.

renders all neurons opaque. reveals the inner structure of the neuron. does not stain many neurons. stains only Golgi neurons. colors glia violet and neurons green.

Answer: C Difficulty Level: Difficult Topic: Neuroanatomical Techniques Learning Objective: 3.7 Compare several neuroanatomical research techniques. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 46.

The __________ was the first neural stain to reveal silhouettes of a few neurons on a slide. a. b. c. d. e.

Golgi stain red dye 40 stain Nissl stain cresyl violet stain Becerra stain

47.

The first neural stain that permitted neuroanatomists to view some aspects of the inner structure of a neuron was a. b. c. d. e.

the Nissl stain. the Golgi stain. the Weigert stain. mainly used for anterograde tracing. the Shelton stain.

Nissl stains are frequently used to a. b. c. d. e.

study the fine details of axonal structure. determine the general distribution of cell bodies in the nervous system. study the contents of neural buttons. identify axosomatic synapses. study the responses of Nissl bodies to electrical stimulation.

Answer: B Difficulty Level: Difficult Topic: Neuroanatomical Techniques Learning Objective: 3.7 Compare several neuroanatomical research techniques. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

The fine inner details of neuronal structure can be studied best a. b. c. d. e.

with a Nissl stain. by electron microscopy. with cresyl violet. with a Golgi stain. with a microelectrode.

The main advantage of the scanning electron microscope over the conventional electron microscope is that it a. b. c. d. e.

operates in bright light conditions. is capable of higher magnification. produces three-dimensional images. uses more protons than electrons. requires fewer beams of electrons.

Answer: C Difficulty Level: Moderate Topic: Neuroanatomical Techniques Learning Objective: 3.7 Compare several neuroanatomical research techniques. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

To locate the terminals of axons that project from a particular brain structure, an investigator would employ a. b. c. d. e.

a retrograde tracing technique. an anterograde tracing technique. labeled chemicals that are readily transported to the neuron’s nucleus. a Golgi stain. a Nissl stain.

The anatomical direction moving toward the back of the human head is a. b. c. d. e.

posterior. dorsal. inferior. anterior. ventral.

Answer: A Difficulty Level: Moderate Topic: Directions in the Vertebrate Nervous System Learning Objective: 3.8 Illustrate the neuroanatomical directions. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

Anatomically, the top of a dog’s head is a. b. c. d. e.

anterior. ventral. caudal. dorsal. posterior.

Answer: D Difficulty Level: Moderate Topic: Directions in the Vertebrate Nervous System Learning Objective: 3.8 Illustrate the neuroanatomical directions. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 54.

Gaetano is trying to locate the tip of his nose in anatomical space. ―That’s easy,‖ said his friend Jud. ―It’s…‖ a. b. c. d. e.

superior and dorsal. caudal and anterior. medial and anterior. anterior and posterior. ventral and dorsal.

Answer: C Difficulty Level: Difficult Topic: Directions in the Vertebrate Nervous System Learning Objective: 3.8 Illustrate the neuroanatomical directions. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

55.

The nose of a rat is __________ to the rest of its body. a. b. c. d. e.

posterior dorsal anterior ventral lateral

Answer: C Difficulty Level: Difficult Topic: Directions in the Vertebrate Nervous System Learning Objective: 3.8 Illustrate the neuroanatomical directions. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 56.

The spine of a human runs just beneath the body’s a. b. c. d. e.

ventral surface. anterior surface. dorsal surface. posterior surface. superior surface.

Answer: C Difficulty Level: Easy Topic: Directions in the Vertebrate Nervous System Learning Objective: 3.8 Illustrate the neuroanatomical directions. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

Which neuroanatomical direction is commonly used with reference to the brains of humans or other primates, but not with reference to the brains of four-legged creatures? a. b. c. d. e.

inferior caudal posterior medial lateral

A cut in which anatomical plane would sever all of the cerebral commissures (the tracts that connect the left and right cerebral hemispheres)? a. b. c. d. e.

horizontal sagittal midsagittal frontal diagonal

Answer: C Difficulty Level: Moderate Topic: Directions in the Vertebrate Nervous System Learning Objective: 3.8 Illustrate the neuroanatomical directions. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

The H-shape of the spinal gray matter would be most easily identified following a a. b. c. d. e.

midsagittal section. sagittal section. longitudinal section. lateral section. cross section.

Answer: E Difficulty Level: Difficult Topic: Spinal Cord Learning Objective: 3.9 Draw and label a cross section of the spinal cord. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 60.

Gray matter of the spinal cord is largely composed of a. b. c. d. e.

cell bodies and unmyelinated interneurons. myelin. myelinated axons. meninges. cerebrospinal fluid.

Answer: A Difficulty Level: Easy Topic: Spinal Cord Learning Objective: 3.9 Draw and label a cross section of the spinal cord. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

White matter in the spinal cord is white because a. b. c. d. e.

it is unmyelinated. cell bodies are white. satellite cells are gray. axon membranes are white. myelin is white.

Answer: E Difficulty Level: Easy Topic: Spinal Cord Learning Objective: 3.9 Draw and label a cross section of the spinal cord. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 62.

In cross section, spinal gray matter has four arms; among these are the two a. b. c. d. e.

ventral roots. ventral routes. ventral horns. lateral horns. dorsal roots.

Answer: C Difficulty Level: Difficult Topic: Spinal Cord Learning Objective: 3.9 Draw and label a cross section of the spinal cord. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

How many individual dorsal roots are there in the human nervous system? a. b. c. d. e.

12 31 62 124 billions

As Bobbie stands up straight, the ventral horn of her spinal cord would be toward a. b. c. d. e.

her right arm. her chest. the top of her head. her back. her left arm.

Answer: B Difficulty Level: Difficult Topic: Spinal Cord Learning Objective: 3.9 Draw and label a cross section of the spinal cord. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Most neurons of the dorsal root synapse in the a. b. c. d. e.

cortex. spinal cord. dorsal root ganglia. peripheral nervous system. ventral horn.

Answer: B Difficulty Level: Moderate Topic: Spinal Cord Learning Objective: 3.9 Draw and label a cross section of the spinal cord. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 66.

The neurons of the dorsal roots are a. b. c. d. e.

sensory. motor. tracts. multipolar polar. bipolar.

Answer: A Difficulty Level: Moderate Topic: Spinal Cord Learning Objective: 3.9 Draw and label a cross section of the spinal cord. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

Most neurons of the ventral roots a. b. c. d. e.

are bipolar. are unipolar. have their cell bodies in white matter. have their cell bodies in the ventral horns. are interneurons.

Answer: D Difficulty Level: Difficult Topic: Spinal Cord Learning Objective: 3.9 Draw and label a cross section of the spinal cord. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 68.

―Encephalon‖ means within the a. b. c. d. e.

forebrain. brain stem. head. cerebral hemispheres. nervous system.

Answer: C Difficulty Level: Moderate Topic: Five Major Divisions of the Brain Learning Objective: 3.10 List and discuss the five major divisions of the human brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

The large lateral outgrowths that compose the telencephalon are the a. b. c. d. e.

eyes. temporal lobes. cerebral hemispheres. ventricles. testes.

The ___________ is located second from the top of the brain. a. b. c. d. e.

diencephalon metencephalon telencephalon myelencephalon mesencephalon

Answer: A Difficulty Level: Moderate Topic: Five Major Divisions of the Brain Learning Objective: 3.10 List and discuss the five major divisions of the human brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

The myelencephalon is often called the a. b. c. d. e.

midbrain. hypothalamus. brain stem. medulla. cortex.

Answer: D Difficulty Level: Moderate Topic: Five Major Divisions of the Brain Learning Objective: 3.10 List and discuss the five major divisions of the human brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 72.

The posterior part of the forebrain is the a. b. c. d. e.

telencephalon. diencephalon. myelencephalon. reticular formation. midbrain.

Answer: B Difficulty Level: Difficult Topic: Five Major Divisions of the Brain Learning Objective: 3.10 List and discuss the five major divisions of the human brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

The midbrain is a. b. c. d. e.

the mesencephalon. part of the metencephalon. the telencephalon. part of the diencephalon. the myelencephalon.

Answer: A Difficulty Level: Difficult Topic: Five Major Divisions of the Brain Learning Objective: 3.10 List and discuss the five major divisions of the human brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 74.

The myelencephalon is a. b. c. d. e.

the medulla. part of the forebrain. located above the brain stem. part of the diencephalon. contained in the dorsal root of the spinal cord.

Answer: A Difficulty Level: Difficult Topic: Myelencephalon Learning Objective: 3.11 List and describe the components of the myelencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

In humans, the brain stem is usually defined as a. b. c. d. e.

the telencephalon. the seat of reasoning, judgment, and intelligence. the spinal cord. the diencephalon. the platform on which the cerebral hemispheres sit.

Answer: E Difficulty Level: Moderate Topic: Myelencephalon Learning Objective: 3.11 List and describe the components of the myelencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 76.

The myelencephalon is composed largely of a. b. c. d. e.

ganglia. tracts. nerves. ventricles. colliculi.

Answer: B Difficulty Level: Difficult Topic: Myelencephalon Learning Objective: 3.11 List and describe the components of the myelencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

Which structure is named after a term that means ―little net‖? a. b. c. d. e.

reticular formation mesencephalon medulla cerebellum hippocampus

Answer: A Difficulty Level: Easy Topic: Myelencephalon Learning Objective: 3.11 List and describe the components of the myelencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 78.

The reticular formation is in the a. b. c. d. e.

brain stem. cortex. thalamus. olfactory bulb. spinal cord.

79.

The __________ is a complex network of tiny nuclei that are involved in a variety of functions, including sleep and maintenance of muscle tone. a. b. c. d. e.

cerebellum. hypothalamus. reticular formation. hippocampus. tegmentum.

Answer: C Difficulty Level: Moderate Topic: Myelencephalon Learning Objective: 3.11 List and describe the components of the myelencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 80.

The reticular formation is in the core of the a. b. c. d. e.

telencephalon. left cerebral hemisphere. brain stem. right cerebral hemisphere. spinal cord.

Answer: C Difficulty Level: Difficult Topic: Myelencephalon Learning Objective: 3.11 List and describe the components of the myelencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

Which large structure is visible on the dorsal surface of the human brain stem? a. b. c. d. e.

pituitary cerebellum optic chiasm hypothalamus mammillary body

Answer: B Difficulty Level: Easy Topic: Metencephalon Learning Objective: 3.12 List and describe the components of the metencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 82.

The inferior and superior colliculi compose the a. b. c. d. e.

thalamus. hypothalamus. tectum. hippocampus. cerebellum.

Answer: C Difficulty Level: Moderate Topic: Mesencephalon Learning Objective: 3.13 List and describe the components of the mesencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

The tectum is the roof of the a. b. c. d. e.

metencephalon. mesencephalon. myelencephalon. telencephalon. diencephalon.

Answer: B Difficulty Level: Moderate Topic: Mesencephalon Learning Objective: 3.13 List and describe the components of the mesencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 84.

Which structure is part of the tegmentum? a. b. c. d. e.

hypothalamus periaqueductal gray inferior colliculi superior colliculi tectum

Answer: B Difficulty Level: Difficult Topic: Mesencephalon Learning Objective: 3.13 List and describe the components of the mesencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

Three major structures in the __________ of the brain are named after colors (red, black, and grey). a. b. c. d. e.

medulla mesencephalon tectum tegmentum thalamus

Answer: D Difficulty Level: Difficult Topic: Mesencephalon Learning Objective: 3.13 List and describe the components of the mesencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 86.

The neural structure situated near the duct connecting the third and fourth ventricles is the a. b. c. d. e.

substantia nigra. periaqueductal gray. red nucleus. superior colliculi. cerebral aqueduct.

87.

The hypothalamus and thalamus compose the a. b. c. d. e.

brain stem. diencephalon. mesencephalon. medulla. pituitary.

Answer: B Difficulty Level: Moderate Topic: Diencephalon Learning Objective: 3.14 List and describe the components of the diencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 88.

The lateral geniculate, medial geniculate, and ventral posterior nuclei are all nuclei of the a. b. c. d. e.

midbrain. spinal cord. cortex. medulla. thalamus.

Answer: E Difficulty Level: Moderate Topic: Diencephalon Learning Objective: 3.14 List and describe the components of the diencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

Most sensory nuclei of the thalamus project to the a. b. c. d. e.

cortex. reticular formation. cerebellum. substantia nigra. caudate.

Answer: A Difficulty Level: Easy Topic: Diencephalon Learning Objective: 3.14 List and describe the components of the diencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 90.

Which part of the diencephalon connects the two lobes of the thalamus? a. b. c. d. e.

massa intermedia hypothalamus cerebral aqueduct corpus callosum hippocampal commissure

Answer: A Difficulty Level: Moderate Topic: Diencephalon Learning Objective: 3.14 List and describe the components of the diencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

Which of the thalamic nuclei relays visual information? a. b. c. d. e.

pons red nucleus lateral geniculate substantia nigra ventral posterior

Answer: C Difficulty Level: Difficult Topic: Diencephalon Learning Objective: 3.14 List and describe the components of the diencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 92.

The lateral geniculate nuclei, medial geniculate nuclei, and ventral posterior nuclei are all a. b. c. d. e.

lamina. hypothalamic nuclei. sensory relay nuclei. hyperthalamic nuclei. lobes.

93.

Which structure of the diencephalon regulates the pituitary gland? a. b. c. d. e.

snot gland hypothalamus medial geniculate cerebellum nasal mucosa

Answer: B Difficulty Level: Easy Topic: Diencephalon Learning Objective: 3.14 List and describe the components of the diencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 94.

The pituitary gland is situated just inferior to the a. b. c. d. e.

nose. hippocampus. cerebellum. thalamus. hypothalamus.

95.

The ___________ helps to regulate motivated behaviors like eating and sleeping by regulating the release of hormones from the pituitary gland. a. b. c. d. e.

thalamic nuclei reticular nuclei cerebral lobes hypothalamus cerebral fissures

Answer: D Difficulty Level: Moderate Topic: Diencephalon Learning Objective: 3.14 List and describe the components of the diencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 96.

Which structure is X-shaped? a. b. c. d. e.

spinal white matter reticular formation pituitary optic chiasm substantia nigra

97.

Which brain region is a point of decussation? a. b. c. d. e.

optic chiasm hippocampus temporal lobe substantia nigra superior colliculus

If a midsagittal cut were made through the human brain, all of the uncut axons running from the eyes to the brain would be a. b. c. d. e.

on the right side. ipsilateral. contralateral. decussating. bilateral.

Answer: B Difficulty Level: Difficult Topic: Diencephalon Learning Objective: 3.14 List and describe the components of the diencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

The mammillary bodies are a. b. c. d. e.

bumps visible on the dorsal surface of the medulla. visible on the inferior surface of the diencephalon. often considered to be nuclei of the thalamus. found only in females. located on top of the pituitary gland.

All mammals with lissencephalic brains a. b. c. d. e.

have convoluted cortexes. are cold-blooded. have smooth brains. are found in Australia. have a missing metencephalon.

Answer: C Difficulty Level: Easy Topic: Telencephalon Learning Objective: 3.15 List and describe the components of the telencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

The large cortical ridges between fissures are called a. b. c. d. e.

sulci. pyramids. gyri. commissures. lobes.

Big is to small as fissures are to a. b. c. d. e.

gyri. pyramids. commissures. gyrus. sulci.

Answer: E Difficulty Level: Moderate Topic: Telencephalon Learning Objective: 3.15 List and describe the components of the telencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

The largest cerebral commissure is the a. b. c. d. e.

corpus callosum. massa commissura. massa intermedia. commissurus humongous. longitudinal commissure.

Answer: A Difficulty Level: Easy Topic: Telencephalon Learning Objective: 3.15 List and describe the components of the telencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 104.

The corpus callosum is the human brain’s largest a. b. c. d. e.

neuron. nucleus. fissure. commissure. hemisphere.

Answer: D Difficulty Level: Easy Topic: Telencephalon Learning Objective: 3.15 List and describe the components of the telencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

The longitudinal fissure separates the two hemispheres. Which lobe does not border it? a. b. c. d. e.

temporal lobe frontal lobe parietal lobe prefrontal lobe occipital lobe

Answer: A Difficulty Level: Moderate Topic: Telencephalon Learning Objective: 3.15 List and describe the components of the telencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 106.

Between the frontal and parietal lobes is the a. b. c. d. e.

central fissure. lateral fissure. corpus callosum. temporal lobe. longitudinal fissure.

107.

The lobe at the back of the brain, which serves a visual function, is the a. b. c. d. e.

frontal lobe. occipital lobe. temporal lobe. prefrontal lobe. parietal lobe.

Answer: B Difficulty Level: Moderate Topic: Telencephalon Learning Objective: 3.15 List and describe the components of the telencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 108.

The functional cortical area in the telencephalon involved in hearing and language is the a. b. c. d. e.

central fissure. superior temporal gyrus. postcentral fissure. longitudinal fissure. parietal lobe.

109.

The functions of the occipital cortex are largely a. b. c. d. e.

motor. visual. auditory. somatosensory. olfactory.

Answer: B Difficulty Level: Easy Topic: Telencephalon Learning Objective: 3.15 List and describe the components of the telencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 110.

Precentral is to postcentral as a. b. c. d. e.

somatosensory is to motor. auditory is to motor. somatosensory is to auditory. motor is to somatosensory. auditory is to somatosensory.

Answer: D Difficulty Level: Moderate Topic: Telencephalon Learning Objective: 3.15 List and describe the components of the telencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

About what proportion of human cerebral cortex is neocortex? a. b. c. d. e.

10 percent 25 percent 40 percent 60 percent 90 percent

Which multipolar cortical neurons have long axons, apical dendrites, and triangular cell bodies? a. b. c. d. e.

stellate cells chandelier cells pyramidal cells granule cells fusiform cells

113.

Neocortex contains two fundamentally different kinds of neurons, known as pyramidal cells and a. b. c. d. e.

apical cells. bipolar cells. multipolar cells. columnar cells. stellate cells.

Which neurons have apical dendrites? a. b. c. d. e.

interneurons stellate cells pyramidal cells Schwann cells astrocytes

Answer: C Difficulty Level: Moderate Topic: Telencephalon Learning Objective: 3.15 List and describe the components of the telencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

115.

The hippocampus is a. b. c. d. e.

a neocortical structure. located in the frontal lobes. six-layered. shaped like a sea horse when viewed in cross section. located in the diencephalon.

The limbic system and basal ganglia are, for the most part, in the a. b. c. d. e.

telencephalon. diencephalon. mesencephalon. myelencephalon. metencephalon.

Answer: A Difficulty Level: Easy Topic: Limbic System and the Basal Ganglia Learning Objective: 3.16 List and describe the components of the limbic system and of the basal ganglia. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

117.

A neural circuit that includes the septum, cingulate cortex, fornix, amygdala, hippocampus, hypothalamus, and thalamus is thought to be involved in the regulation of motivated behaviors. This circuit is called the a. b. c. d. e.

basal ganglia. neocortex. limbic system. cranial nerves. somatosensory system.

Answer: C Difficulty Level: Easy Topic: Limbic System and the Basal Ganglia Learning Objective: 3.16 List and describe the components of the limbic system and of the basal ganglia. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 118.

A major limbic system tract is the a. b. c. d. e.

corpus callosum. reticular formation. cingulate. fornix. septum.

Answer: D Difficulty Level: Difficult Topic: Limbic System and the Basal Ganglia Learning Objective: 3.16 List and describe the components of the limbic system and of the basal ganglia. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

119.

Which structures is part of the limbic system? a. b. c. d. e.

pons septum cerebellum medulla periaqueductal red

Answer: B Difficulty Level: Easy Topic: Limbic System and the Basal Ganglia Learning Objective: 3.16 List and describe the components of the limbic system and of the basal ganglia. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 120.

The neural circuit involved in the regulation of fleeing, feeding, fighting, and sexual behavior is the a. b. c. d. e.

basal ganglia. visual system. limbic system. reticular system. pituitary formation.

121.

Two components of the limbic system are cortical structures, identified as the a. b. c. d. e.

septum and the frontal cortex. hippocampus and the cingulate. frontal cortex and the basal ganglia. hippocampus and the amygdala. frontal cortex and the olfactory bulbs.

Answer: B Difficulty Level: Difficult Topic: Limbic System and the Basal Ganglia Learning Objective: 3.16 List and describe the components of the limbic system and of the basal ganglia. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 122.

The caudate, putamen, and globus pallidus compose the a. b. c. d. e.

diencephalon. limbic system. somatosensory system. basal ganglia. thalamus.

Answer: D Difficulty Level: Easy Topic: Limbic System and the Basal Ganglia Learning Objective: 3.16 List and describe the components of the limbic system and of the basal ganglia. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

123.

Together, the caudate and the putamen compose the a. b. c. d. e.

limbic system. globus pallidus. striatum. amygdala. uvula.

Answer: C Difficulty Level: Difficult Topic: Limbic System and the Basal Ganglia Learning Objective: 3.16 List and describe the components of the limbic system and of the basal ganglia. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 124.

The ____________ play(s) a role in the performance of voluntary motor responses and decision making. a. b. c. d. e.

limbic system diencephalon reticular formation basal ganglia medulla

125.

Deterioration of the pathway from the substantia nigra to the striatum is often found in cases of a. b. c. d. e.

Korsakoff’s syndrome. Parkinson’s disease. autism. Alzheimer’s disease. multiple sclerosis.

The brain and spinal cord compose the __________ system.

Answer: central nervous Difficulty Level: Easy Topic: Divisions of the Nervous System Learning Objective: 3.1 List and describe the major divisions of the nervous system. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

The arachnoid membrane is one of the __________.

Answer: meninges Difficulty Level: Easy Topic: Meninges Learning Objective: 3.2 Describe the three meninges and explain their functional role. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Cerebrospinal fluid fills the four __________ of the brain.

Answer: ventricles Difficulty Level: Easy Topic: Ventricles and Cerebrospinal Fluid Learning Objective: 3.3 Explain where cerebrospinal fluid is produced and where it flows. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

At the junction of the cell body and axon of a multipolar neuron is the __________.

Answer: axon hillock Difficulty Level: Easy Topic: Anatomy of Neurons Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Bundles of axons in the central nervous system (CNS) are called __________.

Answer: tracts Difficulty Level: Moderate Topic: Anatomy of Neurons Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Large, star-shaped glial cells are called __________.

Answer: astrocytes Difficulty Level: Moderate Topic: Glia: The Forgotten Cells Learning Objective: 3.6 Briefly describe four kinds of glial cells. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 7.

The __________ stain colors entirely black a few neurons in each brain slice.

Answer: Golgi Difficulty Level: Moderate Topic: Neuroanatomical Techniques Learning Objective: 3.7 Compare several neuroanatomical research techniques. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

The opposite of dorsal is __________.

Answer: ventral Difficulty Level: Easy Topic: Directions in the Vertebrate Nervous System Learning Objective: 3.8 Illustrate the neuroanatomical directions. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

It is __________ that gives white matter in the nervous system its glossy white sheen.

Answer: myelin Difficulty Level: Easy Topic: Spinal Cord Learning Objective: 3.9 Draw and label a cross section of the spinal cord. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

Sensory signals enter the spinal cord via the __________ roots.

Answer: dorsal Difficulty Level: Moderate Topic: Spinal Cord Learning Objective: 3.9 Draw and label a cross section of the spinal cord. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 11.

The bulge on the ventral surface of the metencephalon is the __________.

Answer: pons Difficulty Level: Difficult Topic: Five Major Divisions of the Brain Learning Objective: 3.10 List and discuss the five major divisions of the human brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

The large, two-lobed subcortical structure that sits atop the brain stem is the __________.

Answer: thalamus Difficulty Level: Moderate Topic: Diencephalon Learning Objective: 3.14 List and describe the components of the diencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

The __________ dangles from the hypothalamus.

Answer: pituitary gland Difficulty Level: Moderate Topic: Diencephalon Learning Objective: 3.14 List and describe the components of the diencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14.

The cerebral hemispheres are connected by tracts called cerebral __________.

Answer: commissures Difficulty Level: Easy Topic: Telencephalon Learning Objective: 3.15 List and describe the components of the telencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 15.

The temporal lobe is separated from the frontal lobe by the __________ fissure.

Answer: lateral Difficulty Level: Moderate Topic: Telencephalon Learning Objective: 3.15 List and describe the components of the telencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

Pyramidal cells have __________ dendrites.

Answer: apical Difficulty Level: Difficult Topic: Telencephalon Learning Objective: 3.15 List and describe the components of the telencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

The large three-layered cortical structure of the medial temporal lobe is called the __________.

Answer: hippocampus Difficulty Level: Difficult Topic: Telencephalon Learning Objective: 3.15 List and describe the components of the telencephalon. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18.

__________ means ―ring.‖

Answer: Limbic Difficulty Level: Moderate Topic: Limbic System and the Basal Ganglia Learning Objective: 3.16 List and describe the components of the limbic system and of the basal ganglia. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 19.

The almond-shaped nucleus of the anterior temporal lobe is the __________.

Answer: amygdala Difficulty Level: Difficult Topic: Limbic System and the Basal Ganglia Learning Objective: 3.16 List and describe the components of the limbic system and of the basal ganglia. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

The putamen and __________ compose the striatum.

Answer: caudate Difficulty Level: Difficult Topic: Limbic System and the Basal Ganglia Learning Objective: 3.16 List and describe the components of the limbic system and of the basal ganglia. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY AND OTHER MULTIPLE-MARK QUESTIONS 1.

Describe the overall layout of the divisions and systems of the nervous system. Include a table in your answer. (Hint: ―The nervous system is a system of twos.‖)

Answer: 50% for a description of the organization 50% for an accurate table Difficulty Level: Moderate Topic: General Layout of the Nervous System Learning Objective: 3.1 List and describe the major divisions of the nervous system. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

There are several kinds of glial cells in the nervous system. Describe them and their functions. How is our understanding of glial cells currently changing?

Answer: 50% for a description of glial cell types and their function 50% for discussing recently discovered functions of glial cells Difficulty Level: Difficult Topic: Glia: The Forgotten Cells Learning Objective: 3.6 Briefly describe four kinds of glial cells. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 3.

List and define each of the 9 identified parts of the typical multipolar neuron.

Answer: 9 marks for a correct list 9 marks for the definitions Difficulty Level: Moderate Topic: Cells of the Nervous System Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Compare Golgi and Nissl neuroanatomical stains, identifying the strengths and weaknesses of each approach.

Answer: 25% for describing Golgi staining 25% for describing Nissl staining 50% for comparing the strengths and weaknesses of the two stains Difficulty Level: Moderate Topic: Neuroanatomical Techniques Learning Objective: 3.7 Compare several neuroanatomical research techniques. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Describe all neuroanatomical directions in a conventional vertebrate nervous system (use a cat as an example) and in the human nervous system.

Answer: 50% for describing dorsal, ventral, anterior, posterior, medial, and lateral in a cat 25% for describing how this system is adapted to humans 25% for describing superior, inferior, proximal, and distal Difficulty Level: Difficult Topic: Directions in the Vertebrate Nervous System Learning Objective: 3.8 Illustrate the neuroanatomical directions. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

List the four lobes and their locations and describe four other structures.

Answer: 40% for listing the four lobes 40% for describing the locations of the four lobes 20% for describing four structures Difficulty Level: Difficult Topic: Five Major Divisions of the Brain Learning Objective: 3.10 List and discuss the five major divisions of the human brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

List the five major divisions of the adult human brain in order from top to bottom, identify one structure from each division, and cite the location of each identified structure.

Answer: 50% for the listing the divisions in the correct order 50% for correctly identifying and locating 5 structures Difficulty Level: Difficult Topic: Limbic System and the Basal Ganglia Learning Objective: 3.16 List and describe the components of the limbic system and of the basal ganglia. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Identify all of the structures in the diencephalon and and describe their functions.

Answer: 40% for correctly identifying the structures 60% for describing the functions of the structures Difficulty Level: Difficult Topic: Limbic System and the Basal Ganglia Learning Objective: 3.16 List and describe the components of the limbic system and of the basal ganglia. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

REVEL QUIZZES The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Quiz: General Layout of the Nervous System EOM_3.1.1 Question: The ________ nervous system is composed of the brain and the spinal cord. a. central b. peripheral c. somatic d. parasympathetic Answer: A Consider This: This system is one of the two major divisions of the nervous system. LO 3.1 List and describe the major divisions of the nervous system. Learning Objective: 3.1 List and describe the major divisions of the nervous system. Skill Level: Remember the Facts Difficulty Level: Easy EOM_3.1.2 Question: Twelve pairs of ________________ project from the brain. a. cranial nerves b. meninx c. parasympathetic nerves d. sympathetic nerves Answer: A Consider This: Most of these contain both sensory and motor fibers. LO 3.1 List and describe the major divisions of the nervous system. Learning Objective: 3.1 List and describe the major divisions of the nervous system. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_3.1.3 Question: ________ nerves stimulate, organize, and mobilize energy resources in threatening situations. a. Central b. Sympathetic c. Somatic d. Parasympathetic Answer: B Consider This: These nerves project from the central nervous system in the lumbar and thoracic regions of the spinal cord. LO 3.1 List and describe the major divisions of the nervous system. Learning Objective: 3.1 List and describe the major divisions of the nervous system. Skill Level: Remember the Facts Difficulty Level: Easy EOM_3.1.4 Question: ________ is continuously produced by the choroid plexuses. a. Meninx b. Blood c. Cerebrospinal fluid d. Dura Answer: C Consider This: This product of the choroid plexuses supports and cushions the brain. LO 3.3 Explain where cerebrospinal fluid is produced and where it flows. Learning Objective: 3.3 Explain where cerebrospinal fluid is produced and where it flows. Skill Level: Remember the Facts Difficulty Level: Easy EOM_3.1.5 Question: The ________ blocks the entry of many large molecules into brain tissue from the circulatory system. a. cerebral aqueduct b. dura mater c. pia mater d. blood–brain barrier Answer: D Consider This: In the brain, the cells of the blood vessel walls are tightly packed. LO 3.4 Explain what the blood–brain barrier is and what functional role it serves. Learning Objective: 3.4 Explain what the blood–brain barrier is and what functional role it serves. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Cells of the Nervous System EOM_3.2.1 Question: The neuron cell membrane is composed of a: a. cell body. b. lipid bilayer. c. sheath. d. Golgi apparatus. Answer: B Consider This: Protein molecules are embedded in this membrane. LO 3.5 Draw, label, and define the major features of a multipolar neuron. Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts Difficulty Level: Easy EOM_3.2.2 Question: ____________ proteins are proteins through which certain molecules can pass. a. Signal b. Channel c. Golgi d. Lipid Answer: B Consider This: These proteins are embedded in the cell membrane. LO 3.5 Draw, label, and define the major features of a multipolar neuron. Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts Difficulty Level: Easy EOM_3.2.3 Question: A neuron with two processes extending from its cell body is classified as a: a. multipolar neuron. b. interneuron. c. bipolar neuron. d. unipolar neuron. Answer: C Consider This: One method of classifying neurons is by counting the number of processes extending from their soma. LO 3.5 Draw, label, and define the major features of a multipolar neuron. Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts Difficulty Level: Moderate

EOM_3.2.4 Question: Myelin sheaths are produced by _______________ in the central nervous system and by ________________ in the peripheral nervous system. a. Schwann cells; oligodendrocytes b. microglia; oligodendrocytes c. astroglia; Schwann cells d. oligodendrocytes; Schwann cells Answer: D Consider This: One of these cell types can guide axonal regeneration in the peripheral nervous system (PNS). LO 3.6 Briefly describe four kinds of glial cells. Learning Objective: 3.6 Briefly describe four kinds of glial cells. Skill Level: Analyze It Difficulty Level: Moderate EOM_3.2.5 Question: One difference between Schwann cells and oligodendrocytes is that Schwann cells: a. have extensions, whereas oligodendrocytes do not. b. are found in the central rather than the peripheral nervous system. c. cannot guide axonal regrowth after damage, whereas oligodendrocytes can. d. constitute a single myelin segment, whereas oligodendrocytes constitute multiple segments. Answer: D Consider This: Both Schwann cells and oligodendrocytes form myelin sheaths. LO 3.6 Briefly describe four kinds of glial cells. Learning Objective: 3.6 Briefly describe four kinds of glial cells. Skill Level: Analyze It Difficulty Level: Difficult

Quiz: Neuroanatomical Techniques and Directions EOM_3.3.1 Question: The __________________ stain will invade only a few neurons in each slice of tissue and color each invaded neuron entirely black. a. Nissl b. Golgi c. Pinel d. Dura Answer: B Consider This: This method is used when the shapes of neurons are of interest. LO 3.7 Compare several neuroanatomical research techniques. Learning Objective: 3.7 Compare several neuroanatomical research techniques. Skill Level: Remember the Facts Difficulty Level: Moderate 210 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOM_3.3.2 Question: ____________ dyes are often used to estimate the number of cell bodies in an area. a. Nissl b. Golgi c. Pinel d. Dura Answer: A Consider This: These dyes bind effectively only to structures in neuron cell bodies. LO 3.7 Compare several neuroanatomical research techniques. Learning Objective: 3.7 Compare several neuroanatomical research techniques. Skill Level: Remember the Facts Difficulty Level: Easy EOM_3.3.3 Question: _______________ tracing methods are used to trace the paths of axons projecting away from cell bodies located in a particular area. a. Electron b. Scanning electron c. Anterograde d. Retrograde Answer: C Consider This: This method involves injecting chemicals that are taken up by cell bodies and then transported forward along their axons to their terminal buttons. LO 3.7 Compare several neuroanatomical research techniques. Learning Objective: 3.7 Compare several neuroanatomical research techniques. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_3.3.4 Question: Posterior is to caudal as _______________ is to rostral. a. anterior b. posterior c. Nissl d. dorsal Answer: A Consider This: Caudal means ―toward the tail.‖ LO 3.8 Illustrate the neuroanatomical directions. Learning Objective: 3.8 Illustrate the neuroanatomical directions. Skill Level: Analyze It Difficulty Level: Difficult

EOM_3.3.5 Question: ____________ means closer to the CNS, whereas _______ means farther from the CNS. a. Anterior; posterior b. Dorsal; ventral c. Ventral; dorsal d. Proximal; distal Answer: D Consider This: Anterior means ―toward the nose end.‖ LO 3.8 Illustrate the neuroanatomical directions. Learning Objective: 3.8 Illustrate the neuroanatomical directions. Skill Level: Analyze It Difficulty Level: Moderate

Quiz: Anatomy of the Central Nervous System EOM_3.4.1 Question: With respect to the spinal cord, gray matter is to _____ as white matter is to ______. a. cell bodies; axons b. dorsal; ventral c. ventral; dorsal d. outer; inner Answer: A Consider This: The dorsal and ventral horns refer to the inner portion of the spinal cord. LO 3.9 Draw and label a cross section of the spinal cord. Learning Objective: 3.9 Draw and label a cross section of the spinal cord. Skill Level: Analyze It Difficulty Level: Moderate EOM_3.4.2 Question: The pons and the cerebellum make up the: a. mesencephalon. b. hypothalamus. c. telencephalon. d. metencephalon. Answer: D Consider This: Part of the reticular formation lies in this division of the brain. LO 3.12 List and describe the components of the metencephalon. Learning Objective: 3.12 List and describe the components of the metencephalon. Skill Level: Analyze It Difficulty Level: Moderate Objective: 3.12 List and describe the components of the metencephalon.

EOM_3.4.3 Question: The cerebellum is BEST described as playing a role in ______ functions. a. cognitive b. both sensorimotor and cognitive c. visual d. both visual and sensorimotor Answer: B Consider This: The functions of the cerebellum are more complex than originally thought. LO 3.12 List and describe the components of the metencephalon. Learning Objective: 3.12 List and describe the components of the metencephalon. Skill Level: Analyze It Difficulty Level: Moderate EOM_3.4.4 Question: In the developing brain, the _________________ is anterior to the diencephalon. a. telencephalon b. metencephalon c. mesencephalon d. myelencephalon Answer: A Consider This: This division of the brain undergoes the greatest amount of growth during development. LO 3.15 List and describe the components of the telencephalon. Learning Objective: 3.15 List and describe the components of the telencephalon. Skill Level: Analyze It Difficulty Level: Moderate EOM_3.4.5 Question: Which brain structure is thought to play a role in the rewarding effects of addictive drugs and other reinforcers? a. nucleus accumbens b. substantia nigra c. hippocampus d. basilar membrane Answer: A Consider This: The structure in question is part of the basal ganglia. LO 3.16 List and describe the components of the limbic system and of the basal ganglia. Learning Objective: 3.16 List and describe the components of the limbic system and of the basal ganglia. Skill Level: Remember the Facts Difficulty Level: Moderate

Chapter 3 Quiz: Anatomy of the Nervous System EOC_3.1 Question: The ____________________ nervous system is the part of the PNS that interacts with the external environment. It is composed of __________ nerves that carry sensory signals to the central nervous system and _________ nerves that carry motor signals from the central nervous system to the skeletal muscles. a. somatic; efferent; afferent b. somatic; afferent; efferent c. autonomic; efferent; afferent d. autonomic; afferent; efferent Answer: B Consider This: This part of the PNS contains cells that interact with the external environment. LO 3.1 List and describe the major divisions of the nervous system. Learning Objective: 3.1 List and describe the major divisions of the nervous system. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_3.2 Question: The degree to which therapeutic or recreational drugs can influence brain activity depends on the ease with which they penetrate the: a. peripheral nervous system. b. somatic nervous system. c. blood–brain barrier. d. cranial nerves. Answer: C Consider This: In this structure, the cells of the blood vessel walls are tightly packed. LO 3.4 Explain what the blood–brain barrier is and what functional role it serves. Learning Objective: 3.4 Explain what the blood–brain barrier is and what functional role it serves. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_3.3 Question: Neurons with a short axon or no axon at all are called: a. interneurons. b. unipolar neurons. c. axonic neurons. d. gap neurons. Answer: A Consider This: The function of these cells is to integrate the neural activity within a single brain structure. LO 3.5 Draw, label, and define the major features of a multipolar neuron. Learning Objective: 3.5 Draw, label, and define the major features of a multipolar neuron. Skill Level: Remember the Facts Difficulty Level: Easy EOC_3.4 Question: _____________ are glial cells that respond to injury or disease by multiplying, and then engulfing cellular debris or even entire cells. a. Schwann cells b. Astroglia c. Microglia d. Oligodendroglia Answer: C Consider This: These cells can trigger inflammatory responses. LO 3.6 Briefly describe four kinds of glial cells. Learning Objective: 3.6 Briefly describe four kinds of glial cells. Skill Level: Remember the Facts Difficulty Level: Easy EOC_3.5 Question: _____________________ methods are used when an investigator wants to trace the paths of axons projecting into a particular area. a. Anterograde tracing b. Retrograde tracing c. Golgi tracing d. Nissl tracing Answer: B Consider This: This method involves chemicals being taken up by the terminal buttons of a neuron. LO 3.7 Compare several neuroanatomical research techniques. Learning Objective: 3.7 Compare several neuroanatomical research techniques Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_3.6 Question: Superior is to inferior as _____ is to _____. a. top; bottom b. near; distant c. middle; side d. front; back Answer: A Consider This: Superior sometimes substitutes for ―dorsal‖ when the human head is described. LO 3.8 Illustrate the neuroanatomical directions. Learning Objective: 3.8 Illustrate the neuroanatomical directions. Skill Level: Analyze It Difficulty Level: Moderate EOC_3.7 Question: ____________ matter is composed largely of cell bodies and unmyelinated interneurons. a. White b. Golgi c. Dura d. Gray Answer: D Consider This: This type of matter also forms the inner H-shaped core of the spinal cord. LO 3.9 Draw and label a cross section of the spinal cord. Learning Objective: 3.9 Draw and label a cross section of the spinal cord. Skill Level: Remember the Facts Difficulty Level: Easy EOC_3.8 Question: Pairs of spinal nerves are attached to the spinal cord at _________ different levels of the spine. a. 62 b. 72 c. 31 d. 22 Answer: C Consider This: The axons of these nerves are joined to the spinal cord via one of two roots. LO 3.9 Draw and label a cross section of the spinal cord. Learning Objective: 3.9 Draw and label a cross section of the spinal cord. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_3.9 Question: Dorsal root axons are sensory unipolar neurons with their cell bodies grouped together just outside the cord to form the dorsal: a. horn. b. efferents. c. gray matter. d. root ganglia. Answer: D Consider This: The synaptic terminals for these axons are in the dorsal horns of the spinal gray matter. LO 3.9 Draw and label a cross section of the spinal cord. Learning Objective: 3.9 Draw and label a cross section of the spinal cord. Skill Level: Analyze It Difficulty Level: Difficult EOC_3.10 Question: There are three swellings that occur at the anterior end of a fluid-filled tube in the developing embryo. These three swellings eventually develop into the adult: a. mesencephalon, metencephalon, and myelencephalon. b. diencephalon, metencephalon, and mesencephalon. c. telencephalon, diencephalon, and mesencephalon. d. forebrain, midbrain, and hindbrain. Answer: D Consider This: These three swellings develop into three divisions of the adult brain. LO 3.10 List and discuss the five major divisions of the human brain. Learning Objective: 3.10 List and discuss the five major divisions of the human brain. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_3.11 Question: With respect to the adult human brain, which choice accurately locates one of the major divisions reviewed in the text? a. telencephalon – midbrain b. metencephalon – hindbrain c. mesencephalon – forebrain d. diencephalon – hindbrain Answer: B Consider This: It might help to recall that the telencephalon is on the top. LO 3.10 List and discuss the five major divisions of the human brain. Learning Objective: 3.10 List and discuss the five major divisions of the human brain. Skill Level: Analyze It Difficulty Level: Moderate

EOC_3.12 Question: In humans and in other higher vertebrates, the ____________ undergoes the MOST growth during development. a. telencephalon b. metencephalon c. mesencephalon d. diencephalon Answer: A Consider This: This is the largest division of the adult brain. LO 3.10 List and discuss the five major divisions of the human brain. Learning Objective: 3.10 List and discuss the five major divisions of the human brain. Skill Level: Remember the Facts Difficulty Level: Easy EOC_3.13 Question: The myelencephalon is commonly referred to as the: a. medulla. b. thalamus. c. cingulate gyrus. d. corpus callosum. Answer: A Consider This: This structure is located in the brainstem. LO 3.11 List and describe the components of the myelencephalon. Learning Objective: 3.11 List and describe the components of the myelencephalon. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_3.14 Question: The _________________ is an area of cortex that is not neocortex—it has only three layers. a. hypothalamus b. hippocampus c. caudate d. cingulate cortex Answer: B Consider This: The shape of this structure is reminiscent of a seahorse. LO 3.15 List and describe the components of the telencephalon. Learning Objective: 3.15 List and describe the components of the telencephalon. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_3.15 Question: ________________ are large multipolar neurons with pyramid-shaped cell bodies. a. Oligodendrocytes b. Stellate cells c. Pyramidal cells d. Multipolar cells Answer: C Consider This: These cells have an apical dendrite that extends toward the surface of the cerebral cortex. LO 3.15 List and describe the components of the telencephalon. Learning Objective: 3.15 List and describe the components of the telencephalon. Skill Level: Remember the Facts Difficulty Level: Easy

CHAPTER 4 NEURAL CONDUCTION AND SYNAPTIC TRANSMISSION: HOW NEURONS SEND AND RECEIVE SIGNALS Total Assessment Guide (T.A.G.) Topic

Resting Membrane Potential

Generation, Conduction, and Integration of Postsynaptic Potentials Conduction of Action Potentials Synaptic Transmission: From Electrical to Chemical Signamls

Neurotransmitters

Pharmacology of Synaptic Transmission and Behavior

Question Type Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay

Remember the Facts

Understand the Concepts

4-18

Apply What You Know 1-3

1, 2 1 19-29 3-6 2 30-47 7, 8 3, 4 48-74, 76-83

9-12 5 84-105 13-15 6 106-109, 111-119, 121-123 16-20 7

110, 120, 124, 125

MULTIPLE CHOICE QUESTIONS 1.

―Reptilian stare‖ is a phrase sometimes used to describe the widely opened, unblinking eyes and motionless face associated with a. b. c. d. e.

Parkinson’s disease. multiple sclerosis. old age. infancy. Alzheimer’s disease.

Answer: A Difficulty Level: Easy Topic: Introduction Learning Objective: 4.1 Describe how the membrane potential is recorded. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 2.

Dopamine is not an effective treatment for Parkinson’s disease because a. b. c. d. e.

dopaminergic neurons are restricted to the peripheral nervous system. Parkinson’s disease is a cholinergic dysfunction. Parkinson’s disease is a noradrenergic dysfunction. behavioral therapy is the treatment of choice. dopamine does not readily penetrate the blood–brain barrier.

Answer: E Difficulty Level: Easy Topic: Introduction Learning Objective: 4.1 Describe how the membrane potential is recorded. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Parkinson’s disease is treated by administering a. b. c. d. e.

dopamine. serotonin. acetylcholine. norepinephrine. L-DOPA.

A membrane potential is the difference in electrical charge between a. b. c. d. e.

neuron membranes. synapses and cell bodies. the inside and outside of a cell. nuclei and tracts. ganglia and nerves.

Answer: C Difficulty Level: Moderate Topic: Recording the Membrane Potential Learning Objective: 4.1 Describe how the membrane potential is recorded. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

The tips of intracellular recording electrodes are a. b. c. d. e.

about the size of a neuron. coated in a neurotransmitter solution. less than one-thousandth of a millimeter in diameter. jagged, rather than the smooth tips of extracellular electrodes. designed to administer a constant –70mV charge.

Answer: C Difficulty Level: Difficult Topic: Recording the Membrane Potential Learning Objective: 4.1 Describe how the membrane potential is recorded. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 221 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

At rest, a. b. c. d. e.

a neuron has a membrane potential of about –70 mV. the electrical charge outside the neuron is 70 mV less than inside the neuron. a neuron shows no electrical activity. a neuron is in a depolarized state. a neuron has a membrane potential of about +70 mV.

Answer: A Difficulty Level: Difficult Topic: Recording the Membrane Potential Learning Objective: 4.1 Describe how the membrane potential is recorded. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 7.

In its resting state, a neuron is said to be a. b. c. d. e.

polarized. depolarized. hypopolarized. hyperpolarized. firing.

Answer: A Difficulty Level: Easy Topic: Recording the Membrane Potential Learning Objective: 4.1 Describe how the membrane potential is recorded. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Salts in solution separate into positively and negatively charged a. b. c. d. e.

membrane potentials. EPSPs. IPSPs. ions. crystals.

Answer: D Difficulty Level: Easy Topic: Ionic Basis of the Resting Potential Learning Objective: 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9. Outside the membranes of resting neurons, there are many more ________ compared to inside the membranes. a. b. c. d. e.

inhibitory neurotransmitters neurotransmitters Na+ ions K+ ions nuclei

Answer: C Difficulty Level: Moderate Topic: Ionic Basis of the Resting Potential Learning Objective: 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

Na+ ions are encouraged to move into neurons by a. b. c. d. e.

an unknown process. electrostatic pressure. the sodium-potassium pump. selective ion channels. nonrandom movement.

Answer: B Difficulty Level: Moderate Topic: Ionic Basis of the Resting Potential Learning Objective: 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 11.

Which passive force acts to encourage Na+ ions to enter resting neurons? a. b. c. d. e.

random motion, which tends to move ions down their concentration gradients kalium flux, which produces natrium pressure sodium-potassium pumps, which distribute Na+ and K+ ions equally electrostatic decay, which dissolves ions inside a cell membrane. channel gradation, which selectively influences non-Na+ receptors

Answer: A Difficulty Level: Difficult Topic: Ionic Basis of the Resting Potential Learning Objective: 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

Ions pass through the neural membrane via specialized pores called a. b. c. d. e.

gap junctions. PSPs. ion channels. vesicles. connexons.

Answer: C Difficulty Level: Easy Topic: Ionic Basis of the Resting Potential Learning Objective: 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

Na+ ions are continuously forced into neurons by a. b. c. d. e.

their high internal concentration. their low external concentration. the negative resting potential. cytoplasmic potentials. the disintegration of natrium.

14.

Sodium-potassium pumps maintain the resting membrane potential by transporting a. b. c. d. e.

Na+ ions into neurons. K+ ions into neurons. P+ ions out of neurons. CL1 ions into neurons. Mo- ions out of neurons

Answer: B Difficulty Level: Difficult Topic: Ionic Basis of the Resting Potential Learning Objective: 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 15.

According to the theory proposed by Alan Hodgkin and Andrew Huxley in the 1950s, a. b. c. d. e.

Na+ ions continuously leak out of a resting neuron. Na+ ions are continuously pumped into a resting neuron. K+ ions continuously leak out of a resting neuron. K+ ions are continuously pumped out of a resting neuron. Na+ ions continuously transform into K+ ions.

Answer: C Difficulty Level: Difficult Topic: Ionic Basis of the Resting Potential Learning Objective: 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

Sodium-potassium pumps transport _________ for every _________. a. b. d. e.

. 3 K+ ions out of a cell; 2 Na+ ions transported in 2 Na+ ions out of a cell; 2 K+ ions transported in c. 3 Na+ ions out of a cell; 2 K+ ions transported in 3 Na+ ions into a cell; 3 K+ ions transported out 3 Na+ ions into a cell; 2 K+ ions transported out

Sodium-potassium pumps are a. b. c. d. e.

integrators. refractory. transporters. excitatory. inhibitory.

18.

EPSPs are a. b. c. d. e.

graded responses. postsynaptic responses. transmitted decrementally. depolarizations. all of the above

Answer: E Difficulty Level: Moderate Topic: Generation and Conduction of Postsynaptic Potentials Learning Objective: 4.3 Describe the types of postsynaptic potentials and how they are conducted. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 19.

A change in the resting potential of a postsynaptic dendrite from –70 mV to –72 mV is called a. b. c. d. e.

an IPSP. an EPSP. a depolarization. an excitatory potential. transportation.

Answer: A Difficulty Level: Moderate Topic: Generation and Conduction of Postsynaptic Potentials Learning Objective: 4.3 Describe the types of postsynaptic potentials and how they are conducted. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20.

Hyperpolarization is to depolarization as a. b. c. d. e.

inhibitory is to excitatory. IPSPs are to EPSPs. APs are to IPSPs. APs are to EPSPs. many APs are to few APs.

Answer: B Difficulty Level: Moderate Topic: Generation and Conduction of Postsynaptic Potentials Learning Objective: 4.3 Describe the types of postsynaptic potentials and how they are conducted. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 21.

IPSP is to EPSP as a. b. c. d. e.

graded is to nongraded. excitatory is to inhibitory. cable properties are to noncable properties. presynaptic is to postsynaptic. hyperpolarization is to depolarization.

22.

The transmission of postsynaptic potentials is a. b. c. d. e.

active. decremental. extremely slow. incremental. unmeasurable.

Answer: B Difficulty Level: Difficult Topic: Generation and Conduction of Postsynaptic Potentials Learning Objective: 4.3 Describe the types of postsynaptic potentials and how they are conducted. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 23.

How far do most postsynaptic potentials travel before they die out? a. b. c. d. e.

to the axon hillock to the terminal buttons no more than a couple of millimeters about 72 millimeters from a sensory receptor to the cerebral cortex

Answer: C Difficulty Level: Difficult Topic: Generation and Conduction of Postsynaptic Potentials Learning Objective: 4.3 Describe the types of postsynaptic potentials and how they are conducted. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

24.

Whether a neuron fires is determined by a. b. c. d. e.

the presence of an EPSP. the net effect of synaptic activity at the receptive area of that neuron. the balance of PSPs reaching the neuron’s dendrites. how far past 100 millimeters a PSP travels. the absence of an IPSP.

Answer:B Difficulty Level: Moderate Topic: Integration of Postsynaptic Potentials and Generation of Action Potentials Learning Objective: 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 25.

Action potentials originate at the a. b. c. d. e.

terminal buttons. synapses. axon initial segment. nodes of Ranvier. nucleus.

Answer: C Difficulty Level: Easy Topic: Integration of Postsynaptic Potentials and Generation of Action Potentials Learning Objective: 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

26.

A neuron normally fires when a. b. c. d. e.

its sodium-potassium pumps are stimulated. there is an EPSP. there is an IPSP. the degree of depolarization on the axon adjacent to the hillock exceeds the threshold of excitation. its buttons are stimulated.

Answer: D Difficulty Level: Easy Topic: Integration of Postsynaptic Potentials and Generation of Action Potentials Learning Objective: 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 27.

Action potentials are said to be all-or-none responses; this means that action potentials a. b. c. d. e.

are the same as IPSPs. cannot be predicted in a particular neuron. occur fully or not at all. are graded responses. are the same as EPSPs.

28.

How does the summation of PSPs occur? a. b. c. d. e.

based on the previous firing of an action potential if a membrane potential of –92 mV is present over space and over time only when IPSPs outnumber EPSPs based on the absence of K+ ions

Answer: C Difficulty Level: Moderate Topic: Integration of Postsynaptic Potentials and Generation of Action Potentials Learning Objective: 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 29.

There are three kinds of spatial summation and a. b. c. d. e.

one kind of temporal summation. two kinds of temporal summation. three kinds of temporal summation. four kinds of temporal summation. no such thing as temporal summation.

Answer: B Difficulty Level: Difficult Topic: Integration of Postsynaptic Potentials and Generation of Action Potentials Learning Objective: 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30.

Action potentials are produced by the a. b. c. d. e.

opening of voltage-activated sodium channels. closing of ligand-activated chloride channels. closing of ligand-activated potassium channels. opening of ligand-activated potassium channels. closing of voltage-activated calcium channels.

Answer: A Difficulty Level: Moderate Topic: Ionic Basis of Action Potentials Learning Objective: 4.5 Explain the ionic basis of an action potential. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 31.

During an action potential, the change in membrane potential associated with the influx of sodium ions triggers the a. b. c. d. e.

opening of sodium channels. closing of chloride channels. opening of chloride channels. closing of potassium channels. opening of potassium channels.

Answer: E Difficulty Level: Difficult Topic: Ionic Basis of Action Potentials Learning Objective: 4.5 Explain the ionic basis of an action potential. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

32.

The end of the rising phase of an action potential occurs when the a. b. c. d. e.

sodium channels close. sodium channels open. potassium channels open. potassium channels close. hyperpolarization phase ends.

Answer: A Difficulty Level: Difficult Topic: Ionic Basis of Action Potentials Learning Objective: 4.5 Explain the ionic basis of an action potential. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 33.

After a neuron fires, the resting potential is re-established by the a. b. c. d. e.

sodium-potassium pump. random movement of ions. refractory period. electrostatic gradient. EPSPs.

Answer: B Difficulty Level: Difficult Topic: Ionic Basis of Action Potentials Learning Objective: 4.5 Explain the ionic basis of an action potential. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34.

The brief period of time immediately after the initiation of an action potential, when it is impossible to initiate another action potential in the same neuron, is called the a. b. c. d. e.

threshold of excitation. threshold of inhibition. absolute refractory period. IPSP. relative refractory period.

Answer: C Difficulty Level: Easy Topic: Refractory Periods Learning Objective: 4.6 Explain how the refractory period is responsible for two important characteristics of neural activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 35.

The wave of absolute refractoriness that follows an action potential a. b. c. d. e.

keeps the action potential from spreading actively back along an axon toward the cell body. increases the firing rate. increases the speed of axonal transmission. produces a second, negative action potential. produces saltatory conduction.

Answer: A Difficulty Level: Moderate Topic: Refractory Periods Learning Objective: 4.6 Explain how the refractory period is responsible for two important characteristics of neural activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

36.

Neurons do not normally fire more than 1,000 times per second because a. b. c. d. e.

the absolute refractory period is typically about 1 millisecond. the relative refractory period is typically about 1 millisecond. the total refractory period is typically about 1 millisecond. the sodium-potassium pump cannot repolarize the cell in less than 1 millisecond. higher rates over-excite the neuron.

The fact that the intensity of stimulation is related to the rate of neural firing is attributable to the a. b. c. d. e.

absolute refractory period. relative refractory period. voltage gating in the buttons of the neuron. sodium-potassium pump. ligand gating in the buttons of the neuron.

Answer: B Difficulty Level: Difficult Topic: Refractory Periods Learning Objective: 4.6 Explain how the refractory period is responsible for two important characteristics of neural activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38.

Conduction of action potentials along an axon is a. b. c. d. e.

instantaneous. decremental. nondecremental. entirely passive. always saltatory.

Answer: C Difficulty Level: Moderate Topic: Axonal Conduction of Action Potentials Learning Objective: 4.7 Explain how action potentials are conducted along axons—both myelinated and unmyelinated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 39.

Active conduction is to passive conduction as a. b. c. d. e.

IPSPs are to APs. EPSPs are to IPSPs. APs are to EPSPs. EPSPs are to APs. excitation is to inhibition.

40.

The conduction of an action potential along any axon is regulated by the action of a. b. c. d. e.

nodes of Ranvier. voltage-activated ion channels. ligand-activated ion channels. myelin. EPSPs.

Answer: B Difficulty Level: Easy Topic: Axonal Conduction of Action Potentials Learning Objective: 4.7 Explain how action potentials are conducted along axons—both myelinated and unmyelinated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 41.

Conduction of action potentials from the axon into the cell body and dendrites of a multipolar neuron is a. b. c. d. e.

extremely rare. antidromic. orthodromic. palindromic. lampadromic.

Answer: B Difficulty Level: Moderate Topic: Axonal Conduction of Action Potentials Learning Objective: 4.7 Explain how action potentials are conducted along axons—both myelinated and unmyelinated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42.

Orthodromic is to antidromic as away is to a. b. c. d. e.

leave. home. gone. return. outward.

Answer: D Difficulty Level: Difficult Topic: Axonal Conduction of Action Potentials Learning Objective: 4.7 Explain how action potentials are conducted along axons—both myelinated and unmyelinated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 43.

Conduction of action potentials in myelinated axons a. b. c. d. e.

is faster than in unmyelinated axons. is slower than in unmyelinated axons. is possible in only an antidromic direction. requires more energy than in unmyelinated axons. is always inhibitory.

Answer: A Difficulty Level: Moderate Topic: Axonal Conduction of Action Potentials Learning Objective: 4.7 Explain how action potentials are conducted along axons—both myelinated and unmyelinated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

44.

In large myelinated human motor neurons, impulses travel at about a. b. c. d. e.

the speed of light. 186,000 miles per second. 1 meter per second. 60 meters per second. 100 meters per second.

Answer: D Difficulty Level: Moderate Topic: Axonal Conduction of Action Potentials Learning Objective: 4.7 Explain how action potentials are conducted along axons—both myelinated and unmyelinated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 45.

The transmission of action potentials in myelinated axons is characterized as a. b. c. d. e.

ionic transformation. postsynaptic incrementation. dromotropic conduction. inhibitory transmission. saltatory conduction.

Answer: E Difficulty Level: Moderate Topic: Axonal Conduction of Action Potentials Learning Objective: 4.7 Explain how action potentials are conducted along axons—both myelinated and unmyelinated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

46.

Neurons without axons do not a. b. c. d. e.

generate action potentials. exist. exist in mammals. exist in humans. produce inhibition.

Answer: A Difficulty Level: Easy Topic: Axonal Conduction of Action Potentials Learning Objective: 4.7 Explain how action potentials are conducted along axons—both myelinated and unmyelinated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 47.

Why should the Hodgkin-Huxley model be applied cautiously to understanding the mechanisms of cerebral neurons? a. b. c. d. e.

Their research was based on a type of neuron in a particular species that may not generalize to activity in the mammalian brain. It shouldn’t be applied cautiously; it is a rigorous and factual account of the only way synaptic transmission takes place. The theory was thoroughly discredited shortly after it was proposed in the scientific literature. No subsequent studies have been able to identify electrical impulses as a component of neural conduction. The discovery of anti-neurons in most mammalian brains casts doubt on the soundness of the theoretical model.

Answer: A Difficulty Level: Moderate Topic: The Hodgkin-Huxley Model in Perspective Learning Objective: 4.8 Explain the shortcomings of the Hodgkin-Huxley model when applied to neurons in the mammalian brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

48.

Axodendritic synapses a. b. c. d. e.

are rare. often terminate on the axon hillock. always terminate on dendrites. sometimes terminate on cell bodies. result from the intertwining of two or more axons.

Answer: C Difficulty Level: Easy Topic: Structure of Synapses Learning Objective: 4.9 Describe the structure of different types of synapses. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 49.

Axon terminal buttons that synapse with cell bodies are called a. b. c. d. e.

axosomatic synapses. axiomatic synapses. axoaxonic synapses. axiolytic synapses. axodendritic synapses.

Answer: A Difficulty Level: Moderate Topic: Structure of Synapses Learning Objective: 4.9 Describe the structure of different types of synapses. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

50.

Nondirected synapses a. b. c. d. e.

involve neurotransmitter release and reception in close proximity. are of the dendrodenritic type exclusively. involve the movement of neurotransmitter molecules across gap junctions. are of the axoaxonic type exclusively. include string-of-beads synapses.

Answer: E Difficulty Level: Moderate Topic: Structure of Synapses Learning Objective: 4.9 Describe the structure of different types of synapses. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 51.

Both presynaptic facilitation and inhibition are mediated by a. b. c. d. e.

axoaxonic synapses. axodendritic synapses. dendrodendritic synapses. axosomatic synapses. dendroaxiomatic synapses.

Answer: A Difficulty Level: Difficult Topic: Structure of Synapses Learning Objective: 4.9 Describe the structure of different types of synapses. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

52.

Neurotransmitters are often stored in a. b. c. d. e.

mitochondria. ribosomes. synaptic vesicles. nodes of Ranvier. the synaptic cleft.

Answer: C Difficulty Level: Easy Topic: Synthesis, Packaging, and Transport of Neurotransmitter Molecules Learning Objective: 4.10 Describe how neurotransmitter molecules are synthesized and packaged in vesicles. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 53.

Small-molecule neurotransmitters are packaged in vesicles by a. b. c. d. e.

Golgi complexes. ribosomes. buttons. peptides. microtubules.

Answer: A Difficulty Level: Moderate Topic: Synthesis, Packaging, and Transport of Neurotransmitter Molecules Learning Objective: 4.10 Describe how neurotransmitter molecules are synthesized and packaged in vesicles. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

54.

Neuropeptides are synthesized in the cell body on a. b. c. d. e.

ribosomes. the Golgi complex. vesicles. mitochondria. microtubules.

Neuropeptides are synthesized in the cell body and then a. b. c. d. e.

stored in the Golgi complex until they are broken down. released by the Golgi complex into the synapse. transported in vesicles along microtubules to the buttons. stored in ribosomes with small-molecule neurotransmitters. transported along the axons to the nodes of Ranvier.

Answer: C Difficulty Level: Moderate Topic: Synthesis, Packaging, and Transport of Neurotransmitter Molecules Learning Objective: 4.10 Describe how neurotransmitter molecules are synthesized and packaged in vesicles. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

56.

Neuropeptides travel in vesicles from the cell body to the buttons a. b. c. d. e.

at regular intervals every third day after they are produced. at a rate of about 40 centimeters per second. at a rate of about 40 centimeters per minute. at a rate of about 40 centimeters per day. instantaneously.

Answer: D Difficulty Level: Difficult Topic: Synthesis, Packaging, and Transport of Neurotransmitter Molecules Learning Objective: 4.10 Describe how neurotransmitter molecules are synthesized and packaged in vesicles. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 57. Neuropeptides are composed of __________, essentially making them a kind of __________. a. b. c. d. e.

amino acids; short protein cytoplasm; long-form acid incomplete proteins; ribosome ribosomes; vesicle amino acids; long protein

58.

Many buttons contain two sizes of vesicles; the larger ones typically contain a. b. c. d. e.

small-molecule neurotransmitters. neuropeptides. acetylcholine. dopamine. glutamate.

Answer: B Difficulty Level: Moderate Topic: Synthesis, Packaging, and Transport of Neurotransmitter Molecules Learning Objective: 4.10 Describe how neurotransmitter molecules are synthesized and packaged in vesicles. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 59.

Many neurons contain and release two neurotransmitters. This situation is called a. b. c. d. e.

covalence. ionotropism. cohabitation. metabotropism. coexistence.

Answer: E Difficulty Level: Easy Topic: Synthesis, Packaging, and Transport of Neurotransmitter Molecules Learning Objective: 4.10 Describe how neurotransmitter molecules are synthesized and packaged in vesicles. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

60.

The process of neurotransmitter release is referred to as a. b. c. d. e.

excitation. exocytosis. synthesis. metabolism. expulsion.

Answer: B Difficulty Level: Easy Topic: Release of Neurotransmitter Molecules Learning Objective: 4.11 Explain the process of neurotransmitter exocytosis. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 61.

The release of neurotransmitter molecules from buttons is often triggered by a. b. c. d. e.

an efflux of sodium ions. an influx of calcium ions. the sodium-potassium pump. the arrival of an AP at the axon hillock. the release of calcium ions from the buttons.

Answer: B Difficulty Level: Moderate Topic: Release of Neurotransmitter Molecules Learning Objective: 4.11 Explain the process of neurotransmitter exocytosis. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62.

After they are released, neurotransmitter molecules typically produce signals in postsynaptic neurons by a. b. c. d. e.

binding to presynaptic receptors. binding to postsynaptic receptors. entering postsynaptic neurons. binding directly to calcium ions. attaching to vesicles.

Answer: B Difficulty Level: Easy Topic: Activation of Receptors by Neurotransmitter Molecules Learning Objective: 4.12 Describe the differences between ionotropic and metabotropic receptors. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 63.

A ligand of acetylcholine is a substance that a. b. c. d. e.

binds to acetylcholine. stimulates acetylcholine’s synthesis. facilitates acetylcholine’s release. degrades acetylcholine. inhibits acetylcholine.

Answer: A Difficulty Level: Easy Topic: Activation of Receptors by Neurotransmitter Molecules Learning Objective: 4.12 Describe the differences between ionotropic and metabotropic receptors. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

64.

Ionotropic receptors are associated with a. b. c. d. e.

ribosomes. neurotransmitters. ligand-activated ion channels. vesicles. G proteins.

Answer: C Difficulty Level: Moderate Topic: Activation of Receptors by Neurotransmitter Molecules Learning Objective: 4.12 Describe the differences between ionotropic and metabotropic receptors. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 65.

Metabotropic receptors are associated with a. b. c. d. e.

ligand-activated ion channels. signal proteins and G proteins. ionotropic receptors. vesicles. receptor subtypes.

Answer: B Difficulty Level: Moderate Topic: Activation of Receptors by Neurotransmitter Molecules Learning Objective: 4.12 Describe the differences between ionotropic and metabotropic receptors. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

66.

When a small-molecule neurotransmitter molecule binds to an ionotropic receptor, the a. b. c. d. e.

cell fires. cell stops firing. ligand is deactivated. associated ion channel opens or closes. EPSP gradually increases.

Answer: D Difficulty Level: Moderate Topic: Activation of Receptors by Neurotransmitter Molecules Learning Objective: 4.12 Describe the differences between ionotropic and metabotropic receptors. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 67.

In comparison to ionotropic receptors, metabotropic receptors a. b. c. d. e.

are less prevalent. produce shorter effects. produce effects that are more localized. produce effects that take longer to develop. are not found in mammals.

In comparison to ionotropic receptors, metabotropic receptors generally produce a. b. c. d. e.

their effects more rapidly. longer lasting effects. more localized effects. unpredictable effects. effects that are less varied.

Answer: B Difficulty Level: Difficult Topic: Activation of Receptors by Neurotransmitter Molecules

Learning Objective: 4.12 Describe the differences between ionotropic and metabotropic receptors. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 69.

In comparison to metabotropic receptors, ionotropic receptors produce effects that a. b. c. d. e.

are less diffuse. develop more slowly. are more enduring. are more varied. are more diffuse.

Answer: A Difficulty Level: Difficult Topic: Activation of Receptors by Neurotransmitter Molecules Learning Objective: 4.12 Describe the differences between ionotropic and metabotropic receptors. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 70.

Second messengers can a. b. c. d. e.

be synthesized in response to activation of ionotropic receptors. create G proteins. induce IPSPs but not EPSPs. bind to DNA to influence protein synthesis. inhibit the production of neurotransmitters in a vesicle.

71.

Second messengers are formed in the a. b. c. d. e.

presynaptic neuron. postsynaptic neuron. synaptic cleft. vesicles. mitochondria.

Autoreceptors are commonly found in a. b. c. d. e.

somas. postsynaptic membranes. presynaptic membranes. synaptic vesicles. ribosomes.

73.

Autoreceptors of a neuron are sensitive to the neuron’s own a. b. c. d. e.

EPSPs. neurotransmitter. IPSPs. second messengers. action potentials.

Which structures are thought to play a role in reducing excessive neurotransmitter release? a. b. c. d. e.

dendritic receptors autoreceptors dendritic spines postsynaptic receptors somatic receptors

75.

Which statement correctly summarizes a valid general principle of synaptic transmission? a. b. c. d. e.

Each neuron releases only one neurotransmitter. Each neurotransmitter acts on only one receptor subtype. Receptors are in both presynaptic and postsynaptic membranes. All neurotransmitters are released into the synaptic cleft. All neurotransmitter molecules are the same shape and size.

Answer: C Difficulty Level: Moderate Topic: Activation of Receptors by Neurotransmitter Molecules Learning Objective: 4.12 Describe the differences between ionotropic and metabotropic receptors. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 76.

After release, most neurotransmitters are deactivated by a. b. c. d. e.

reuptake. synaptic enzymes. the postsynaptic receptors. deactivating enzymes. ribosomes.

Answer: A Difficulty Level: Moderate Topic: Reuptake, Enzymatic Degradation, and Recycling Learning Objective: 4.13 Explain how neurotransmitters are removed from a synapse. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

After release, neurotransmitters are deactivated in the synapse by a. b. c. d. e.

absolution. enzymatic degradation. G proteins. ribosomes. amino acids.

Answer: B Difficulty Level: Moderate Topic: Reuptake, Enzymatic Degradation, and Recycling Learning Objective: 4.13 Explain how neurotransmitters are removed from a synapse. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 78.

One neurotransmitter is known to be deactivated in the synaptic cleft by enzymatic degradation; this neurotransmitter is a. b. c. d. e.

dopamine. acetylcholine. acetylcholinesterase. norepinephrine. glutamate.

Answer: B Difficulty Level: Easy Topic: Reuptake, Enzymatic Degradation, and Recycling Learning Objective: 4.13 Explain how neurotransmitters are removed from a synapse. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

The one enzyme whose function is to deactivate a specific neurotransmitter after it has been released into the synapse is a. b. c. d. e.

dopamine. L-DOPA. acetylcholine. acetylcholinesterase. a G protein.

Answer: D Difficulty Level: Moderate Topic: Reuptake, Enzymatic Degradation, and Recycling Learning Objective: 4.13 Explain how neurotransmitters are removed from a synapse. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 80.

Neurons recycle a. b. c. d. e.

neurotransmitter molecules that have been present in the synapse longer than 27 hours. dopamine and acetylcholine, but not other neurotransmitters. vesicles that have been integrated into the button membrane during exocytosis. glia cells that have been used in large-molecule neurotransmission. acetylcholinesterase found in the interior of a presynaptic cell membrane.

Answer: C Difficulty Level: Difficult Topic: Reuptake, Enzymatic Degradation, and Recycling Learning Objective: 4.13 Explain how neurotransmitters are removed from a synapse. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

Glial cells have been shown to a. b. c. d. e.

be a type of neuron. contain no active receptors for neurotransmitters. inhibit neuronal signals. influence synaptic transmission. all be variations on Schwann cells.

Answer: D Difficulty Level: Moderate Topic: Glia, Gap Junctions, and Synaptic Transmission Learning Objective: 4.14 Describe the roles of glia and gap junctions in synaptic transmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 82.

__________ are prevalent throughout the mammalian brain, and appear to link the activities of inhibitory interneurons of the same type. a. b. c. d. e.

Neuropeptides Gap junctions Multipolar neurons Chemical synapses G proteins

Answer: B Difficulty Level: Difficult Topic: Glia, Gap Junctions, and Synaptic Transmission Learning Objective: 4.14 Describe the roles of glia and gap junctions in synaptic transmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

The narrow space between two cells that allows electrical signals and small molecules to pass between cytoplasms is the a. b. c. d. e.

axon hillock. synapse. gap junction. dendritic spine. synaptic vesicle.

Answer: C Difficulty Level: Easy Topic: Glia, Gap Junctions, and Synaptic Transmission Learning Objective: 4.14 Describe the roles of glia and gap junctions in synaptic transmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 84.

Which substances are considered to be large-molecule neurotransmitters? a. b. c. d. e.

unconventional neurotransmitters monoamine neurotransmitters amino acid neurotransmitters acetylcholine neuropeptides

Answer: E Difficulty Level: Moderate Topic: Overview of the Neurotransmitter Classes Learning Objective: 4.15 Name the classes of neurotransmitters. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

Which substance is considered to be the most prevalent inhibitory neurotransmitter in the mammalian central nervous system? a. b. c. d. e.

glycine GABA glutamate serotonin dopamine

Answer: B Difficulty Level: Moderate Topic: The Roles and Functions of Neurotransmitters Learning Objective: 4.16 Identify the class, and discuss at least one function, of each of the neurotransmitters discussed in this section. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 86.

Which substance is considered to be the most prevalent excitatory neurotransmitter in the mammalian central nervous system? a. b. c. d. e.

GABA glutamate dopamine acetylcholine aspartate

87.

Which substance is classified as an amino acid neurotransmitter? a. b. c. d. e.

epinephrine acetylcholine glycine indolamine serotonin

Answer: C Difficulty Level: Moderate Topic: The Roles and Functions of Neurotransmitters Learning Objective: 4.16 Identify the class, and discuss at least one function, of each of the neurotransmitters discussed in this section. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 88.

Glycine, aspartate, and glutamate are a. b. c. d. e.

amino acid neurotransmitters. large-molecule neurotransmitters. transmitters at slow-acting, diffuse synapses. catecholamines. monoamines.

Answer: A Difficulty Level: Moderate Topic: The Roles and Functions of Neurotransmitters Learning Objective: 4.16 Identify the class, and discuss at least one function, of each of the neurotransmitters discussed in this section. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

Monoamines are divided into two groups: a. b. c. d. e.

amino acids and peptides. peptides and proteins. catecholamines and indolamines. peptides and polypeptides. catecholamines and dopamine.

Which neurotransmitters are often released from string-of-beads axons? a. b. c. d. e.

monoamines amino acids glutamate and GABA soluble gases peptides

91.

Which substance is a monoamine? a. b. c. d. e.

acetylcholine glycine flourequine serotonin glutamate

Answer: D Difficulty Level: Moderate Topic: The Roles and Functions of Neurotransmitters Learning Objective: 4.16 Identify the class, and discuss at least one function, of each of the neurotransmitters discussed in this section. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 92.

Which substances are synthesized from tyrosine? a. b. c. d. e.

neuropeptides indolamines catecholamines amino acids acetylcholine

Answer: C Difficulty Level: Difficult Topic: The Roles and Functions of Neurotransmitters Learning Objective: 4.16 Identify the class, and discuss at least one function, of each of the neurotransmitters discussed in this section. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

In the presence of the appropriate enzyme, dopamine is converted to a. b. c. d. e.

L-DOPA.

tyrosine. norepinephrine. epinephrine. serotonin.

Which substance is found in neurons that release norepinephrine? a. b. c. d. e.

dopamine glutamate glycine epinephrine indolamine

Answer: A Difficulty Level: Difficult Topic: The Roles and Functions of Neurotransmitters Learning Objective: 4.16 Identify the class, and discuss at least one function, of each of the neurotransmitters discussed in this section. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

Which substance is synthesized directly from tyrosine? a. b. c. d. e.

dopamine epinephrine L-DOPA serotonin GABA

The abbreviation 5-HT is often used to identify a. b. c. d. e.

serotonin. GABA. unconventional neurotransmitters. glutamate. acetylcholine.

97.

Serotonin is synthesized from a. b. c. d. e.

tyrosine. L-DOPA. tryptophan. norepinephrine. epinephrine.

Adrenergic neurons release a. b. c. d. e.

serotonin. norepinephrine. dopamine. acetylcholine. epinephrine.

Answer: E Difficulty Level: Moderate Topic: The Roles and Functions of Neurotransmitters Learning Objective: 4.16 Identify the class, and discuss at least one function, of each of the neurotransmitters discussed in this section. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

Acetylcholine is created by the addition of an acetyl group to a. b. c. d. e.

a monoamine. a soluble gas. tryptophan. an indolamine. a choline molecule.

Answer: E Difficulty Level: Easy Topic: The Roles and Functions of Neurotransmitters Learning Objective: 4.16 Identify the class, and discuss at least one function, of each of the neurotransmitters discussed in this section. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

100.

Acetylcholine is a. b. c. d. e.

a large-molecule neurotransmitter. synthesized by adding an acetyl group to a choline molecule. an indolamine. an unconventional neurotransmitter. a catecholamine.

Nitric oxide is a. b. c. d. e.

a soluble gas neurotransmitter. classified as an amino acid neurotransmitter. synthesized from tyrosine. a synonym for adrenalin. classified as a monoamine.

102.

Soluble-gas neurotransmitters are a. b. c. d. e.

synthesized in the neural cytoplasm. synthesized from aspartate. classified as neuropeptides. synthesized from epinephrine. examples of large-molecule neurotransmitters.

Which substance is an endocannabinoid neurotransmitter? a. b. c. d. e.

nitric oxide aspartate anandamide THC indolamine

104.

Approximately how many neuropeptides are currently classified as neurotransmitters? a. b. c. d. e.

2 4 9 just over 100 almost 3,000

Neuropeptide transmitters are a. b. c. d. e.

all released by the pituitary gland. amino acid chains. small-molecule neurotransmitters. classified as unconventional neurotransmitters. all released by the hypothalamus.

106.

Drugs that facilitate the activity of the synapses of a particular neurotransmitter are said to be __________ of that neurotransmitter. a. b. c. d. e.

facilitators agonists antagonists autoreceptors endorphins

Answer: B Difficulty Level: Easy Topic: How Drugs Influence Synaptic Transmission Learning Objective: 4.17 Provide a general overview of how drugs influence synaptic transmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 107.

Which sequence correctly describes the activity of neurotransmitters? a. b. c. d. e.

synthesis, storage, exocytosis, reuptake reuptake, synthesis, deactivation, exocytosis deactivation, postsynaptic binding, synthesis, storage storage, deactivation, synthesis, exocytosis exocytosis, postsynaptic binding, synthesis, reuptake

Answer: A Difficulty Level: Moderate Topic: How Drugs Influence Synaptic Transmission Learning Objective: 4.17 Provide a general overview of how drugs influence synaptic transmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

108.

This drug is a muscarinic acetylcholine antagonist, it is an extract of the belladonna plant, and it has pupil-dilating effects: a. b. c. d. e.

atropine. curare. morphine. opium. librium.

Answer: A Difficulty Level: Moderate Topic: Behavioral Pharmacology: Three Influential Lines of Research Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 109.

Drugs that block the reuptake of a neurotransmitter from the synapse are usually a. b. c. d. e.

agonists of that neurotransmitter. antagonists of that neurotransmitter. enzymes of that neurotransmitter. receptor blockers. ligands of that neurotransmitter.

Answer: A Difficulty Level: Difficult Topic: How Drugs Influence Synaptic Transmission Learning Objective: 4.17 Provide a general overview of how drugs influence synaptic transmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

110.

Which extract from the belladonna plant was used by ancient Greeks for cosmetic purposes? a. b. c. d. e.

opium diazepam d-tubocurare atropine endorphin

Answer: D Difficulty Level: Moderate Topic: Behavioral Pharmacology: Three Influential Lines of Research Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 111.

Atropine is a(n) a. b. c. d. e.

extract of opium. cholinergic agonist. muscarinic antagonist. pupil constrictor. catecholamine.

Answer: C Difficulty Level: Difficult Topic: Behavioral Pharmacology: Three Influential Lines of Research Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

112.

Drugs that bind to a neurotransmitter’s autoreceptors without activating them are usually a. b. c. d. e.

agonists. antagonists. enzymes. endorphins. amino acids.

Drugs that bind to a neurotransmitter’s receptors on the postsynaptic membrane without activating them are a. b. c. d. e.

receptor blockers. agonists of the neurotransmitter. autoreceptors. degrading enzymes. neurotransmitter precursors.

114.

Drugs that degrade vesicles and cause the neurotransmitter molecules to leak into the cytoplasm, where they are destroyed by enzymes, are a. b. c. d. e.

receptor blockers. agonists of the neurotransmitter. antagonists of the neurotransmitter. autoreceptor blockers. amino acids.

Answer: C Difficulty Level: Moderate Topic: How Drugs Influence Synaptic Transmission Learning Objective: 4.17 Provide a general overview of how drugs influence synaptic transmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 115.

The receptors of the neuromuscular junction are a. b. c. d. e.

amphetaminergic. nicotinic. muscarinic. norpatinic. dopaminergic.

Answer: B Difficulty Level: Difficult Topic: Behavioral Pharmacology: Three Influential Lines of Research Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

116.

Which substance is a cholinergic antagonist? a. b. c. d. e.

curare pituitary peptides serotonin nicotine anandamide

By binding to nicotinic cholinergic receptors, this drug produces paralysis and death: a. b. c. d. e.

atropine. chlordiazepoxide. curare. morphine. belladonna.

Answer: C Difficulty Level: Easy Topic: Behavioral Pharmacology: Three Influential Lines of Research Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

118.

Which substance is a nicotinic antagonist? a. b. c. d. e.

glutamate curare atropine indolamine aspartate

Botox is a(n) a. b. c. d. e.

cholinergic antagonist. extract of belladonna. nicotinic antagonist. extract of curare. dopaminergic antagonist.

Answer: C Difficulty Level: Moderate Topic: Behavioral Pharmacology: Three Influential Lines of Research Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

120.

The major psychoactive ingredient in opium is a. b. c. d. e.

enkephalin. muscarine. morphine. curare. indolamine.

Answer: C Difficulty Level: Moderate Topic: Behavioral Pharmacology: Three Influential Lines of Research Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 121.

Some of the morphine-like substances that occur naturally in the brain are a. b. c. d. e.

endorphins. autoreceptors. exogenous. benzodiazepines. false transmitters.

Answer: A Difficulty Level: Easy Topic: Behavioral Pharmacology: Three Influential Lines of Research Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

122.

Endorphins are a. b. c. d. e.

neuropeptides. monoamines. cholinergic. adrenergic. serotonergic.

Cocaine and amphetamines are a. b. c. d. e.

antipsychotic drugs. used to treat Parkinson’s disease. dopamine agonists. serotonin antagonists. dopamine antagonists.

124.

Cocaine and amphetamines in high doses can produce a temporary disorder that is similar to a. b. c. d. e.

epilepsy. schizophrenia. Parkinson’s disease. paralysis. Huntington’s disease.

Answer: B Difficulty Level: Moderate Topic: Behavioral Pharmacology: Three Influential Lines of Research Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 125.

Drugs used to treat schizophrenia are typically a. b. c. d. e.

serotonin antagonists. serotonin agonists. dopamine antagonists. morphine-based. dopamine agonists.

Answer: C Difficulty Level: Moderate Topic: Behavioral Pharmacology: Three Influential Lines of Research Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. FILL-IN-THE-BLANK QUESTIONS 1.

In order to record a membrane potential, the tip of a __________ must be inserted inside the cell.

Answer: microelectrode Difficulty Level: Easy Topic: Recording the Membrane Potential Learning Objective: 4.1 Describe how the membrane potential is recorded. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Pump mechanisms in the cell membrane of neurons move __________ ions out of the neuron to maintain the membrane potential.

Answer: sodium (or Na+) Difficulty Level: Moderate Topic: Ionic Basis of the Resting Potential Learning Objective: 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 3.

There are two kinds postsynaptic potentials: EPSPs and __________.

Answer: IPSPs Difficulty Level: Easy Topic: Generation and Conduction of Postsynaptic Potentials Learning Objective: 4.3 Describe the types of postsynaptic potentials and how they are conducted. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

EPSPs are conducted passively, rapidly, and __________.

Answer: decrementally Difficulty Level: Difficult Topic: Generation and Conduction of Postsynaptic Potentials Learning Objective: 4.3 Describe the types of postsynaptic potentials and how they are conducted. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Actions potentials are generated on the axon initial segment adjacent to the __________.

Answer: axon hillock Difficulty Level: Easy Topic: Integration of Postsynaptic Potentials and Generation of Action Potentials Learning Objective: 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The first event in the generation of an action potential is the opening of __________activated sodium channels.

Answer: voltage Difficulty Level: Moderate Topic: Integration of Postsynaptic Potentials and Generation of Action Potentials Learning Objective: 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 7.

Conduction in myelinated axons is referred to as __________ conduction.

Answer: saltatory Difficulty Level: Moderate Topic: Axonal Conduction of Action Potentials Learning Objective: 4.7 Explain how action potentials are conducted along axons—both myelinated and unmyelinated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

The conventional account of neural activity adopted by neuroscientists for decades is based to a large degree on the __________ model.

Answer: Hodgkin-Huxley Difficulty Level: Difficult Topic: The Hodgkin-Huxley Model in Perspective Learning Objective: 4.8 Explain the shortcomings of the Hodgkin-Huxley model when applied to neurons in the mammalian brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

The presence of two neurotransmitters in the same neuron is referred to as __________.

Answer: coexistence Difficulty Level: Moderate Topic: Synthesis, Packaging, and Transport of Neurotransmitter Molecules Learning Objective: 4.10 Describe how neurotransmitter molecules are synthesized and packaged in vesicles. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

Metabotropic receptors are associated with signal proteins in the cell membrane of the postsynaptic neuron and with __________ that are attached to the signal protein inside the neuron.

Answer: G proteins Difficulty Level: Moderate Topic: Activation of Receptors by Neurotransmitter Molecules Learning Objective: 4.12 Describe the differences between ionotropic and metabotropic receptors. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 11.

The enzyme that deactivates acetylcholine after it has been released into the synapse is __________.

Answer: acetylcholinesterase Difficulty Level: Moderate Topic: Reuptake, Enzymatic Degradation, and Recycling Learning Objective: 4.13 Explain how neurotransmitters are removed from a synapse. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

__________ are sometimes called electrical synapses.

Answer: Gap junctions Difficulty Level: Easy Topic: Glia, Gap Junctions, and Synaptic Transmission Learning Objective: 4.14 Describe the roles of glia and gap junctions in synaptic transmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

With respect to size, neuropeptides are the __________ neurotransmitters.

Answer: largest Difficulty Level: Easy Topic: Overview of the Neurotransmitter Classes Learning Objective: 4.15 Name the classes of neurotransmitters. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14.

The most prevalent inhibitory neurotransmitter in the mammalian brain is __________.

Answer: GABA Difficulty Level: Moderate Topic: The Roles and Functions of Neurotransmitters Learning Objective: 4.16 Identify the class, and discuss at least one function, of each of the neurotransmitters discussed in this section. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 15.

All __________ neurotransmitters are synthesized from tyrosine.

Answer: catecholamine Difficulty Level: Difficult Topic: The Roles and Functions of Neurotransmitters Learning Objective: 4.16 Identify the class, and discuss at least one function, of each of the neurotransmitters discussed in this section. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

Drugs that increase the activity of a particular neurotransmitter are said to be __________ of that neurotransmitter.

Answer: agonists Difficulty Level: Easy Topic: How Drugs Influence Synaptic Transmission Learning Objective: 4.17 Provide a general overview of how drugs influence synaptic transmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

The drug __________ is a muscarinic antagonist and pupil dilator.

Answer: atropine Difficulty Level: Difficult Topic: Behavioral Pharmacology: Three Influential Lines of Research Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

By binding to nicotinic receptors, __________ produces paralysis and death, which is why it is used on poison darts.

Answer: curare Difficulty Level: Moderate Topic: Behavioral Pharmacology: Three Influential Lines of Research Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 19.

Endorphins and __________ are endogenous opioids.

Answer: enkephalins Difficulty Level: Moderate Topic: Behavioral Pharmacology: Three Influential Lines of Research Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

The finding that drugs useful in treating schizophrenia often produce the symptoms of __________ disease implicated dopamine in the development of schizophrenia.

Answer: Parkinson’s Difficulty Level: Easy Topic: Behavioral Pharmacology: Three Influential Lines of Research Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Apply What You Know APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY AND OTHER MULTIPLE-MARK QUESTIONS 1.

How are the membrane potentials of neurons recorded? Explain the ionic mechanisms thought to be responsible for the resting potential.

Answer: 25% for explaining how membrane potentials are recorded 75% for describing the four factors that are thought to contribute to the resting potential Difficulty Level: Moderate Topic: Recording the Membrane Potential Learning Objective: 4.1 Describe how the membrane potential is recorded. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Describe the summation of postsynaptic potentials. Draw graphs illustrating the five basic types of summation. Discuss how these types of summation interact in a normally functioning neuron.

Answer: 25% for describing the five types of summation 50% for graphing the five types of summation 25% for pointing out that summation takes place continuously under natural conditions Difficulty Level: Difficult Topic: Integration of Postsynaptic Potentials and Generation of Action Potentials Learning Objective: 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Describe and explain how four ionic events contribute to the typical action potential. To help organize your answer, also identify the three phases of an action potential and at which point in each phase each ionic event occurs.

Answer: 40% for correctly describing and explaining the four ionic events 40% for explaining how each of the four changes is thought to contribute to changes in the membrane potential 20% for correctly identifying the three phases of an AP and ionic events’ occurrence (sodium channels open, beginning of rising phase; potassium channels open, during rising phase; sodium channels close, end of the rising phase and start of repolarization; potassium channels start to close, end of repolarization and start of hyperpolarization) Difficulty Level: Difficult Topic: Ionic Basis of Action Potentials Learning Objective: 4.5 Explain the ionic basis of an action potential. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

Explain how an action potential is conducted along a myelinated axon. Why is conduction more rapid in a myelinated axon than in an unmyelinated axon? At what speed does axonal conduction occur in various kinds of axons?

Answer: 50% for explaining the putative mechanisms of saltatory conduction 25% for explaining why saltatory conduction is thought to be faster 25% for providing the velocity of conduction in various kinds of axons Difficulty Level: Difficult Topic: Axonal Conduction of Action Potentials Learning Objective: 4.7 Describe how action potentials are conducted along axons—both myelinated and unmyelinated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

List and summarize how signals are conducted through and transmitted from a conventional multipolar neuron.

Answer: 50% for correctly identifying at least five major events in the direction of signals through a multipolar neuron 50% for briefly summarizing at least five major events Difficulty Level: Difficult Topic: Axonal Conduction of Action Potentials Learning Objective: 4.7 Describe how action potentials are conducted along axons—both myelinated and unmyelinated. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

Discuss the synthesis, packaging, transport, and release of conventional small and large types of neurotransmitters.

Answer: 50% for discussing conventional small-molecule neurotransmitters 50% for discussing large-molecule neurotransmitters Difficulty Level: Difficult Topic: Synthesis, Packaging, and Transport of Neurotransmitter Molecules Learning Objective: 4.10 Describe how neurotransmitter molecules are synthesized and packaged in vesicles. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Discuss three ways that drugs produce agonistic effects and three ways that they produce antagonistic effects. Provide specific examples.

Answer: 35% for describing three mechanisms of agonistic drug effects 35% for describing three mechanisms of antagonistic drug effects 30% for providing six specific examples of each of the six discussed mechanisms Difficulty Level: Difficult Topic: How Drugs Influence Synaptic Transmission Learning Objective: 4.17 Provide a general overview of how drugs influence synaptic transmission. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

REVEL QUIZ QUESTIONS The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Quiz: Resting Membrane Potential EOM_4.1.1 Question: At rest, a neuron is _____, with a resting potential of about _____ mV. a. not polarized; +70 b. not polarized; 0 c. Polarized; -70 d. Polarized; +50 Answer: C Consider This: When a neuron is at rest, there is more charge in the extracellular fluid than in the neuron itself. LO 4.1 Describe how the membrane potential is recorded. Learning Objective: 4.1 Describe how the membrane potential is recorded. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_4.1.2 Question: In resting neurons, there are more _____ ions outside the cell than inside, and more ______ ions inside than outside. a. Na+; K+ b. K+; Na+ c. potassium; sodium d. sodium; chloride Answer: A Consider This: In the resting state, an unequal distribution of ions is maintained between inside and outside of the cell. LO 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Learning Objective: 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Skill Level: Analyze It Difficulty Level: Moderate

EOM_4.1.3 Question: ________________ are specialized pores in neural membranes through which ions can pass. a. Ion channels b. Electrostatic channels c. Transporters d. Receptors Answer: A Consider This: Each of these pores is specialized to allow for the passage of a particular type of ion. LO 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Learning Objective: 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Skill Level: Remember the Facts Difficulty Level: Moderate EOM_4.1.4 Question: In a resting neuron, _____________ channels are open, whereas ______________ channels are closed. a. potassium; sodium b. sodium; potassium c. transporter; potassium d. ion; transporter Answer: A Consider This: The permeability of ion channels varies as a function of the membrane potential. LO 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Learning Objective: 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Skill Level: Analyze It Difficulty Level: Moderate

EOM_4.1.5 Question: Sodium-potassium pumps transport ____ sodium ions out of the cell for every ___ potassium ions they transport into the cell. a. 2; 3 b. 3; 2 c. 4; 2 d. 4; 3 Answer: B Consider This: Sodium–potassium pumps are ion transporters that continually exchange Na+ ions inside the neuron for K+ ions outside the neuron. LO 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Learning Objective: 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Generation, Conduction, and Integration of Postsynaptic Potentials EOM _4.2.1 Question: IPSPs are: a. nongraded. b. inhibitory. c. excitatory. d. inflammatory. Answer: B Consider This: The amplitude of an IPSP is proportional to the intensity of the signals that elicited it. LO 4.3 Describe the types of postsynaptic potentials and how they are conducted. Learning Objective: 4.3 Describe the types of postsynaptic potentials and how they are conducted. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _4.2.2 Question: A change in the resting membrane potential from -70 mV to -68 mV would be considered a(n): a. EPSP. b. IPSP. c. resting action potential. d. resting membrane potential. Answer: A Consider This: This sort of change in the membrane potential is a depolarization. LO 4.3 Describe the types of postsynaptic potentials and how they are conducted. Learning Objective: 4.3 Describe the types of postsynaptic potentials and how they are conducted. Skill Level: Apply What You Know Difficulty Level: Moderate Learning Objective: 4.3 Describe the types of postsynaptic potentials and how they are conducted. EOM _4.2.3 Question: Action potentials are generated in the axon initial segment, which is adjacent to the: a. axon hillock. b. soma. c. dendrites. d. nucleus. Answer: A Consider This: The adjacent structure is conical and is located between the cell body and the axon. LO 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Learning Objective: 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Skill Level: Remember the Facts Difficulty Level: Moderate

EOM _4.2.4 Question: The action potential is: a. an all-or-none response. b. a graded response. c. an increase in the resting membrane potential. d. a suppression and elimination of the resting membrane potential. Answer: A Consider This: An action potential is like the firing of a gun. LO 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Learning Objective: 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _4.2.5 Question: Combining a number of individual IPSPs and EPSPs into one signal is called: a. integration. b. spatial subtraction. c. temporal initiation. d. an action potential. Answer: A Consider This: Included in this overall sum are all the excitatory and inhibitory postsynaptic potentials reaching a particular location on the neuron. LO 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Learning Objective: 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Conduction of Action Potentials EOM_4.3.1 Question: The rising phase of an action potential begins when the ____________ and ends when the _____________. a. sodium channels open; sodium channels close b. potassium channels open; sodium channels close c. sodium channels close; sodium channels open d. potassium channels open; sodium channels open Answer: A Consider This: Immediately following the rising phase is the repolarization phase. LO 4.5 Explain the ionic basis of an action potential. Learning Objective: 4.5 Explain the ionic basis of an action potential. Skill Level: Analyze It Difficulty Level: Moderate EOM_4.3.2 Question: Action potentials normally travel along axons in only one direction because of the: a. refractory period. b. rising phase of the action potential. c. repolarization phase of the action potential. d. potassium channels. Answer: A Consider This: In what ways does an action potential affect the portions of an axon it has just traveled over? LO 4.6 Explain how the refractory period is responsible for two important characteristics of neural activity. Learning Objective: 4.6 Explain how the refractory period is responsible for two important characteristics of neural activity. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_4.3.3 Question: The transmission of action potentials in myelinated axons is called: a. saltatory conduction. b. rapid transmission. c. myelin-based conduction. d. sodium-channel-based transmission. Answer: A Consider This: An action potential might be said to ―jump‖ along a myelinated axon. LO 4.7 Describe how action potentials are conducted along axons—both myelinated and unmyelinated. Learning Objective: 4.7 Describe how action potentials are conducted along axons—both myelinated and unmyelinated. Skill Level: Remember the Facts Difficulty Level: Easy EOM_4.3.4 Question: Which choice is a property of cerebral neurons that is NOT shared by motor neurons? a. Many cerebral neurons fire continually even when they receive no input. b. Cerebral neurons can display action potentials. c. Cerebral neurons can conduct graded signals. d. Cerebral neurons have a resting membrane potential. Answer: A Consider This: Compare the function of motor neurons to the function of those found in the cerebrum. LO 4.8 Explain the shortcomings of the Hodgkin-Huxley model when applied to neurons in the mammalian brain. Learning Objective: 4.8 Explain the shortcomings of the Hodgkin-Huxley model when applied to neurons in the mammalian brain. Skill Level: Analyze It Difficulty Level: Difficult EOM_4.3.5 Question: Conduction in interneurons lacking axons is typically __________ and ____________. a. passive; decremental b. passive; nondecremental c. active; nondecremental d. all-or-none; active Answer: A Consider This: Action potentials can travel over long distances than IPSPs and EPSPs. LO 4.7 Describe how action potentials are conducted along axons—both myelinated and unmyelinated. Learning Objective: 4.7 Describe how action potentials are conducted along axons—both myelinated and unmyelinated. Skill Level: Analyze It Difficulty Level: Moderate 298 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Quiz: Synaptic Transmission: From Electrical to Chemical Signals EOM_4.4.1 Question: A(n)________synapse on or near a terminal button can selectively facilitate or inhibit the effects of that button on the postsynaptic neuron. a. axoaxonic b. axodendritic c. dendrodendritic d. axosomatic Answer: A Consider This: This type of synapse is located near the end of the axon. LO 4.9 Describe the structure of different types of synapses. Learning Objective: 4.9 Describe the structure of different types of synapses. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_4.4.2 Question: Many neurons contain two neurotransmitters—a situation generally called: a. metabotropic. b. coexistence. c. dual transmitters. d. tripartite. Answer: B Consider This: Most documented cases of this have involved one small-molecule neurotransmitter and one neuropeptide. LO 4.10 Describe how neurotransmitter molecules are synthesized and packaged in vesicles. Learning Objective: 4.10 Describe how neurotransmitter molecules are synthesized and packaged in vesicles. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_4.4.3 Question: Exocytosis of small-molecule neurotransmitters involves: a. the activation of voltage-activated calcium channels. b. the activation of voltage-activated potassium channels. c. fusion of the neurotransmitter with the cell membrane. d. an influx of sodium ions. Answer: A Consider This: Exocytosis is the process of neurotransmitter release. LO 4.11 Explain the process of neurotransmitter exocytosis. Learning Objective: 4.11 Explain the process of neurotransmitter exocytosis. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_4.4.4 Question: _________ are metabotropic receptors that have unconventional characteristics. For example, they bind to their neuron’s own neurotransmitter molecules. a. Autoreceptors b. Ionotropic receptors c. Monoreceptors d. Ligand-activated ion channels Answer: A Consider This: The function of this type of metabotropic receptor is to monitor the number of neurotransmitter molecules in the synapse. LO 4.12 Describe the differences between ionotropic and metabotropic receptors. Learning Objective: 4.12 Describe the differences between ionotropic and metabotropic receptors. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_4.4.5 Question: Gap junctions are: a. narrow spaces between adjacent cells that are bridged by connexins. b. proteins located in terminals adjacent to synapses. c. called chemical synapses. d. channel neuropeptides. Answer: A Consider This: Gap junctions are sometimes called electrical synapses. LO 4.14 Describe the roles of glia and gap junctions in synaptic transmission. Learning Objective: 4.14 Describe the roles of glia and gap junctions in synaptic transmission. Skill Level: Remember the Facts Difficulty Level: Moderate

Quiz: Neurotransmitters EOM_4.5.1 Question: With respect to the classes of neurotransmitters, small-molecule is to _____ as largemolecule is to _____. a. amino acids; neuropeptides b. monoamines; amino acids c. conventional; unconventional d. neuropeptides; monoamines Answer: A Consider This: There is only one class of large-molecule neurotransmitters. LO 4.15 Name the classes of neurotransmitters. Learning Objective: 4.15 Name the classes of neurotransmitters. Skill Level: Analyze It Difficulty Level: Moderate EOM_4.5.2 Question: ____________ are the neurotransmitters in the vast majority of fast-acting directed synapses in the central nervous system. a. Amino acids b. Monoamines c. Endocannabinoids d. Neuropeptides Answer: A Consider This: This group of neurotransmitters includes GABA. LO 4.16 Identify the class, and discuss at least one function of each of the neurotransmitters discussed in this section. Learning Objective: 4.16 Identify the class, and discuss at least one function of each of the neurotransmitters discussed in this section. Skill Level: Remember the Facts Difficulty Level: Moderate

EOM_4.5.3 Question: One amino acid neurotransmitter is: a. GABA. b. epinephrine c. dopamine d. serotonin Answer: A Consider This: This neurotransmitter is synthesized by a modification of the structure of glutamate. LO 4.16 Identify the class, and discuss at least one function of each of the neurotransmitters discussed in this section. Learning Objective: 4.16 Identify the class, and discuss at least one function of each of the neurotransmitters discussed in this section. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_4.5.4 Question: Which choice is a monoamine neurotransmitter? a. norepinephrine b. acetylcholine c. anandamide d. glutamate Answer: A Consider This: Neurons that release this neurotransmitter have an extra enzyme to assist in converting another neurotransmitter into this neurotransmitter. LO 4.16 Identify the class, and discuss at least one function of each of the neurotransmitters discussed in this section. Learning Objective: 4.16 Identify the class, and discuss at least one function of each of the neurotransmitters discussed in this section. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_4.5.5 Question: Which choice is an indoleamine neurotransmitter? a. serotonin b. dopamine c. glutamate d. epinephrine Answer: A Consider This: This neurotransmitter is synthesized from the amino acid tryptophan. LO 4.16 Identify the class, and discuss at least one function of each of the neurotransmitters discussed in this section. Learning Objective: 4.16 Identify the class, and discuss at least one function of each of the neurotransmitters discussed in this section. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Pharmacology of Synaptic Transmission and Behavior EOM_4.6.1 Question: Drugs that facilitate the effects of a particular neurotransmitter are said to be _______________ of that neurotransmitter. Drugs that inhibit the effects of a particular neurotransmitter are said to be its ______________. a. agonist; antagonist b. antagonist; agonist c. blocker; agonist d. agonist; blocker Answer: A Consider This: Focus on those terms that mean the facilitation and inhibition of a neurotransmitters effect, respectively. LO 4.17 Provide a general overview of how drugs influence synaptic transmission. Learning Objective: 4.17 Provide a general overview of how drugs influence synaptic transmission. Skill Level: Analyze It Difficulty Level: Moderate

EOM_4.6.2 Question: Botox is a: a. nicotinic antagonist. b. nicotinic agonist c. serotonergic antagonist. d. serotonergic agonist. Answer: A Consider This: Botox blocks the release of acetylcholine at neuromuscular junctions. LO 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Apply What You Know Difficulty Level: Moderate EOM_4.6.3 Question: Which statement is true with respect to atropine? a. Atropine is a receptor blocker. b. Atropine constricts the pupils. c. Atropine enhances memory. d. Atropine is a muscarinic agonist. Answer: A Consider This: Atropine affects the actions of acetylcholine. LO 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_4.6.4 Question: One example of an endogenous opioid is: a. enkaphalin. b. anandamide. c. morphine. d. atropine. Answer: A Consider This: All endogenous opioid neurotransmitters are neuropeptides. LO 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_4.6.5 Question: __________________ produces a temporary disorder that resembles schizophrenia. a. Amphetamine b. Botox c. Curare d. Morphine Answer: A Consider This: This substance is a dopamine agonist. LO 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Understand the Concepts Difficulty Level: Moderate

Chapter Quiz: Neural Conduction and Synaptic Transmission EOC_4.1 Question: Mechanisms in the membrane of a cell that actively move ions or molecules across the membrane are called: a. transporters. b. membrane holes. c. gap junctions. d. ligand junctions. Answer: A Consider This: Sodium−potassium pumps are one type of these. LO 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Learning Objective: 4.2 Describe the resting membrane potential and its ionic basis, and describe the three factors that influence the distribution of Na+ and K+ ions across the neural membrane. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_4.2 Question: The transmission of EPSPs and IPSPs is: a. decremental. b. excitatory. c. all-or-none. d. saltatory. Answer: A Consider This: The traveling of EPSPs and IPSPs across a neuron might be likened to the ripples produced by throwing a stone into a calm lake. LO 4.3 Describe the types of postsynaptic potentials and how they are conducted. Learning Objective: 4.3 Describe the types of postsynaptic potentials and how they are conducted. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_4.3 Question: Which analogy BEST highlights the speed at which postsynaptic potentials travel from their site of origin? a. Postsynaptic potentials travel like the ripples seen when you drop a stone in calm water. b. Postsynaptic potentials travel like electrical signals along a cable. c. Postsynaptic potentials travel like sound waves in an open environment. d. EPSPs and IPSPs travel like a rabbit and a tortoise, respectively. Answer: B Consider This: It is important not to confuse the duration of EPSPs and IPSPs with their rate of transmission. LO 4.3 Describe the types of postsynaptic potentials and how they are conducted. Learning Objective: 4.3 Describe the types of postsynaptic potentials and how they are conducted. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_4.4 Question: Postsynaptic hyperpolarizations are called IPSPs because they _____ the chance that ______. a. decrease; a neuron will fire b. increase; an ion channel will open c. decrease; an ion channel will open d. increase; a neuron will fire Answer: A Consider This: IPSPs and EPSPs have opposite effects in terms of how they affect the firing of a neuron. LO 4.3 Describe the types of postsynaptic potentials and how they are conducted. Learning Objective: 4.3 Describe the types of postsynaptic potentials and how they are conducted. Skill Level: Analyze It Difficulty Level: Moderate EOC_4.5 Question: When postsynaptic potentials produced in rapid succession at the same synapse add together, it is called: a. temporal summation. b. spatial summation. c. the refractory period. d. an all-or-none response. Answer: A Consider This: This situation involves a second postsynaptic potential superimposed on a lingering postsynaptic potential produced by a prior stimulus. LO 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Learning Objective: 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_4.6 Question: The firing of a neuron is like the firing of a gun because both are: a. triggered by graded responses. b. the result of temporal summation. c. the result of spatial inhibition. d. triggered by ungraded responses. Answer: A Consider This: As a neuron is stimulated, it can become less polarized until the threshold of excitation is reached and it fires. LO 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Learning Objective: 4.4 Describe how postsynaptic potentials summate and how action potentials are generated. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_4.7 Question: The three phases of an action potential are, in order, the _____ phase, the _____ phase, and the _____ phase. a. rising; repolarization; hyperpolarization b. repolarization; rising; hyperpolarization c. hyperpolarization; repolarization; rising d. rising; hyperpolarization; repolarization Answer: A Consider This: Reflect on the timing of the opening and closing of the sodium and potassium channels during an action potential. LO 4.5 Explain the ionic basis of an action potential. Learning Objective: 4.5 Explain the ionic basis of an action potential. Skill Level: Analyze It Difficulty Level: Moderate EOC_4.8 Question: The ____________ refractory period is followed by the _________ refractory period. a. absolute; relative b. relative; absolute c. hyperpolarizing; repolarizing d. rising; dropping Answer: A Consider This: During one of these two periods, it is impossible to elicit a second action potential. LO 4.6 Explain how the refractory period is responsible for two important characteristics of neural activity. Learning Objective: 4.6 Explain how the refractory period is responsible for two important characteristics of neural activity. Skill Level: Analyze It Difficulty Level: Moderate 308 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOC_4.9 Question: Axonal conduction from cell body to terminal buttons is called _______ conduction. a. orthodromic b. antidromic c. saltatory d. absolute Answer: A Consider This: This form of axonal conduction is often considered to be the normal form of conduction in neurons. LO 4.7 Describe how action potentials are conducted along axons—both myelinated and unmyelinated. Learning Objective: 4.7 Describe how action potentials are conducted along axons—both myelinated and unmyelinated. Skill Level: Remember the Facts Difficulty Level: Easy EOC_4.10 Question: The advantage of presynaptic facilitation and inhibition (compared to EPSPs and IPSPs) is that they can: a. selectively influence one particular synapse rather than the entire presynaptic neuron. b. depolarize the neuron. c. block action potentials. d. inhibit an EPSP. Answer: A Consider This: Axoaxonic synapses can mediate presynaptic facilitation and inhibition. LO 4.9 Describe the structure of different types of synapses. Learning Objective: 4.9 Describe the structure of different types of synapses. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_4.11 Question: Small-molecule neurotransmitters are typically synthesized in the cytoplasm of the terminal button and packaged in ________________ by the button’s _________________. a. synaptic vesicles; Golgi complex b. metabotropics; endoplasmic reticulum c. synaptic receptors; Golgi complex d. synaptic vesicles; endoplasmic reticulum Answer: A Consider This: These neurotransmitters are stored in clusters of vesicles close to the presynaptic membrane. LO 4.10 Describe how neurotransmitter molecules are synthesized and packaged in vesicles. Learning Objective: 4.10 Describe how neurotransmitter molecules are synthesized and packaged in vesicles. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_4.12 Question: _____________________ receptors are associated with ligand-activated ion channels, whereas __________________ receptors are associated with signal proteins and G proteins. a. Ionotropic; metabotropic b. Ionotropic; endoplasmic c. Metabotropic; Golgi d. Ionotropic; signal Answer: A Consider This: The latter of these two receptor types demonstrates effects that are longer-lasting and more varied. LO 4.12 Describe the differences between ionotropic and metabotropic receptors. Learning Objective: 4.12 Describe the differences between ionotropic and metabotropic receptors. Skill Level: Analyze It Difficulty Level: Moderate

EOC_4.13 Question: One function of gap junctions appears to be to ________________ the activities of like cells in a particular area. a. synchronize b. initialize c. define d. amplify Answer: A Consider This: Gap junctions between neurons are particularly prevalent between inhibitory interneurons of the same type. LO 4.14 Describe the roles of glia and gap junctions in synaptic transmission. Learning Objective: 4.14 Describe the roles of glia and gap junctions in synaptic transmission. Skill Level: Remember the Facts Difficulty Level: Easy EOC_4.14 Question: ______________________ are neurotransmitters that are similar to delta-9tetrahydrocannabinol (THC), the main psychoactive constituent of marijuana. a. Endocannabinoids b. Deltoids c. Marijuanoids d. Sativoids Answer: A Consider This: Like the soluble gases, these neurotransmitters are produced immediately before they are released. LO 4.16 Identify the class, and discuss at least one function of each of the neurotransmitters discussed in this section. Learning Objective: 4.16 Identify the class, and discuss at least one function of each of the neurotransmitters discussed in this section. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_4.15 Question: ______________, which is the main active ingredient of belladonna, is a receptor blocker that exerts its antagonist effect by binding to muscarinic receptors, thereby blocking the effects of acetylcholine on them. a. Atropine b. Botox c. Nicotine d. Muscarine Answer: A Consider This: This drug can dilate the pupils. LO 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Learning Objective: 4.18 Describe three examples of how drugs have been used to influence neurotransmission. Skill Level: Understand the Concepts Difficulty Level: Moderate

CHAPTER 5 THE RESEARCH METHODS OF BIOPSYCHOLOGY: UNDERSTANDING WHAT BIOPSYCHOLOGISTS DO Total Assessment Guide (T.A.G.) Topic Methods of Visualizing and Stimulating the Living Human Brain Recording Human Psychophysiological Activity

Invasive Physiological Research Methods

Pharmacological Research Methods

Genetic Methods

Neuropsychological Testing

Question Type Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay

Remember the Facts

Understand the Concepts

Apply What You Know

6-8, 10-17

1-5, 9

2, 3

1 1

18, 20, 22-37

19, 21, 38-41

4-6 44-52, 54-63

8 2

42, 43 7

64-75 9, 10 76, 78-82

11 86, 87, 92, 93

83, 85, 89, 105

84, 88, 90, 91, 94104 12 3, 4

Behavioral Methods of Cognitive Neuroscience

Biopsychological Paradigms of Animal Behavior

Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay

107-110

106 5

111-115, 118-125, 127, 128, 130-135 14-16, 18-20 7

129

116, 117, 126 17

MULTIPLE CHOICE QUESTIONS 1.

Vestibular function can be measured by assessing a person’s reaction to a. b. c. d. e.

facial nerve stimulation. electroencephalography. cold water flushed in the ear. needles inserted in the face. needles inserted in the foot.

Answer: C Difficulty Level: Moderate Topic: Introduction Learning Objective: 5.1 Describe two x-ray-based techniques for visualizing the living human brain. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 2.

The ironic case of Professor P., described in the chapter opening vignette, illustrates how a. b. c. d. e.

brain surgery is typically the first option for treating neuropsychological disorders. Alzheimer’s disease can have an early onset due to a specific genetic mutation. many research methods used in biopsychology can be applied in clinical settings. brain tumors can be bilateral if they are localized on the corpus callosum. cortical tumors are usually malignant.

Answer: C Difficulty Level: Difficult Topic: Introduction Learning Objective: 5.1 Describe two x-ray-based techniques for visualizing the living human brain. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Which biopsychological research technique is involves a computer-assisted x-ray procedure to create a brain scan? a. b. c. d. e.

magnetic resonance imaging cerebral angiography computed tomography electroencephalography positron emission tomography

Answer: C Difficulty Level: Moderate Topic: X-Ray-Based Techniques Learning Objective: 5.1 Describe two x-ray-based techniques for visualizing the living human brain. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 4.

Which contrast x-ray technique is designed to locate vascular abnormalities in the brains of human patients? a. b. c. d. e.

cerebral angiography x-ray photography pneumoencephalography computed tomography (CT) scans positron emission tomography (PET) scans

Answer: A Difficulty Level: Easy Topic: X-Ray-Based Techniques Learning Objective: 5.1 Describe two x-ray-based techniques for visualizing the living human brain. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Which research methodology is a contrast x-ray technique? a. b. c. d. e.

angiography magnetoencephalography positron emission tomography structural magnetic resonance imaging functional magnetic resonance imaging (fMRI)

Answer: A Difficulty Level: Moderate Topic: X-Ray-Based Techniques Learning Objective: 5.1 Describe two x-ray-based techniques for visualizing the living human brain. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 6.

A computed tomography (CT) scan of the human brain is usually presented as a series of eight or nine a. b. c. d. e.

horizontal sections. frontal sections. coronal sections. sagittal sections. midsagittal sections.

Answer: A Difficulty Level: Difficult Topic: X-Ray-Based Techniques Learning Objective: 5.1 Describe two x-ray-based techniques for visualizing the living human brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which technique first provided biopsychologists with the ability to see images of funtional brain activity? a. b. c. d. e.

computed tomography (CT) magnetic resonance imaging (MRI) positron emission tomography (PET) functional ultrasound imaging (fUS) functional magnetic resonance imaging (fMRI)

Answer: C Difficulty Level: Moderate Topic: Radioactivity-Based Techniques Learning Objective: 5.2 Describe the positron emission tomography (PET) technique. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Positron emission tomography (PET) is a valuable research tool because it a. b. c. d. e.

pictures the brain in fine detail. involves angiography. provides an image of brain function. provides an image of brain structure. involves low levels of radioactivity.

A patient is sometimes injected with radioactive fluorodeoxyglucose before undergoing a. b. c. d. e.

a CT scan. magnetic resonance imaging. a contrast x-ray. positron emission tomography. a sodium amytal test.

Answer: D Difficulty Level: Difficult Topic: Radioactivity-Based Techniques Learning Objective: 5.2 Describe the positron emission tomography (PET) technique. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 10.

The reason why radioactive fluorodeoxyglucose (FDG) is useful for revealing the level of activity of neurons in different parts of the brain is because FDG a. b. c. d. e.

is absorbed by all neurons simultaneously. is metabolized by neurons in relation to their level of activity. is not metabolized by neurons. is highly dissimilar to glucose. enters the bloodstream slowly, usually over one or two days.

Answer: C Difficulty Level: Difficult Topic: Radioactivity-Based Techniques Learning Objective: 5.2 Describe the positron emission tomography (PET) technique. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Which technique provides the most detailed three-dimensional view of the structure of the living human brain? a. b. c. d. e.

CT PET angiography EEG MRI

Answer: E Difficulty Level: Moderate Topic: Magnetic-Field-Based Techniques Learning Objective: 5.3 Describe three magnetic-field-based techniques for imaging the living human brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

Functional MRI (fMRI) generates images of increases to areas of the brain of a. b. c. d. e.

oxygenated blood flow. water flow. nitric oxide flow. alpha waves. fluorodeoxyglucose.

Answer: A Difficulty Level: Moderate Topic: Magnetic-Field-Based Techniques Learning Objective: 5.3 Describe three magnetic-field-based techniques for imaging the living human brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

Which technique records the BOLD signal? a. b. c. d. e.

MRI CT fMRI PET MEG

Answer: C Difficulty Level: Moderate Topic: Magnetic-Field-Based Techniques Learning Objective: 5.3 Describe three magnetic-field-based techniques for imaging the living human brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

Which statement regarding functional MRI (fMRI) is correct? a. b. c. d. e.

It provides only structural information about the brain. Nothing has to be injected into a person in order for the technique to work. The spatial resolution of fMRI is less than that of computed tomography (CT). It is an ultrasound-based technique. It provides only functional information about the brain.

Answer: B Difficulty Level: Difficult Topic: Magnetic-Field-Based Techniques Learning Objective: 5.3 Describe three magnetic-field-based techniques for imaging the living human brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Compared to positron emission tomography and functional magnetic resonance imaging, functional ultrasound imaging is a. less expensive to perform. b. more portable. c.more expensive to perform. d. less portable. e. available only for use on people under the age of 12.

Answer: A Difficulty Level: Moderate Topic: Ultrasound-Based Techniques Learning Objective: 5.4 Describe an ultrasound-based technique for imaging the living human brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

Which method is used by cognitive neuroscientists to ―turn off‖ part of the brain while the effects on cognition and behavior are assessed? a. b. c. d. e.

2-DG ERP TMS PET EEG

Answer: C Difficulty Level: Easy Topic: Transcranial Stimulation Learning Objective: 5.5 Describe three transcranial stimulation techniques. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

Unlike brain-imaging techniques, transcranial magnetic stimulation (TMS) permits the study of __________ between human cortical activity and cognition. a. b. c. d. e.

links causal relations correlations neural connections communication

Answer: B Difficulty Level: Easy Topic: Transcranial Stimulation Learning Objective: 5.5 Describe three transcranial stimulation techniques. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

An electroencephalograph is a a. b. c. d. e.

gross measure of the electrical activity of the brain. gross measure of the electrical activity of the cortex. gross measure of the electrical activity of neurons. gross measure of the electrical activity of groups of neurons. machine that provides an EEG.

Answer: E Difficulty Level: Difficult Topic: Psychophysiological Measures of Brain Activity Learning Objective: 5.6 Describe two psychophysiological measures of brain activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

In human patients, EEG activity is commonly recorded directly from a. b. c. d. e.

muscle. the hippocampus. the scalp. the neocortex. the heart.

Answer: C Difficulty Level: Easy Topic: Psychophysiological Measures of Brain Activity Learning Objective: 5.6 Describe two psychophysiological measures of brain activity. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 20.

Alpha wave EEG activity is associated with a state of a. b. c. d. e.

high arousal. sleep. relaxed wakefulness. active epilepsy. evoked potentials.

Answer: C Difficulty Level: Moderate Topic: Psychophysiological Measures of Brain Activity Learning Objective: 5.6 Describe two psychophysiological measures of brain activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 21.

Compared to the others, which biopsychologist would be most likely to study cortical event-related potentials (ERPs) in human volunteers? a. b. c. d. e.

Linda, a neuropsychologist Corrado, a psychophysiologist Agnetha, a physiological psychologist Rocco, a psychopharmacologist Teresita, a comparative psychologist

Answer: B Difficulty Level: Moderate Topic: Psychophysiological Measures of Brain Activity Learning Objective: 5.6 Describe two psychophysiological measures of brain activity. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 323 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

22.

Signal averaging is commonly used in the recording of event-related potentials (ERPs) because it reduces the magnitude of a. b. c. d. e.

large signals. sensory evoked potentials. random signals. the P300. far-field potentials.

Answer: C Difficulty Level: Difficult Topic: Psychophysiological Measures of Brain Activity Learning Objective: 5.6 Describe two psychophysiological measures of brain activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 23.

The main difference between an average evoked potential (AEP) and a ―raw‖ evoked potential is that a. b. c. d. e.

an AEP is usually unobservable. an AEP is an alpha wave. a raw evoked potential is often unobservable amidst the random noise of the ongoing EEG signal. an AEP is a unit response. a raw evoked potential is likely to be larger.

24.

The P300 wave a. b. c. d. e.

is an EEG wave that often occurs after the presentation of a momentary stimulus meaningful to the person being recorded. is a negative EEG wave. is a far-field potential occurring 300 mm from the electrode. occurs about 300 seconds prior to a response. is a component of the potential evoked by a meaningless click.

Answer: A Difficulty Level: Moderate Topic: Psychophysiological Measures of Brain Activity Learning Objective: 5.6 Describe two psychophysiological measures of brain activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 25.

The signals in the first few milliseconds of the average auditory evoked potential a. b. c. d. e.

always originate next to the scalp electrode. are near-field potentials. originate in the sensory nuclei of the brain stem. are caused by equipment calibration. represent noise in the system.

26.

Components of average evoked potentials (AEPs) recorded in the first few milliseconds after a stimulus are a. b. c. d. e.

almost always auditory. almost always visual. not usually influenced by the meaning of the stimulus. of special interest to cognitive psychologists. almost always influenced by the meaning of the stimulus.

Answer: C Difficulty Level: Difficult Topic: Psychopphysiological Measures of Brain Activity Learning Objective: 5.6 Describe two psychophysiological measures of brain activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 27.

The short-latency, low-amplitude signals recorded during the first few milliseconds in the average auditory evoked potential are termed a. b. c. d. e.

the P300 wave. the P400 wave. the ERP. the sensory evoked potential. far-field potentials.

Answer: E Difficulty Level: Moderate Topic: Psychophysiological Measures of Brain Activity Learning Objective: 5.6 Describe two psychophysiological measures of brain activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

28.

Which technique measures changes in magnetic fields on the surface of the brain? a. b. c. d. e.

MRI fMRI MEG EMG EEG

Magnetoencephalography (MEG) records a. b. c. d. e.

the duration of particular EEG signals. changes in magnetic fields on the surface of the scalp. the frequency of particular EEG signals. the latency of far-field potentials. the P300.

Answer: B Difficulty Level: Easy Topic: Psychophysiological Measures of Brain Activity Learning Objective: 5.6 Describe two psychophysiological measures of brain activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

30.

Muscle tension is monitored by a. b. c. d. e.

electroencephalography. electromyography. electrooculography. event-related potentials (ERPs). Magnetoencephalography (MEG) machines.

Answer: B Difficulty Level: Easy Topic: Psychophysiological Measures of Somatic Nervous System Activity Learning Objective: 5.7 Describe two psychophysiological measures of somatic nervous system activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 31.

Electrooculography is a. b. c. d. e.

usually performed with one electrode mounted on each cornea. a method of estimating eye movement. a method of measuring skin conductance. an indirect method of measuring pupil constriction. a technique no longer used by most biopsychologists.

Answer: B Difficulty Level: Moderate Topic: Psychophysiological Measures of Somatic Nervous System Activity Learning Objective: 5.7 Describe two psychophysiological measures of somatic nervous system activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

32.

Electrooculography is a technique for monitoring a. b. c. d. e.

penile engorgement. cortical activity. blood pressure. eye movement. muscle tension.

Answer: D Difficulty Level: Easy Topic: Psychophysiological Measures of Somatic Nervous System Activity Learning Objective: 5.7 Describe two psychophysiological measures of somatic nervous system activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 33.

In electrooculography, how many electrodes are typically used to monitor the movements of one eye? a. b. c. d. e.

4 8 3 1 6

Answer: A Difficulty Level: Easy Topic: Psychophysiological Measures of Somatic Nervous System Activity Learning Objective: 5.7 Describe two psychophysiological measures of somatic nervous system activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

34.

The electrophysiological technique that results in a record called an electrooculogram is a. b. c. d. e.

electroencephalography. magnetoencephalography. electrooculography. plethysmography. electromyography.

Answer: C Difficulty Level: Easy Topic: Psychophysiological Measures of Somatic Nervous System Activity Learning Objective: 5.7 Describe two psychophysiological measures of somatic nervous system activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 35.

Giovanni is startled by a loud noise, leading to an increase in his skin’s conductance of electricity. This response is called a(n) a. b. c. d. e.

skin conductance response. EKG. skin conductance level. average evoked potential. P300 wave.

Answer: A Difficulty Level: Easy Topic: Psychophysiological Measures of Autonomic Nervous System Activity Learning Objective: 5.8 Describe two psychophysiological measures of autonomic nervous system activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

36.

Which gland or glands directly influence the skin conductance level (SCL) and the skin conductance response (SCR)? a. b. c. d. e.

gonads pituitary gland sweat glands pancreas adrenal glands

Answer: C Difficulty Level: Easy Topic: Psychophysiological Measures of Autonomic Nervous System Activity Learning Objective: 5.8 Describe two psychophysiological measures of autonomic nervous system activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 37.

Which measurement is a record of a person’s heart rate? a. b. c. d. e.

EEG EMF EKG EMG EOG

Answer: D Difficulty Level: Moderate Topic: Psychophysiological Measures of Autonomic Nervous System Activity Learning Objective: 5.8 Describe two psychophysiological measures of autonomic nervous system activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

38.

Hypertension is a. b. c. d. e.

a technical term used to describe stress. caused by excitement. chronic high blood pressure. chronic low blood pressure. the common name for a sphygmomanometer.

Answer: C Difficulty Level: Easy Topic: Psychophysiological Measures of Autonomic Nervous System Activity Learning Objective: 5.8 Describe two psychophysiological measures of autonomic nervous system activity. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 39.

A blood pressure level of 130/70 mmHg is a. b. c. d. e.

indicative of psychological stress. the ratio of diastolic to total systolic blood pressure. a normal resting human blood pressure. indicative of hypertension. indicative of physical stress.

Answer: C Difficulty Level: Difficult Topic: Psychophysiological Measures of Autonomic Nervous System Activity Learning Objective: 5.8 Describe two psychophysiological measures of autonomic nervous system activity. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

40.

Which instruments have traditionally been used by physicians to measure blood pressure? a. b. c. d. e.

sphygmomanometers plethysmographs oscilloscopes electrodes event-related potentials

Answer: A Difficulty Level: Moderate Topic: Psychophysiological Measures of Autonomic Nervous System Activity Learning Objective: 5.8 Describe two psychophysiological measures of autonomic nervous system activity. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 41.

Penile erection is a. b. c. d. e.

a muscular response. an electromyographic response. a plethysmographic response. a sphygmomanometric response. an aberrant response.

Answer: C Difficulty Level: Moderate Topic: Psychophysiological Measures of Autonomic Nervous System Activity Learning Objective: 5.8 Describe two psychophysiological measures of autonomic nervous system activity. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

42.

Stereotaxic surgery typically requires a. b. c. d. e.

a stereotaxic atlas. an EKG machine. plethysmography. an EOG machine. a sphygmomanometer.

Answer: A Difficulty Level: Easy Topic: Stereotaxic Surgery Learning Objective: 5.9 Describe the process of stereotaxic surgery. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 43.

The method by which experimental devices are accurately positioned in subcortical structures of human patients and animal subjects is known as a. b. c. d. e.

autoradiography. cryogenesis. perfusion. stereotaxic surgery. aspiration.

Answer: D Difficulty Level: Easy Topic: Stereotaxic Surgery Learning Objective: 5.9 Describe the process of stereotaxic surgery. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 44.

Bregma is a. b. c. d. e.

the point of intersection between two major skull sutures. the principle manufacturer of stereotaxic surgical equipment. a false reading obtained from an electrooculograph. a type of electrode holder. the compiler of the first stereotaxic atlas of the weasel brain.

Answer: A Difficulty Level: Moderate Topic: Stereotaxic Surgery Learning Objective: 5.9 Describe the process of stereotaxic surgery. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 334 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

45.

The reference point for many stereotaxic atlases of the rat brain is a. b. c. d. e.

smegma. lambda. the intersection between two major neural tracts. bregma. omega.

Answer: D Difficulty Level: Easy Topic: Stereotaxic Surgery Learning Objective: 5.9 Describe the process of stereotaxic surgery. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 46.

Unlike subcortical lesions, cortical lesions are often made by a. b. c. d. e.

the electrolytic method. aspiration. radio-frequency current. transection. stereotaxic surgery.

Answer: B Difficulty Level: Easy Topic: Lesion Methods Learning Objective: 5.10 Describe four types of lesion methods and explain why it is important to be cautious when interpreting the effects of lesions. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

Which brain lesion technique is least likely to be associated with damage to major blood vessels? a. b. c. d. e.

aspiration lesions electrolytic lesions radio-frequency lesions knife cuts lobotomy

Answer: A Difficulty Level: Moderate Topic: Lesion Methods Learning Objective: 5.10 Describe four types of lesion methods and explain why it is important to be cautious when interpreting the effects of lesions. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 48.

The __________ generated by the high-frequency current is the main cause of tissue damage produced by a radio-frequency lesion. a. b. c. d. e.

vibration current induction heat ion deposits acid

Answer: C Difficulty Level: Moderate Topic: Lesion Methods Learning Objective: 5.10 Describe four types of lesion methods and explain why it is important to be cautious when interpreting the effects of lesions. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

Reversible brain lesions, if properly done, a. b. c. d. e.

destroy only those neurons that have been cooled. produce a discrete area of permanent damage. destroy neurons by freezing them. produce no permanent neural damage. eliminate all neural activity in the brain for about 3 hours.

Answer: D Difficulty Level: Easy Topic: Lesion Methods Learning Objective: 5.10 Describe four types of lesion methods and explain why it is important to be cautious when interpreting the effects of lesions. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 50.

Cooling can be used to produce a reversible brain lesion because a. b. c. d. e.

the damage that it produces lasts only a few weeks. the damage that it produces lasts only a day or two. it can temporarily suppress neural activity in a particular area of the brain without damaging the brain. it produces lesions that can be reversed with drugs. the research subjects usually survive the procedure at a better than 40 percent rate.

51.

A temporary or reversible lesion can be produced by a. b. c. d. e.

excision or cutting away a portion of brain tissue. aspiration or suction. injecting an anesthetic into the target brain structure. the application of a radio-frequency current. invasive EOG.

Answer: C Difficulty Level: Easy Topic: Lesion Methods Learning Objective: 5.10 Describe four types of lesion methods and explain why it is important to be cautious when interpreting the effects of lesions. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 52.

Reversible lesions can be produced by microinjection directly into the target brain structure of a a. b. c. d. e.

local anesthetic. micro-knife blade. coolant followed by antifreeze. coolant followed by a rapid heat source. caustic substance.

53.

Lesions that are commonly referred to as amygdala lesions often a. b. c. d. e.

involve aspiration. do not destroy the entire amygdala. damage the prefrontal cortex. render the patient paralyzed. result in damage to the occipital lobe.

Answer: B Difficulty Level: Difficult Topic: Lesion Methods Learning Objective: 5.10 Describe four types of lesion methods and explain why it is important to be cautious when interpreting the effects of lesions. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 54.

Lesions restricted to structures on one half of the brain are called a. b. c. d. e.

unilateral lesions. bilateral lesions. monopolar lesions. bipolar lesions. singular lesions.

Answer: A Difficulty Level: Easy Topic: Lesion Methods Learning Objective: 5.10 Describe four types of lesion methods and explain why it is important to be cautious when interpreting the effects of lesions. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

Which device would typically be used to deliver electrical stimulation to the brain? a. b. c. d. e.

unipolar electrode stereotaxic holder electrooculograph radio-frequency current bipolar electrode

Answer: E Difficulty Level: Easy Topic: Electrical Stimulation Learning Objective: 5.11 Describe the technique of electrical brain stimulation. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 56.

Intracellular unit recording is not commonly used in biopsychological research because a. b. c. d. e.

it is too difficult for most biopsychologists to master the technique. biopsychologists are usually not interested in understanding the activity of neurons. it is a neurophysiological procedure. it is very difficult to keep the tip of a microelectrode inside a single neuron in a moving subject. the technique is prohibitively expensive.

Answer: D Difficulty Level: Easy Topic: Invasive Electrophysiological Recording Methods Learning Objective: 5.12 Describe four invasive electrophysiological recording methods. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

Intracellular unit recording is particularly difficult to perform in a. b. c. d. e.

squirrels. monkeys. rats. freely moving animals. higher species.

Which method of recording electrical activity of the nervous system records the electrical disturbance from adjacent neurons firing? a. b. c. d. e.

extracellular unit recording intracellular unit recording electroencephalography multiple-unit recording plethysmography

Answer: A Difficulty Level: Moderate Topic: Invasive Electrophysiological Recording Methods Learning Objective: 5.12 Describe four invasive electrophysiological recording methods. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

Unlike other electrophysiological methods of recording neural activity, intracellular unit recording provides measurements of a. b. c. d. e.

cell firing. action potentials. the membrane potential. reductions in neural firing. EEG activity.

Answer: C Difficulty Level: Difficult Topic: Invasive Electrophysiological Recording Methods Learning Objective: 5.12 Describe four invasive electrophysiological recording methods. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 60.

Extracellular unit recording provides information about a. b. c. d. e.

the magnitude of the membrane potential. the wave form of action potentials. EPSPs. firing in an adjacent neuron. activity inside a neuron.

Answer: D Difficulty Level: Difficult Topic: Invasive Electrophysiological Recording Methods Learning Objective: 5.12 Describe four invasive electrophysiological recording methods. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

Which method of recording electrical activity of the nervous system records the membrane potential from one neuron as it fires? a. b. c. d. e.

extracellular unit recording intracellular unit recording electroencephalography integrated multiple unit recording plethysmography

Answer: B Difficulty Level: Moderate Topic: Invasive Electrophysiological Recording Methods Learning Objective: 5.12 Describe four invasive electrophysiological recording methods. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 62.

Multiple-unit signals are typically a. b. c. d. e.

filtered through an EKG unit. recorded using microelectrodes. integrated, or added together, to facilitate their interpretation. a noninvasive procedure. generated by bilateral lesions.

63.

In laboratory animals, cortical EEG signals are commonly recorded through a. b. c. d. e.

implanted stainless steel skull screws. electrodes placed around the eyes. subcortical electrodes. disk electrodes taped to the scalp. cortical pipettes.

Answer: A Difficulty Level: Easy Topic: Invasive Electrophysiological Recording Methods Learning Objective: 5.12 Describe four invasive electrophysiological recording methods. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 64.

IP, SC, and IM are all a. b. c. d. e.

physiological recording methods. federal classifications of drugs. methods of electrical brain stimulation. cranial nerves. routes of drug administration.

Answer: E Difficulty Level: Moderate Topic: Routes of Drug Administration Learning Objective: 5.13 Describe the various methods of drug administration. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Drugs that do not penetrate the blood–brain barrier can be administered to particular neural structures a. b. c. d. e.

by subcutaneous injection. through a stereotaxically positioned cannula. through an intracerebral microelectrode. by intravenous injection. by injection into a carotid artery.

Answer: B Difficulty Level: Easy Topic: Routes of Drug Administration Learning Objective: 5.13 Describe the various methods of drug administration. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 66.

Both ibotenic acid and kainic acid are a. b. c. d. e.

neurotoxins. serotonin inhibitors selective dopamine agonists. selective dopamine antagonists. acetylcholine precursors.

Answer: A Difficulty Level: Moderate Topic: Selective Chemical Lesions Learning Objective: 5.14 Describe the method of selective neurotoxic lesions. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

The neurotoxin 6-hydroxydopamine (6-OHDA) selectively destroys a. b. c. d. e.

neurons that release dopamine or norepinephrine. axons and dendrites. cell bodies. multipolar neurons. the hypothalamus.

A method of identifying all of the brain areas of a laboratory animal that were particularly active during a behavioral test is a. b. c. d. e.

cerebral dialysis. the 2-deoxyglucose technique. immunocytochemistry. the 6-OHDA technique. the kainic acid technique.

Answer: B Difficulty Level: Moderate Topic: Measuring Chemical Activity of the Brain Learning Objective: 5.15 Describe two techniques for measuring chemical activity in the brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

The final stage of the 2-deoxyglucose technique involves a. b. c. d. e.

autoradiography. injecting fluorodeoxyglucose. injecting radioactive fluorodeoxyglucose. immunocytochemistry. cerebral dialysis.

Answer: A Difficulty Level: Difficult Topic: Measuring Chemical Activity of the Brain Learning Objective: 5.15 Describe two techniques for measuring chemical activity in the brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 70.

A method of measuring changes in the extracellular concentrations of various neurochemicals in particular sites in the brains of active laboratory animals is a. b. c. d. e.

cerebral dialysis. the 6-OHDA histological technique. in situ hybridization. immunocytochemistry. electroencephalography.

Answer: A Difficulty Level: Moderate Topic: Measuring Chemical Activity of the Brain Learning Objective: 5.15 Describe two techniques for measuring chemical activity in the brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

Cerebral dialysis is a method of a. b. c. d. e.

stimulating the brain using ultra-high radio frequencies. stimulating the neuroendocrine system. measuring changes in the extracellular concentrations of various neurochemicals at particular sites in the brains of active animals. 6-OHDA reversible lesioning. recording AEPs using the EGG method.

Answer: C Difficulty Level: Easy Topic: Measuring Chemical Activity of the Brain Learning Objective: 5.15 Describe two techniques for measuring chemical activity in the brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 72.

Which technique is used for locating particular neuroproteins in the brain? a. b. c. d. e.

immunocytochemistry the 6-OHDA technique kainic acid injection the L-7 OMEGA technique bilateral lesioning

Answer: A Difficulty Level: Difficult Topic: Locating Neurotransmitters and Receptors in the Brain Learning Objective: 5.16 Describe two techniques for locating particular neurotransmitters or receptors in the brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

Which procedure employs labeled antibodies? a. b. c. d. e.

immunocytochemistry in situ hybridization cerebral dialysis electroencephalography ligand chromotography

Answer: A Difficulty Level: Moderate Topic: Locating Neurotransmitters and Receptors in the Brain Learning Objective: 5.16 Describe two techniques for locating particular neurotransmitters or receptors in the brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 74.

In immunocytochemistry, the labeled ligand is a. b. c. d. e.

an amino acid. a microelectrode. an antibody. a neurotransmitter. a receptor.

Answer: C Difficulty Level: Moderate Topic: Locating Neurotransmitters and Receptors in the Brain Learning Objective: 5.16 Describe two techniques for locating particular neurotransmitters or receptors in the brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

Immunocytochemistry is to in situ hybridization as a. b. c. d. e.

antibody is to messenger RNA. DNA is to antibody. neurotransmitter is to cell body. antibody is to DNA. RNA is to antibody.

Knockout mice are mice that a. b. c. d. e.

have had a concussion. are susceptible to future concussion. have amnesia. are bred to be aggressive. lack a particular gene.

Answer: E Difficulty Level: Easy Topic: Gene Knockout Techniques Learning Objective: 5.17 Explain the gene knockout technique by describing an experiment that employed the technique. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

Which weakness applies to the gene knockout technique as a method of biopsychological research? a. b. c. d. e.

Most behavioral traits are influenced by a single gene. Elimination of one gene usually affects only the expression of that gene. The effects of some gene knockouts are likely to depend on experience. Knockout techniques control for the effects of epigenetics. The technique is time-consuming and expensive, and success rates hover around 15 percent.

Answer: C Difficulty Level: Moderate Topic: Gene Knockout Techniques Learning Objective: 5.17 Explain the gene knockout technique by describing an experiment that employed the technique. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 78.

Melanopsin knockout mice have difficulty a. b. c. d. e.

adjusting their circadian rhythms. seeing. sleeping on a regular schedule. displaying circadian rhythms. recognizing circadian signals.

Answer: A Difficulty Level: Moderate Topic: Gene Knockout Techniques Learning Objective: 5.17 Explain the gene knockout technique by describing an experiment that employed the technique. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

Transgenic mice always possess a. b. c. d. e.

more chromosomes than normal. genes of the other sex. the behavioral characteristics of the other sex. fewer chromosomes than normal. genes of another species.

Answer: E Difficulty Level: Easy Topic: Gene-Knockin Techniques Learning Objective: 5.18 Explain the gene knockin technique by describing an experiment that employed the technique. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 80.

Which procedure is a gene editing technique? a. b. c. d. e.

6-OHDA WilTR/4m1 5-HT OICU-7β CRISPR/Cas9

Answer: E Difficulty Level: Moderate Topic: Gene-Editing Techniques Learning Objective: 5.19 Describe how modern gene editing techniques, such as the CRISPCas9 method, can provide better ways of assessing the role of a gene in behavior. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

The brainbow technique a. b. c. d. e.

is a method of drug administration. is used for labeling neurons in an animal different colors. has not yet been applied to neural tissue in multicellular animals. is an extension of optogenetics. causes dopamine receptors to glow.

Answer: B Difficulty Level: Moderate Topic: Fantastic Flourescence and the Brainbow Learning Objective: 5.20 Explain how green fluorescent protein has been used as a research tool in the neurosciences. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 82.

Neuroscientists insert specific opsin genes into particular neurons so that exposure to light influences their activity. This technique is generally referred to as a. b. c. d. e.

optogenetics. immunochemistry. brainbow. in situ hybridization. autoradiography.

Answer: A Difficulty Level: Moderate Topic: Optogenetics: A Neural Light Switch Learning Objective: 5.21 Explain how opsins have been used as a research tool in the neurosciences. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

The major objectives of behavioral research methods are to control, to simplify, and a. to eliminate. b. to modify. c. to correct. d. to qualify. e. to objectify.

Answer: E Difficulty Level: Moderate Topic: Behavioral Research Methods of Biopsychology Learning Objective: 5.22 Describe three approaches to neuropsychological testing. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 84.

The primary difference between neurologists and neuropsychologists is that a. b. c. d. e.

neurologists deal with brain-damaged people. neuropsychologists tend to focus on the assessment of complex behavioral problems. neuropsychologists generally refer patients to neurologists, but not vice versa. neurologists deal with behavior. neurologists are scientists.

Answer: B Difficulty Level: Moderate Topic: Neuropsychological Testing Learning Objective: 5.22 Describe three approaches to neuropsychological testing. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 85.

Neuropsychological assessment is useful because it can a. b. c. d. e.

identify biological disruptions at a cellular level. be practiced by counseling psychologists. serve as the basis for effective counseling of an affected patient. be implemented by general practitioners in the medical field. apply broadly to all species.

Answer: C Difficulty Level: Moderate Topic: Neuropsychological Testing Learning Objective: 5.22 Describe three approaches to neuropsychological testing. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

86.

Before the 1950s, neuropsychological testing usually employed the a. b. c. d. e.

standardized-test-battery approach. single-test approach. customized-test-battery approach. neurological approach. psychophysical approach.

Answer: B Difficulty Level: Moderate Topic: Modern Approach to Neuropsychological Testing Learning Objective: 5.22 Describe three approaches to neuropsychological testing. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 87.

The primary purpose of the single-test and standardized-test-battery approaches to neuropsychological testing was to a. b. c. d. e.

identify brain-damaged patients. locate the area of brain damage. characterize the nature of the psychological deficits. measure brain activity. compete with neurologists.

Answer: A Difficulty Level: Moderate Topic: Modern Approach to Neuropsychological Testing Learning Objective: 5.22 Describe three approaches to neuropsychological testing. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

88.

The modern customized-test-battery approach to neuropsychological testing typically begins with a a. b. c. d. e.

test of memory. test of speech. test of motor function. test of emotion. comomon battery of tests.

Answer: E Difficulty Level: Easy Topic: Modern Approach to Neuropsychological Testing Learning Objective: 5.22 Describe three approaches to neuropsychological testing. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 89.

Tests used in the modern customized-test-battery approach to neuropsychological testing a. b. c. d. e.

are often specifically designed to measure aspects of psychological function that have been ignored by classic theories and data. often focus on how well the patient does in completing the tests. often require skilled practitioners for their prescription, administration, and interpretation. typically involve the 4Rs—realization, recitation, repetition, and reappraisal. are usually tests originally devised for use in developmental psychology and applied to this new setting.

Answer: C Difficulty Level: Moderate Topic: Modern Approach to Neuropsychological Testing Learning Objective: 5.22 Describe three approaches to neuropsychological testing. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

90.

Many current neuropsychological assessments begin with the a. b. c. d. e.

Mood Awareness Scale (MAS). Performance of Nonverbal Decision-making (POND). Wechsler Adult Intelligence Scale (WAIS). Psychiatric Test Inventory (PTI). Test of Empathy (TOE).

Answer: C Difficulty Level: Moderate Topic: Tests of the Common Neuropsychological Test Battery Learning Objective: 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 91.

The digit-span test is a common test of a. b. c. d. e.

short-term memory. counting. arithmetic. intelligence. lateralization.

Answer: A Difficulty Level: Easy Topic: Tests of the Common Neuropsychological Test Battery Learning Objective: 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

92.

A digit-span test identifies the longest sequence of random digits a person can repeat correctly _________ of the time. a. b. c. d. e.

50 percent. 65 percent. 85 percent. 90 percent. 100 percent

Answer: A Difficulty Level: Moderate Topic: Tests of the Common Neuropsychological Test Battery Learning Objective: 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 93.

Most people have a digit span of a. b. c. d. e.

2 4 7 9 12

Answer: C Difficulty Level: Moderate Topic: Tests of the Common Neuropsychological Test Battery Learning Objective: 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

94.

Marjoe is administered the toen test as part of a neuropsychological battery; this test can help assess whether Marjoe has a. b. c. d. e.

a dopamine deficiency. language-related deficits. Parkinson’s disease. below average intelligence. long-term memory impairments.

Answer: B Difficulty Level: Difficult Topic: Tests of the Common Neuropsychological Test Battery Learning Objective: 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 95.

Which test of language ability employs objects of two shapes, two sizes, and five different colors? a. b. c. d. e.

block-span test token test aphasia subtest of the Halstead-Reitan Neuropsychological Test Battery paired-associate test Wechsler Language Scale Test

Answer: B Difficulty Level: Moderate Topic: Tests of the Common Neuropsychological Test Battery Learning Objective: 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

96.

The sodium amytal test and dichotic listening test are tests of a. b. c. d. e.

audition. memory. intelligence. language lateralization. language.

Answer: D Difficulty Level: Easy Topic: Tests of the Common Neuropsychological Test Battery Learning Objective: 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 97.

In the sodium amytal test, injections are sequentially made into the left and right a. b. c. d. e.

language areas of the cortex. speech areas of the cortex. carotid arteries. auditory cortex. motor cortex.

98.

In the sodium amytal test, an injection into the carotid artery on the side of the dominant hemisphere for speech renders the patient completely mute for a. b. c. d. e.

50 seconds. 2 minutes. 4 minutes. 30 minutes. 90 minutes.

In the conventional dichotic listening test of language lateralization, on each trial a. b. c. d. e.

seven digits are presented. three digits are presented twice in rapid succession. seven pairs of digits are presented. three pairs of digits are presented. seven dichotic stimuli are presented.

Answer: D Difficulty Level: Difficult Topic: Tests of the Common Neuropsychological Test Battery Learning Objective: 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

100.

Memories that are demonstrated by improved performance in the absence of any conscious awareness of the memories are called a. b. c. d. e.

implicit memories. explicit memories. semantic memories. episodic memories. short-term memories.

Answer: A Difficulty Level: Easy Topic: Tests of Specific Neuropsychological Function Learning Objective: 5.24 Describe tests that might be used by a neuropsychologist to investigate in more depth general problems revealed by a common neuropsychological test battery. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 101.

Repetition priming tests are tests of a. b. c. d. e.

explicit memory. implicit memory. episodic memory. semantic memory. consolidated memory.

Answer: B Difficulty Level: Easy Topic: Tests of Specific Neuropsychological Function Learning Objective: 5.24 Describe tests that might be used by a neuropsychologist to investigate in more depth general problems revealed by a common neuropsychological test battery. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

102.

Brain damage may produce selective language deficits associated with the sounds, grammar, or meaning of language. In other words, they may disrupt a. b. c. d. e.

syntax, phonology, or semantics, respectively. phonology, semantics, or syntax, respectively. phonology, syntax, or semantics, respectively. semantics, syntax, or phonology, respectively. semantics, phonology, or syntax, respectively.

Answer: C Difficulty Level: Difficult Topic: Tests of Specific Neuropsychological Function Learning Objective: 5.24 Describe tests that might be used by a neuropsychologist to investigate in more depth general problems revealed by a common neuropsychological test battery. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 103.

Dyslexia is a difficulty in a. b. c. d. e.

speaking. reading. understanding. thinking. sleeping.

104.

Mai Lin demonstrates a difficulty in understanding the meaning of words that are spoken to her. Her language deficit seems to focus primarily on a. b. c. d. e.

semantics. long-term memory. syntax. episodic memory. phonology.

Answer: A Difficulty Level: Moderate Topic: Tests of Specific Neuropsychological Function Learning Objective: 5.24 Describe tests that might be used by a neuropsychologist to investigate in more depth general problems revealed by a common neuropsychological test battery. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 105.

Rules are to meaning as phonology is to a. b. c. d. e.

grammar. semantics. dyslexia. syntax. morphology.

Answer: B Difficulty Level: Moderate Topic: Tests of Specific Neuropsychological Function Learning Objective: 5.24 Describe tests that might be used by a neuropsychologist to investigate in more depth general problems revealed by a common neuropsychological test battery. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

106.

Most cognitive neuroscientific research is based on the assumption that a. b. c. d. e.

complex cognitive processes result from unpredictable patterns of random brain activity. each constituent cognitive process is mediated by activity in a particular area of the brain. almost all constituent cognitive processes tend to be localized in subcortical structures. understanding behavioral deficits should take precedence over understanding neurological deficits. the pathway from brain to behavior is mediated by the action of the mind.

Answer: B Difficulty Level: Difficult Topic: Behavioral Methods of Cognitive Neuroscience Learning Objective: 5.25 Describe the paired-image subtraction technique. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 107.

If a PET image is recorded while a patient is reading, many areas of activity on the PET image will have nothing to do with the cognitive activity of reading per se. That is why cognitive neuroscientists often use a. b. c. d. e.

functional MRI. structural MRI. the paired-image subtraction technique. the additive-image control procedure. EEG.

Answer: C Difficulty Level: Moderate Topic: Paired-Image Subtraction Technique Learning Objective: 5.25 Describe the paired-image subtraction technique. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

108.

A network of brain structures that tends to be active when a person sits quietly and lets her mind wander has been termed the a. b. c. d. e.

limbic system. constituent cognitive processor. default mode network. cerebral paradigm. paired-image subtraction mode.

Answer: C Difficulty Level: Moderate Topic: Default Mode Network Learning Objective: 5.26 Understand the default mode network and know the structures that are part of that network. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 109.

In most PET and fMRI studies of cognitive processes, the signal-to-noise ratio is increased by a. b. c. d. e.

subtraction. addition. signal averaging. signal splitting. multiplication.

Answer: C Difficulty Level: Difficult Topic: Mean Difference Images Learning Objective: 5.27 Explain what a mean difference image is. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

110.

What is a functional connectome? a. b. c. d. e.

a pattern of electrical activity in the brain, identified through the application of functional magnetic resonance imaging another term to signify the colony-intruder paradigm the end product that results when a researcher applies the paired-image subtraction technique a list of all anatomical landmarks in a specific stereotaxic atlas the result of studying the functional connectivity between a behavior and cognitive process

Answer: E Difficulty Level: Moderate Topic: Functional Connectivity Learning Objective: 5.28 Explain the concept of functional connectivity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 111.

The open-field test is usually conducted in a. b. c. d. e.

a large, empty chamber. the animals’ natural habitat. an open space in the animals’ natural habitat. a thigmotaxic chamber. Iowa.

Answer: A Difficulty Level: Easy Topic: Paradigms for the Assessment of Species-Common Behaviors Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

112.

In the open-field test, a high bolus count is frequently used as an indicator of a. b. c. d. e.

aggression. fearfulness. motor activity. attention. defense.

Answer: B Difficulty Level: Easy Topic: Paradigms for the Assessment of Species-Common Behaviors Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 113.

In the open-field test, thigmotaxia is often used as a measure of a. b. c. d. e.

body temperature. fearfulness. sexual motivation. obesity. aggression.

Answer: B Difficulty Level: Moderate Topic: Paradigms for the Assessment of Species-Common Behaviors Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

114.

If a rat with its hair erect moves sideways towards another rat and then pushes against it, the a. b. c. d. e.

first rat is likely sexually motivated. second rat is likely a female. first rat is likely a female. first rat is likely a dominant male displaying social aggression. second rat is likely dominant to the first.

Answer: D Difficulty Level: Moderate Topic: Paradigms for the Assessment of Species-Common Behaviors Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 115.

In rats, boxing (rearing up and pushing with the forepaws) is usually a sign of a. b. c. d. e.

sexual motivation. aggression. predation. defense against attack from a conspecific. a lack of sexual motivation among alpha males.

116.

The elevated plus maze is a commonly used test of a. b. c. d. e.

balance. learning. memory. sexual readiness. defensiveness.

Answer: E Difficulty Level: Difficult Topic: Paradigms for the Assessment of Species-Common Behaviors Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 117.

The elevated plus maze is commonly employed to study a. b. c. d. e.

memory in rats. anxiety in studies of anxiolytic drugs. aggression in drug experiments. sexual interest in males. sexual receptivity in females.

Answer: B Difficulty Level: Moderate Topic: Paradigms for the Assessment of Species-Common Behaviors Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

118.

Normally, a male rat cannot enact intromission unless a. b. c. d. e.

it is all by itself. it first displays lordosis. the female first displays lordosis. the female has a low lordosis quotient. it first ejaculates.

Answer: C Difficulty Level: Easy Topic: Paradigms for the Assessment of Species-Common Behaviors Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 119.

Which assessment is a commonly used measure of male rat sexual behavior? a. b. c. d. e.

number of mounts required to achieve an intromission the boxing/bolus quotient the presence of anxiolytic behaviors prior to ejaculation the lordosis quotient number of repetitions needed to successfully complete the elevated plus maze

120.

Which assessment is a commonly used measure of the sexual receptivity of female rats? a. b. c. d. e.

postejaculatory interval mount frequency lordosis quotient number of intromissions to ejaculation number of ejaculations to intromission

During conventional Pavlovian conditioning, the conditional stimulus is repeatedly presented just before the a. b. c. d. e.

conditional response. unconditional stimulus. other conditional stimulus. operant response. classical stimulus.

Answer: B Difficulty Level: Easy Topic: Traditional Conditioning Paradigms Learning Objective: 5.30 Describe the Pavlovian conditioning paradigm and the operant conditioning paradigm. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

122.

In operant conditioning paradigms, the rate of a voluntary response is increased by __________ and decreased by __________. a. b. c. d. e.

positive reinforcement; negative reinforcement reinforcement; punishment brain stimulation; food food; brain stimulation conditional stimuli; unconditional stimuli

Answer: B Difficulty Level: Moderate Topic: Traditional Conditioning Paradigms Learning Objective: 5.30 Describe the Pavlovian conditioning paradigm and the operant conditioning paradigm. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 123.

The self-stimulation paradigm is a. b. c. d. e.

a Pavlovian conditioning paradigm. an operant conditioning paradigm. a negative punishment procedure. part of the open-field test. a positive punishment procedure.

Answer: B Difficulty Level: Difficult Topic: Traditional Conditioning Paradigms Learning Objective: 5.30 Describe the Pavlovian conditioning paradigm and the operant conditioning paradigm. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

124.

In most self-stimulation paradigms, laboratory animals a. b. c. d. e.

press levers or perform other operant responses to obtain reinforcement. receive painful electrical shocks through implanted electrodes. receive punishment for inappropriate self-stimulation. are presented with multiple unconditional stimuli simultaneously. develop conditioned taste aversion.

Answer: E Difficulty Level: Moderate Topic: Traditional Conditioning Paradigms Learning Objective: 5.30 Describe the Pavlovian conditioning paradigm and the operant conditioning paradigm. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 125.

The first time a wild rat encounters a food it has never tasted before, it usually displays a. b. c. d. e.

conditioned taste aversion. neophobia. thigmotaxis. temporal contiguity. an emetic reaction.

Answer: B Difficulty Level: Moderate Topic: Seminatural Animal Learning Paradigms Learning Objective: 5.31 Describe four seminatural animal learning paradigms. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

126.

Cancer patients sometimes develop conditioned taste aversions in response to their a. b. c. d. e.

tumors. bad news. chemotherapy. x-rays. ulcers.

Answer: C Difficulty Level: Easy Topic: Seminatural Animal Learning Paradigms Learning Objective: 5.31 Describe four seminatural animal learning paradigms. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 127. The seminatural animal learning paradigm in which rats must learn which locations are likely to contain food and water is the a. b. c. d. e.

elevated plus maze. Hebb-Williams maze. wheel maze. Morris maze. radial arm maze.

Answer: E Difficulty Level: Easy Topic: Seminatural Animal Learning Paradigms Learning Objective: 5.31 Describe four seminatural animal learning paradigms. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

128.

The radial arm maze is commonly used to study a. b. c. d. e.

eating. motor activity. foraging for food. Pavlovian conditioning. discrimination learning.

Answer: C Difficulty Level: Moderate Topic: Seminatural Animal Learning Paradigms Learning Objective: 5.31 Describe four seminatural animal learning paradigms. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 129.

The discovery of conditioned taste aversion challenged the a. b. c. d. e.

principle of equipotentiality. colony-intruder paradigm, the engram theory of memory. default mode network. self-stimulation paradigm.

Answer: E Difficulty Level: Difficult Topic: Seminatural Animal Learning Paradigms Learning Objective: 5.31 Describe four seminatural animal learning paradigms. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

130.

Most radial arm mazes have a. b. c. d. e.

8 or more arms radiating out from a central starting area. 8 or more arms radiating out from a central goal area. 8 arms that continuously revolve. no goal areas. no starting area.

Answer: A Difficulty Level: Easy Topic: Seminatural Animal Learning Paradigms Learning Objective: 5.31 Describe four seminatural animal learning paradigms. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 131.

In the typical radial arm maze, rats tend to orient themselves on the basis of a. b. c. d. e.

the colors of the arms. the size of the arms. the number of the arms. the length of the arms. external room cues.

Answer: E Difficulty Level: Moderate Topic: Seminatural Animal Learning Paradigms Learning Objective: 5.31 Describe four seminatural animal learning paradigms. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

132.

The Morris water maze is commonly used to study a. b. c. d. e.

swimming in fish. spatial ability in rats. maze running in rats. passive avoidance in fish. swimming in rats.

The typical Morris water maze a. b. c. d. e.

is rectangular. contains a clearly visible escape platform. is filled with clear water. contains numerous distracting features. involves repeated testing without allowing subjects to rest.

134.

If a rat receives a single painful stimulus from a small object in a test box containing bedding material, the rat will usually investigate the object and then a. b. c. d. e.

flee. bury it. dig a tunnel. escape. build a nest.

Answer: B Difficulty Level: Easy Topic: Seminatural Animal Learning Paradigms Learning Objective: 5.31 Describe four seminatural animal learning paradigms. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 135.

Across the dizzying myriad of research techniques discussed in this chapter, one principle emerges: Important research questions are resolved when multiple methods are applied to a single problem, otherwise known as a. b. c. d. e.

the S-V principle. multitrait methodology. the default mode network. discriminant validity. converging operations.

Answer: E Difficulty Level: Moderate Topic: Thinking Creatively About Biopsychological Research Learning Objective: 5.32 Explain why multiple techniques should be used when trying to answer a specific question. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

FILL-IN-THE-BLANK QUESTIONS 1.

A person is often injected with radioactive fluorodeoxyglucose before undergoing the brain-imaging technique of positron emission __________.

Answer: tomography Difficulty Level: Easy Topic: Radioactivity-Based Techniques Learning Objective: 5.2 Describe the positron emission tomography (PET) technique. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 2.

The two most common techniques for producing images of human brain function are PET and functional __________.

Answer: MRI Difficulty Level: Easy Topic: Magnetic-Field-Based Techniques Learning Objective: 5.3 Describe three magnetic-field-based techniques for imaging the living human brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 3.

A technique for disrupting activity of an area of cortex in healthy human volunteers is transcranial __________ stimulation.

Answer: magnetic Difficulty Level: Moderate Topic: Transcranial Stimulation Learning Objective: 5.5 Describe three transcranial stimulation techniques. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

In humans, EEG electrodes are usually taped to the __________.

Answer: scalp Difficulty Level: Easy Topic: Psychophysiological Measures of Brain Activity Learning Objective: 5.6 Describe two psychophysiological measures of brain activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

The unabbreviated name of the procedure used to record muscle tension is __________.

Answer: electromyography Difficulty Level: Moderate Topic: Psychophysiological Measures of Somatic Nervous System Activity Learning Objective: 5.7 Describe two psychophysiological measures of somatic nervous system activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

The SCL and SCR are both influenced by __________ glands.

Answer: sweat Difficulty Level: Moderate Topic: Psychophysiological Measures of Autonomic Nervous System Activity Learning Objective: 5.8 Describe two psychophysiological measures of autonomic nervous system activity. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 7.

Electrodes are accurately implanted in subcortical structures through the application of __________ surgery.

Answer: stereotaxic Difficulty Level: Moderate Topic: Stereotaxic Surgery Learning Objective: 5.9 Describe the process of stereotaxic surgery. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Intracellular unit recording provides a measure of the __________ potential over time.

Answer: membrane Difficulty Level: Difficult Topic: Invasive Electrophysiological Recording Methods Learning Objective: 5.12 Describe four invasive electrophysiological recording methods. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

As the final step in the 2-deoxyglucose (2DG) technique, brain slices are subjected to __________.

Answer: autoradiography Difficulty Level: Difficult Topic: Measuring Chemical Activity of the Brain Learning Objective: 5.15 Describe two techniques for measuring chemical activity in the brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

To facilitate immunocytochemistry, neurochemists have created stocks of __________ to most neuropeptides.

Answer: antibodies Difficulty Level: Moderate Topic: Locating Neurotransmitters and Receptors in the Brain Learning Objective: 5.16 Describe two techniques for locating particular neurotransmitters or receptors in the brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 11.

Gene __________ techniques are used to create organisms that lack particular genes.

Answer: knockout Difficulty Level: Moderate Topic: Gene Knockout Techniques Learning Objective: 5.17 Explain the gene knockout technique by describing an experiment that employed the technique. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

The test of intelligence that is most frequently used in neuropsychological assessment is abbreviated __________.

Answer: WAIS Difficulty Level: Moderate Topic: Tests of the Common Neuropsychological Test Battery Learning Objective: 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 13.

A commonly used test of short-term memory is the __________ subtest of the WAIS.

Answer: digit span Difficulty Level: Moderate Topic: Tests of the Common Neuropsychological Test Battery Learning Objective: 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

In the open-field test, fearful rats are __________; that is, they stay near the walls of the test box.

Answer: thigmotaxic Difficulty Level: Difficult Topic: Paradigms for the Assessment of Species-Common Behaviors Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 15.

Sexually receptive female rats often assume the __________ posture when mounted by a male rat.

Answer: lordosis Difficulty Level: Moderate Topic: Paradigms for the Assessment of Species-Common Behaviors Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

Pavlovian conditioning typically involves repeatedly presenting the conditional stimulus just before the __________.

Answer: unconditional stimulus Difficulty Level: Moderate Topic: Traditional Conditioning Paradigms Learning Objective: 5.30 Describe the Pavlovian conditioning paradigm and the operant conditioning paradigm. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

Some cancer patients receiving chemotherapy develop conditioned __________.

Answer: taste aversions Difficulty Level: Easy Topic: Seminatural Animal Learning Paradigms Learning Objective: 5.31 Describe four seminatural animal learning paradigms. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 18.

The __________ maze typically has eight or more arms and is used to study the spatial abilities of rats.

Answer: radial arm Difficulty Level: Easy Topic: Seminatural Animal Learning Paradigms Learning Objective: 5.31 Describe four seminatural animal learning paradigms. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

The typical __________ maze contains a hidden escape platform.

Answer: Morris water Difficulty Level: Moderate Topic: Seminatural Animal Learning Paradigms Learning Objective: 5.31 Describe four seminatural animal learning paradigms. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

If a rat is hurt by a small object in a test chamber containing commercial bedding material, the rat will often __________ the object.

Answer: bury Difficulty Level: Moderate Topic: Seminatural Animal Learning Paradigms Learning Objective: 5.31 Describe four seminatural animal learning paradigms. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. ESSAY AND OTHER MULTIPLE-MARK QUESTIONS 1.

Describe and compare the various techniques commonly used for obtaining structural images of the brains of neurological patients.

Answer: 50% for describing contrast x-rays (e.g., cerebral angiography), CT, and MRI 50% for comparing them Difficulty Level: Moderate Topic: X-Ray-Based Techniques Learning Objective: 5.1 Describe two x-ray-based techniques for visualizing the living human brain. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Describe and compare the various methods for recording the electrical activity of the brain through invasive electrodes.

Answer: 50% for describing intracellular unit recording, extracellular unit recording, multiple unit recording, and invasive EEG recording 50% for comparing them Difficulty Level: Difficult Topic: Invasive Electrophysiological Recording Methods Learning Objective: 5.12 Describe four invasive electrophysiological recording methods. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 3.

Describe the modern customized-test-battery approach to assessing the psychological deficits of neuropsychological patients. Give examples of two specific tests. How is this approach an improvement over previous approaches?

Answer: 40% for describing the two phases of this approach 40% for describing how this is an improvement over the standardized-test-battery approach 20% for intelligently discussing two specific tests Difficulty Level: Moderate Topic: Modern Approach to Neuropsychological Testing Learning Objective: 5.22 Describe three approaches to neuropsychological testing. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology. 4.

Discuss the assessment of memory deficits in neuropsychological patients. Discuss the effectiveness of the memory span and repetition priming tests.

Answer: 50% for explaining that assessing memory deficits is complex because there are so many different kinds of memory deficits 25% for describing the memory span test and its insensitivity to brain damage 25% for describing the repetition priming tests and that it is particularly sensitive to brain damage Difficulty Level: Difficult Topic: Tests of Specific Neuropsychological Function Learning Objective: 5.24 Describe tests that might be used by a neuropsychologist to investigate in more depth general problems revealed by a common neuropsychological test battery. Skill Level: Apply What You Know APA Learning Objective: 1.3 Describe applications of psychology.

Describe both the paired-image subtraction and the averaging techniques that are used in cognitive neuroscience research. Why are they employed?

Answer: 35% for describing paired-image subtraction 35% for describing averaging 30% for explaining why they are used Difficulty Level: Moderate Topic: Paired-Image Subtraction Technique Learning Objective: 5.25 Describe the paired-image subtraction technique. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 6.

Describe the conditioned taste aversion phenomenon and how it changed how researchers thought about learning.

Answer: 20% for describing the step-by-step assumption 20% for describing the equipotentiality assumption 20% for describing the temporal contiguity assumption 40% for explaining how the discovery of conditioned taste aversion challenged these three assumptions Difficulty Level: Difficult Topic: Seminatural Animal Learning Paradigms Learning Objective: 5.31 Describe four seminatural animal learning paradigms. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 7.

The text describes three categories of paradigms for studying the behavior of laboratory animals. Name and describe the three categories, and describe one example of each.

Answer: 25% for naming and describing ―paradigms for the assessment of species common behaviors‖ 25% for naming and describing ―traditional conditioning paradigms‖ 25% for naming and describing ―seminatural animal learning paradigms‖ 25% for naming and describing one test from each category Difficulty Level: Moderate Topic: Paradigms for the Assessment of Species-Common Behaviors Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

REVEL QUIZ QUESTIONS The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Quiz: Methods of Visualizing and Stimulating the Living Human Brain EOM_5.1.1 Question: Which technique uses the infusion of a radio-opaque dye into a cerebral artery in order to visualize the cerebral circulatory system during x-ray photography? a. functional magnetic resonance imaging (fMRI) b. positron emission tomography (PET) c. cerebral angiography d. magnetic resonance imaging (MRI) Answer: C Consider This: This technique is most useful for localizing vascular damage. LO 5.1 Describe two x-ray-based techniques for visualizing the living human brain. Learning Objective: 5.1 Describe two x-ray-based techniques for visualizing the living human brain. Skill Level: Remember the Facts Difficulty Level: Moderate EOM_5.1.2 Question: In ______, high-resolution images are constructed from the measurement of radiofrequency waves that hydrogen atoms emit as they align with a powerful magnetic field. a. scalp electroencephalography b. positron emission tomography (PET) c. cerebral angiography d. magnetic resonance imaging (MRI) Answer: D Consider This: This technique can produce either two- or three-dimensional brain images. LO 5.3 Describe three magnetic-field-based techniques for imaging the living human brain. Learning Objective: 5.3 Describe three magnetic-field-based techniques for imaging the living human brain. Skill Level: Remember the Facts Difficulty Level: Moderate

EOM_5.1.3 Question: Diffusion tensor imaging is a method of identifying: a. pathways where water molecules spread out rapidly. b. activity in particular brain regions. c. the BOLD signal. d. particular brain structures. Answer: A Consider This: The method provides an image of the many different bundles of axons that exist in the brain. LO 5.3 Describe three magnetic-field-based techniques for imaging the living human brain. Learning Objective: 5.3 Describe three magnetic-field-based techniques for imaging the living human brain. Skill Level: Remember the Facts Difficulty Level: Moderate EOM_5.1.4 Question: Which attribute of oxygenated blood makes functional MRI (fMRI) possible? a. Active areas of the brain take up less oxygenated blood than they need for their energy requirements. b. It can be seen using x-rays. c. Active areas of the brain take up more oxygenated blood than they need for their energy requirements. d. It can be labeled with radioactive fluorodeoxyglucose (FDG). Answer: C Consider This: Oxygenated blood has magnetic properties that influence the radio-frequency waves emitted by hydrogen atoms in an MRI machine. LO 5.3 Describe three magnetic-fieldbased techniques for imaging the living human brain. Learning Objective: 5.3 Describe three magnetic-field-based techniques for imaging the living human brain. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_5.1.5 Question: Which method is used to activate particular areas of human cortex? a. transcranial electrical stimulation b. PET activation c. MRI stimulation d. BOLD stimulation Answer: A Consider This: With this method, an electrical current is run through two electrodes placed directly on the scalp. LO 5.5 Describe three transcranial stimulation techniques. Learning Objective: 5.5 Describe three transcranial stimulation techniques. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Recording Human Psychophysiological Activity EOM_5.2.1 Question: Scalp electroencephalography reveals alpha waves in Rhonda’s brain. Rhonda is MOST likely: a. relaxed. b. excited. c. dreaming. d. sleeping deeply. Answer: A Consider This: Alpha waves are regular, 8- to 12-per-second, high-amplitude waves. LO 5.6 Describe two psychophysiological measures of brain activity. Learning Objective: 5.6 Describe two psychophysiological measures of brain activity. Skill Level: Apply What You Know Difficulty Level: Difficult EOM_5.2.2 Question: One problem found in recording sensory evoked potentials is that: a. the measurement of auditory evoked potentials involves low volume stimuli. b. small auditory evoked potentials are often missed by a recording. c. averaging of a sensory evoked potential can generate inaccurate results. d. the sensory evoked potential is masked by background noise. Answer: D Consider This: The cortical EEG that follows a sensory stimulus has two components. LO 5.6 Describe two psychophysiological measures of brain activity. Learning Objective: 5.6 Describe two psychophysiological measures of brain activity. Skill Level: Understand the Concepts Difficulty Level: Easy

EOM_5.2.3 Question: The usual procedure for measuring muscle tension is: a. electrooculography. b. electroencephalography. c. electromyography. d. the electrocardiogram. Answer: C Consider This: The electrical activity that passes between two electrodes taped to the skin is recorded with this method. LO 5.7 Describe two psychophysiological measures of somatic nervous system activity. Learning Objective: 5.7 Describe two psychophysiological measures of somatic nervous system activity. Skill Level: Remember the Facts Difficulty Level: Easy EOM_5.2.4 Question: The electrical activity between each heartbeat is measured by a(n): a. plethysmograph. b. electroencephalogram. c. electromyograph. d. electrocardiogram. Answer: D Consider This: In this technique, measures of electrical activity are taken from electrodes placed on the chest. LO 5.8 Describe two psychophysiological measures of autonomic nervous system activity. Learning Objective: 5.8 Describe two psychophysiological measures of autonomic nervous system activity. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_5.2.5 Question: The usual procedure for measuring changes in the volume of blood in a particular part of the body is: a. electrooculography. b. electroencephalography. c. electromyography. d. plethysmography. Answer: D Consider This: A strain gauge is used in one form of this procedure. LO 5.8 Describe two psychophysiological measures of autonomic nervous system activity. Learning Objective: 5.8 Describe two psychophysiological measures of autonomic nervous system activity. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Invasive Physiological Research Methods EOM_5.3.1 Question: The _____________________ is used to locate brain structures in much the same way that a map is used to locate geographic landmarks. a. bregma map b. stereotaxic atlas c. stereotaxic instrument d. stereotaxic map Answer: B Consider This: This tool provides distances (given in millimeters) from a designated reference point. LO 5.9 Describe the process of stereotaxic surgery. Learning Objective: 5.9 Describe the process of stereotaxic surgery. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_5.3.2 Question: Which lesion method is used to eliminate conduction in a nerve or tract? a. aspiration b. radio-frequency lesioning c. sectioning d. reversible lesioning Answer: C Consider This: This method can be accomplished without producing extensive damage to surrounding tissue. LO 5.10 Describe four types of lesion methods and explain why it is important to be cautious when interpreting the effects of lesions. Learning Objective: 5.10 Describe four types of lesion methods and explain why it is important to be cautious when interpreting the effects of lesions. Skill Level: Remember the Facts Difficulty Level: Easy EOM_5.3.3 Question: Which lesion method would you use to selectively remove the cortical tissue while leaving the underlying white matter intact? a. aspiration b. radio-frequency lesioning c. sectioning d. reversible lesioning Answer: A Consider This: The method you would want to use would remove cortical tissue with the use of suction. LO 5.10 Describe four types of lesion methods and explain why it is important to be cautious when interpreting the effects of lesions. Learning Objective: 5.10 Describe four types of lesion methods and explain why it is important to be cautious when interpreting the effects of lesions. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_5.3.4 Question: Which method would you use to temporarily inactivate the amygdala? a. aspiration b. radio-frequency lesioning c. sectioning d. reversible lesioning Answer: D Consider This: One version of this method involves cooling the target structure. LO 5.10 Describe four types of lesion methods and explain why it is important to be cautious when interpreting the effects of lesions. Learning Objective: 5.10 Describe four types of lesion methods and explain why it is important to be cautious when interpreting the effects of lesions. Skill Level: Remember the Facts Difficulty Level: Easy EOM_5.3.5 Question: Which invasive electrophysiological recording method would you use to record the resting membrane potential of a neuron? a. intracellular unit recording b. extracellular unit recording c. multiple unit recording d. invasive EEG recording Answer: A Consider This: This method provides a moment-by-moment record of graded fluctuations in a neuron’s membrane potential. LO 5.12 Describe four invasive electrophysiological recording methods. Learning Objective: 5.12 Describe four invasive electrophysiological recording methods. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Pharmacological Research Methods EOM_5.4.1 Question: With respect to the ways that drugs are administered in psychopharmacological experiments, injection into the stomach is to injection into the abdomen as ______ is to _____. a. intraperitoneal; intragastric b. intragastric; stereotaxic c. subcutaneous; intraperitoneal d. intragastric; intraperitoneal Answer: D Consider This: Injection into a surface vein is the intravenous route. LO 5.13 Describe the various methods of drug administration. Learning Objective: 5.13 Describe the various methods of drug administration. Skill Level: Analyze It Difficulty Level: Moderate EOM_5.4.2 Question: To bypass the blood–brain barrier, drugs can be administered in small amounts through a fine, hollow tube called a a. cannula. b. needle. c. fistula. d. stereotaxic tube. Answer: A Consider This: The tube has to have been stereotaxically implanted in the brain. LO 5.13 Describe the various methods of drug administration. Learning Objective: 5.13 Describe the various methods of drug administration. Skill Level: Remember the Facts Difficulty Level: Easy EOM_5.4.3 Question: The neurotoxin 6-hydroxydopamine (6-OHDA) destroys not only those neurons that release dopamine but also those that release: a. serotonin. b. adenosine. c. acetylcholine. d. norepinephrine. Answer: D Consider This: The neurotoxin 6-OHDA leaves other neurons at the injection site untouched. LO 5.14 Describe the method of selective neurotoxic lesions. Learning Objective: 5.14 Describe the method of selective neurotoxic lesions. Skill Level: Remember the Facts Difficulty Level: Moderate 395 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOM_5.4.4 Question: Which method of measuring the extracellular concentration of specific neurochemicals in behaving animals does NOT require that the animal be euthanized for study? a. 2-deoxyglucose technique b. in situ hybridization c. cerebral dialysis d. kainic-ibotenic chromatography Answer: C Consider This: This method involves the implantation in the brain of a fine tube with a short semipermeable section. LO 5.15 Describe two techniques for measuring chemical activity in the brain. Learning Objective: 5.15 Describe two techniques for measuring chemical activity in the brain. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_5.4.5 Question: A technique for locating particular neurotransmitters or receptors in the brain that involves labeling antibodies with a dye or radioactive element is a. cerebral dialysis. b. in situ hybridization. c. 2-deoxyglucose technique. d. immunocytochemistry. Answer: D Consider This: Such procedures involve exposing brain slices to a labeled ligand of the molecule under investigation. LO 5.16 Describe two techniques for locating particular neurotransmitters or receptors in the brain. Learning Objective: 5.16 Describe two techniques for locating particular neurotransmitters or receptors in the brain. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Genetic Methods EOM_5.5.1 Question: Mice that are the products of gene knockout techniques are called _____ mice. a. transgenic b. optogenetic c. knockout d. brainbow Answer: C Consider This: Knockout techniques are procedures for creating organisms that lack a particular gene. LO 5.17 Explain the gene knockout technique by describing an experiment that employed the technique. Learning Objective: 5.17 Explain the gene knockout technique by describing an experiment that employed the technique. Skill Level: Remember the Facts Difficulty Level: Easy EOM_5.5.2 Question: Mice that contain the genetic material of another species are called _____ mice. a. transgenic b. optogenetic c. knockout d. brainbow Answer: A Consider This: Many different conditions (e.g., schizophrenia) have been studied using this technique. LO 5.18 Explain the gene knockin technique by describing an experiment that employed the technique. Learning Objective: 5.18 Explain the gene knockin technique by describing an experiment that employed the technique. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_5.5.3 Question: Green fluorescent protein (GFP) has been used: a. for optogenetics. b. to achieve hybridization. c. in the gene knockout technique. d. to visualize neurons. Answer: D Consider This: Green fluorescent protein exhibits bright green fluorescence when exposed to blue light. LO 5.20 Explain how green fluorescent protein has been used as a research tool in the neurosciences. Learning Objective: 5.20 Explain how green fluorescent protein has been used as a research tool in the neurosciences. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_5.5.4 Question: __________ are light-sensitive ion channels that are found in the cell membranes of certain bacteria and algae. a. Opsins b. Brainbows c. GFPs d. Caenorhabditis elegans Answer: A Consider This: These channels open and allow ions to enter the cell. LO 5.21 Explain how opsins have been used as a research tool in the neurosciences. Learning Objective: 5.21 Explain how opsins have been used as a research tool in the neurosciences. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_5.5.5 Question: After inserting an opsin gene into a particular type of neuron, a neuroscientist could use ________ to hyperpolarize or depolarize neurons. a. ligands b. dye c. GFP d. light Answer: D Consider This: This method is known as optogenetics. LO 5.21 Explain how opsins have been used as a research tool in the neurosciences. Learning Objective: 5.21 Explain how opsins have been used as a research tool in the neurosciences. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Neuropsychological Testing EOM_5.6.1 Question: Many current neuropsychological assessments begin with the: a. WAIS. b. token test. c. digit span test. d. repetition priming test. Answer: A Consider This: Neuropsychologists can sometimes draw inferences about neuropsychological dysfunction from the pattern of deficits observed when using this instrument. LO 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Learning Objective: 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_5.6.2 Question: The MOST widely used test of short-term memory is the: a. token test. b. WAIS. c. sodium amytal test. d. digit span test. Answer: D Consider This: The form of memory tested with this instrument is among the least likely to be disrupted by brain damage. LO 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Learning Objective: 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Skill Level: Remember the Facts Difficulty Level: Easy EOM_5.6.3 Question: A common invasive test of language lateralization is the: a. sodium amytal test. b. token test. c. digit span test. d. repetition priming test. Answer: A Consider This: Because it is somewhat invasive, this test is usually only administered for medical reasons (e.g., determining the dominant language hemisphere prior to neurosurgery). LO 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Learning Objective: 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_5.6.4 Question: Widely used tests of implicit memory are the _____ tests. a. dichotic listening b. token c. digit span d. repetition priming Answer: D Consider This: Many amnesic patients will display no deficits on this test. LO 5.24 Describe tests that might be used by a neuropsychologist to investigate in more depth general problems revealed by a common neuropsychological test battery. Learning Objective: 5.24 Describe tests that might be used by a neuropsychologist to investigate in more depth general problems revealed by a common neuropsychological test battery. Skill Level: Remember the Facts Difficulty Level: Easy EOM_5.6.5 Question: ―Touch the large black circle, then the small red square,‖ a neuropsychologist instructs as she screens a client. The neuropsychologist is MOST likely testing potential problems with the client’s: a. perception. b. language. c. memory. d. intelligence. Answer: B Consider This: The colored shapes are called tokens. LO 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Learning Objective: 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Skill Level: Apply What You Know Difficulty Level: Moderate

Quiz: Behavioral Methods of Cognitive Neuroscience EOM_5.7.1 Question: PET and fMRI studies almost always employ the paired-image ________ technique. a. subtraction b. multiplication c. averaging d. addition Answer: A Consider This: With this technique, functional brain images are obtained while a participant performs several different tasks. LO 5.25 Describe the paired-image subtraction technique. Learning Objective: 5.25 Describe the paired-image subtraction technique. Skill Level: Remember the Facts Difficulty Level: Easy EOM_5.7.2 Question: Ava is sitting in an airport lounge. With nothing to do, she daydreams, letting her mind wander. Which statement is true with respect to Ava’s brain activity? a. Every area in Ava’s brain is less active than it would be if her mind were focused on something specific. b. Ava’s medial and lateral parietal cortices are more active than they would be if her mind were focused on something specific. c. Ava’s occipital lobe is more active than it would be if her mind were focused on something specific. d. Ava’s brain activity is dominated by delta waves. Answer: B Consider This: Ava’s brain is in default mode. LO 5.26 Understand the default mode network and know the structures that are part of that network. Learning Objective: 5.26 Understand the default mode network and know the structures that are part of that network. Skill Level: Apply What You Know Difficulty Level: Difficult

EOM_5.7.3 Question: There is substantial brain activity when humans sit quietly and let their minds wander—this level of activity has been called the brain’s: a. resting mode. b. mind-wandering state. c. default mode. d. solid state. Answer: C Consider This: Brain structures typically active during quiet times and less active during cognitive or behavioral tasks form a collective network that has been given a similar label. LO 5.26 Understand the default mode network and know the structures that are part of that network. Learning Objective: 5.26 Understand the default mode network and know the structures that are part of that network. Skill Level: Remember the Facts Difficulty Level: Easy EOM_5.7.4 Question: A mean difference image ______________ areas of activity that are common to many participants and _____________ areas of activity that are peculiar to a few of them. a. adds; subtracts b. averages; subtracts c. deemphasizes; emphasizes d. emphasizes; deemphasizes Answer: D Consider This: This averaging procedure can lead to a serious problem: If two volunteers had specific but different patterns of cortical activity, the average image derived from the two would reveal little about either. LO 5.26 Understand the default mode network and know the structures that are part of that network. Learning Objective: 5.26 Understand the default mode network and know the structures that are part of that network. Skill Level: Remember the Facts Difficulty Level: Moderate

EOM_5.7.5 Question: ______ FC refers to the changes in functional connectivity associated with a stimulus or a task, whereas _____ FC refers to the brain’s resting pattern of functional connectivity. a. Experimental; control b. Extrinsic; intrinsic c. Secondary; primary d. Active; passive Answer: B Consider This: The ―resting‖ FC is seen in the R-fMRI. LO 5.28 Explain the concept of functional connectivity. Learning Objective: 5.28 Explain the concept of functional connectivity. Skill Level: Analyze It Difficulty Level: Moderate

Quiz: Biopsychological Paradigms of Animal Behavior EOM_5.8.1 Question: A commonly used test of rat fearfulness is the ________ test. a. open-field b. closed-field c. colony intruder d. lordosis Answer: A Consider This: This test involves placing the subject in a large, barren chamber and recording its activity. LO 5.29 Describe three behavioral paradigms used to study species-common behaviors. Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_5.8.2 Question: Male rats’ aggressive and defensive behavior is readily assessed by the ________ paradigm. a. conditioned defensive burying b. colony-intruder c. self-stimulation d. lordosis Answer: B Consider This: This paradigm involves evaluating combative encounters between a dominant male rat and a smaller male rat. LO 5.29 Describe three behavioral paradigms used to study species-common behaviors. Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_5.8.3 Question: The MOST commonly used test of anxiolytic drug effects is the ________ maze. a. Morris water b. radial arm c. elevated plus d. anxiety provoking Answer: C Consider This: This maze is typically mounted about 50 centimeters above the floor. LO 5.29 Describe three behavioral paradigms used to study species-common behaviors. Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_5.8.4 Question: The MOST common measure of the sexual receptivity of a female rat is the: a. intromission count. b. lordosis quotient. c. ejaculation frequency. d. self-stimulation count. Answer: B Consider This: Female rats express sexual receptivity by sticking their hindquarters into the air and deflecting their tails to the side. LO 5.29 Describe three behavioral paradigms used to study species-common behaviors. Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Remember the Facts Difficulty Level: Easy EOM_5.8.5 Question: The spatial abilities of foraging rodents are often assessed with a ________ maze. a. Morris water b. elevated plus c. radial arm d. intromission Answer: C Consider This: This type of maze is constructed from eight or more runways that extend out from a central section. LO 5.31 Describe four seminatural animal learning paradigms. Learning Objective: 5.31 Describe four seminatural animal learning paradigms. Skill Level: Understand the Concepts Difficulty Level: Moderate

Chapter 5 Quiz: The Research Methods of Biopsychology EOC_5.1 Question: This technique can infer the location of a cerebral tumor from the displacement of blood vessels at the site. a. PET b. MRI c. cerebral angiography d. computed tomography Answer: C Consider This: This test involves infusing a radio-opaque dye into a cerebral artery in order to visualize the cerebral circulatory system. LO 5.1 Describe two x-ray-based techniques for visualizing the living human brain. Learning Objective: 5.1 Describe two x-ray-based techniques for visualizing the living human brain. Skill Level: Remember the Facts Difficulty Level: Moderate EOC_5.2 Question: This procedure is used to visualize connections in the living human brain. a. diffusion tensor imaging b. connectome. c. computed tomography d. TMS Answer: A Consider This: The procedure is a method for visualizing neural pathways along which water molecules rapidly diffuse. LO 5.3 Describe three magnetic-field-based techniques for imaging the living human brain. Learning Objective: 5.3 Describe three magnetic-field-based techniques for imaging the living human brain. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_5.3 Question: Alpha waves are recorded by: a. electroencephalography. b. diffusion tensor imaging. c. BOLD. d. fMRI. Answer: A Consider This: This recording method is a measure of the gross electrical activity of the brain. LO 5.6 Describe two psychophysiological measures of brain activity. Learning Objective: 5.6 Describe two psychophysiological measures of brain activity. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_5.4 Question: Subcortical electrodes can be accurately implanted using: a. cerebral angiography. b. temporal resolution. c. signal averaging. d. stereotaxic surgery. Answer: D Consider This: This method involves using a specialized atlas to locate particular brain structures. LO 5.9 Describe the process of stereotaxic surgery. Learning Objective: 5.9 Describe the process of stereotaxic surgery. Skill Level: Remember the Facts Difficulty Level: Easy EOC_5.5 Question: A method of measuring the extracellular concentration of particular neurochemicals in the brain through a fine semipermeable tube is: a. cerebral dialysis. b. immunocytochemistry. c. extracellular unit recording. d. intracellular unit recording. Answer: A Consider This: The neurochemicals can be collected from the tube and carried in solution directly to a chromatograph for analysis. LO 5.15 Describe two techniques for measuring chemical activity in the brain. Learning Objective: 5.15 Describe two techniques for measuring chemical activity in the brain. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_5.6 Question: Mice that have had genetic material of another species (e.g., a pathological human gene) inserted into their genome are called: a. knockout mice. b. transgenic mice. c. homozygous. d. heterozygous. Answer: B Consider This: A defective human gene associated with schizophrenia was inserted and produced cerebral abnormalities in mice. LO 5.18 Explain the gene knockin technique by describing an experiment that employed the technique. Learning Objective: 5.18 Explain the gene knockin technique by describing an experiment that employed the technique. Skill Level: Remember the Facts Difficulty Level: Easy EOC_5.7 Question: An extension of the green fluorescent protein technique led to the development of: a. bregma. b. BOLD. c. gene knockouts. d. brainbow. Answer: D Consider This: With this technique, each neuron is labeled with a different color, thus facilitating the identification of the axons of individual neurons. LO 5.20 Explain how green fluorescent protein has been used as a research tool in the neurosciences. Learning Objective: 5.20 Explain how green fluorescent protein has been used as a research tool in the neurosciences. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_5.8 Question: The _________ is often administered as part of the initial common neuropsychological test battery. a. P300 b. default mode c. WAIS d. sodium amytal test Answer: C Consider This: Knowing a patient’s IQ can help a neuropsychologist interpret the results of subsequent tests. LO 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Learning Objective: 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Skill Level: Understand the Concepts Difficulty Level: Easy EOC_5.9 Question: A noninvasive test of language lateralization is the _____ test. a. sodium amytal b. repetition priming c. dichotic listening d. token Answer: C Consider This: In this test, a person is presented with sequences of spoken digits. LO 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Learning Objective: 5.23 Describe those tests that are often administered as part of an initial common neuropsychological test battery. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_5.10 Question: Repetition priming tests are used to assess ______ memory. a. explicit b. implicit c. short-term d. eidetic Answer: B Consider This: This test has been useful in studying patients with severe deficits in explicit memory who have no deficits in implicit memory. LO 5.24 Describe tests that might be used by a neuropsychologist to investigate in more depth general problems revealed by a common neuropsychological test battery. Learning Objective: 5.24 Describe tests that might be used by a neuropsychologist to investigate in more depth general problems revealed by a common neuropsychological test battery. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_5.11 Question: Because of the central role played by PET and fMRI in cognitive neuroscience research, many functional brain-imaging studies use the: a. default mode. b. paired-image subtraction technique. c. aspiration control. d. constituent cognitive process. Answer: B Consider This: This technique involves obtaining functional brain images while the participant engages in several different tasks. LO 5.25 Describe the paired-image subtraction technique. Learning Objective: 5.25 Describe the paired-image subtraction technique. Skill Level: Understand the Concepts Difficulty Level: Easy

EOC_5.12 Question: Typically, intromission precedes: a. lordosis. b. mounting. c. ejaculation. d. thigmotaxis. Answer: C Consider This: Recall the events that comprise sexual intercourse in rats. LO 5.29 Describe three behavioral paradigms used to study species-common behaviors. Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Analyze It Difficulty Level: Moderate EOC_5.13 Question: The ________ is a test of defensiveness commonly used to study the anxiolytic effects of drugs on rats. a. elevated plus maze test b. Morris water maze test c. conditioned taste aversion test d. self-stimulation paradigm Answer: A Consider This: Anxiolytic means ―anxiety-reducing.‖ LO 5.29 Describe three behavioral paradigms used to study species-common behaviors. Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Remember the Facts Difficulty Level: Moderate EOC_5.14 Question: The colony-intruder paradigm is commonly used to study a. natural environment. b. spatial perception. c. reproduction. d. aggressive and defensive behavior. Answer: D Consider This: Combative behaviors between a dominant male rat and a smaller intruder are studied. LO 5.29 Describe three behavioral paradigms used to study species-common behaviors. Learning Objective: 5.29 Describe three behavioral paradigms used to study species-common behaviors. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_5.15 Question: A seminatural animal learning paradigm that is often used to study spatial ability is the a. self-stimulation paradigm. b. conditioned defensive burying paradigm. c. radial arm maze. d. the conditioned taste aversion paradigm. Answer: C Consider This: This paradigm often involves switching the location of a food source. LO 5.31 Describe four seminatural animal learning paradigms. Learning Objective: 5.31 Describe four seminatural animal learning paradigms. Skill Level: Understand the Concepts Difficulty Level: Moderate

CHAPTER 6 THE VISUAL SYSTEM: HOW WE SEE Total Assessment Guide (T.A.G.) Topic Light Enters the Eye and Reaches the Retina

The Retina and Translation of Light into Neural Signals

From Retina to Primary Visual Cortex

Seeing Edges

Seeing Color

Cortical Mechanisms of Vision and Conscious Awareness

Question Type Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay

Remember the Facts

Understand the Concepts

3-14

Apply What You Know 1, 2

1, 2 15-31, 33-43

3-8 1 44-54 9, 10 2 55-82 11-13 3, 4 83-90, 92-95

14-17 5 96-100, 108-115

101-107, 116-121

18-21 6

MULTIPLE CHOICE QUESTIONS 1.

Prior to migraine attacks, sufferers often experience a. b. c. d. e.

headaches. fortification illusions. indigestion. amnesia. agnosia.

Answer: B Difficulty Level: Easy Topic: Introduction Skill Level: Apply What You Know Learning Objective: 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. APA Learning Objective: 1.3 Describe applications of psychology. 2.

A fortification illusion often begins with a. b. c. d. e.

a headache. a seizure. a gray area of blindness near the center of the visual field. a zigzag pattern of flickering lines. thick lines in the periphery that then constrict.

Answer: C Difficulty Level: Moderate Topic: Introduction Skill Level: Apply What You Know Learning Objective: 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. APA Learning Objective: 1.3 Describe applications of psychology.

A nanometer is a a. b. c. d. e.

tenth of a meter. hundredth of a meter. thousandth of a meter. millionth of a meter. billionth of a meter.

Answer: E Difficulty Level: Moderate Topic: Light Enters the Eye and Reaches the Retina Skill Level: Remember the Facts Learning Objective: 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

Rattlesnakes can see in a. b. c. d. e.

what for humans would be complete darkness. what for snakes is complete darkness with a gray hue. ultraviolet light. gamma rays. wavelengths between 1,000 and 2,700 nanometers.

Answer: A Difficulty Level: Moderate Topic: Light Enters the Eye and Reaches the Retina Skill Level: Remember the Facts Learning Objective: 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

With respect to vision, wavelength is to color as a. b. c. d. e.

vision is to audition. wavelength is to color. intensity is to brightness. color is to loudness. color is to pattern.

Answer: C Difficulty Level: Difficult Topic: Light Enters the Eye and Reaches the Retina Skill Level: Remember the Facts Learning Objective: 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

The amount of light reaching the retinas is controlled by two donut-shaped bands of contractile tissue called the a. b. c. d. e.

pupils. scleras. corneas. foveas. irises.

Answer: E Difficulty Level: Moderate Topic: Pupil and Lens Skill Level: Remember the Facts Learning Objective: 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Light enters the human eye through an opening in the iris called the a. b. c. d. e.

cornea. fovea. pupil. retina. sclera.

Answer: C Difficulty Level: Easy Topic: Pupil and Lens Skill Level: Remember the Facts Learning Objective: 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

When the pupils are constricted, a. b. c. d. e.

the retinal image is usually fuzzier. there is usually less depth of focus. vision is poor in dim illumination. the eye lets in a greater amount of light. the retinal image disappears.

Answer: C Difficulty Level: Difficult Topic: Pupil and Lens Skill Level: Remember the Facts Learning Objective: 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Depth of focus is normally greater a. b. c. d. e.

in dim light. when the pupils are dilated. when the pupils are constricted. when the ciliary muscles are contracted. when a small object is viewed from a great distance.

Which outcome is accomplished by the ciliary muscles? a. b. c. d. e.

pupil constriction accommodation tracking perception binocular disparity

Answer: B Difficulty Level: Difficult Topic: Pupil and Lens Skill Level: Remember the Facts Learning Objective: 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Unlike most other vertebrates, primates have a. b. c. d. e.

eyes that do not converge. two eyes. color vision. two eyes side by side on the front of the head. eyes that move.

Answer: D Difficulty Level: Easy Topic: Eye Position and Binocular Disparity Skill Level: Remember the Facts Learning Objective: 6.2 Explain why some vertebrates have one eye on each side of their head, whereas other vertebrates have their eyes mounted side-by-side on the front of their heads. Also, explain the importance of binocular disparity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

The closer an object is, the a. b. c. d. e.

less our eyes converge when we focus on it. less the disparity between the two retinal images of it. smaller are its retinal images. less able mammals are to be able to see it. greater convergence the eyes perform.

Answer: E Difficulty Level: Difficult Topic: Eye Position and Binocular Disparity Skill Level: Remember the Facts Learning Objective: 6.2 Explain why some vertebrates have one eye on each side of their head, whereas other vertebrates have their eyes mounted side-by-side on the front of their heads. Also, explain the importance of binocular disparity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

Binocular disparity a. b. c. d. e.

is an important depth-perception cue. is usually corrected by surgery. is usually corrected by glasses. results from neural convergence. is mediated by the lateral geniculate.

Answer: A Difficulty Level: Easy Topic: Eye Position and Binocular Disparity Skill Level: Remember the Facts Learning Objective: 6.2 Explain why some vertebrates have one eye on each side of their head, whereas other vertebrates have their eyes mounted side-by-side on the front of their heads. Also, explain the importance of binocular disparity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

What is the correct pathway that light travels through the eye from the external world to the brain? a. b. c. d. e.

optic nerve – fovea – blind spot - retina pupil – fovea – lens – sclera lens – fovea – pupil – blind spot pupil – lens – fovea – optic nerve lens – retina – fovea – cornea

Answer: D Difficulty Level: Difficult Topic: Eye Position and Binocular Disparity Skill Level: Remember the Facts Learning Objective: 6.2 Explain why some vertebrates have one eye on each side of their head, whereas other vertebrates have their eyes mounted side-by-side on the front of their heads. Also, explain the importance of binocular disparity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

In humans, all of the visual receptors are in the a. b. c. d. e.

last layer of the retina to be reached by light entering the eye. first layer of the retina to be reached by light entering the eye. cornea. middle neural layer of the retina. optic disk.

Answer: A Difficulty Level: Moderate Topic: Structure of the Retina Skill Level: Remember the Facts Learning Objective: 6.3 Describe the structure of the retina and name the cell types that make up the retina. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

Which area or structure is a small indentation found in the eye? a. b. c. d. e.

optic disk fovea retina amacrine layer pupil

Answer: B Difficulty Level: Easy Topic: Structure of the Retina Skill Level: Remember the Facts Learning Objective: 6.3 Describe the structure of the retina and name the cell types that make up the retina. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

Which element can be found in large numbers at the blind spot of each eye? a. b. c. d. e.

the fovea cones the axons of retinal ganglion cells the cell bodies of retinal ganglion cells amacrine cells

Answer: C Difficulty Level: Moderate Topic: Structure of the Retina Skill Level: Remember the Facts Learning Objective: 6.3 Describe the structure of the retina and name the cell types that make up the retina. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

High-acuity vision is mediated by the a. b. c. d. e.

optic disk. blind spot. fovea. choroid. sclera.

Answer: C Difficulty Level: Easy Topic: Structure of the Retina Skill Level: Remember the Facts Learning Objective: 6.3 Describe the structure of the retina and name the cell types that make up the retina. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

The ability of a stationary eye to fill in the gap in its visual field that results from visual information falling on the blind spot is called a. b. c. d. e.

blind spotting. completion. convergence. scotopic vision. foveal summation.

Which retinal structure is specialized for high-acuity vision? a. b. c. d. e.

fovea retinal ganglion blind spot optic tract cornea

Answer: A Difficulty Level: Easy Topic: Structure of the Retina Skill Level: Remember the Facts Learning Objective: 6.3 Describe the structure of the retina and name the cell types that make up the retina. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

What is the name of the gap that results from the bundle of ganglion cell axons leaving the eye? a. b. c. d. e.

fovea retinal ganglion blind spot optic disk cornea

The color and brightness of large unpatterned surfaces are not directly perceived; they are filled in by a process called a. b. c. d. e.

edge extrapolation. area extrapolation. surface interpolation. accommodation. binocular rivalry.

23.

Mammals without receptor cells called cones tend to a. b. c. d. e.

be blind. be nocturnal (active mainly at night). be cold-blooded. be totally blind during the night. live near the equator.

Answer: B Difficulty Level: Moderate Topic: Cone and Rod Vision Skill Level: Remember the Facts Learning Objective: 6.4 Describe the duplexity theory of vision and explain the differences between the photopic and scotopic systems. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 24.

Color vision is mediated by a. b. c. d. e.

the photopic system. rods. the scotopic system. rhodopsin. duplexity.

Answer: A Difficulty Level: Moderate Topic: Cone and Rod Vision Skill Level: Remember the Facts Learning Objective: 6.4 Describe the duplexity theory of vision and explain the differences between the photopic and scotopic systems. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

High-acuity vision is mediated by a. b. c. d. e.

the photopic system. the scotopic system. the optic disks. rhodopsin. the sclera.

In comparison to the photopic system, the scotopic system has more a. b. c. d. e.

cones. neural divergence. receptors in the periphery of the retina. sensitivity in bright illumination. detailed vision.

Answer: C Difficulty Level: Moderate Topic: Cone and Rod Vision Skill Level: Remember the Facts Learning Objective: 6.4 Describe the duplexity theory of vision and explain the differences between the photopic and scotopic systems. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

With respect to the visual system, a high degree of neural convergence is to a low degree of neural convergence as a. b. c. d. e.

low acuity is to high acuity. low sensitivity is to high sensitivity. photopic is to scotopic. summation is to negation. left is to right.

Answer: A Difficulty Level: Difficult Topic: Cone and Rod Vision Skill Level: Remember the Facts Learning Objective: 6.4 Describe the duplexity theory of vision and explain the differences between the photopic and scotopic systems. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 28.

Most of the cone receptor cells are concentrated in the a. b. c. d. e.

nasal hemiretinas. temporal hemiretinas. foveas. periphery of the retinas. blind spot.

Answer: C Difficulty Level: Easy Topic: Cone and Rod Vision Skill Level: Remember the Facts Learning Objective: 6.4 Describe the duplexity theory of vision and explain the differences between the photopic and scotopic systems. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

There are more rods a. b. c. d. e.

at the center of the fovea than there are 20° from the center. in the nasal hemiretina than in the temporal hemiretina. in the temporal hemiretina than in the nasal hemiretina. in the iris than in the pupil. in the right eye than in the left eye.

What does a spectral sensitivity curve indicate? a. b. c. d. e.

a single measure of visual acuity the relative brightness of lights of the same intensity at different wavelengths the result of multiplying the scotopic curve maximum by the photopic curve maximum the wavelengths of light that the human eye is capable of perceiving a person’s pain reaction to a bright light unexpectedly shone in the eye from a short distance

Answer: B Difficulty Level: Difficult Topic: Spectral Sensitivity Skill Level: Remember the Facts Learning Objective: 6.5 Explain the difference between the photopic and scotopic spectral sensitivity curves and explain how that difference can account for the Purkinje effect. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

The photopic spectral sensitivity curve of a person can be determined by having the person report the a. b. c. d. e.

intensity of various wavelengths of light shone on the fovea. brightness of various wavelengths of light shone on the fovea. intensity of various wavelengths of light shone on the periphery of the retina. brightness of various intensities of light shone on the periphery of the retina. color of various lights shown in a rapidly changing display.

The Purkinje effect refers to the fact that a. b. c. d.

reds and yellows are brighter than blues and greens. reds and yellows are more intense than blues and greens. lights in the green-blue portion of the spectrum are brighter than lights in the yellow-red portion of the spectrum when viewed under dim illumination. lights in the green-blue portion of the spectrum are brighter than equally intense lights in the yellow-red portion of the spectrum when viewed under dim illumination. blue-greens are more intense than yellow-reds at night.

Answer: D Difficulty Level: Difficult Topic: Spectral Sensitivity Skill Level: Understand the Concepts Learning Objective: 6.5 Explain the difference between the photopic and scotopic spectral sensitivity curves and explain how that difference can account for the Purkinje effect. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

33.

High-acuity color vision is mediated by the small foveal area of the retina. Nevertheless, we have perceptions of the world that are expansive in both their color and their detail. This is possible because a. b. c. d. e.

our visual systems integrate the foveal images from recent visual fixations to produce the subjective visual perception that we are experiencing at any instant. of the continual rearrangement of the optic disks. of retinal disparity affecting the right eye to a greater extent than the left eye. of the difference between the photopic and scotopic spectral sensitivity curves. we have depth perception.

Answer: A Difficulty Level: Moderate Topic: Eye Movement Skill Level: Remember the Facts Learning Objective: 6.6 Describe the three types of involuntary fixational eye movements and explain what happens when all eye movements are blocked. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34.

Saccades are a. b. c. d. e.

connections between the photopic and scotopic systems. blind spots. eye movements. centers of color vision. retinal neurons.

Answer: C Difficulty Level: Easy Topic: Eye Movement Skill Level: Remember the Facts Learning Objective: 6.6 Describe the three types of involuntary fixational eye movements and explain what happens when all eye movements are blocked. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

Investigators have studied the contribution of eye movements to vision by studying the effects of a. b. c. d. e.

visual objects that do not move. stabilized retinal images. ciliary muscle paralysis. neck muscle paralysis. accommodation.

Answer: B Difficulty Level: Moderate Topic: Eye Movement Skill Level: Remember the Facts Learning Objective: 6.6 Describe the three types of involuntary fixational eye movements and explain what happens when all eye movements are blocked. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36.

Simple images that are stabilized on the retina start to a. b. c. d. e.

vibrate. continually disappear and reappear. change shape. increase in brightness. move to the midline.

37.

Transduction refers to the a. b. c. d. e.

perception of lights. disappearance of visual stimuli. transmission of sensory signals to the cortex. transmission of visual signals to the cortex. translation of one form of energy to another.

Answer: E Difficulty Level: Moderate Topic: Visual Transduction: The Conversion of Light to Neural Signals Skill Level: Remember the Facts Learning Objective: 6.7 Describe the process of visual transduction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 38.

The reaction that transduces light into an electrical signal in rods is the a. b. c. d. e.

bleaching of rhodopsin by light. elicitation of action potentials in rods. turning red of rhodopsin. inhibition of action potentials in rods. elicitation of action potentials in cones.

Answer: A Difficulty Level: Easy Topic: Visual Transduction: The Conversion of Light to Neural Signals Skill Level: Remember the Facts Learning Objective: 6.7 Describe the process of visual transduction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

The absorption spectrum of rhodopsin closely corresponds to the a. b. c. d. e.

scotopic spectral sensitivity curve. colors of the rainbow. absorption spectrum of cones. photopic vision of humans. photopic vision of fish.

Answer: A Difficulty Level: Moderate Topic: Visual Transduction: The Conversion of Light to Neural Signals Skill Level: Remember the Facts Learning Objective: 6.7 Describe the process of visual transduction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 40.

The bleaching of rhodopsin by light produces the effect of a. b. c. d. e.

hyperpolarizing rods. depolarizing rods. depolarizing cones. opening sodium channels. opening potassium channels.

Answer: A Difficulty Level: Difficult Topic: Visual Transduction: The Conversion of Light to Neural Signals Skill Level: Remember the Facts Learning Objective: 6.7 Describe the process of visual transduction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

The bleaching of rhodopsin by light a. b. c. d. e.

triggers inhibitory effects. opens rod sodium channels. depolarizes the rods. increases the release of glutamate from rods. shifts the photopic spectrum laterally.

The retina-geniculate-striate system terminates in the a. b. c. d. e.

hypothalamus. primary visual cortex. neocortex of the parietal lobe. amygdala. cerebellum.

Answer: B Difficulty Level: Moderate Topic: Visual Transduction: The Conversion of Light to Neural Signals Skill Level: Remember the Facts Learning Objective: 6.7 Describe the process of visual transduction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Another name for the primary visual cortex is a. b. c. d. e.

lateral geniculate cortex. retinocortex. striate cortex. foveal cortex. optic cortex.

Answer: C Difficulty Level: Moderate Topic: Visual Transduction: The Conversion of Light to Neural Signals Skill Level: Remember the Facts Learning Objective: 6.7 Describe the process of visual transduction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44.

The neurons that carry signals from the retina to the lateral geniculate nuclei are a. b. c. d. e.

lateral geniculate cells. bipolar cells. retinal ganglion cells. horizontal cells. amacrine cells.

Answer: C Difficulty Level: Easy Topic: Retina-Geniculate-Striate System Skill Level: Remember the Facts Learning Objective: 6.8 Describe the components and layout of the retina-geniculate-striate system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

In humans, the axons of retinal ganglion cells whose cell bodies are in the left temporal hemiretina a. b. c. d. e.

project contralaterally. project ipsilaterally. terminate in the right lateral geniculate nucleus. terminate in the right striate cortex. project to the dorsal surface of the frontal lobe.

Answer: B Difficulty Level: Difficult Topic: Retina-Geniculate-Striate System Skill Level: Remember the Facts Learning Objective: 6.8 Describe the components and layout of the retina-geniculate-striate system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 46.

Each lateral geniculate nucleus has __________ layers. a. b. c. d. e.

2 4 t5 6 9

Answer: D Difficulty Level: Difficult Topic: Retina-Geniculate-Striate System Skill Level: Remember the Facts Learning Objective: 6.8 Describe the components and layout of the retina-geniculate-striate system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

Projections to the visual cortex from the lateral geniculate nuclei terminate in cortical layer a. b. c. d. e.

I. II. III. IV. V.

Answer: D Difficulty Level: Moderate Topic: Retina-Geniculate-Striate System Skill Level: Remember the Facts Learning Objective: 6.8 Describe the components and layout of the retina-geniculate-striate system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 48.

The retina-geniculate-striate system is organized a. b. c. d. e.

from top to bottom. from left to right. on the basis of wavelength. retinotopically. ipsilaterally.

Answer: D Difficulty Level: Easy Topic: Retinotopic Organization Skill Level: Remember the Facts Learning Objective: 6.9 In the context of the retina-geniculate-striate system, explain what is meant by retinotopic. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

The major distortion in the retinotopic layout of the primary visual cortex is the disproportionately a. b. c. d. e.

high cortical representation of the fovea. low cortical representation of the fovea. low cortical representation of color. high cortical representation of movement. low cortical representation of movement.

Answer: A Difficulty Level: Moderate Topic: Retinotopic Organization Skill Level: Remember the Facts Learning Objective: 6.9 In the context of the retina-geniculate-striate system, explain what is meant by retinotopic. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 50.

The parvocellular component of the retina-geniculate-striate system runs through the __________ layers of the lateral geniculate nuclei. a. b. c. d. e.

top 4 top 2 bottom 4 bottom 2 middle 2

Answer: A Difficulty Level: Difficult Topic: The M and P Channels Skill Level: Remember the Facts Learning Objective: 6.10 Describe the M and P channels. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

The parvocellular layers of the lateral geniculate nuclei get their name from the fact that the neurons in these layers are a. b. c. d. e.

multipolar. small. monopolar. large. parvoniverous.

Answer: B Difficulty Level: Moderate Topic: The M and P Channels Skill Level: Remember the Facts Learning Objective: 6.10 Describe the M and P channels. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 52.

Parvocellular is to magnocellular as a. b. c. d. e.

2 is to 4. small is to big. movement is to fine detail. used is to unused. clear is to murky.

Answer: B Difficulty Level: Difficult Topic: The M and P Channels Skill Level: Remember the Facts Learning Objective: 6.10 Describe the M and P channels. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

Magnocellular neurons are particularly responsive to a. b. c. d. e.

color. detail. stationary objects. movement. fine patterns.

Answer: D Difficulty Level: Difficult Topic: The M and P Channels Skill Level: Remember the Facts Learning Objective: 6.10 Describe the M and P channels. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 54.

The parvocellular neurons are particularly responsive to a. b. c. d. e.

color, fine detail, and stationary objects. moving objects, large patterns, and color. black and white, stripes, and moving objects. color, fast moving objects, and faces. large, moving objects.

55.

The perception of an edge is in effect the perception of a a. b. c. d. e.

horizontal line seen from a vertical perspective. line separating two adjacent areas of the visual field. naturally occurring contour in the environment. contrast between two adjacent areas of the visual field. line between two adjacent areas of the retina.

Answer: D Difficulty Level: Difficult Topic: Contrast Enhancement Skill Level: Remember the Facts Learning Objective: 6.11 Describe contrast enhancement. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 56.

Nonexistent stripes of lightness and darkness that accentuate the perception of edges are often called a. b. c. d. e.

lateral inhibitions. lateral plexuses. ommatidia. hallucinations. Mach bands.

Answer: E Difficulty Level: Easy Topic: Contrast Enhancement Skill Level: Remember the Facts Learning Objective: 6.11 Describe contrast enhancement. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

A compelling illustration of contrast enhancement is a. b. c. d. e.

the complementary color afterimage demonstration. the Mach band demonstration. lateral inhibition. color constancy. the cocktail sausage demonstration.

Answer: B Difficulty Level: Easy Topic: Contrast Enhancement Skill Level: Remember the Facts Learning Objective: 6.11 Describe contrast enhancement. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 58.

What effect do Mach bands produce? a. b. c. d. e.

They document the existing contours found in the natural environment. They are responsible for the perception of sudden motion. They enhance the contrast at edges of adjacent visual stimuli. They cause binocular disparity to decrease when viewing a stationary object. They document the existing edges found in the natural environment.

Answer: C Difficulty Level: Difficult Topic: Contrast Enhancement Skill Level: Remember the Facts Learning Objective: 6.11 Describe contrast enhancement. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

When looking at Mach bands, humans perceive differences in __________ rather than differences in __________. a. b. c. d. e.

intensity; brightness shape; form movement; brightness color; shape brightness; intensity

Which Nobel Prize-winning neuroscientists are responsible for much of our knowledge regarding receptive fields in the visual system? a. b. c. d. e.

Elton Mayo and Parker French Brenda Milner and Karl Lashley Horace Smith and Daniel Wesson Ingo Larsen and Ingrid Samuelson David Hubel and Torsten Wiesel

Answer: E Difficulty Level: Moderate Topic: Receptive Fields of Visual Neurons: Hubel & Wiesel Skill Level: Remember the Facts Learning Objective: 6.12 Define the term receptive field and describe the methods used by David Hubel and Torsten Wiesel to map the receptive fields of visual system neurons. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

The receptive field of a visual neuron is the area of the a. b. c. d. e.

striate cortex within which stimulation can activate the neuron. striate cortex within which stimulation can inhibit the neuron. visual field within which the suitable visual stimulus can influence the firing of the neuron. retina within which stimulation with diffuse light can activate the neuron. cluster of cell nuclei that is too deep to be probed by a recording electrode.

Answer: C Difficulty Level: Moderate Topic: Receptive Fields of Visual Neurons: Hubel & Wiesel Skill Level: Remember the Facts Learning Objective: 6.12 Define the term receptive field and describe the methods used by David Hubel and Torsten Wiesel to map the receptive fields of visual system neurons. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 62.

David Hubel and Torsten Wiesel’s method of studying neural coding in sensory systems involves a. b. c. d. e.

defining the receptive fields of large-scale assemblies of neurons. determining which stimuli have no effect on the firing of a collection of neurons when they are presented in their visual field. starting at the periphery of a system and progressively studying neurons at ―higher‖ and ―higher‖ levels of the system. polling respondents as to the visual sensations they experience when various neurons are stimulated. starting with neurons responsible for concept formation and then working down to neurons that perceive specific elements of a stimulus.

63.

Neurons with receptive fields in the fovea a. b. c. d. e.

are all on-center cells. are all off-center cells. have particularly small receptive fields. are all rods. are all bipolar.

Answer: C Difficulty Level: Moderate Topic: Receptive Fields of the Retina-Geniculate-Striate System: Hubel & Wiesel Skill Level: Remember the Facts Learning Objective: 6.13 Describe the work of Hubel & Wiesel that helped characterize the receptive fields of retinal ganglion cells, lateral geniculate neurons, and striate neurons of lower layer IV. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 64.

The receptive fields of most retinal ganglion cells are roughly a. b. c. d. e.

square. circular. rectangular. perpendicular. columnar.

Answer: B Difficulty Level: Moderate Topic: Receptive Fields of the Retina-Geniculate-Striate System: Hubel & Wiesel Skill Level: Remember the Facts Learning Objective: 6.13 Describe the work of Hubel & Wiesel that helped characterize the receptive fields of retinal ganglion cells, lateral geniculate neurons, and striate neurons of lower layer IV. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Neurons in lower layer IV of striate cortex a. b. c. d. e.

all have receptive fields in the fovea. all have receptive fields in the periphery of the visual field. receive virtually all their input from the left eye. receive virtually all their input from the right eye. are all monocular.

Answer: E Difficulty Level: Moderate Topic: Receptive Fields of the Retina-Geniculate-Striate System: Hubel & Wiesel Skill Level: Remember the Facts Learning Objective: 6.13 Describe the work of Hubel & Wiesel that helped characterize the receptive fields of retinal ganglion cells, lateral geniculate neurons, and striate neurons of lower layer IV. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 66.

When does ―on‖ firing or ―off‖ firing take place? a. b. c. d. e.

when a neuron responds to light shone on its receptive field immediately after an action potential has been initiated when an edge is detected in the physical environment when the resting potential of a neuron decreases past zero when receptor cells in the blind spot are stimulated

Answer: A Difficulty Level: Easy Topic: Receptive Fields of the Retina-Geniculate-Striate System: Hubel & Wiesel Skill Level: Remember the Facts Learning Objective: 6.13 Describe the work of Hubel & Wiesel that helped characterize the receptive fields of retinal ganglion cells, lateral geniculate neurons, and striate neurons of lower layer IV. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

When a light is shone in the periphery of the receptive field of an on-center cell, a. b. c. d. e.

there is an immediate period of inhibition and then a burst of ―off‖ firing when the light is turned off. the firing of the cell is increased until the light is turned off. the firing of the cell is inhibited after the light has been turned off. the cell is silent until the light comes on again. the cell is almost silent until the light comes on again.

Answer: A Difficulty Level: Moderate Topic: Receptive Fields of the Retina-Geniculate-Striate System: Hubel & Wiesel Skill Level: Remember the Facts Learning Objective: 6.13 Describe the work of Hubel & Wiesel that helped characterize the receptive fields of retinal ganglion cells, lateral geniculate neurons, and striate neurons of lower layer IV. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 68.

In essence, on-center and off-center cells of the retina-geniculate-striate system respond best to a. b. c. d. e.

straight lines. movement. contrast. circles. dots of light.

69.

In general, neurons of the retina-geniculate-striate system respond weakly to a. b. c. d. e.

monocular stimuli. diffuse light. contrast. circles of light. circular edges.

On the basis of their receptive field properties, most neurons in lower layer IV of the primary visual cortex are classified as a. b. c. d. e.

simple cells or complex cells. complex cells or hypercomplex cells. hypercomplex cells. on-center or off-center cells. type A or type B cells.

Answer: D Difficulty Level: Difficult Topic: Receptive Fields of Primary Visual Cortex Neurons: Hubel & Wiesel Skill Level: Remember the Facts Learning Objective: 6.14 Describe the work of Hubel & Wiesel that characterized the receptive fields of simple and complex cells in the primary visual cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

Some primary visual cortex neurons have receptive fields that can be divided into static ―on‖ and ―off‖ areas separated by straight edges. These primary visual cortex neurons are a. b. c. d. e.

geniculate cells. binocular cells. simple cells. complex cells. hypercomplex cells.

Answer: C Difficulty Level: Moderate Topic: Receptive Fields of Primary Visual Cortex Neurons: Hubel & Wiesel Skill Level: Remember the Facts Learning Objective: 6.14 Describe the work of Hubel & Wiesel that characterized the receptive fields of simple and complex cells in the primary visual cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 72.

Simple cells of the primary visual cortex a. b. c. d. e.

have receptive fields with static ―on‖ and ―off‖ areas that are separated by a straight edge. do not have receptive fields. have receptive fields that cannot be divided into static ―on‖ and ―off‖ areas. have two receptive fields. are in lower layer IV.

Answer: A Difficulty Level: Moderate Topic: Receptive Fields of Primary Visual Cortex Neurons: Hubel & Wiesel Skill Level: Remember the Facts Learning Objective: 6.14 Describe the work of Hubel & Wiesel that characterized the receptive fields of simple and complex cells in the primary visual cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

Complex cortical cells a. b. c. d. e.

have circular receptive fields. respond best to moving stimuli. are responsive to diffuse light. respond to contrast. are fewer in number than simple cells.

Answer: D Difficulty Level: Easy Topic: Receptive Fields of Primary Visual Cortex Neurons: Hubel & Wiesel Skill Level: Remember the Facts Learning Objective: 6.14 Describe the work of Hubel & Wiesel that characterized the receptive fields of simple and complex cells in the primary visual cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 74.

Complex visual cortex cells are __________ than simple cells. a. b. c. d. e.

much bigger much smaller more numerous less numerous more inhibitory

75.

The receptive fields of complex cortical cells are usually __________ than those of simple cortical cells. a. b. c. d. e.

larger smaller more circular less circular more monocular

Answer: A Difficulty Level: Moderate Topic: Receptive Fields of Primary Visual Cortex Neurons: Hubel & Wiesel Learning Objective: 6.14 Describe the work of Hubel & Wiesel that characterized the receptive fields of simple and complex cells in the primary visual cortex. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 76.

Unlike retinal ganglion cells, lateral geniculate cells, and simple cortical cells, over half of the complex cortical cells of monkeys a. b. c. d. e.

are retinotopic. have receptive fields. are binocular. are monocular. have photopigments.

77.

Most binocular cells in the monkey primary visual cortex a. b. c. d. e.

are hypercomplex. are simple. display ocular dominance. do not respond to retinal disparity. are insensitive to light stimulation.

Many binocular cells in the primary visual cortex a. b. c. d. e.

show no discernable pattern of ocular dominance. respond best to retinal disparity. are in the temporal lobe. contribute little to depth perception. project to the hypothalamus.

Answer: B Difficulty Level: Difficult Topic: Receptive Fields of Primary Visual Cortex Neurons: Hubel & Wiesel Skill Level: Remember the Facts Learning Objective: 6.14 Describe the work of Hubel & Wiesel that characterized the receptive fields of simple and complex cells in the primary visual cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

The major flow of information in the primary visual cortex is usually assumed to proceed from __________ to __________ to __________. a. b. c. d. e.

lower layer IV; simple cells; complex cells lower layer IV; complex cells; simple cells simple cells; lower layer IV; complex cells simple cells; complex cells; lower layer IV complex cells; simple cells; lower layer IV

Answer: A Difficulty Level: Moderate Topic: Organization of Primary Visual Cortex: Hubel & Wiesel’s Findings Skill Level: Remember the Facts Learning Objective: 6.15 Describe the organization of the primary visual cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 80.

Primary visual cortex neurons a. b. c. d. e.

are circular. are grouped in functional vertical columns. have straight edges. are larger than the ―off‖ areas. are rectangular.

Answer: B Difficulty Level: Easy Topic: Organization of Primary Visual Cortex: Hubel & Wiesel’s Findings Skill Level: Remember the Facts Learning Objective: 6.15 Describe the organization of the primary visual cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

Recent research examining the visual system in mice has revealed that they have approximately __________ distinct sorts of retinal ganglion cells. a. b. c. d. e.

8 12 20 40 90

Answer: D Difficulty Level: Easy Topic: Changing Concept of the Characteristics of Visual Receptive Fields Skill Level: Remember the Facts Learning Objective: 6.16 Describe how views about the receptive fields of retinal ganglion cells and lateral geniculate neurons have recently changed. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 82.

Recent studies of the function of primary visual cortex neurons using natural visual scenes rather than simple artificial stimuli have discovered that a. b. c. d. e.

some neurons respond only to trees. some neurons respond only to color. the way that a neuron responds to elements in its receptive field changes as the scene itself changes. most neurons respond only to faces. contextual influences on neuron firing are minimal.

Answer: C Difficulty Level: Moderate Topic: Changing Concept of the Visual Receptive Fields: Contextual Influences in Visual Processing Skill Level: Remember the Facts Learning Objective: 6.17 Describe the changing view of visual receptive fields. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

Which pair of colors is complementary? a. b. c. d. e.

green and red green and blue green and yellow green and purple black and tan

Answer: A Difficulty Level: Easy Topic: Component and Opponent Processing Skill Level: Remember the Facts Learning Objective: 6.18 Describe the component and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 84.

The trichromatic theory of color vision is a. b. c. d. e.

supported by evidence demonstrating complementary afterimages. a modern version of the opponent-process theory. supported by evidence demonstrating the primacy of monochromatic colors. also known as the opponent theory. also known as the component theory.

Answer: E Difficulty Level: Moderate Topic: Component and Opponent Processing Skill Level: Remember the Facts Learning Objective: 6.18 Describe the component and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

Pairs of colors that produce white or gray when combined in equal measure are a. b. c. d. e.

achromatic. chromatic. complementary. opposite. antagonistic.

Answer: C Difficulty Level: Easy Topic: Component and Opponent Processing Skill Level: Remember the Facts Learning Objective: 6.18 Describe the component and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 86.

The existence of complementary color afterimages supports a. b. c. d. e.

the opponent-process theory. the component theory. the trichromatic theory. a hierarchical model. spatial-frequency theory.

Answer: A Difficulty Level: Moderate Topic: Component and Opponent Processing Skill Level: Remember the Facts Learning Objective: 6.18 Describe the component and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

87.

Evidence indicates that the component theory of color vision provides the best explanation of color coding at the a. b. c. d. e.

complex cell level. simple cell level. receptor level. bipolar level. retinal ganglion cell level.

Answer: C Difficulty Level: Moderate Topic: Component and Opponent Processing Skill Level: Remember the Facts Learning Objective: 6.18 Describe the component and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 88.

What is the current status of the component and opponent theories of color vision? a. b. c. d. e.

Neither theory can account for the basic phenomena of color vision. Opponent theory has demonstrated empirical superiority over the component theory. A hybrid model, the ―oppcomp‖ approach, has received considerable research interest among vision scientists. Component theory has demonstrated empirical superiority over opponent theory. The mechanisms proposed by both theories coexist in the human visual system.

Answer: E Difficulty Level: Easy Topic: Component and Opponent Processing Skill Level: Remember the Facts Learning Objective: 6.18 Describe the component and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

The phenomenon of color constancy illustrates that a. b. c. d. e.

the perceived color of an object is not solely determined by the wavelengths of light that it reflects. color is trichromatic. color perception is trichromatic. component and opponent processing are equal. color and wavelength are the same thing.

Answer: A Difficulty Level: Easy Topic: Color Constancy and the Retinex Theory Skill Level: Remember the Facts Learning Objective: 6.19 Describe Land’s demonstration of color constancy and explain his retinex theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 90.

The main function of color constancy is to ensure that a. b. c. d. e.

lights of the same wavelength appear to be the same color. lights of different wavelengths appear to be different colors. lights of the same wavelength appear to be the same color, regardless of their intensity. an object appears to be the same color despite changes in the wavelengths of light that it is reflecting. complementary colors always look complementary.

Answer: D Difficulty Level: Moderate Topic: Color Constancy and the Retinex Theory Skill Level: Remember the Facts Learning Objective: 6.19 Describe Land’s demonstration of color constancy and explain his retinex theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

Color perception would be of less survival value if the color of an object a. b. c. d. e.

did not change under different illumination. changed under different illumination. were not a hue. were not chromatic. were influenced by its wavelength.

Answer: B Difficulty Level: Moderate Topic: Color Constancy and the Retinex Theory Skill Level: Understand the Concepts Learning Objective: 6.19 Describe Land’s demonstration of color constancy and explain his retinex theory. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 92.

In his compelling demonstrations of color constancy, Edwin Land showed that a particular area of a stimulus (called a Mondrian) stayed the same color even though there were major changes in the wavelengths that it was reflecting, provided that the Mondrian was a. b. c. d. e.

illuminated. illuminated by at least one wavelength of light. illuminated by at least a low and a high wavelength of light. illuminated by at least a low, a medium, and a high wavelength of light. monochromatic.

93.

According to Edwin Land’s retinex theory, an object’s color depends on a. b. c. d. e.

its reflectance. the color of the wavelengths that it reflects. the dominant color of the various wavelengths that it reflects. the particular wavelengths of light that it reflects. the interactions between complementary receptors in the visual cortex.

Answer: A Difficulty Level: Difficult Topic: Color Constancy and the Retinex Theory Skill Level: Remember the Facts Learning Objective: 6.19 Describe Land’s demonstration of color constancy and explain his retinex theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 94.

According to the retinex theory, the color of an object depends on a. b. c. d. e.

the visual acuity of a perceiver. the proportion of light of different wavelengths that it reflects. the dominant wavelength that it reflects. the sum of all wavelengths used to illuminate it. the purity of a wavelength illuminating it.

Answer: E Difficulty Level: Difficult Topic: Color Constancy and the Retinex Theory Skill Level: Remember the Facts Learning Objective: 6.19 Describe Land’s demonstration of color constancy and explain his retinex theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

The visual processing of spatial contrast (that is, detecting edges) and the visual processing of color both highlight the importance of ____________ in visual perception. a. b. c. d. e.

opponent processes context quickness movement the blind spot

Answer: B Difficulty Level: Moderate Topic: Color Constancy and the Retinex Theory Skill Level: Remember the Facts Learning Objective: 6.19 Describe Land’s demonstration of color constancy and explain his retinex theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 96.

What is the correct descending order of cortical visual processing regions, starting at the top of the brain? a. b. c. d. e.

primary visual cortex – prestriate cortex – posterior parietal cortex inferotemporal cortex – posterior parietal cortex – primary visual cortex primary visual cortex – inferotemporal cortex – prestriate cortex posterior parietal cortex – prestriate cortex – primary visual cortex prestriate cortex – primary visual cortex – posterior parietal cortex

Answer: D Difficulty Level: Moderate Topic: Three Different Classes of Visual Cortex Skill Level: Remember the Facts Learning Objective: 6.20 Describe the three classes of visual cortex and identify their locations in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

Which areas of the cortex are involved in visual processing? a. b. c. d. e.

the left hemisphere the entire occipital cortex and large areas of the temporal and parietal cortex the temporal lobe and the corpus callosum the right hemisphere and portions of the occipital lobe portions of the parietal lobe and a large area in the prefrontal cortex

Answer: B Difficulty Level: Moderate Topic: Three Different Classes of Visual Cortex Skill Level: Remember the Facts Learning Objective: 6.20 Describe the three classes of visual cortex and identify their locations in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 98.

Prestriate cortex and inferotemporal cortex are considered to be areas of a. b. c. d. e.

the primary visual cortex. association cortex. the parietal lobe. the secondary visual cortex. the occipital lobe.

Answer: D Difficulty Level: Easy Topic: Three Different Classes of Visual Cortex Skill Level: Remember the Facts Learning Objective: 6.20 Describe the three classes of visual cortex and identify their locations in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

The posterior parietal cortex is considered to be association cortex because it receives substantial sensory input from the a. b. c. d. e.

primary visual cortex. thalamus. secondary areas of more than one sensory system. primary motor cortex. hypothalamus.

Answer: C Difficulty Level: Easy Topic: Three Different Classes of Visual Cortex Skill Level: Remember the Facts Learning Objective: 6.20 Describe the three classes of visual cortex and identify their locations in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 100.

The posterior parietal cortex is considered to be a. b. c. d. e.

association cortex. secondary visual cortex. primary visual cortex. primary cortex. paleocortex.

Answer: A Difficulty Level: Moderate Topic: Three Different Classes of Visual Cortex Skill Level: Remember the Facts Learning Objective: 6.20 Describe the three classes of visual cortex and identify their locations in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

Scotomas are located by a. b. c. d. e.

triangulation. perimetry. topography. scotometry. telegraphy.

Answer: B Difficulty Level: Moderate Topic: Damage to Primary Visual Cortex: Scotomas and Completion Skill Level: Apply What You Know Learning Objective: 6.21 Explain what happens when an area of primary visual cortex is damaged. APA Learning Objective: 1.3 Describe applications of psychology. 102.

Many neuropsychological patients with scotomas are unaware of them because of a. b. c. d. e.

completion. hindsight. hemianopsia. binding. serial processing.

Answer: A Difficulty Level: Easy Topic: Damage to Primary Visual Cortex: Scotomas and Completion Skill Level: Apply What You Know Learning Objective: 6.21 Explain what happens when an area of primary visual cortex is damaged. APA Learning Objective: 1.3 Describe applications of psychology.

103.

Hemianopsic patients who focus on the tip of a person’s nose sometimes a. b. c. d. e.

report seeing only the lower half of the face. report seeing only the half of the face contralateral to the damage. report seeing the entire face. report seeing a geometric shape. cannot identify the stimulus as a human face.

Answer: C Difficulty Level: Moderate Topic: Damage to Primary Visual Cortex: Scotomas and Completion Skill Level: Apply What You Know Learning Objective: 6.21 Explain what happens when an area of primary visual cortex is damaged. APA Learning Objective: 1.3 Describe applications of psychology. 104.

The neuroscientist Karl Lashley experienced an interesting completion effect: The face of his friend was replaced by the background wallpaper pattern. This occurred during a. b. c. d. e.

a seizure. a migraine attack. a drug-induced flashback. blindsight. recovery from a brain tumor.

105.

Blindsight sometimes occurs in patients with scotomas resulting from a. b. c. d. e.

retinal damage. collicular damage. primary visual cortex damage. thalamic damage. spinal damage.

Performing visually guided tasks in the absence of conscious awareness of a visual image is called a. b. c. d. e.

blindsight. macular sparing. macular sight. subcortical sight. cortical sight.

107.

Current evidence suggests that some cases of blindsight may be mediated by a. b. c. d. e.

surviving islands of primary visual cortex. the motivations of the person claiming the impairment. subjective contours. a total lack of retinal cells. damage to the amygdala.

Answer: A Difficulty Level: Difficult Topic: Damage to Primary Visual Cortex: Scotomas and Completion Skill Level: Apply What You Know Learning Objective: 6.21 Explain what happens when an area of primary visual cortex is damaged. APA Learning Objective: 1.3 Describe applications of psychology. 108.

How many different specialized visual areas have been identified in the cortex of macaque monkeys? a. b. c. d. e.

4 7 about 12 more than 30 about 68

Answer: D Difficulty Level: Moderate Topic: Functional Areas of Secondary and Association Visual Cortex Skill Level: Remember the Facts Learning Objective: 6.22 Describe the areas of secondary visual cortex and association cortex involved in vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

Connections between various areas of visual cortex are virtually always a. b. c. d. e.

unidirectional. excitatory. reciprocal. inhibitory. serial.

Answer: C Difficulty Level: Difficult Topic: Functional Areas of Secondary and Association Visual Cortex Skill Level: Remember the Facts Learning Objective: 6.22 Describe the areas of secondary visual cortex and association cortex involved in vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 110.

The dorsal stream flows from the primary visual cortex to the a. b. c. d. e.

inferotemporal cortex then to the prestriate cortex. dorsal prestriate cortex then to the inferotemporal cortex. inferotemporal cortex then to the posterior parietal cortex. posterior parietal cortex then to the inferotemporal cortex. dorsal prestriate cortex then to the posterior parietal cortex.

Answer: E Difficulty Level: Moderate Topic: Dorsal and Ventral Streams Skill Level: Remember the Facts Learning Objective: 6.23 Explain the difference between the dorsal and ventral streams and the functions that have been attributed to each stream by different theories. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

According to a widely accepted theory proposed b Leslie Ungerleider and Mortimer Mishkin in 1982, ―where‖ is to ―what‖ as a. b. c. d. e.

dorsal stream is to ventral stream. agnosia is to blindsight. ventral stream is to dorsal stream. visual perception is to spatial perception. contrast vision is to color vision.

Answer: A Difficulty Level: Moderate Topic: Dorsal and Ventral Streams Skill Level: Remember the Facts Learning Objective: 6.23 Explain the difference between the dorsal and ventral streams and the functions that have been attributed to each stream by different theories. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 112.

In contrast to the ―where‖ vs. ―what‖ theory, Melvyn Goodale and David Milner have argued that the respective functions of the dorsal and ventral streams are a. b. c. d. e.

―what‖ vs. ―where.‖ ―conscious perception‖ vs. ―control of behavior.‖ ―control of behavior‖ vs. ―conscious perception.‖ ‖conscious perception‖ vs. ―unconscious perception.‖ ‖why‖ vs. ―how.‖

Answer: C Difficulty Level: Moderate Topic: Dorsal and Ventral Streams Skill Level: Remember the Facts Learning Objective: 6.23 Explain the difference between the dorsal and ventral streams and the functions that have been attributed to each stream by different theories. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

113.

The case of D.F. provides strong support for Goodale and Milner’s theory of the functions of the dorsal and ventral streams, because D.F. a. b. c. d. e.

had a disrupted flow of information to her dorsal stream. has bilateral damage to her ventral prestriate area. has bilateral damage to her posterior parietal cortex. was born with damage to her occipital lobe. had severe disruptions to the functioning of her retinas.

Answer: B Difficulty Level: Difficult Topic: Dorsal and Ventral Streams Skill Level: Remember the Facts Learning Objective: 6.23 Explain the difference between the dorsal and ventral streams and the functions that have been attributed to each stream by different theories. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 114.

A.T. is a woman with selective damage to her dorsal visual stream. She has a. b. c. d. e.

little difficulty making accurate movements under visual control. substantial difficulty making accurate movements under visual control. substantial difficulty consciously recognizing objects. lost all ability to respond to moving images. an inability to consciously recognize objects in her environment.

115.

A visual agnosia affecting the ability to perceive faces is called a. b. c. d. e.

chloragnosia. prosopagnosia. chronagnosia. malagnosia. morphagnosia.

Answer: B Difficulty Level: Moderate Topic: Prosopagnosia Skill Level: Remember the Facts Learning Objective: 6.24 Describe the phenomenon of prosopagnosia and discuss the associated theoretical issues. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 116.

People with prosopagnosia a. b. c. d. e.

usually identify a face as a brightly colored sphere. have difficulty distinguishing one face from another. report seeing faces as a unitary whole. see all faces as the same; usually as their own face. also tend to have speech and language comprehension deficits.

Answer: B Difficulty Level: Moderate Topic: Prosopagnosia Skill Level: Apply What You Know Learning Objective: 6.24 Describe the phenomenon of prosopagnosia and discuss the associated theoretical issues. APA Learning Objective: 1.3 Describe applications of psychology.

117.

Some evidence suggests that prosopagnosia may not be specific to the perception of faces, and that instead it may be attributable to a general inability to a. b. c. d. e.

distinguish among similar members of complex classes of visual stimuli. recognize parts of faces. recognize specific names of faces. recognize cows and birds. distinguish among similar individuals.

Answer: A Difficulty Level: Moderate Topic: Prosopagnosia Skill Level: Apply What You Know Learning Objective: 6.24 Describe the phenomenon of prosopagnosia and discuss the associated theoretical issues. APA Learning Objective: 1.3 Describe applications of psychology. 118.

Prosopagnosia has been linked to damage of the a. b. c. d. e.

dorsal stream. fusiform face area. frontal lobes. hippocampus. cerebellum.

119.

In a classic study, Daniel Tranel and Antonio Damasio provided the first evidence that people with prosopagnosia a. b. c. d. e.

were also agnostic. displayed appropriate galvanic skin responses to familiar faces they could not consciously recognize. did not display galvanic skin responses to faces they could consciously recognize. could consciously recognize faces if they were familiar to the perceiver. actually had a rare form of akinetopsia.

Answer: B Difficulty Level: Difficult Topic: Prosopagnosia Skill Level: Apply What You Know Learning Objective: 6.24 Describe the phenomenon of prosopagnosia and discuss the associated theoretical issues. APA Learning Objective: 1.3 Describe applications of psychology. 120.

Damage to the MT area is associated with which neuropsychological disorder? a. b. c. d. e.

prosopagnosia akinetopsia agnosia blindsight scotoma

Answer: B Difficulty Level: Difficult Topic: Akinetopsia Skill Level: Apply What You Know Learning Objective: 6.25 Describe the phenomenon of akinetopsia and discuss the associated theoretical issues. APA Learning Objective: 1.3 Describe applications of psychology.

121.

Akinetopsia is associated with a deficiency in the ability to a. b. c. d. e.

see movement progress in a normal smooth fashion. perform well on tests of visual recognition. have conscious experience of seeing. be able to interact with objects under visual guidance. grasp what an object is and how to interact with it.

Answer: A Difficulty Level: Difficult Topic: Akinetopsia Skill Level: Apply What You Know Learning Objective: 6.25 Describe the phenomenon of akinetopsia and discuss the associated theoretical issues. APA Learning Objective: 1.3 Describe applications of psychology. FILL-IN-THE-BLANK QUESTIONS 1.

Depth of focus is usually greater when the pupils are __________.

Answer: constricted Difficulty Level: Moderate Topic: Pupil and Lens Skill Level: Remember the Facts Learning Objective: 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Accommodation is controlled by the __________ muscles.

Answer: ciliary Difficulty Level: Difficult Topic: Pupil and Lens Skill Level: Remember the Facts Learning Objective: 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The first retinal neurons encountered by light entering the eye are the retinal __________ cells.

Answer: ganglion Difficulty Level: Easy Topic: Structure of the Retina Skill Level: Remember the Facts Learning Objective: 6.3 Describe the structure of the retina and name the cell types that make up the retina. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

The retinal indentation that mediates high-acuity vision is the __________.

Answer: fovea Difficulty Level: Easy Topic: Structure of the Retina Skill Level: Remember the Facts Learning Objective: 6.3 Describe the structure of the retina and name the cell types that make up the retina. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

The blind spot is the place where axons of retinal __________ cells leave the eye.

Animals without __________ as visual receptor cells tend to be nocturnal.

Answer: cones Difficulty Level: Moderate Topic: Cone and Rod Vision Skill Level: Remember the Facts Learning Objective: 6.4 Describe the duplexity theory of vision and explain the differences between the photopic and scotopic systems. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 7.

Rod-mediated achromatic vision under dim illumination is called __________ vision.

Answer: scotopic Difficulty Level: Moderate Topic: Spectral Sensitivity Skill Level: Remember the Facts Learning Objective: 6.5 Explain the difference between the photopic and scotopic spectral sensitivity curves and explain how that difference can account for the Purkinje effect. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Involuntary fixational flick-like eye movements are called __________.

Answer: saccades Difficulty Level: Difficult Topic: Eye Movement Skill Level: Remember the Facts Learning Objective: 6.6 Describe the three types of involuntary fixational eye movements and explain what happens when all eye movements are blocked. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

About __________percent of retinal ganglion cell axons become part of the retinageniculate pathways.

Answer: 90 Difficulty Level: Difficult Topic: Retina-Geniculate-Striate System Skill Level: Remember the Facts Learning Objective: 6.8 Describe the components and layout of the retina-geniculate-striate system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

The surface of the primary visual cortex is laid out __________.

Answer: retinotopically Difficulty Level: Moderate Topic: Retinotopic Organization Skill Level: Remember the Facts Learning Objective: 6.9 In the context of the retina-geniculate-striate system, explain what is meant by retinotopic. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 11.

Mach bands are an excellent demonstration of contrast __________.

Answer: enhancement Difficulty Level: Moderate Topic: Contrast Enhancement Skill Level: Remember the Facts Learning Objective: 6.11 Describe contrast enhancement. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

About half the complex cells in monkey primary visual cortex are __________.

Answer: binocular Difficulty Level: Moderate Topic: Receptive Fields of Primary Visual Cortex Neurons: Hubel & Wiesel Skill Level: Remember the Facts Learning Objective: 6.14 Describe the work of Hubel & Wiesel that characterized the receptive fields of simple and complex cells in the primary visual cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

Most binocular neurons in monkey primary visual cortex display __________.

Answer: ocular dominance Difficulty Level: Difficult Topic: Receptive Fields of Primary Visual Cortex Neurons: Hubel & Wiesel Skill Level: Remember the Facts Learning Objective: 6.14 Describe the work of Hubel & Wiesel that characterized the receptive fields of simple and complex cells in the primary visual cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14.

The discovery that there are three kinds of cones, each with a different absorption spectrum, supports the __________ or trichromatic theory of color vision.

Answer: component Difficulty Level: Moderate Topic: Component and Opponent Processing Skill Level: Remember the Facts Learning Objective: 6.18 Describe the component and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 15.

The existence of complementary color afterimages supports the opponent-process theory of __________ vision.

Answer: color Difficulty Level: Easy Topic: Component and Opponent Processing Skill Level: Remember the Facts Learning Objective: 6.18 Describe the component and opponent-process theories of color vision. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

According to the __________ theory, the color of an object depends on its relative reflectance of low, medium, and high wavelengths.

Answer: retinex Difficulty Level: Difficult Topic: Color Constancy and the Retinex Theory Skill Level: Remember the Facts Learning Objective: 6.19 Describe Land’s demonstration of color constancy and explain his retinex theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

The retrinex theory demonstrates that blue objects stay __________, just as green objects stay green, regardless of the wavelengths of light they reflect.

Answer: blue Difficulty Level: Easy Topic: Color Constancy and the Retinex Theory Skill Level: Remember the Facts Learning Objective: 6.19 Describe Land’s demonstration of color constancy and explain his retinex theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18.

Areas of the secondary visual cortex receive most of their input from the _______________.

Answer: primary visual cortex Difficulty Level: Difficult Topic: Three Different Classes of Visual Cortex Skill Level: Remember the Facts Learning Objective: 6.20 Describe the three classes of visual cortex and identify their locations in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 19.

Scotomas are normally identified and characterized by a __________ test.

Answer: perimetry Difficulty Level: Difficult Topic: Damage to Primary Visual Cortex: Scotomas and Completion Skill Level: Remember the Facts Learning Objective: 6.21 Explain what happens when an area of primary visual cortex is damaged. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

According to one theory, the __________ stream controls behavior in the absence of conscious awareness.

Answer: dorsal Difficulty Level: Moderate Topic: Dorsal and Ventral Streams Skill Level: Remember the Facts Learning Objective: 6.23 Explain the difference between the dorsal and ventral streams and the functions that have been attributed to each stream by different theories. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 21.

The belief that __________ is specific to deficits in perceiving faces has been challenged.

Answer: prosopagnosia Difficulty Level: Moderate Topic: Prosopagnosia Skill Level: Remember the Facts Learning Objective: 6.24 Describe the phenomenon of prosopagnosia and discuss the associated theoretical issues. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY AND OTHER MULTIPLE-MARK QUESTIONS 1.

Discuss and compare photopic and scotopic vision. Discuss four differences between these forms of visual processing, being sure to include a discussion of convergence and spectral sensitivity in your answer.

Answer: 40% for discussing differences in convergence 40% for discussing differences in spectral sensitivity 20% for discussing two other differences Difficulty Level: Difficult Topic: Cone and Rod Vision Skill Level: Remember the Facts Learning Objective: 6.4 Describe the duplexity theory of vision and explain the differences between the photopic and scotopic systems. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Draw the retina-geniculate-striate system and label its parts.

Answer: 50% for an accurate drawing of the projections 50% for labeling five major structures that are part of the pathway Difficulty Level: Difficult Topic: Retina-Geniculate-Striate System Skill Level: Remember the Facts Learning Objective: 6.8 Describe the components and layout of the retina-geniculate-striate system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 3.

The visual system has evolved to perceive edges. Discuss why this is adaptive. Include the research of Hubel and Wiesel, contrast enhancement, and surface interpolation in your discussion.

Answer: 20% for discussing edge perception and its adaptiveness 20% for discussing contrast enhancement 20% for discussing surface interpolation 40% for discussing the research of Hubel & Wiesel Difficulty Level: Difficult Topic: Seeing Edges Skill Level: Remember the Facts Learning Objective: 6.11 Describe contrast enhancement. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Describe the kinds of neurons in the primary visual cortex. How are they organized? Briefly describe the research that led to the discovery of this organization.

Answer: 30% for describing lower layer IV, simple, and complex cortical cells 30% for describing how these cells are organized in columns 40% for describing the research that led to the discovery of this organization Difficulty Level: Difficult Topic: Organization of Primary Visual Cortex: Hubel & Wiesel’s Findings Skill Level: Remember the Facts Learning Objective: 6.15 Describe the organization of the primary visual cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Explain color constancy. What important points does this phenomenon illustrate about the mechanisms of color vision? Describe a theory of color vision that can explain color constancy, focusing on the evidence that led to the theory.

Answer: 20% for defining color constancy and discussing its adaptiveness 40% for explaining the retinex theory 40% for describing Land’s demonstrations that led to the theory Difficulty Level: Difficult Topic: Color Constancy and the Retinex Theory Skill Level: Remember the Facts Learning Objective: 6.19 Describe Land’s demonstration of color constancy and explain his retinex theory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

Describe the dorsal and ventral streams. Describe two theories of their functional difference and the evidence on which each theory is based.

Answer: 20% for describing dorsal and ventral streams 20% for describing the ―where‖ vs. ―what‖ theory 20% for describing the ―control of behavior‖ vs. ―conscious perception‖ theory 40% for describing relevant evidence Difficulty Level: Difficult Topic: Dorsal and Ventral Streams Skill Level: Remember the Facts Learning Objective: 6.23 Explain the difference between the dorsal and ventral streams and the functions that have been attributed to each stream by different theories. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Discuss prosopagnosia, emphasizing theoretical issues and relevant evidence for understanding the scope and limits of this dysfunction.

Answer: 25% for describing the disorder 50% for discussing the issue of whether it is specific to faces, including relevant evidence 25% for describing evidence that prosopagnosics do recognize faces although they are not conscious of it Difficulty Level: Difficult Topic: Prosopagnosia Skill Level: Apply What You Know Learning Objective: 6.24 Describe the phenomenon of prosopagnosia and discuss the associated theoretical issues. APA Learning Objective: 1.3 Describe applications of psychology. REVEL QUIZ QUESTIONS The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Quiz: Light Enters the Eye and Reaches the Retina EOM _6.1.1 Question: When the pupils are constricted, the image falling on each retina is ___________ and there is a greater ____________. a. blurrier; depth of focus b. sharper; depth of focus c. blurrier; accommodation d. sharper; accommodation Answer: B Consider This: The pupils constrict when illumination is high. LO 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. Learning Objective: 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _6.1.2 Question: The process of adjusting the configuration of the lenses to bring images into focus on the retina is called: a. accommodation. b. adjustment. c. focusing. d. stretching. Answer: A Consider This: The lens refracts light in order to bring closer objects into sharper focus. LO 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. Learning Objective: 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. Skill Level: Remember the Facts Difficulty Level: Easy EOM _6.1.3 Question: When we direct our gaze at something ___________, the lens tends to assume its natural _____________ shape. a. far; cylindrical b. near; cylindrical c. far; conical d. near; conical Answer: B Consider This: When we focus on a distant object, the lens is flattened. LO 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. Learning Objective: 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _6.1.4 Question: Convergence is greatest when inspecting things that are: a. small. b. far. c. in the periphery. d. close. Answer: D Consider This: In convergence, the eyes turn inward toward the nose. LO 6.2 Explain why some vertebrates have one eye on each side of their head, whereas other vertebrates have their eyes mounted side-by-side on the front of their heads. Also, explain the importance of binocular disparity. Learning Objective: 6.2 Explain why some vertebrates have one eye on each side of their head, whereas other vertebrates have their eyes mounted side-by-side on the front of their heads. Also, explain the importance of binocular disparity. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _6.1.5 Question: Binocular disparity tends to be greater for _________ objects. a. smaller b. larger c. closer d. distant Answer: C Consider This: Binocular disparity is the difference in the position of the same image on the retina of each eye. LO 6.2 Explain why some vertebrates have one eye on each side of their head, whereas other vertebrates have their eyes mounted side-by-side on the front of their heads. Also, explain the importance of binocular disparity. Learning Objective: 6.2 Explain why some vertebrates have one eye on each side of their head, whereas other vertebrates have their eyes mounted side-by-side on the front of their heads. Also, explain the importance of binocular disparity. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: The Retina and Translation of Light into Neural Signals EOM _6.2.1 Question: _____ and _____ cells play a role in lateral communication within the human retina. a. Ganglion; bipolar b. Bipolar; horizontal c. Amacrine; bipolar d. Amacrine; horizontal Answer: D Consider This: The retina is in a sense inside out: Light reaches the receptor layer only after passing through the other four layers. LO 6.3 Describe the structure of the retina and name the cell types that make up the retina. Learning Objective: 6.3 Describe the structure of the retina and name the cell types that make up the retina. Skill Level: Remember the Facts Difficulty Level: Easy EOM _6.2.2 Question: ______________ vision predominates in good lighting and provides high-acuity colored perceptions of the world. In contrast, the more sensitive ______________ vision predominates in low lighting. a. Photopic; scotopic b. Scotopic; photopic c. Rod-mediated; cone-mediated d. Ganglion-cell-mediated; bipolar-cell-mediated Answer: A Consider This: Think about the different sorts of vision that are mediated by cones versus rods. LO 6.4 Describe the duplexity theory of vision and explain the differences between the photopic and scotopic systems. 484 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Learning Objective: 6.4 Describe the duplexity theory of vision and explain the differences between the photopic and scotopic systems. Skill Level: Analyze It Difficulty Level: Moderate EOM _6.2.3 Question: The ______ effect can be observed during the transition from photopic to scotopic vision. a. color-shift b. Purkinje c. spectral-sensitivity d. bipolar Answer: B Consider This: During this transition, the relative brightness of different-colored objects can change. LO 6.5 Explain the difference between the photopic and scotopic spectral sensitivity curves and explain how that difference can account for the Purkinje effect. Learning Objective: 6.5 Explain the difference between the photopic and scotopic spectral sensitivity curves and explain how that difference can account for the Purkinje effect. Skill Level: Remember the Facts Difficulty Level: Easy EOM _6.2.4 Question: _____ are a type of involuntary fixational eye movements. a. Saccades b. Amacrines c. Ganglions d. Scotopics Answer: A Consider This: These are small, jerky eye movements. LO 6.6 Describe the three types of involuntary fixational eye movements and explain what happens when all eye movements are blocked. Learning Objective: 6.6 Describe the three types of involuntary fixational eye movements and explain what happens when all eye movements are blocked. Skill Level: Remember the Facts Difficulty Level: Easy

EOM _6.2.5 Question: Rhodopsin is a(n) ____________________ that responds to light rather than to neurotransmitter molecules. a. G-protein–coupled receptor b. ion channel c. dopamine receptor d. cell Answer: A Consider This: A cascade of intracellular chemical events occurs when these are activated. LO 6.7 Describe the process of visual transduction. Learning Objective: 6.7 Describe the process of visual transduction. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: From Retina to Primary Visual Cortex EOM _6.3.1 Question: About ___ percent of the axons of retinal ganglion cells become part of the retinageniculate-striate pathways. a. 50 b. 70 c. 80 d. 90 Answer: D Consider This: No other sensory system has such a predominant pair of pathways to the cortex. LO 6.8 Describe the components and layout of the retina-geniculate-striate system. Learning Objective: 6.8 Describe the components and layout of the retina-geniculate-striate system. Skill Level: Remember the Facts Difficulty Level: Easy EOM _6.3.2 Question: All signals from the right visual field reach the left primary visual cortex, either ipsilaterally from the _______________ of the left eye or contralaterally from the ____________ of the right eye. a. nasal hemiretina; temporal hemiretina b. temporal hemiretina; nasal hemiretina c. ganglion cells; amacrine cells d. bipolar cells; ganglion cells Answer: B Consider This: Each eye receives information from both the right and left visual fields. LO 6.8 Describe the components and layout of the retina-geniculate-striate system. Learning Objective: 6.8 Describe the components and layout of the retina-geniculate-striate system. Skill Level: Understand the Concepts Difficulty Level: Easy 486 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOM _6.3.3 Question: Although the _________ constitutes only a small part of the retina, a relatively large proportion of the primary visual cortex is dedicated to the analysis of its output. a. nasal hemiretina b. fovea c. periphery d. blind spot Answer: B Consider This: About 25 percent of the primary visual cortex is devoted to the analysis of information arriving from this portion of the retina. LO 6.9 In the context of the retinageniculate-striate system, explain what is meant by retinotopic. Learning Objective: 6.9 In the context of the retina-geniculate-striate system, explain what is meant by retinotopic. Skill Level: Understand the Concepts Difficulty Level: Easy EOM _6.3.4 Question: The retina-geniculate-striate system is _____________. This means two stimuli presented to adjacent areas of the retina will excite adjacent neurons at all levels of the system. a. parallel b. excitatory c. stratified d. retinotopic Answer: D Consider This: This system is organized like a map of the retina. LO 6.9 In the context of the retina-geniculate-striate system, explain what is meant by retinotopic. Learning Objective: 6.9 In the context of the retina-geniculate-striate system, explain what is meant by retinotopic. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _6.3.5 Question: _______________ neurons are particularly responsive to color, fine pattern details, and stationary or slowly moving objects; in contrast, ________________ neurons are particularly responsive to movement. a. parvocellular; magnocellular b. magnocellular; parvocellular c. amacrine; ganglion d. ganglion; amacrine Answer: A Consider This: These two types of neurons run parallel channels of communication through each lateral geniculate nucleus. LO 6.10 Describe the M and P channels. Learning Objective: 6.10 Describe the M and P channels. Skill Level: Analyze It Difficulty Level: Moderate

Quiz: Seeing Edges EOM _6.4.1 Question: The perception of edges ultimately boils down to the perception of: a. color. b. depth. c. contrast. d. shape. Answer: C Consider This: An edge is where two different areas of a visual image meet. LO 6.11 Describe contrast enhancement. Learning Objective: 6.11 Describe contrast enhancement. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _6.4.2 Question: The ___________________ of a visual neuron is the area of the visual field within which it is possible for a visual stimulus to influence the firing of that neuron. a. dendrites b. receptive field c. firing zone d. firing field Answer: B Consider This: Consider the methods of Hubel and Wiesel in their studies of visual system neurons. LO 6.12 Define the term receptive field and describe the methods used by David Hubel and Torsten Wiesel to map the receptive fields of visual system neurons. Learning Objective: 6.12 Define the term receptive field and describe the methods used by David Hubel and Torsten Wiesel to map the receptive fields of visual system neurons. Skill Level: Remember the Facts Difficulty Level: Easy EOM _6.4.3 Question: On-center and off-center cells respond BEST to: a. consistency. b. low illumination. c. high illumination. d. contrast. Answer: D Consider This: Shining a light in the center versus periphery of an on- or off-center cell’s receptive field can have a great impact on the cell’s firing rate. LO 6.13 Describe the work of Hubel & Wiesel that helped to characterize the receptive fields of retinal ganglion cells, lateral geniculate neurons, and striate neurons of lower layer IV. Learning Objective: 6.13 Describe the work of Hubel & Wiesel that helped to characterize the receptive fields of retinal ganglion cells, lateral geniculate neurons, and striate neurons of lower layer IV. Skill Level: Understand the Concepts Difficulty Level: Moderate 488 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOM _6.4.4 Question: The main difference between simple cortical cells and lower layer IV neurons is that the borders between the ―on‖ and ―off‖ regions of the receptive fields of simple cortical cells are ____________ rather than ______________. a. straight; wavy b. excitatory; inhibitory c. circular; straight d. straight; circular Answer: D Consider This: All simple cortical cells and lower layer IV neurons are monocular. LO 6.14 Describe the work of Hubel & Wiesel that characterized the receptive fields of simple and complex cells in the primary visual cortex. Learning Objective: 6.14 Describe the work of Hubel & Wiesel that characterized the receptive fields of simple and complex cells in the primary visual cortex. Skill Level: Analyze It Difficulty Level: Moderate EOM _6.4.5 Question: Unlike simple cortical cells, which are all _______________, many complex cortical cells are _____________. a. binocular; monocular b. monocular; binocular c. excitatory; inhibitory d. inhibitory; excitatory Answer: B Consider This: What you learn about a complex cortical cell by stimulating one eye is confirmed by stimulating the other. LO 6.14 Describe the work of Hubel & Wiesel that characterized the receptive fields of simple and complex cells in the primary visual cortex. Learning Objective: 6.14 Describe the work of Hubel & Wiesel that characterized the receptive fields of simple and complex cells in the primary visual cortex. Skill Level: Analyze It Difficulty Level: Moderate

Quiz: Seeing Color EOM _6.5.1 Question: According to the ____________ theory, there are three different kinds of color receptors, each with a different spectral sensitivity. a. component b. opponent c. retinex d. spectral Answer: A Consider This: This theory is also known as the trichromatic theory. LO 6.18 Describe the component and opponent-process theories of color vision. Learning Objective: 6.18 Describe the component and opponent-process theories of color vision. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _6.5.2 Question: According to the ____________ theory, if an increase in the response of a particular visual neuron signals green, a decrease signals red. a. component b. opponent c. retinex d. spectral Answer: B Consider This: The existence of color afterimages helped support this theory. LO 6.18 Describe the component and opponent-process theories of color vision. Learning Objective: 6.18 Describe the component and opponent-process theories of color vision. Skill Level: Apply What You Know Difficulty Level: Moderate EOM _6.5.3 Question: Most primates are ______________, whereas most other mammals are _______________. a. trichromats; tetrachromats b. tetrachromats; trichromats c. dichromats; trichromats d. trichromats; dichromats Answer: D Consider This: Trichromats possess three types of cone cells. LO 6.18 Describe the component and opponent-process theories of color vision. Learning Objective: 6.18 Describe the component and opponent-process theories of color vision. Skill Level: Analyze It Difficulty Level: Moderate

EOM _6.5.4 Question: _________________ constancy refers to the fact that the perceived color of an object is not solely a function of the wavelengths reflected by it. a. Wavelength b. Color c. Perceptual d. Reflective Answer: B Consider This: Think of how an object stays the same color despite changes in the wavelengths of light that it reflects. LO 6.19 Describe Land’s demonstration of color constancy and explain his retinex theory. Learning Objective: 6.19 Describe Land’s demonstration of color constancy and explain his retinex theory. Skill Level: Remember the Facts Difficulty Level: Easy EOM _6.5.5 Question: According to the ___________ theory of color vision, the color of an object is determined by its reflectance. a. component b. opponent c. retinex d. spectral Answer: C Consider This: Context plays a similarly important role in processing color with this theory. LO 6.19 Describe Land’s demonstration of color constancy and explain his retinex theory. Learning Objective: 6.19 Describe Land’s demonstration of color constancy and explain his retinex theory. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Cortical Mechanisms of Vision and Conscious Awareness EOM _6.6.1 Question: _______________ refers to the ability of certain patients to respond to visual stimuli in their scotomas even though they have no conscious awareness of the stimuli. a. Scotomata b. Hindsight c. Blindsight d. Unconscious sight Answer: C Consider This: A person with this condition may be able to grab a moving object, yet they will claim not to have seen the object. LO 6.21 Explain what happens when an area of primary visual cortex is damaged. Learning Objective: 6.21 Explain what happens when an area of primary visual cortex is damaged. Skill Level: Remember the Facts Difficulty Level: Easy EOM _6.6.2 Question: Most areas of secondary visual cortex are located in two general regions: the _______________ cortex and the __________________ cortex. a. prefrontal; inferotemporal b. inferotemporal; prefrontal c. inferotemporal; striate d. prestriate; inferotemporal Answer: D Consider This: These areas of cortex receive most of their visual input from the primary visual cortex. LO 6.22 Describe the areas of secondary visual cortex and association cortex involved in vision. Learning Objective: 6.22 Describe the areas of secondary visual cortex and association cortex involved in vision. Skill Level: Remember the Facts Difficulty Level: Easy

EOM _6.6.3 Question: According to one theory, the dorsal stream is involved in the perception of ____________ and the ventral stream is involved in the perception of _____________. a. what objects are; where objects are b. where objects are; what objects are c. objects; faces d. faces; objects Answer: B Consider This: Neurons in the ventral stream respond most robustly to characteristics of objects; neurons in the dorsal stream respond most robustly to spatial stimuli. LO 6.23 Explain the difference between the dorsal and ventral streams and the functions that have been attributed to each stream by different theories. Learning Objective: 6.23 Explain the difference between the dorsal and ventral streams and the functions that have been attributed to each stream by different theories. Skill Level: Analyze It Difficulty Level: Moderate EOM _6.6.4 Question: __________________ is a visual agnosia for faces. a. Prosopagnosia b. Akinetopsia c. Maskitis d. Facial agnosia Answer: A Consider This: This condition can be acquired either during development or as a result of brain injury. LO 6.24 Describe the phenomenon of prosopagnosia and discuss the associated theoretical issues. Learning Objective: 6.24 Describe the phenomenon of prosopagnosia and discuss the associated theoretical issues. Skill Level: Remember the Facts Difficulty Level: Easy EOM _6.6.5 Question: _________________ is a deficiency in the ability to see movements progress in a normal, smooth fashion. a. Prosopagnosia b. Akinetopsia c. Visual tremor d. Motionopsia Answer: B Consider This: This deficiency can be triggered by high doses of certain antidepressants. LO 6.25 Describe the phenomenon of akinetopsia and discuss the associated theoretical issues. Learning Objective: 6.25 Describe the phenomenon of akinetopsia and discuss the associated theoretical issues. Skill Level: Remember the Facts Difficulty Level: Easy

Chapter 6 Quiz: The Visual System EOC_6.1 Question: In situations where the level of illumination is high and sensitivity is not important, the visual system responds by: a. dilating the pupils of the eyes. b. constricting the pupils of the eyes. c. habituating to stimulation of the retinas of each eye. d. downgrading the arousal level of other sensory systems working in tandem with input from the eyes. Answer: B Consider this: In the context of vision, sensitivity refers to the ability to detect the presence of dimly lit objects. LO 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. Learning Objective: 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_6.2 Question: Ciliary muscles adjust the: a. foveal size. b. binocular disparity. c. pupil size. d. lens shape. Answer: D Consider This: These muscles control the tension on certain ligaments. LO 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. Learning Objective: 6.1 Explain how the pupil and the lens can affect the image that falls on the retina. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_6.3 Question: Photopic vision is: a. achromatic. b. rod-mediated. c. limited to the periphery of the retina. d. cone-mediated. Answer: D Consider This: Photopic vision predominates in good lighting and provides high acuity. LO 6.4 Describe the duplexity theory of vision and explain the differences between the photopic and scotopic systems. Learning Objective: 6.4 Describe the duplexity theory of vision and explain the differences between the photopic and scotopic systems. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_6.4 Question: Visual signals from the left nasal hemiretina are projected directly to the: a. left nasal hemicortex. b. right nasal hemicortex. c. lateral geniculate nuclei. d. lateral network. Answer: C Consider This: The term nasal hemiretina refers to that half of each retina that lies next to the nose. LO 6.4 Describe the duplexity theory of vision and explain the differences between the photopic and scotopic systems. Learning Objective: 6.4 Describe the duplexity theory of vision and explain the differences between the photopic and scotopic systems. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_6.5 Question: An interior designer explains that turquoise is an underappreciated color because it is calming during the day but brightens a dim room in the evening. The _____ effect helps explain this perception. a. Hering b. von Helmholtz c. Hubel d. Purkinje Answer: D Consider This: Photopic and scotopic spectral sensitivity curves help explain the designer’s perception. LO 6.5 Explain the difference between the photopic and scotopic spectral sensitivity curves and explain how that difference can account for the Purkinje effect. Learning Objective: 6.5 Explain the difference between the photopic and scotopic spectral sensitivity curves and explain how that difference can account for the Purkinje effect. Skill Level: Apply What You Know Difficulty Level: Difficult

EOC_6.6 Question: The transduction of light by rods reflects a(n) _____ in the release of the neurotransmitter _____. a. decrease; GABA b. decrease; glutamate c. increase; GABA d. increase; glutamate Answer: B Consider This: The transduction reflects the bleaching of rhodopsin receptors. LO 6.7 Describe the process of visual transduction Learning Objective: 6.7 Describe the process of visual transduction. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_6.7 Question: Because of the way that it is organized, the visual system is referred to as: a. retinotopic. b. parvocellular. c. prestriate. d. blob-like. Answer: A Consider This: Each level of the retina-geniculate-striate system is organized like a map of the retina. LO 6.9 In the context of the retina-geniculate-striate system, explain what is meant by retinotopic. Learning Objective: 6.9 In the context of the retina-geniculate-striate system, explain what is meant by retinotopic. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_6.8 Question: At least two parallel channels of communication flow through each lateral geniculate nucleus. One runs through the ______________ layers and a second runs through the _____________ layers. a. simple; complex b. parvocellular; magnocellular c. on-centered; off-centered d. blob; nonblob Answer: B Consider This: Each lateral geniculate nucleus only receives visual input from the contralateral visual field. LO 6.10 Describe the M and P channels. Learning Objective: 6.10 Describe the M and P channels. Skill Level: Analyze It Difficulty Level: Moderate

EOC_6.9 Question: The mechanism of contrast enhancement is: a. retinex. b. Mach bands. c. lateral inhibition. d. cytochrome oxidase. Answer: C Consider This: The neural basis of this mechanism involves different firing rates of the receptors on each side of an edge. LO 6.11 Describe contrast enhancement. Learning Objective: 6.11 Describe contrast enhancement. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_6.10 Question: In comparison to simple cortical cells, complex cortical cells: a. have smaller receptive fields. b. have receptive fields with static ―on‖ and ―off‖ areas. c. are never bilateral. d. are more numerous. Answer: D Consider This: Recall that a simple cortical cell responds only to information presented to one of the eyes. LO 6.14 Describe the work of Hubel & Wiesel that characterized the receptive fields of simple and complex cells in the primary visual cortex. Skill Level: Analyze It Difficulty Level: Moderate Learning Objective: 6.14 Describe the work of Hubel & Wiesel that characterized the receptive fields of simple and complex cells in the primary visual cortex. EOC_6.11 Question: The major advantage of the retinex theory over the classic component and opponent process theories of color vision is that the retinex theory: a. can explain color constancy. b. is newer. c. can explain Mondrians. d. can explain the perception of blobs. Answer: A Consider This: The retinex theory proposes that the color of an object is determined by its reflectance. LO 6.19 Describe Land’s demonstration of color constancy and explain his retinex theory. Learning Objective: 6.19 Describe Land’s demonstration of color constancy and explain his retinex theory. Skill Level: Analyze It Difficulty Level: Difficult

EOC_6.12 Question: Many persons with scotomas: a. are always consciously aware of their deficits. b. are not consciously aware of their deficits. c. frequently complain of being confused by the deficits in their visual field. d. often report seeing images that are not actively present in their visual field. Answer: B Consider This: Scotomas are the result of damage to an area of the primary visual cortex. LO 6.21 Explain what happens when an area of primary visual cortex is damaged. Learning Objective: 6.21 Explain what happens when an area of primary visual cortex is damaged. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_6.13 Question: Damage to the fusiform face area is often associated with: a. akinetopsia. b. blindsight. c. prosopagnosia. d. blockage of the dorsal stream. Answer: C Consider This: The fusiform face area is so named because parts of it are selectively activated by human faces. LO 6.24 Describe the phenomenon of prosopagnosia and discuss the associated theoretical issues. Learning Objective: 6.24 Describe the phenomenon of prosopagnosia and discuss the associated theoretical issues. Skill Level: Remember the Facts Difficulty Level: Easy EOC_6.14 Question: Persons with a visual agnosia: a. see objects but can’t identify them. b. are unaware of one side of their body. c. have damage to the ventral prestriate cortex. d. have little or no visual memory. Answer: A Consider This: Agnosia is not the result of a verbal or intellectual impairment. LO 6.24 Describe the phenomenon of prosopagnosia and discuss the associated theoretical issues. Learning Objective: 6.24 Describe the phenomenon of prosopagnosia and discuss the associated theoretical issues. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_6.15 Question: The middle temporal (MT) area of human cortex appears to play an important role in the perception of: a. motion. b. faces. c. illusions. d. depth. Answer: A Consider This: Akinetopsia has been associated with damage to the MT area. LO 6.25 Describe the phenomenon of akinetopsia and discuss the associated theoretical issues. Learning Objective: 6.25 Describe the phenomenon of akinetopsia and discuss the associated theoretical issues. Skill Level: Remember the Facts Difficulty Level: Easy

CHAPTER 7 SENSORY SYSTEMS, PERCEPTION, AND ATTENTION: HOW YOU KNOW THE WORLD T o t a l A s s e s s m e n t G u i d e (T.A.G.) Topic Principles of Sensory System Organization

Auditory System

Somatosensory System: Touch and Pain

Chemical Senses: Smell and Taste

Perception

Selective Attention

Question Type Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay

Remember the Facts

Understand the Concepts 1-9

Apply What You Know

1 1 10-37

38, 39

2-5 2 40-66, 68, 69, 75, 77-79, 81, 82, 85, 86 6-16 3 88-112

67, 70-74, 76, 80, 83, 84, 87

113, 114

17-19 4 115, 116

117-124

125

20, 21 5

MULTIPLE CHOICE QUESTIONS 1.

Areas of neocortex that receive most of their input from the thalamic relay nuclei of one sensory system are classified as a. b. c. d. e.

association cortex. tertiary cortex. motor cortex. secondary sensory cortex. primary sensory cortex.

Answer: E Difficulty Level: Moderate Topic: Types of Sensory Areas of Cortex Skill Level: Understand the Concepts Learning Objective 7.1 Name and define the three types of sensory cortex. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 2. An area of cerebral cortex that receives substantial input from more than one sensory system is classified as a. b. c. d. e.

hierarchical cortex. primary sensory cortex. secondary sensory cortex. association cortex. multimodal cortex.

Answer: D Difficulty Level: Easy Topic: Types of Sensory Areas of Cortex Skill Level: Understand the Concepts Learning Objective 7.1 Name and define the three types of sensory cortex. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

A system demonstrating a hierarchical organization is one in which a. b. c. d. e.

there is one absolute top. there is one absolute bottom. each element has specific levels or ranks with respect to one another. no two elements are at the same level. there is no cortical involvement.

Answer: C Difficulty Level: Easy Topic: Features of Sensory System Organization Skill Level: Understand the Concepts Learning Objective 7.2 In the context of sensory system organization, explain what is meant by each of the following terms: hierarchical organization, functional segregation, and parallel processing. Summarize the current model of sensory system organization. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 4.

The simple process of detecting the presence of stimuli is often referred to as a. b. c. d. e.

seeing. hearing. sensation. perception. attention.

Answer: C Difficulty Level: Easy Topic: Introduction Skill Level: Understand the Concepts Learning Objective 7.1 Name and define the three types of sensory cortex. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

Each cortical level of a sensory system (primary, secondary, or association) is itself composed of different areas that mediate different processes. This pattern of sensory system organization is referred to as a. b. c. d. e.

functional segregation. parallel processing. the binding problem. hierarchical organization. serial processing.

Answer: A Difficulty Level: Moderate Topic: Features of Sensory System Organization Skill Level: Understand the Concepts Learning Objective 7.2 In the context of sensory system organization, explain what is meant by each of the following terms: hierarchical organization, functional segregation, and parallel processing. Summarize the current model of sensory system organization. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 6.

A major principle of sensory system organization is a. b. c. d. e.

lateral organization. functional integration. parallel processing. serial processing. undivided unity.

A system in which information is conducted in a single route through its various components, like a string through beads, is called a a. b. c. d. e.

parallel system. functional system. hierarchical system. serial system. opponent-process system.

Answer: D Difficulty Level: Moderate Topic: Features of Sensory System Organization Skill Level: Understand the Concepts Learning Objective 7.2 In the context of sensory system organization, explain what is meant by each of the following terms: hierarchical organization, functional segregation, and parallel processing. Summarize the current model of sensory system organization. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 8.

Modern neuroscientific theory considers sensory systems to be a. b. c. d. e.

analog, parallel, and general. functionally segregated, serial, and parallel. hierarchical, functionally segregated, and parallel. functionally segregated, serial, and sequential. sequential and general.

Answer: C Difficulty Level: Moderate Topic: Features of Sensory System Organization Skill Level: Understand the Concepts Learning Objective 7.2 In the context of sensory system organization, explain what is meant by each of the following terms: hierarchical organization, functional segregation, and parallel processing. Summarize the current model of sensory system organization. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

Top-down signals carry information a. b. c. d. e.

from higher to lower levels of a sensory hierarchy. from one sensory hierarchy to another. from the cerebellum to the prefrontal cortex. from lower to higher levels within a hierarchy. exclusively in serial systems.

Answer: A Difficulty Level: Easy Topic: Features of Sensory System Organization Skill Level: Understand the Concepts Learning Objective 7.2 In the context of sensory system organization, explain what is meant by each of the following terms: hierarchical organization, functional segregation, and parallel processing. Summarize the current model of sensory system organization. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 10.

For humans, sounds are the product of those molecular vibrations between about __________ hertz. a. b. c. d. e.

20 and 200 2,000 and 20,000 200 and 2,000 200 and 8,000 20 and 20,000

Answer: E Difficulty Level: Difficult Topic: Physical and Perceptual Dimensions of Sound Skill Level: Remember the Facts Learning Objective 7.3 Explain the relationship between the physical and perceptual dimensions of sound. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

The loudness, pitch, and timbre of a sound are directly related to the __________, respectively, of the vibrations that produced it. a. b. c. d. e.

frequency, amplitude, and complexity amplitude, complexity, and frequency amplitude, frequency, and complexity complexity, frequency, and amplitude frequency, complexity, and amplitude

Answer: C Difficulty Level: Moderate Topic: Physical and Perceptual Dimensions of Sound Skill Level: Remember the Facts Learning Objective 7.3 Explain the relationship between the physical and perceptual dimensions of sound. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

The frequency of sound waves is to the complexity of sound waves as the a. b. c. d. e.

pitch of sound is to the timbre. amplitude of sound is to the loudness. pitch of sound is to the amplitude. timbre of sound is to the loudness. loudness of sound is to the timbre.

Answer: A Difficulty Level: Difficult Topic: Physical and Perceptual Dimensions of Sound Skill Level: Remember the Facts Learning Objective 7.3 Explain the relationship between the physical and perceptual dimensions of sound. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

What is the correct pathway that soundwaves travel from the external world to the inner ear? a. b. c. d. e.

hammer – anvil – oval window – cochlea – auditory nerve anvil – stirrup – ear canal – vestibular organ oval window – hammer – anvil – auditory nerve cochlea – eardrum – hammer - anvil anvil – hammer – stirrup – auditory nerve - cochlea

Answer: A Difficulty Level: Moderate Topic: The EarSkill Level: Remember the Facts Learning Objective 7.4 Describe the components of the human ear, and explain how sound is processed within its various structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

The malleus, incus, and stapes a. b. c. d. e.

are small bones that transmit vibrations from the ear drum to the oval window. are small bones that transmit vibrations from the oval window to the round window. are found inside the cochlea. are small bones in the inner ear. make direct connections with the auditory nerve.

Answer: A Difficulty Level: Easy Topic: The Ear Skill Level: Remember the Facts Learning Objective 7.4 Describe the components of the human ear, and explain how sound is processed within its various structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Which auditory structure has the appearance of a snail, and has a name that is derived from the Greek word for ―land snail‖? a. b. c. d. e.

ossicles cochlea malleus tectorial membrane olive

Answer: B Difficulty Level: Easy Topic: The Ear Skill Level: Remember the Facts Learning Objective 7.4 Describe the components of the human ear, and explain how sound is processed within its various structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

Resting on the auditory hair cells is the a. b. c. d. e.

cochlea. basilar membrane. organ of Corti. tectorial membrane. auditory nerve.

Answer: D Difficulty Level: Difficult Topic: The Ear Skill Level: Remember the Facts Learning Objective 7.4 Describe the components of the human ear, and explain how sound is processed within its various structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

Which structure is part of the organ of Corti? a. b. c. d. e.

semicircular canals tympanic membrane basilar membrane round window stirrup

Answer: E Difficulty Level: Difficult Topic: The Ear Skill Level: Remember the Facts Learning Objective 7.4 Describe the components of the human ear, and explain how sound is processed within its various structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

Which structure contains the receptors of the vestibular system? a. b. c. d. e.

basilar membrane semicircular canals ossicles vestibular nucleus cochlea

19.

The sensory organs of the vestibular system a. b. c. d. e.

help a person to maintain balance. activate one branch of cranial nerve X. are the oval and round windows. are located near the hypothalamus. help in the perception of high-pitched sounds.

Answer: A Difficulty Level: Moderate Topic: The Ear Skill Level: Remember the Facts Learning Objective 7.4 Describe the components of the human ear, and explain how sound is processed within its various structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

The semicircular canals are the receptive organs of a. b. c. d. e.

the auditory system. the vestibular system. a top-down sensory system. an exteroceptive system. a parallel-serial hierarchy.

21.

The auditory system is organized a. b. c. d. e.

retinotopically. geographically. tonotopically. somatotopically. volumetrically.

Answer: C Difficulty Level: Easy Topic: The Ear Skill Level: Remember the Facts Learning Objective 7.4 Describe the components of the human ear, and explain how sound is processed within its various structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22.

The visual system is to retinotopic as the auditory system is to a. b. c. d. e.

homotopic. spatiotopic. intensity topic. tonotopic. timbre topic.

Answer: D Difficulty Level: Easy Topic: The Ear Skill Level: Remember the Facts Learning Objective 7.4 Describe the components of the human ear, and explain how sound is processed within its various structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

The axons of the auditory nerves synapse in the ipsilateral a. b. c. d. e.

cochlear nuclei. superior olivary nuclei. medial geniculate nuclei. inferior colliculi. lateral lemniscus.

Answer: A Difficulty Level: Moderate Topic: From the Ear to the Primary Auditory Cortex Skill Level: Remember the Facts Learning Objective 7.5 Describe the major pathways that lead from the ear to the primary auditory cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 24.

The superior olives receive much of their neural input from the a. b. c. d. e.

medial geniculate nuclei. superior colliculus. inferior colliculus. cochlear nuclei. lateral geniculate nuclei.

Answer: D Difficulty Level: Difficult Topic: From the Ear to the Primary Auditory Cortex Skill Level: Remember the Facts Learning Objective 7.5 Describe the major pathways that lead from the ear to the primary auditory cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

The major auditory projections of the inferior colliculi go to the a. b. c. d. e.

cochlear nuclei. medial geniculate nuclei. lateral geniculate nuclei. superior olives. auditory nerve.

Answer: B Difficulty Level: Difficult Topic: From the Ear to the Primary Auditory Cortex Skill Level: Remember the Facts Learning Objective 7.5 Describe the major pathways that lead from the ear to the primary auditory cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 26.

As sound makes its way from the ear to the auditory cortex, the medial geniculate nuclei can be found in the a. b. c. d. e.

occipital lobe. basilar membrane. thalamus. cochlea. frontal lobe.

Answer: C Difficulty Level: Difficult Topic: From the Ear to the Primary Auditory Cortex Skill Level: Remember the Facts Learning Objective 7.5 Describe the major pathways that lead from the ear to the primary auditory cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

Where are the superior olives found? a. b. c. d. e.

on the sides of the brain stem in the parietal lobe in the hypothalamus adjacent to the amygdala in the forebrain

The complexity of the analyses that the auditory system has to perform may be the origin of a. b. c. d. e.

human superiority in hearing, compared to other species. the complex subcortical organization of the auditory system. why the visual system evolved more rapidly in the course of human evolution. the relatively straightforward path that auditory information takes on its way to the cortex. neuroscientists’ clear understanding of how the primate auditory cortex functions.

Answer: B Difficulty Level: Moderate Topic: From the Ear to the Primary Auditory Cortex Skill Level: Remember the Facts Learning Objective 7.5 Describe the major pathways that lead from the ear to the primary auditory cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

The primary auditory cortex is in the a. b. c. d. e.

temporal lobe. fissure of Rolando. occipital lobe. frontal lobe. basal ganglia.

Answer: A Difficulty Level: Moderate Topic: Auditory Cortex Skill Level: Remember the Facts Learning Objective 7.6 Describe the organization of auditory cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 30.

Much of the human auditory cortex is invisible to casual inspection because it is in the __________ fissure. a. b. c. d. e.

central lateral longitudinal calcarine postcentral

Answer: B Difficulty Level: Easy Topic: Auditory Cortex Skill Level: Remember the Facts Learning Objective 7.6 Describe the organization of auditory cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

Which of the following is located in the temporal lobe, hidden from view within the lateral fissure? a. b. c. d. e.

the central fissure the vestibular cortex the gustatory cortex the auditory cortex the olfactory cortex

Answer: D Difficulty Level: Easy Topic: Auditory Cortex Skill Level: Remember the Facts Learning Objective 7.6 Describe the organization of auditory cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 32.

Areas of secondary auditory cortex located outside the ―belt‖ are known as a. b. c. d. e.

sansabelt areas. inferior auditory cortex. parabelt areas. the proximal zone. the core region.

Answer: C Difficulty Level: Moderate Topic: Auditory Cortex Skill Level: Remember the Facts Learning Objective 7.6 Describe the organization of auditory cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

How is the primary auditory cortex organized? a. b. c. d. e.

in a parallel fashion randomly in a horizontal array non-tonotopically in functional columns

Answer: E Difficulty Level: Moderate Topic: Auditory Cortex Skill Level: Remember the Facts Learning Objective 7.6 Describe the organization of auditory cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34.

The perception of pitch in primates seems to occur in a. b. c. d. e.

the thalamus. one small cortical area just anterior to primary auditory cortex. association cortex. primary auditory cortex. all areas of association cortex together.

Answer: B Difficulty Level: Difficult Skill Level: Remember the Facts Topic: Auditory Cortex Skill Level: Remember the Facts Learning Objective 7.6 Describe the organization of auditory cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

Which attribute played a major role in the research differentiating neurons that respond to pitch from those that respond to frequency? a. b. c. d. e.

missing fundamentals primary auditory cortex tinnitus barn owls posterior auditory pathway

Answer: A Difficulty Level: Difficult Topic: Auditory Cortex Skill Level: Remember the Facts Learning Objective 7.6 Describe the organization of auditory cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36.

In humans and other primates, large bilateral auditory cortex lesions produce a. b. c. d. e.

permanent total deafness. permanent partial deafness. a permanent deficit in the ability to localize sounds and discriminate frequencies. total deafness that is permanent only in the ipsilateral field. total deafness that is permanent only in the contralateral field.

Answer: C Difficulty Level: Difficult Topic: Effects of Damage to the Auditory System Skill Level: Remember the Facts Learning Objective 7.7 Describe the effects of damage to the auditory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

The permanent effects of bilateral auditory cortex damage are surprisingly minor in primates, although they do include disruption of the ability to a. b. c. d. e.

detect sounds, but only those presented to the contralateral ear. access the ―when‖ auditory pathway. localize sounds. access the ―how‖ auditory pathway. ever hear again.

Answer: E Difficulty Level: Difficult Topic: Effects of Damage to the Auditory System Skill Level: Remember the Facts Learning Objective 7.7 Describe the effects of damage to the auditory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 38.

Bilateral destruction of which auditory structure would be most likely to produce complete and permanent hearing loss? a. b. c. d. e.

primary auditory cortex superior colliculus cochlear nerve secondary auditory cortex association cortex

Answer: C Difficulty Level: Moderate Topic: Effects of Damage to the Auditory System Skill Level: Apply What You Know Learning Objective 7.7 Describe the effects of damage to the auditory system. APA Learning Objective: 1.3 Describe applications of psychology.

39.

Tinnitus a. b. c. d. e.

always accompanies hearing loss. is always cured by cutting the contralateral auditory nerve. is always cured by cutting the ipsilateral auditory nerve. is a low-pitched warbling sound without any obvious source. is caused by neuroplastic changes to the auditory system.

Answer: E Difficulty Level: Difficult Topic: Effects of Damage to the Auditory System Skill Level: Apply What You Know Learning Objective 7.7 Describe the effects of damage to the auditory system. APA Learning Objective: 1.3 Describe applications of psychology. 40.

Which aspect of the somatosensory system senses external stimuli that are applied to the skin? a. b. c. d. e.

exteroceptive proprioceptive interoceptive bronchioceptive parvoceptive

Answer: A Difficulty Level: Moderate Topic: Cutaneous Receptors Skill Level: Remember the Facts Learning Objective 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

The sense of touch is largely a. b. c. d. e.

exteroceptive. proprioceptive. interoceptive. nociceptive. slow-adapting.

Answer: A Difficulty Level: Easy Topic: Cutaneous Receptors Skill Level: Remember the Facts Learning Objective 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 42.

Nociceptive stimuli are a. b. c. d. e.

exteroceptive. mechanical. thermal. painful. illusory.

Answer: D Difficulty Level: Easy Topic: Cutaneous Receptors Skill Level: Remember the Facts Learning Objective 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Touch is an example of a. b. c. d. e.

nociceptive stimuli. thermal stimuli. mechanical stimuli. proprioceptive stimuli. interoceptive stimuli.

Answer: C Difficulty Level: Easy Topic: Cutaneous Receptors Skill Level: Remember the Facts Learning Objective 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44.

The perception of both pain and changes in skin temperature are largely mediated by a. b. c. d. e.

free nerve endings. Pacinian corpuscles. nociceptors. temperoceptors. red corpuscles.

45.

Free nerve endings are thought to mediate the perception of a. b. c. d. e.

constant pressure. movement. temperature change. skin stretch. skin indentation.

Answer: C Difficulty Level: Difficult Topic: Cutaneous Receptors Skill Level: Remember the Facts Learning Objective 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 46.

The Pacinian corpuscle is a. b. c. d. e.

the smallest cutaneous receptor. the most deeply positioned cutaneous receptor. slow in adapting to pressure signals on the skin. responsive to constant pressure on the skin. receptive to thermal sensations.

Answer: B Difficulty Level: Difficult Topic: Cutaneous Receptors Skill Level: Remember the Facts Learning Objective 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

Pacinian corpuscles, Merkel’s disks, and Ruffini endings are a. b. c. d. e.

blood cells. auditory receptors. receptors in the skin. taste receptors. nuclei in the somatosensory system.

The identification of objects by touch is a. b. c. d. e.

proprioception. interoceptive. vestibulation. stereognosis. astereognosia.

Answer: D Difficulty Level: Moderate Topic: Cutaneous Receptors Skill Level: Remember the Facts Learning Objective 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

How are Merkel’s disks and Ruffini endings similar to one another? a. b. c. d. e.

both adapt quickly to displacements of the skin both respond to pain sensations both are quicker responders than Pacinian corpuscles both respond to changes in environmental temperature both adapt slowly to displacements of the skin

Answer: E Difficulty Level: Easy Topic: Cutaneous Receptors Skill Level: Remember the Facts Learning Objective 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 50.

Tactile sensations appear to be produced by a. b. c. d. e.

the interaction of multiple receptor mechanisms. responses to heat sensations, primarily. responses to pain, primarily. responses to skin stretching, primarily. specific actions of specific receptor cell types.

51.

Somatosensory information is carried to the cortex via two major pathways that a. b. c. d. e.

carry distinct types of information. are evolutionarily repurposed parts of the visual system. share some overlap of function. also carry some forms of auditory information. are indistinguishable from one another at an anatomical level.

Answer: C Difficulty Level: Moderate Topic: Two Major Somatosensory Pathways Skill Level: Remember the Facts Learning Objective 7.9 Describe the two major somatosensory pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 52.

The dorsal-column medial-lemniscus system and the anterolateral system both carry sensory information from the a. b. c. d. e.

eyes. ears. skin. nose. mouth.

Answer: C Difficulty Level: Easy Topic: Two Major Somatosensory Pathways Skill Level: Remember the Facts Learning Objective 7.9 Describe the two major somatosensory pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

The dorsal-column medial-lemniscus system is particularly responsive to a. b. c. d. e.

sound and movement. touch and proprioception. motor output. tickle and temperature. pain and temperature.

Answer: B Difficulty Level: Moderate Topic: Two Major Somatosensory Pathways Skill Level: Remember the Facts Learning Objective 7.9 Describe the two major somatosensory pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 54.

The anterolateral system is particularly responsive to a. b. c. d. e.

pain and temperature. temperature and tickle. tickle and pressure. pressure and pain. pressure and temperature.

Answer: A Difficulty Level: Moderate Topic: Two Major Somatosensory Pathways Skill Level: Remember the Facts Learning Objective 7.9 Describe the two major somatosensory pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

The dorsal columns are composed of the axons of a. b. c. d. e.

cutaneous somatosensory neurons. neurons with their cell bodies in the cochlear nuclei. neurons with their cell bodies in the dorsal column nuclei. several branches of the trigeminal nerve. medial lemniscus neurons.

Answer: A Difficulty Level: Difficult Topic: Two Major Somatosensory Pathways Skill Level: Remember the Facts Learning Objective 7.9 Describe the two major somatosensory pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 56.

The neurons of the ventral posterior nucleus project to a. b. c. d. e.

SI, SII, and the posterior parietal cortex. the thalamus. the medial lemniscus. the dorsal column nuclei. the auditory cortex.

57.

The longest neuron in the human body a. b. c. d. e.

is a neuron extending from the tip of the index finger to the waist. has its cell body in the spinal cord. is part of the anterolateral system. is a somatosensory neuron with one end in a toe and the other in the dorsal column nuclei. wraps around the midsection of the body in a horizontal fashion.

Answer: D Difficulty Level: Easy Topic: Two Major Somatosensory Pathways Skill Level: Remember the Facts Learning Objective 7.9 Describe the two major somatosensory pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 58.

Most of the neurons of the anterolateral system decussate in the a. b. c. d. e.

spinal cord. lower brain stem. midbrain. corpus callosum. medulla.

59.

Which structure is part of the anterolateral system? a. b. c. d. e.

spinothalamic tract thoracic nucleus spinorectal tract dorsal columns medial lemniscus

Dorsal columns are to anterolateral pathways as a. b. c. d. e.

pain is to temperature. touch is to temperature and pain. exteroceptive is to interoceptive. free nerve endings are to Pacinian corpuscles. temperature is to tickle.

61.

Which somatosensory structure does not receive substantial input from the anterolateral system? a. b. c. d. e.

dorsal column nuclei tectum reticular formation colliculi thalamus

The ventral posterior nuclei of the thalamus receive direct input from the a. b. c. d. e.

dorsal-column medial-lemniscus system. spinotectal tract. spinoreticular tract. hippocampus. amygdala.

63.

The three branches of the trigeminal nerve carry pain and temperature information from the ________ to the ________. a. b. c. d. e.

spinal cord; occipital lobe face; hippocampus thalamus; hypothalamus face; thalamus spinal cord; frontal lobe

Primary somatosensory cortex is in the a. b. c. d. e.

postcentral gyrus. precentral gyrus. occipital lobe. frontal lobe. cerebellum.

Answer: A Difficulty Level: Easy Topic: Cortical Areas of Somatosensation Skill Level: Remember the Facts Learning Objective 7.10 Describe the cortical somatosensory areas and their somatotopic layout. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Much of SII is a. b. c. d. e.

adjacent to SI. deep inside the central fissure. in the frontal cortex. in the occipital lobe. in the brain stem.

Answer: A Difficulty Level: Moderate Topic: Cortical Areas of Somatosensation Skill Level: Remember the Facts Learning Objective 7.10 Describe the cortical somatosensory areas and their somatotopic layout. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 66.

Research has shown that primary somatosensory cortex a. b. c. d. e.

is really SII. includes SII. is posterior to SII. is organized in four somatotopically organized, parallel strips. is smaller than SII.

Answer: D Difficulty Level: Moderate Topic: Cortical Areas of Somatosensation Skill Level: Remember the Facts Learning Objective 7.10 Describe the cortical somatosensory areas and their somatotopic layout. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

Unilateral damage to SI a. b. c. d. e.

eliminates the sense of touch in the contralateral hand. eliminates the sense of touch in the ipsilateral hand. produces contralateral neglect. produces contralateral deficits in stereognosis. is usually very serious and debilitating.

Answer: D Difficulty Level: Moderate Topic: Cortical Areas of Somatosensation Skill Level: Apply What You Know Learning Objective 7.10 Describe the cortical somatosensory areas and their somatotopic layout. APA Learning Objective: 1.3 Describe applications of psychology. 68.

What is a somatosensory homunculus? a. b. c. d. e.

an area of the brain that lies partway between SI and SII, sometimes called SI.5 the collective name given to the six largest fissures in the cerebral cortex a system of thermal units used to assess the functioning of Pacinian corpuscles a visual depiction of the somatotopic organization of sensory cortex a way of measuring pain sensitivity in response to increasing pressure on the skin

Unilateral excision of SI produces a contralateral deficit in the ability to a. b. c. d. e.

detect light touch. identify objects by sight. feel anything with the hand. feel pain. respond to extremes of temperature change.

Answer: A Difficulty Level: Difficult Topic: Cortical Areas of Somatosensation Skill Level: Remember the Facts Learning Objective 7.10 Describe the cortical somatosensory areas and their somatotopic layout. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 533 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

70.

Which statement about bimodal neurons in the posterior parietal cortex is correct? a. b. c. d. e.

They respond to activation of two different sensory systems. Damage to this area is responsible for the initiation of stereognosis. They project to the basal ganglia in most, but not all, primates. Unilateral damage to these neurons produces no measureable deficit in behavior. They process sensory information related to vision, hearing, and smell

Answer: A Difficulty Level: Difficult Topic: Somatosensory System and Association Cortex Skill Level: Apply What You Know Learning Objective 7.11 Name the areas of association cortex that somatosensory signals are sent to, and describe the functional properties of one of those areas. APA Learning Objective: 1.3 Describe applications of psychology. 71.

Astereognosia and asomatognosia are the two major types of a. b. c. d. e.

touch blindness. apraxia. somatosensory agnosia. contralateral neglect. stereognosis.

Answer: C Difficulty Level: Easy Skill LevelL Apply What You Know Topic: Somatosensory Agnosias Skill Level: Apply What You Know Learning Objective 7.12 Describe the two major types of somatosensory agnosia. APA Learning Objective: 1.3 Describe applications of psychology. 72.

Harold Klawans’ neurological case of Aunt Betty suffered from a form of a. b. c. d. e.

asomatognosia. prosopagnosia. color agnosia. stereognosis. anosmia.

Answer: A Difficulty Level: Easy Topic: Somatosensory Agnosias Skill Level: Apply What You Know Learning Objective 7.12 Describe the two major types of somatosensory agnosia. APA Learning Objective: 1.3 Describe applications of psychology.

73.

Asomatognosia is often associated with a. b. c. d. e.

stereognosis. prosopagnosia. contralateral neglect. the rubber hand illusion. ipsilateral neglect.

Answer: C Difficulty Level: Easy Topic: Somatosensory Agnosias Skill Level: Apply What You Know Learning Objective 7.12 Describe the two major types of somatosensory agnosia. APA Learning Objective: 1.3 Describe applications of psychology. 74.

Which of the following is often associated with asomatognosia? a. b. c. d. e.

the rubber hand illusion aphasia anosognosia prolegomena prosopagnosia

The rubber-hand illusion has been most frequently demonstrated in a. b. c. d. e.

healthy volunteers. patients with auditory cortex damage. patients with somatosensory cortex damage. patients who feel no pain. amputees.

Answer: A Difficulty Level: Moderate Topic: Rubber-Hand Illusion Skill Level: Remember the Facts Learning Objective 7.13 Describe the rubber-hand illusion and its neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

76.

Hemispherectomized patients feel a. b. c. d. e.

no pain. no pain from the contralateral side of the body. no pain from the ipsilateral side of the body. pain from both sides of the body. pain in the absence of any physical stimulation.

Answer: D Difficulty Level: Moderate Topic: Perception of Pain Skill Level: Apply What You Know Learning Objective 7.14 Explain why the perception of pain is said to be paradoxical. APA Learning Objective: 1.3 Describe applications of psychology. 77.

The cortical area most commonly linked to the perception of pain is called the a. b. c. d. e.

anterior cingulate cortex. periaqueductal gray matter. gate control cortex. pain mucosa. dorsolateral frontal cortex.

Answer: A Difficulty Level: Moderate Topic: Perception of Pain Skill Level: Remember the Facts Learning Objective 7.14 Explain why the perception of pain is said to be paradoxical. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

78.

The cortical area that has most frequently been linked to pain by functional brain imaging studies is the a. b. c. d. e.

anterior cingulate cortex. secondary somatosensory cortex. posterior parietal cortex. inferotemporal cortex. PAG.

The thermal grid illusion occurs when a. b. c. d. e.

the release of endorphins triggers an exaggerated pain response. area SI is lesioned while area SII remains intact. a rubber hand placed on a heat source triggers physical pain in an observer. a genetic mutation causes a person to experience pressure sensations as thermal sensations. pain is perceived after placing one’s hand on a grid of metal rods.

Answer: E Difficulty Level: Difficult Topic: Perception of Pain Skill Level: Remember the Facts Learning Objective 7.14 Explain why the perception of pain is said to be paradoxical. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

80.

Electrical stimulation of the periaqueductal gray produces a(n) ___________ effect. a. b. c. d. e.

mildly painful calming moderately painful analgesic severely painful

Answer: D Difficulty Level: Easy Topic: Perception of Pain Skill Level: Apply What You Know Learning Objective 7.14 Explain why the perception of pain is said to be paradoxical. APA Learning Objective: 1.3 Describe applications of psychology. 81.

Some cultural practices involve the infliction of severe pain, yet recipients report no such feelings of pain. This illustrates a paradox of pain; namely, that a. b. c. d. e.

pain receptors in the skin are less responsive than thermal receptors. pain has no obvious cortical representation. pain can be suppressed by cognitive and emotional factors. severe, chronic pain is almost always adaptive. emotional suffering is more painful than physical harm.

Answer: C Difficulty Level: Easy Topic: Perception of Pain Skill Level: Remember the Facts Learning Objective 7.14 Explain why the perception of pain is said to be paradoxical. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

82.

Electrical stimulation of which of the following structures has analgesic effects? a. b. c. d. e.

SII periaqueductal gray paraventricular nuclei ventral posterior nuclei medial lemniscus

Answer: B Difficulty Level: Moderate Topic: Perception of Pain Skill Level: Remember the Facts Learning Objective 7.14 Explain why the perception of pain is said to be paradoxical. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 83.

Endorphins are a. b. c. d. e.

the primary source of pressure-related pain. receptor cells that link Merkel’s disks with the raphé nuclei. found primarily in the medulla. internally produced opioid analgesics. the primary source of thermal-related pain.

The descending PAG-raphé-dorsal-column circuit has been hypothesized to mediate a. b. c. d. e.

some types of pain. some types of analgesia. touch. audition. stereognosis.

Answer: B Difficulty Level: Easy Topic: Perception of Pain Skill Level: Apply What You Know Learning Objective 7.14 Explain why the perception of pain is said to be paradoxical. APA Learning Objective: 1.3 Describe applications of psychology.

85.

The analgesia-mediating axons descending in the dorsal columns originate in a. b. c. d. e.

the PAG. the raphé nucleus. SI. SII. the ventral posterior nuclei.

Answer: B Difficulty Level: Difficult Topic: Perception of Pain Skill Level: Remember the Facts Learning Objective 7.14 Explain why the perception of pain is said to be paradoxical. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 86.

The PAG is to the raphé as a. b. c. d. e.

opioid is to serotonin. serotonin is to opiate. pain is to analgesia. analgesia is to pain. descending is to ascending.

Answer: A Difficulty Level: Difficult Topic: Perception of Pain Skill Level: Remember the Facts Learning Objective 7.14 Explain why the perception of pain is said to be paradoxical. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

87.

Severe chronic pain in the absence of a recognizable pain stimulus is classified as a. b. c. d. e.

psychophysiological. analgesic. neuropathic. pheromonal. psychophysical.

Answer: C Difficulty Level: Easy Topic: Neuropathic Pain Skill Level: Apply What You Know Learning Objective 7.15 Define neuropathic pain and describe some of its putative neural mechanisms. APA Learning Objective: 1.3 Describe applications of psychology. 88.

Smell and taste a. b. c. d. e.

are the most well understood of the exteroceptive sensory systems. combine to produce the sensation of flavor. have only recently evolved in humans, compared to vision and audition. are also known as gustation and olfaction, respectively. play a central role in regulating social interactions among humans.

Answer: B Difficulty Level: Moderate Topic: Adaptive Roles of the Chemical Senses Skill Level: Remember the Facts Learning Objective 7.16 Describe two adaptive roles for the chemical senses. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

Much of the interest in the chemical senses stems from the fact that a. b. c. d. e.

their physiology is particularly simple. their anatomy and physiology are well understood. they play important roles in the social lives of many species. they are the most highly developed senses in humans. they always act together, and never act separately.

Answer: C Difficulty Level: Moderate Topic: Adaptive Roles of the Chemical Senses Skill Level: Remember the Facts Learning Objective 7.16 Describe two adaptive roles for the chemical senses. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 90.

In one experiment, a male hamster intruder was converted from a target of assassination to a target of lust by a. b. c. d. e.

injecting it with estrogen. injecting it with testosterone. swabbing it with lemon. swabbing it with the vaginal secretions of an ovulating female. swabbing it with expensive perfume.

Answer: D Difficulty Level: Moderate Topic: Adaptive Roles of the Chemical Senses Skill Level: Remember the Facts Learning Objective 7.16 Describe two adaptive roles for the chemical senses. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

Olfactory receptors are embedded in the a. b. c. d. e.

olfactory mucosa. nose hairs. olfactory nucleus. olfactory neocortex. cribriform plate.

Answer: A Difficulty Level: Moderate Topic: Olfactory System Skill Level: Remember the Facts Learning Objective 7.17 Describe the olfactory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 92.

The axons of the olfactory receptors run through the a. b. c. d. e.

olfactory bulb to the thalamus. olfactory bulb to the paleocortex. cribriform plate to the thalamus. cribriform plate to the olfactory bulbs. olfactory epithelium to olfactory cortex.

Answer: D Difficulty Level: Moderate Topic: Olfactory System Skill Level: Remember the Facts Learning Objective 7.17 Describe the olfactory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

Which sequence correctly represents the pathway of olfactory information? a. b. c. d. e.

olfactory receptors  olfactory bulb  cribriform plate  brain olfactory bulb  olfactory receptors  cribriform plate  brain olfactory bulb  cribriform plate  olfactory receptors  brain cribriform plate  olfactory bulb  olfactory receptors  brain olfactory receptors  cribriform plate  olfactory bulb  brain

Answer: E Difficulty Level: Moderate Topic: Olfactory System Skill Level: Remember the Facts Learning Objective 7.17 Describe the olfactory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 94.

Rats and mice have approximately __________ different kinds of olfactory receptor proteins. a. b. c. d. e.

10,000 1,000 500 100 10

Answer: B Difficulty Level: Easy Topic: Olfactory System Skill Level: Remember the Facts Learning Objective 7.17 Describe the olfactory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

Evidence suggests that humans have about __________ different types of olfactory receptors. a. b. c. d. e.

3 5 7 16 300

How many types of receptor protein molecules are contained by each olfactory receptor cell? a. b. c. d. e.

1 3 4 7 about 300

Answer: A Difficulty Level: Easy Topic: Olfactory System Skill Level: Remember the Facts Learning Objective 7.17 Describe the olfactory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

All of the olfactory receptor cells with the same receptor protein a. b. c. d. e.

are located in the same part of the mucosa. terminate in the nasal passage. project to the same glomeruli on the olfactory bulbs. bypass the cribriform plate. project to glomeruli in a random fashion.

Answer: C Difficulty Level: Moderate Topic: Olfactory System Skill Level: Remember the Facts Learning Objective 7.17 Describe the olfactory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 98.

Olfactory receptor cells a. b. c. d. e.

contain no receptor molecules. survive for only a few weeks and are replaced by new ones. have no axons. each contain three different receptor molecules. each contain 350 different receptor molecules.

Answer: B Difficulty Level: Moderate Topic: Olfactory System Skill Level: Remember the Facts Learning Objective 7.17 Describe the olfactory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

Each olfactory receptor cell survives for a few a. b. c. d. e.

decades. years. months. weeks. days.

The olfactory tracts project from the olfactory bulbs to the structures of the medial temporal lobes, particularly to the a. b. c. d. e.

amygdala. thalamus. medulla. pons. cerebellum.

101.

Two major olfactory pathways leave the amygdala-piriform area. One projects diffusely to the limbic system; the other projects to the a. b. c. d. e.

medial dorsal nuclei of the thalamus and then to the orbitofrontal cortex. hippocampus and caudate. striatum and olfactory bulb. olfactory bulb and SI. basal forebrain and cingulate.

Answer: A Difficulty Level: Difficult Topic: Olfactory System Skill Level: Remember the Facts Learning Objective 7.17 Describe the olfactory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 102.

Although it is somewhat arbitrary, primary olfactory cortex is considered to be a. b. c. d. e.

piriform cortex. in the thalamus. in the orbits. olfactory bulbs. in the glomeruli.

103.

Olfactory neocortex is considered to be in the a. b. c. d. e.

occipital lobe. thalamus. parietal lobe. piriform cortex. glomeruli.

Answer: D Difficulty Level: Easy Topic: Olfactory System Skill Level: Remember the Facts Learning Objective 7.17 Describe the olfactory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 104.

Taste receptors typically occur in clusters of 50 to 100. These clusters are called a. b. c. d. e.

glomeruli. taste buds. taste receptor nuclei. papillae. taste mucosas.

Answer: B Difficulty Level: Easy Topic: Gustatory System Skill Level: Remember the Facts Learning Objective 7.18 Describe the gustatory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

__________ are found in __________, which are often located around small protuberances on the tongue called __________. a. b. c. d. e.

Taste receptors; taste buds; papillae Taste buds; taste receptors; papillae Taste receptors; papillae; taste buds Taste buds; papillae; taste receptors Papillae; taste receptors; taste buds

Answer: A Difficulty Level: Difficult Topic: Gustatory System Skill Level: Remember the Facts Learning Objective 7.18 Describe the gustatory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 106.

Taste transduction for sweet, umami, and bitter is mediated by __________; transduction for salty and sour is mediated by ____________. a. b. c. d. e.

taste buds; papillae metabotropic receptors; ionotropic receptors the olfactory system; the gustatory system ionotropic receptors; metabotropic receptors papillae; taste buds

Answer: B Difficulty Level: Moderate Topic: Gustatory System Skill Level: Remember the Facts Learning Objective 7.18 Describe the gustatory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

107.

There seem to be five primary tastes: sweet, sour, bitter, salty, and a. b. c. d. e.

fatty. umami. oily. yomama. yumyumi.

Gustatory receptor cells generally survive for a period of _________ before being replaced by new cells. a. b. c. d. e.

a decade or more 2 to 3 years 24 hours 6 to 8 hours a few weeks

Answer: E Difficulty Level: Difficult Topic: Gustatory System Skill Level: Remember the Facts Learning Objective 7.18 Describe the gustatory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

Gustatory afferents leave the mouth as part of the __________ cranial nerves. a. b. c. d. e.

I, II, and III IV, VI, and VII III, X, and XI VII, IX, and X VII, VIII, and IX

Answer: D Difficulty Level: Difficult Topic: Gustatory System Skill Level: Remember the Facts Learning Objective 7.18 Describe the gustatory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 110.

The main medullary nucleus of the gustatory system is the a. b. c. d. e.

solitary nucleus. red nucleus. dorsal column nucleus. ventral posterior nucleus. piriform nucleus.

Answer: A Difficulty Level: Moderate Topic: Gustatory System Skill Level: Remember the Facts Learning Objective 7.18 Describe the gustatory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

The primary gustatory cortex is in the a. b. c. d. e.

longitudinal fissure. central fissure. lateral fissure. occipital lobe. temporal lobe.

Answer: C Difficulty Level: Difficult Topic: Gustatory System Skill Level: Remember the Facts Learning Objective 7.18 Describe the gustatory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 112.

Unlike the projections of the other exteroceptive sensory systems, the projections of the gustatory system are primarily a. b. c. d. e.

contralateral. ipsilateral. unilateral. bilateral. descending.

113.

Gustation is to olfaction as a. b. c. d. e.

flavor is to odor. onions are to potatoes. thalamus is to neocortex. ageusia is to anosmia. NaCl is to thiamine.

Answer: D Difficulty Level: Moderate Topic: Brain Damage and the Chemical Senses Skill Level: Apply What You Know Learning Objective 7.19 Explain the potential effects of brain damage on the chemical senses. APA Learning Objective: 1.3 Describe applications of psychology. 114.

The most common neurological cause of anosmia is a. b. c. d. e.

a tumor. an infection. a blow to the head. a convulsion. a blow to the nose.

Answer: C Difficulty Level: Moderate Topic: Brain Damage and the Chemical Senses Skill Level: Apply What You Know Learning Objective 7.19 Explain the potential effects of brain damage on the chemical senses. APA Learning Objective: 1.3 Describe applications of psychology.

115.

Phantom limbs are an example of a category of experiences called a. b. c. d. e.

phantom concepts. bistable figures. phantom percepts. sensory puzzles. phantom 309.

Answer: C Difficulty Level: Easy Topic: Perceptual Decision Making Skill Level: Remember the Facts Learning Objective 7.21 Explain perceptual decision making, using some examples of phantom percepts to illustrate. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 116.

The binding problem focuses on a. b. c. d. e.

the way chemical senses operate in concert with one another. disentangling the separate contributions of multiple dorsal and ventral pathways of sensory information. how the brain combines individual sensory attributes to form an integrated perception. explaining why Charles Bonnet Syndrome only affects people past the age of 62. how endogenous attention gets converted to exogenous attention.

Answer: C Difficulty Level: Moderate Topic: The Binding Problem Skill Level: Remember the Facts Learning Objective 7.22 Explain the binding problem and describe two potential solutions to it. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

117.

The ability to focus on only a small subset of the stimuli that are being received by sensory organs is called a. b. c. d. e.

subliminal perception. selective attention. selective perception. subliminal attention. sensory focus.

Answer: B Difficulty Level: Easy Topic: Characteristics of Selective Attention Skill Level: Remember the Facts Learning Objective 7.23 Describe the two characteristics of selective attention and explain what is meant by exogenous versus endogenous attention. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 118.

Selective attention a. b. c. d. e.

improves the perception of stimuli that are its focus. has no effect on perception. seems to depend totally on thalamic mechanisms. seems to depend totally on changes in receptors. blocks out, just slightly, the perception of those stimuli that are its focus.

Answer: A Difficulty Level: Easy Topic: Characteristics of Selective Attention Skill Level: Remember the Facts Learning Objective 7.23 Describe the two characteristics of selective attention and explain what is meant by exogenous versus endogenous attention. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

119.

Endogenous attention is thought to be mediated by a. b. c. d. e.

top-down mechanisms. bottom-up mechanisms. recurrent collateral inhibition. exogenous inhibition. subliminal perception.

Answer: A Difficulty Level: Moderate Topic: Characteristics of Selective Attention Skill Level: Remember the Facts Learning Objective 7.23 Describe the two characteristics of selective attention and explain what is meant by exogenous versus endogenous attention. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 120.

Some mechanisms of selective attention can be characterized as a. b. c. d. e.

over-under. bottom-up. inside-out. outside-in. topsy-turvy.

121.

A change in visual attention that involves a shift of gaze is called a. b. c. d. e.

overt attention. covert attention. the cocktail party phenomenon. bottom-up attention. exogenous attention.

Answer: B Difficulty Level: Moderate Topic: Characteristics of Selective Attention Skill Level: Remember the Facts Learning Objective 7.23 Describe the two characteristics of selective attention and explain what is meant by exogenous versus endogenous attention. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 122.

The cocktail-party phenomenon refers to your ability to ―focus on‖ a specific conversation at a cocktail party while a. b. c. d. e.

under the influence of alcohol. unconsciously monitoring other conversations. being totally conscious of other conversations. talking to someone else. eating.

123.

If you were watching a computer slideshow of holiday photos of your family and a major background object, such as a tree, appeared to move as you blinked, you would likely a. b. c. d. e.

have experienced change blindness. have your attention drawn from your family to the tree. immediately notice the movement. have experienced synesthesia. feel dizzy and nauseous.

Answer: A Difficulty Level: Moderate Topic: Change Blindness Skill Level: Remember the Facts Learning Objective 7.24 Describe the phenomenon of change blindness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 124.

In one functional brain imaging study, attention to movement was associated with increased activity in the a. b. c. d. e.

primary visual cortex. ventral stream. dorsal stream. thalamus. optic chiasm.

Answer: C Difficulty Level: Difficult Topic: Neural Mechanisms of Attention Skill Level: Remember the Facts Learning Objective 7.25 Describe the neural mechanisms of attention. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

125.

Difficulty in attending to more than one visual object at a time is known as a. b. c. d. e.

visual agnosia. visual prosopagnosia. visual simultanagnosia. change blindness. visual ageusia.

Answer: C Difficulty Level: Easy Topic: Simultanagnosia Skill Level: Apply What You Know Learning Objective 7.26 Describe the disorder of attention known as simultanagnosia. APA Learning Objective: 1.3 Describe applications of psychology. FILL-IN-THE-BLANK QUESTIONS 1.

Sensory systems are hierarchical, parallel, and __________ segregated.

Answer: functionally Difficulty Level: Moderate Topic: Features of Sensory System Organization Skill Level: Remember the Facts Learning Objective 7.2 In the context of sensory system organization, explain what is meant by each of the following terms: hierarchical organization, functional segregation, and parallel processing. Summarize the current model of sensory system organization. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

The three ossicles transmit auditory vibrations from the ear drum to the __________ window.

Answer: oval Difficulty Level: Moderate Topic: The Ear Skill Level: Remember the Facts Learning Objective 7.4 Describe the components of the human ear, and explain how sound is processed within its various structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The organ of Corti comprises the tectorial membrane, hair cells, and __________ membrane.

Answer: basilar Difficulty Level: Moderate Topic: The Ear Skill Level: Remember the Facts Learning Objective 7.4 Describe the components of the human ear, and explain how sound is processed within its various structures. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

The organization of the auditory system is not retinotopic; it is __________.

Answer: tonotopic Difficulty Level: Easy Topic: Auditory Cortex Skill Level: Remember the Facts Learning Objective 7.6 Describe the organization of auditory cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Hearing loss is sometimes associated with __________ (ringing of the ears).

Answer: tinnitus Difficulty Level: Easy Topic: Effects of Damage to the Auditory System Skill Level: Remember the Facts Learning Objective 7.7 Describe the effects of damage to the auditory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

The somatosensory system is three interacting systems: one interoceptive, one exteroceptive, and one __________.

Answer: proprioceptive Difficulty Level: Difficult Topic: Somatosensory System: Touch and Pain Skill Level: Remember the Facts Learning Objective 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Painful stimuli are also referred to as __________ stimuli.

Answer: nociceptive Difficulty Level: Moderate Topic: Somatosensory System: Touch and Pain Skill Level: Remember the Facts Learning Objective 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

The identification of objects by touch is called __________.

Answer: stereognosis Difficulty Level: Moderate Topic: Cutaneous Receptors Skill Level: Remember the Facts Learning Objective 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

Merkel’s disks and Ruffini endings both adapt _________ to skin sensations.

Answer: slowly Difficulty Level: Difficult Topic: Cutaneous Receptors Skill Level: Remember the Facts Learning Objective 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

The __________ system carries pain and temperature information from the body to the brain.

Answer: anterolateral Difficulty Level: Difficult Topic: Two Major Somatosensory Pathways Skill Level: Remember the Facts Learning Objective 7.9 Describe the two major somatosensory pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

The axons of dorsal column nuclei decussate and then ascend in the medial lemniscus to the ventral posterior nucleus of the __________ .

Answer: thalamus Difficulty Level: Moderate Topic: Two Major Somatosensory Pathways Skill Level: Remember the Facts Learning Objective 7.9 Describe the two major somatosensory pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

The spinothalamic, spinoreticular, and spinotectal somatosensory tracts are all part of the __________ system.

Primary __________ cortex is in the postcentral gyrus.

Answer: somatosensory Difficulty Level: Easy Topic: Cortical Areas of Somatosensation Skill Level: Remember the Facts Learning Objective 7.10 Describe the cortical somatosensory areas and their somatotopic layout. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

SI is also known as the __________ somatosensory cortex.

Answer: primary Difficulty Level: Easy Topic: Somatosensory System: Touch and Pain Skill Level: Remember the Facts Topic: Cortical Areas of Somatosensation Skill Level: Remember the Facts Learning Objective 7.10 Describe the cortical somatosensory areas and their somatotopic layout. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

The inability to recognize objects by touch is called __________.

Answer: astereognosia Difficulty Level: Moderate Topic: Somatosensory Agnosias Skill Level: Remember the Facts Learning Objective 7.12 Describe the two major types of somatosensory agnosia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

An analgesia circuit descends into the spinal cord from the __________ gray.

Answer: periaqueductal Difficulty Level: Moderate Topic: Perception of Pain Skill Level: Remember the Facts Learning Objective 7.14 Explain why the perception of pain is said to be paradoxical. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

__________ are chemicals that are released by some species and influence the physiology and behavior of conspecifics.

Answer: Pheromones Difficulty Level: Easy Topic: Adaptive Roles of the Chemical Senses Skill Level: Remember the Facts Learning Objective 7.16 Describe two adaptive roles for the chemical senses. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

The __________ cortex is considered to be the primary olfactory cortex.

Answer: piriform Difficulty Level: Difficult Topic: Olfactory System Skill Level: Remember the Facts Learning Objective 7.17 Describe the olfactory system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

The inability to smell is called __________.

Answer: anosmia Difficulty Level: Moderate Topic: Brain Damage and the Chemical Senses Skill Level: Remember the Facts Learning Objective 7.19 Explain the potential effects of brain damage on the chemical senses. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

In contrast to endogenous attention, exogenous attention is mediated by __________ neural mechanisms.

Answer: bottom-up Difficulty Level: Moderate Topic: Characteristics of Selective Attention Skill Level: Remember the Facts Learning Objective 7.23 Describe the two characteristics of selective attention and explain what is meant by exogenous versus endogenous attention. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 21.

We experience change blindness because we have no memory for parts of a scene that are not the focus of __________.

Answer: attention Difficulty Level: Easy Topic: Change Blindness Skill Level: Remember the Facts Learning Objective 7.24 Describe the phenomenon of change blindness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY AND OTHER MULTIPLE-MARK QUESTIONS 1.

The modern model of sensory system organization features three important principles. Name them and explain each one. Draw a representation of the modern model.

Answer: 25% for naming and discussing hierarchical organization 25% for naming and discussing functional segregation 25% for naming and discussing parallel processing 25% for drawing the modern model Difficulty Level: Moderate Topic: Features of Sensory System Organization Skill Level: Understand the Concepts Learning Objective 7.2 In the context of sensory system organization, explain what is meant by each of the following terms: hierarchical organization, functional segregation, and parallel processing. Summarize the current model of sensory system organization. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 2.

Discuss our current state of knowledge regarding the auditory cortex, emphasizing both difficulties and successes in understanding this brain system.

Answer: 25% for discussing location and organization in columns of primary auditory cortex 25% for discussing the problems created by the complexity of auditory neuron responses to sound 25% for discussing the two hypothetical cortical streams of auditory information 25% for discussing the cortical localization of pitch discrimination Difficulty Level: Difficult Topic: Auditory Cortex Skill Level: Understand the Concepts Learning Objective 7.6 Describe the organization of auditory cortex. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

Compare the anatomy of the two major ascending somatosensory pathways: the dorsalcolumn medial lemniscus pathway and the anterolateral pathway, and draw each of them. What are their functions?

Answer: 50% for comparing the two systems 30% for drawing the two systems 20% for comparing the functions of the two systems Difficulty Level: Difficult Topic: Two Major Somatosensory Pathways Skill Level: Remember the Facts Learning Objective 7.9 Describe the two major somatosensory pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

The chemical senses are unique in several ways. Describe and discuss two ways in which either the gustatory or olfactory system is different from other sensory systems.

Answer: 50% for describing each difference Difficulty Level: Difficult Topic: Adaptive Roles of the Chemical Senses Skill Level: Understand the Concepts Learning Objective 7.16 Describe two adaptive roles for the chemical senses. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 5.

Describe and discuss two important aspects of selective attention. In your discussion, explain why you think that these two aspects are important, and describe any relevant research to support your position.

Answer: 50% for describing two differences 50% for discussing the two selected differences Difficulty Level: Moderate Topic: Characteristics of Selective Attention Skill Level: Understand the Concepts Learning Objective 7.23 Describe the two characteristics of selective attention and explain what is meant by exogenous versus endogenous attention. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

REVEL QUIZ QUESTIONS The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Quiz: Principles of Sensory System Organization EOM _7.1.1 Question: ________________________ cortex is a cortical area that receives input from more than one sensory system. a. Primary sensory b. Secondary sensory c. Tertiary sensory d. Association Answer: D Consider This: Most of the input to this sort of cortex comes from areas of secondary sensory cortex. LO 7.1 Name and define the three types of sensory cortex. Learning Objective: 7.1 Name and define the three types of sensory cortex. Skill Level: Remember the Facts Difficulty Level: Easy EOM _7.1.2 Question: Most input to areas of ______ cortex comes via areas of _____ cortex. a. primary sensory; association b. primary sensory; secondary sensory c. association; primary sensory d. association; secondary sensory Answer: D Consider This: Input to the correct area of cortex receives input from more than one sensory system. LO 7.1 Name and define the three types of sensory cortex. Learning Objective: 7.1 Name and define the three types of sensory cortex. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _7.1.3 Question: The hierarchical organization of sensory systems is apparent from a comparison of the effects of damage to various levels. In general: a. the lower the level of damage, the more specific and incomplete the deficit. b. the lower the level of damage, the more specific and complex the deficit. c. the higher the level of damage, the more general and simple the deficit. d. the higher the level of damage, the more specific and complex the deficit. Answer: D Consider This: Each level of a sensory hierarchy receives input from lower levels—adding additional complexity to the computations it must perform. LO 7.2 In the context of sensory system organization, explain what is meant by each of the following terms: hierarchical organization, functional segregation, and parallel processing. Summarize the current model of sensory system organization. Learning Objective: 7.2 In the context of sensory system organization, explain what is meant by each of the following terms: hierarchical organization, functional segregation, and parallel processing. Summarize the current model of sensory system organization. Skill Level: Analyze It Difficulty Level: Moderate EOM _7.1.4 Question: Research reveals that sensory systems are characterized by functional _____ and _____ processing. a. segregation; parallel b. segregation; serial c. homogeneity; parallel d. homogeneity; serial Answer: A Consider This: Each sensory system has distinct areas that specialize in different sorts of analyses. LO 7.2 In the context of sensory system organization, explain what is meant by each of the following terms: hierarchical organization, functional segregation, and parallel processing. Summarize the current model of sensory system organization. Learning Objective: 7.2 In the context of sensory system organization, explain what is meant by each of the following terms: hierarchical organization, functional segregation, and parallel processing. Summarize the current model of sensory system organization. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _7.1.5 Question: ____________________ processing refers to the simultaneous analysis of a signal in different ways by the multiple parallel pathways of a neural network. a. Segregated b. Parallel c. Homogenous d. Serial Answer: B Consider This: One example of this sort of processing comes from the dorsal and ventral streams of the visual system. LO 7.2 In the context of sensory system organization, explain what is meant by each of the following terms: hierarchical organization, functional segregation, and parallel processing. Summarize the current model of sensory system organization. Learning Objective: 7.2 In the context of sensory system organization, explain what is meant by each of the following terms: hierarchical organization, functional segregation, and parallel processing. Summarize the current model of sensory system organization. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Auditory System EOM _7.2.1 Question: A mixture of pure tones with frequencies of 200, 300, and 400 Hz would be perceived as having the same pitch as a pure tone of 100 Hz. This important aspect of pitch perception is called the: a. missing fundamental. b. prime fundamental. c. pitch fundamental. d. missing tone. Answer: A Consider This: Consider why one would hear a 100 Hz tone in the mixture of the three tones. LO 7.3 Explain the relationship between the physical and perceptual dimensions of sound. Learning Objective: 7.3 Explain the relationship between the physical and perceptual dimensions of sound. Skill Level: Apply What You Know Difficulty Level: Moderate

EOM _7.2.2 Question: The cochlea is a long, coiled tube containing the auditory receptor organ, which runs almost to its tip. This auditory receptor organ is called the: a. tympanic membrane. b. organ of Corti. c. basilar membrane. d. tectorial membrane. Answer: B Consider This: This structure is composed of multiple membranes. LO 7.4 Describe the components of the human ear, and explain how sound is processed within its various structures. Learning Objective: 7.4 Describe the components of the human ear, and explain how sound is processed within its various structures. Skill Level: Remember the Facts Difficulty Level: Easy EOM _7.2.3 Question: As compared to their visual counterparts, the subcortical pathways in the auditory system seem: a. more haphazard. b. more complex. c. more linear. d. less complex. Answer: B Consider This: Auditory subcortical pathways may contain more synapses than are found in the subcortical pathways of other sensory systems. LO 7.5 Describe the major pathways that lead from the ear to the primary auditory cortex. Learning Objective: 7.5 Describe the major pathways that lead from the ear to the primary auditory cortex. Skill Level: Analyze It Difficulty Level: Moderate EOM _7.2.4 Question: Primate auditory cortex is organized: a. retinotopically. b. somatotopically. c. tonotopically. d. gustotopically. Answer: C Consider This: Think of how the auditory cortex is organized in terms of frequencies. LO 7.6 Describe the organization of auditory cortex. Learning Objective: 7.6 Describe the organization of auditory cortex. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _7.2.5 Question: ________________ bypass damage to the auditory hair cells by converting sounds picked up by a microphone on the patient’s ear to electrical signals, which are then conducted directly to the cochlea. a. Ear microphones b. Sound amplifiers c. Cochlear earphones d. Cochlear implants Answer: D Consider This: Individuals with nerve deafness may benefit from this device. LO 7.7 Describe the effects of damage to the auditory system. Learning Objective: 7.7 Describe the effects of damage to the auditory system. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Somatosensensory System: Touch and Pain EOM_7.3.1 Question: The largest and deepest cutaneous receptors are the: a. free nerve endings. b. Pacinian corpuscles. c. Merkel’s disks. d. Ruffini endings. Answer: B Consider This: These receptors adapt rapidly and respond to sudden displacements of the skin. LO 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. Learning Objective: 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_7.3.2 Question: ______ neurons that respond to both visual and somatosensory stimulation are found in the _____ parietal cortex. a. Bimodal; posterior b. Bimodal; anterior c. Secondary; anterior d. Secondary; posterior Answer: A Consider This: The visual and somatosensory senses are two sensory systems. LO 7.11 Name the areas of association cortex that somatosensory signals are sent to, and describe the functional properties of one of those areas. Learning Objective: 7.11 Name the areas of association cortex that somatosensory signals are sent to, and describe the functional properties of one of those areas. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_7.3.3 Question: The inability to recognize objects by touch is called: a. astereognosia. b. stereognosis. c. asomatognosia. d. runningnosia. Answer: A Consider This: Simple sensory deficits usually accompany this condition. LO 7.12 Describe the two major types of somatosensory agnosia. Learning Objective: 7.12 Describe the two major types of somatosensory agnosia. Skill Level: Remember the Facts Difficulty Level: Easy EOM_7.3.4 Question: Somatosensory signals are conducted to areas of association cortex in ____________ cortex. a. prefrontal b. posterior parietal c. insular d. both prefrontal and posterior parietal Answer: D Consider This: These signals are ultimately conducted to the highest level of the sensory hierarchy. LO 7.11 Name the areas of association cortex that somatosensory signals are sent to, and describe the functional properties of one of those areas. Learning Objective: 7.11 Name the areas of association cortex that somatosensory signals are sent to, and describe the functional properties of one of those areas. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_7.3.5 Question: Neuropathic pain is believed to be caused by a. scar tissue at the sight of the original injury. b. PNS feedback from the place of the old injury. c. severed nerve endings. d. abnormal activity in the CNS. Answer: D Consider This: Neuropathic pain can often be triggered by an otherwise-innocuous stimulus. LO 7.15 Define neuropathic pain and describe some of its putative neural mechanisms. Learning Objective: 7.15 Define neuropathic pain and describe some of its putative neural mechanisms. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Chemical Senses: Smell and Taste EOM_7.4.1 Question: The dendrites of olfactory receptor cells are located in the: a. olfactory cortex. b. piriform cortex. c. olfactory bulb. d. nasal passages. Answer: D Consider This: The olfactory receptor cells are embedded in a layer of mucus-covered tissue. LO 7.17 Describe the olfactory system. Learning Objective: 7.17 Describe the olfactory system. Skill Level: Remember the Facts Difficulty Level: Easy EOM_7.4.2 Question: The systematic topographic layout of the olfactory bulb has been called a(n) ______ map. a. scentotopic b. olfactorytopic c. chemotopic d. bulbotopi Answer: C Consider This: The principle by which glomeruli are arranged in the olfactory bulbs is not well understood. LO 7.17 Describe the olfactory system. Learning Objective: 7.17 Describe the olfactory system. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_7.4.3 Question: The primary tastes are assumed to be sweet, sour, bitter, salty, and: a. umami. b. creamy. c. acidic. d. buttery. Answer: A Consider This: This taste is considered to be savory. LO 7.18 Describe the gustatory system. Learning Objective: 7.18 Describe the gustatory system. Skill Level: Remember the Facts Difficulty Level: Easy EOM_7.4.4 Question: The inability to smell is called _______; the inability to taste is called _________. a. anosmia; ageusia b. ageusia; anosmia c. ascentia; atastia d. ageusia; distaste Answer: A Consider This: The inability to smell is often brought on by a blow to the head. LO 7.19 Explain the potential effects of brain damage on the chemical senses. Learning Objective: 7.19 Explain the potential effects of brain damage on the chemical senses. Skill Level: Analyze It Difficulty Level: Moderate EOM_7.4.5 Question: As compared to anosmia, ageusia is _____ common. a. equally b. less c. somewhat more d. much more Answer: B Consider This: Sensory signals from the mouth are carried by three separate pathways. LO 7.19 Explain the potential effects of brain damage on the chemical senses. Learning Objective: 7.19 Explain the potential effects of brain damage on the chemical senses Skill Level: Analyze It Difficulty Level: Moderate

Quiz: Selective Attention EOM_7.5.1 Question: Emma heard a noise behind her and turned to see a cat playing with some string. This is an example of _____ attention. a. nonselective b. exogenous c. endogenous d. anterograde Answer: B Consider This: This form of attention is thought to be mediated by bottom-up neural processes. LO 7.23 Describe the characteristics of selective attention and explain what is meant by exogenous versus endogenous attention. Learning Objective: 7.23 Describe the characteristics of selective attention and explain what is meant by exogenous versus endogenous attention. Skill Level: Apply What You Know Difficulty Level: Moderate EOM_7.5.2 Question: There is a general consensus that the ____________ play(s) a major role in directing top-down attention. a. prefrontal cortex b. posterior parietal cortex c. amygdala d. prefrontal and posterior parietal cortices both Answer: D Consider This: Top-down processes are mediated by higher to lower neural mechanisms. LO 7.23 Describe the two characteristics of selective attention and explain what is meant by exogenous versus endogenous attention. Learning Objective: 7.23 Describe the two characteristics of selective attention and explain what is meant by exogenous versus endogenous attention. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_7.5.3 Question: The ___________________ is the fact that even when you are focusing so intently on one conversation that you are totally unaware of the content of other conversations going on around you, the mention of your name in one of the other conversations will immediately gain access to your consciousness. a. cocktail party phenomenon b. multiple conversations phenomenon c. many names phenomenon d. self-serving bias Answer: A Consider This: We are able to unconsciously monitor stimuli we are not overtly paying attention to. LO 7.23 Describe the two characteristics of selective attention and explain what is meant by exogenous versus endogenous attention. Learning Objective: 7.23 Describe the two characteristics of selective attention and explain what is meant by exogenous versus endogenous attention. Skill Level: Remember the Facts Difficulty Level: Easy EOM_7.5.4 Question: ____________________ occurs because, contrary to our impression, when we view a scene, we have absolutely no memory for parts of the scene that are not the focus of our attention. a. Change blindness b. Exogenous attention c. Endogenous attention d. Amnesia Answer: A Consider This: In order to observe this phenomenon in a test setting, there must be brief intervals between the differing images shown to the participant. LO 7.24 Describe the phenomenon of change blindness. Learning Objective: 7.24 Describe the phenomenon of change blindness. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_7.5.5 Question: A difficulty in attending visually to more than one object at a time is called visual: a. akinetopsia. b. anosagnosia. c. simultanagnosia. d. ageusia. Answer: C Consider This: This difficulty is usually associated with bilateral damage to the posterior parietal cortex. LO 7.26 Describe the disorder of attention known as simultanagnosia. Learning Objective: 7.26 Describe the disorder of attention known as simultanagnosia. Skill Level: Remember the Facts Difficulty Level: Easy

Chapter 7 Quiz: Sensory Systems, Perception, and Attention EOC_7.1 Question: The ________ cortex receives most of its input from the thalamic relay nuclei of a given sensory system. a. primary sensory b. secondary sensory c. tertiary sensory d. association Answer: A Consider This: Think of the thalamus’s main role in processing sensory information. LO 7.1 Name and define the three types of sensory cortex. Learning Objective: 7.1 Name and define the three types of sensory cortex. Skill Level: Remember the Facts Difficulty Level: Easy EOC_7.2 Question: Recent evidence suggests that sensory systems are processed as _____ systems. a. serial b. parallel c. repeating d. closed Answer: B Consider This: What is the term used when sensory information is processed via multiple pathways? LO 7.2 In the context of sensory system organization, explain what is meant by each of the following terms: hierarchical organization, functional segregation, and parallel processing. Summarize the current model of sensory system organization. Learning Objective: 7.2 In the context of sensory system organization, explain what is meant by each of the following terms: hierarchical organization, functional segregation, and parallel processing. Summarize the current model of sensory system organization. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_7.3 Question: In perceiving sound, the complexity of the molecular vibrations is MOST closely linked to perceptions of: a. loudness. b. timbre. c. pitch. d. frequency. Answer: B Consider This: Think of the various distinguishable characteristics of a tone. LO 7.3 Explain the relationship between the physical and perceptual dimensions of sound. Learning Objective: 7.3 Explain the relationship between the physical and perceptual dimensions of sound. Skill Level: Remember the Facts Difficulty Level: Easy EOC_7.4 Question: Kiran is listening to music. The sounds processed by her right and left ears are combined in her brain’s: a. inferior colliculi. b. medial geniculate nuclei. c. primary auditory cortex. d. superior olives. Answer: D Consider This: The sounds processed by the two ears are processed at a very low level in the brain. LO 7.5 Describe the major pathways that lead from the ear to the primary auditory cortex. Learning Objective: 7.5 Describe the major pathways that lead from the ear to the primary auditory cortex. Skill Level: Apply What You Know Difficulty Level: Moderate EOC_7.5 Question: Cochlear implants are effective in the treatment of: a. auditory agnosia. b. conductive deafness. c. tinnitus. d. nerve deafness. Answer: D Consider This: Cochlear implants bypass damage to the auditory hair cells. LO 7.7 Describe the effects of damage to the auditory system. Learning Objective: 7.7 Describe the effects of damage to the auditory system. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_7.6 Question: _________ are cutaneous receptors that are sensitive to temperature change and pain. a. Pacinian corpuscles b. Free nerve endings c. Flower-spray endings d. Ruffini endings Answer: B Consider This: These structures are the simplest of the cutaneous receptors. LO 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. Learning Objective: 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. Skill Level: Remember the Facts Difficulty Level: Easy EOC_7.7 Question: The area of the body that is innervated by the left and right dorsal roots of a given segment of the spinal cord is called a: a. segment. b. patch. c. colliculus. d. dermatome. Answer: D Consider This: Because of the overlap in these structures, destruction of a single dorsal root typically has only minor effects on somatosensation. LO 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. Learning Objective: 7.8 Name some of the cutaneous receptors and explain the functional significance of fast versus slow receptor adaptation. Skill Level: Remember the Facts Difficulty Level: Moderate EOC_7.8 Question: With respect to the somatosensory pathways, the spinothalamic, spinoreticular, and spinotectal tracts carry information regarding: a. touch and proprioception. b. propiroception only. c. pain only. d. pain and temperature. Answer: D Consider This: The spinothalamic, spinoreticular, and spinotectal tracts make up the anterolateral system. LO 7.9 Describe the two major somatosensory pathways. Learning Objective: 7.9 Describe the two major somatosensory pathways. Skill Level: Analyze It Difficulty Level: Difficult

EOC_7.9 Question: Terrell was in an automobile accident and suffered damage to his primary somatosensory cortex. Since the accident, he has been unable to identify items by touch when they are placed in his hand. Terrell appears to have a deficit in: a. stereognosis. b. barognosis. c. asomatognosia. d. akinetopsis. Answer: A Consider This: The effects of damage to the primary somatosensory cortex are often mild. LO 7.10 Describe the cortical somatosensory areas and their somatotopic layout. Learning Objective: 7.10 Describe the cortical somatosensory areas and their somatotopic layout. Skill Level: Apply What You Know Difficulty Level: Moderate EOC_7.10 Question: One major difference between SI and SII is that: a. SI is somatosensory. b. input to SI is largely contralateral. c. SII is much larger. d. SII is in the postcentral gyrus. Answer: B Consider This: SII receives most of its input from SI. LO 7.10 Describe the cortical somatosensory areas and their somatotopic layout. Learning Objective: 7.10 Describe the cortical somatosensory areas and their somatotopic layout. Skill Level: Analyze It Difficulty Level: Moderate EOC_7.11 Question: A reduced ability to ______ is a deficit that one would expect to see after damage to the primary somatosensory cortex. a. detect light touch b. identify objects by touch c. detect painful stimuli d. not only detect light touch but also identify objects by touch Answer: D Consider This: Think of how the numerous parallel pathways in the somatosensory system affect the deficits experienced following damage to one of its parts. LO 7.10 Describe the cortical somatosensory areas and their somatotopic layout. Learning Objective: 7.10 Describe the cortical somatosensory areas and their somatotopic layout. Skill Level: Analyze It Difficulty Level: Moderate

EOC_7.12 Question: Asomatognosia is the inability to recognize: a. parts of one’s own body. b. somata. c. faces. d. common household items. Answer: A Consider This: This condition usually only affects the left side of the body. LO 7.12 Describe the two major types of somatosensory agnosia. Learning Objective: 7.12 Describe the two major types of somatosensory agnosia. Skill Level: Remember the Facts Difficulty Level: Easy EOC_7.13 Question: Which choice BEST reflects a paradox of pain? a. the rubber hand illusion b. change blindness c. lack of a clear cortical representation of pain d. there is only one specific type of stimulus that induces pain Answer: C Consider This: A paradox is a logical contradiction. LO 7.14 Explain why the perception of pain is said to be paradoxical. Learning Objective: 7.14 Explain why the perception of pain is said to be paradoxical. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_7.14 Question: Which structures are thought to contain chemotopic maps? a. auditory cortices b. somatosensory cortices c. olfactory bulbs d. ossicles Answer: C Consider This: Sensory systems appear to be organized topographically. LO 7.17 Describe the olfactory system. Learning Objective: 7.17 Describe the olfactory system. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_7.15 Question: Change blindness occurs: a. only in the elderly. b. only among the partially blind. c. because people have no memory for parts of a visual image that are not the focus of their attention. d. only when there is a continuous view of the visual image. Answer: C Consider This: When demonstrating change blindness, there needs to be a 0.1 second interval between the two images shown to the subject. LO 7.24 Describe the phenomenon of change blindness. Learning Objective: 7.24 Describe the phenomenon of change blindness. Skill Level: Understand the Concepts Difficulty Level: Moderate

CHAPTER 8 THE SENSORIMOTOR SYSTEM: HOW YOU MOVE T o t a l A s s e s s m e n t G u i d e (T.A.G.) Topic Three Principles of Sensorimotor Function

Sensorimotor Association Cortex

Secondary Motor Cortex

Primary Motor Cortex

Cerebellum and Basal Ganglia

Descending Motor Pathways

Sensorimotor Spinal Circuits

Question Type Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay

Remember the Facts 3

Understand the Concepts 1, 2, 5

Apply What You Know 4, 6

1 1 7, 8, 14, 15

9-13

2-4 2 16-21

3 22-29

30-32

5-7 33, 34, 36-39 8-11 40-57 12 4 58-82 13-20 5

Central Sensorimotor Programs and Learning

Multiple Choice Fill-In Essay

84-91

6, 7

MULTIPLE CHOICE QUESTIONS 1.

The sensorimotor system is organized as a a. b. c. d. e.

parallel hierarchical system. collection of rapid serial processes. consortium of unrelated units. confederation of low-level modules. functionally unitary system.

Answer: A Difficulty Level: Easy Topic: The Sensorimotor System Is Hierarchically Organized Skill Level: Understand the Concepts Learning Objective 8.1 In the context of the sensorimotor system, explain what hierarchically organized means. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 2.

Sensorimotor hierarchies are characterized by __________, which means each level of the hierarchy tends to be composed of different units that perform different tasks. a. b. c. d. e.

an elitist community independent modules random interactions functional segregation serial processes

Answer: D Difficulty Level: Moderate Topic: The Sensorimotor System Is Hierarchically Organized Skill Level: Understand the Concepts Learning Objective 8.1 In the context of the sensorimotor system, explain what hierarchically organized means. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

Which kinds of movements are NOT influenced by sensory feedback? a. b. c. d. e.

innate movements unpracticed movements practiced movements ballistic movements reflexive movements

Answer: D Difficulty Level: Moderate Topic: Motor Output Is Guided by Sensory Input Skill Level: Remember the Facts Learning Objective 8.2 Explain the important role of sensory input for motor output.APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

Without the sensory feedback carried by the somatosensory nerves of the arms, human neurological patients, such as G.O., have difficulty a. b. c. d. e.

swatting a fly. maintaining a constant appropriate level of manual muscle contraction. sitting motionless in a chair. using their nondominant hand to perform tasks. pointing at objects.

Answer: B Difficulty Level: Difficult Topic: Motor Output Is Guided by Sensory Input Skill Level: Apply What You Know Learning Objective 8.2 Explain the important role of sensory input for motor output. APA Learning Objective: 1.3 Describe applications of psychology.

With respect to sensorimotor learning, the advantage of transferring control to lower circuits of the neural hierarchy is that it a. b. c. d. e.

frees the higher levels of the nervous system to deal with more complex issues. increases the reliability of movements. increases the likelihood of enacting the correct motor response. increases conscious awareness of the response. lowers the probability that random flailing motions will occur.

Answer: A Difficulty Level: Moderate Topic: Motor Output Is Guided by Sensory Input Skill Level: Understand the Concepts Learning Objective 8.2 Explain the important role of sensory input for motor output. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 6.

Dee Dee is learning to ride a bicycle, and he keeps his head down to look at the pedals as he careens and crashes through his lessons. Eventually Dee Dee learns to look straight ahead as he pedals, because his feet, legs, and arms can enact their movements more effortlessly. Which principle of sensorimotor learning does this situation illustrate? a. b. c. d. e.

The sensorimotor system requires continual conscious monitoring throughout the performance of a motor behavior. Complex motor skills do not require hierarchical execution. Motor learning always proceeds from lower levels to higher levels; in this case, physically, from the feet to the eyes. Initial stages of motor learning are performed under direct conscious control; over time, they become automatized. The functional organization of skills is a random process.

Answer: D Difficulty Level: Difficult Topic: Learning Changes the Nature and Locus of Sensorimotor Control Skill Level: Apply What You Know Learning Objective 8.3 Describe how learning changes the nature and locus of sensorimotor control. APA Learning Objective: 1.3 Describe applications of psychology.

Which structure is thought to be involved in the integration of the sensory information that is the basis for initiating a movement? a. b. c. d. e.

posterior parietal cortex primary somatosensory cortex primary auditory cortex frontal cortex primary visual cortex

Answer: A Difficulty Level: Moderate Topic: Posterior Parietal Association Cortex Skill Level: Remember the Facts Learning Objective 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Much of the output of the posterior parietal cortex goes to the a. b. c. d. e.

contralateral occipital association cortex. frontal eye fields. entirety of the primary motor cortex. corpus callosum and left hemisphere. pons and medulla.

Answer: B Difficulty Level: Difficult Topic: Posterior Parietal Association Cortex Skill Level: Remember the Facts Learning Objective 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Apraxia is usually caused by unilateral damage to a. b. c. d. e.

the left parietal lobe. the right parietal lobe. the right primary motor cortex. the right secondary motor cortex. either temporal lobe.

Answer: A Difficulty Level: Moderate Topic: Posterior Parietal Association Cortex Skill Level: Apply What You Know Learning Objective 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. APA Learning Objective: 1.3 Describe applications of psychology. 10.

Apraxia typically affects a. b. c. d. e.

only the left side of the body. only the right side of the body. both sides of the body. only the arms. only the legs.

Answer: C Difficulty Level: Easy Topic: Posterior Parietal Association Cortex Skill Level: Apply What You Know Learning Objective 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. APA Learning Objective: 1.3 Describe applications of psychology.

11.

Large lesions of the right parietal lobe sometimes produce a. b. c. d. e.

ipsilateral astereognosia. contralateral neglect. apraxia. anhedonia. prosopagnosia.

Answer: B Difficulty Level: Difficult Topic: Posterior Parietal Association Cortex Skill Level: Apply What You Know Learning Objective 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. APA Learning Objective: 1.3 Describe applications of psychology. 12.

A neurological patient who shaves only the right side of his face and does not put his left arm into his sweater likely has a lesion in his right a. b. c. d. e.

premotor area. supplementary motor cortex. posterior parietal lobe. dorsolateral frontal lobe. primary motor area.

Answer: C Difficulty Level: Moderate Topic: Posterior Parietal Association Cortex Skill Level: Apply What You Know Learning Objective 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. APA Learning Objective: 1.3 Describe applications of psychology.

13.

Contralateral neglect is usually associated with large lesions of the a. b. c. d. e.

right parietal lobe. left parietal lobe. right frontal lobe. left frontal lobe. right temporal lobe.

The dorsolateral prefrontal association cortex a. b. c. d. e.

appears to be important in the initiation of complex voluntary movements. sends projections to the posterior parietal cortex. plays a critical role in the elicitation and blocking of reflexes. is located under the central fissure. is located posterior to the cerebellum.

Answer: A Difficulty Level: Moderate Topic: Dorsolateral Prefrontal Association Cortex Skill Level: Remember the Facts Learning Objective 8.6 Explain the role of the dorsolateral prefrontal association cortex in sensorimotor function and describe the response properties of the neurons in this region of cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Evidence suggests that the decision to initiate a voluntary response comes from the ____________ in concert with other areas of cortex. a. b. c. d. e.

posterior occipital cortex dorsolateral prefrontal cortex primary motor cortex premotor cortex supplementary motor area

Answer: B Difficulty Level: Easy Topic: Dorsolateral Prefrontal Association Cortex Skill Level: Remember the Facts Learning Objective 8.6 Explain the role of the dorsolateral prefrontal association cortex in sensorimotor function and describe the response properties of the neurons in this region of cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

The supplementary motor area and the premotor cortex are considered to be areas of a. b. c. d. e.

the parietal lobe. association cortex. secondary somatosensory cortex. secondary motor cortex. the primary motor cortex.

Answer: D Difficulty Level: Easy Topic: Identifying the Areas of Secondary Motor Cortex Skill Level: Remember the Facts Learning Objective 8.7 Explain the general role of areas of secondary motor cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

The supplementary motor area and the premotor cortex are in the a. b. c. d. e.

frontal lobe. temporal lobe. parietal lobe. occipital lobe. limbic lobe.

Answer: A Difficulty Level: Easy Topic: Identifying the Areas of Secondary Motor Cortex Skill Level: Remember the Facts Learning Objective 8.7 Explain the general role of areas of secondary motor cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

Some of the supplementary motor area is in the a. b. c. d. e.

longitudinal fissure. lateral fissure. parietal cortex. temporal cortex. inferotemporal cortex.

Answer: A Difficulty Level: Moderate Topic: Identifying the Areas of Secondary Motor Cortex Skill Level: Remember the Facts Learning Objective 8.7 Explain the general role of areas of secondary motor cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

Small areas of secondary motor cortex were discovered in the a. b. c. d. e.

dorsolateral frontal lobe. lateral prefrontal lobe. cingulate gyrus. posterior parietal lobe. cerebellum.

Answer: C Difficulty Level: Moderate Topic: Identifying the Areas of Secondary Motor Cortex Skill Level: Remember the Facts Learning Objective 8.7 Explain the general role of areas of secondary motor cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

In general, the various areas of secondary motor cortex are thought to a. b. c. d. e.

terminate response sequences. specialize in guiding learned sequences. program specific patterns of movement. mediate reflexes. provide the major input to spinal motor circuits.

21.

Neurons that fire in response to making a particular movement, observing somebody else making the movement, or just thinking about the movement are called a. b. c. d. e.

supplementary motor neurons. premotor neurons. mirror neurons. ballistic neurons. somatotopic neurons.

Answer: C Difficulty Level: Moderate Topic: Mirror Neurons Skill Level: Remember the Facts Learning Objective 8.8 Describe the major features of mirror neurons and explain why they have received so much attention from neuroscientists. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22.

In 1937, the primary motor cortex was mapped by electrically stimulating the cortex of conscious human patients who were undergoing neurosurgery. This was accomplished by a. b. c. d. e.

Donald Olding Hebb. Norman Geschwind. Karl Spencer Lashley. Wilder Penfield and Edwin Boldrey. Roger Wolcott Sperry.

Answer: D Difficulty Level: Easy Topic: Conventional View of Primary Motor Cortex Function Skill Level: Remember the Facts Learning Objective 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

The somatotopic map of the primary motor cortex is called the a. b. c. d. e.

motor homunculus. somatosensory homunculus. stereognosis. somatotopic homunculus. supplementary map.

Answer: A Difficulty Level: Easy Topic: Conventional View of Primary Motor Cortex Function Skill Level: Remember the Facts Learning Objective 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 24.

Which part of the body has been found to be doubly represented in the primary motor cortex of each hemisphere of monkeys? a. b. c. d. e.

tongue contralateral lip hand areas genitals contralateral foot

Answer: C Difficulty Level: Easy Topic: Conventional View of Primary Motor Cortex Function Skill Level: Remember the Facts Learning Objective 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

The only parts of each motor homunculus to receive somatosensory feedback directly from the skin are the a. b. c. d. e.

genital areas. lip areas. hand areas. foot areas. face areas.

Answer: C Difficulty Level: Moderate Topic: Conventional View of Primary Motor Cortex Function Skill Level: Remember the Facts Learning Objective 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 26.

The primary motor cortex receives cutaneous feedback from only one part of the body: the hands. This feedback likely plays an important role in a. b. c. d. e.

stereognosis. astereognosia. the homunculus. the cingulate motor areas. apraxia.

Answer: A Difficulty Level: Moderate Topic: Conventional View of Primary Motor Cortex Function Skill Level: Remember the Facts Learning Objective 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

Long bursts of stimulation applied to the primary motor cortex elicit a. b. c. d. e.

simple movements of one joint. simple contractions of one muscle. complex natural-looking response sequences. reflexes. stereognosis.

Answer: C Difficulty Level: Moderate Topic: Current View of Primary Motor Cortex Function Skill Level: Remember the Facts Learning Objective 8.10 Describe the current view of primary motor cortex function and the evidence upon which it is based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 28.

In the primary motor cortex, the neurons that participate in the movement of a particular finger are a. b. c. d. e.

located in one somatotopically segregated finger area. widely distributed over the somatotopic hand area. all located in a single column. all located in the left parietal lobe. all located in the right parietal lobe.

Answer: B Difficulty Level: Moderate Topic: Current View of Primary Motor Cortex Function Skill Level: Remember the Facts Learning Objective 8.10 Describe the current view of primary motor cortex function and the evidence upon which it is based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

A study of the firing of primary motor cortex neurons while monkeys moved freely about indicated that their firing was often related to the a. b. c. d. e.

direction of the movement. speed of the movement. end point or intended target, of the movement. acceleration of the movement. purpose of the movement.

In a remarkable demonstration, Belle, the owl monkey, controlled the movements of a robotic arm a. b. c. d. e.

by pressing buttons. using only the activity of neurons in her primary motor cortex. with speech sounds. with monkey calls. by providing visual feedback to the arm.

Answer: B Difficulty Level: Easy Topic: Current View of Primary Motor Cortex Function Skill Level: Apply What You Know Learning Objective 8.10 Describe the current view of primary motor cortex function and the evidence upon which it is based. APA Learning Objective: 1.3 Describe applications of psychology.

31.

A deficit in the ability to recognize objects by touch is called a. b. c. d. e.

apraxia. asomatognosia. stereognosis. astereognosia. homunculus.

Answer: D Difficulty Level: Moderate Topic: Current View of Primary Motor Cortex Function Skill Level: Apply What You Know Learning Objective 8.10 Describe the current view of primary motor cortex function and the evidence upon which it is based. APA Learning Objective: 1.3 Describe applications of psychology. 32.

The effects of damage to the primary motor cortex include a. b. c. d. e.

blindness. difficulty in moving one part of the body independently of others. paralysis. coma. deafness.

33.

It has been estimated that over half the neurons of the brain are in a structure that constitutes only 10 percent of the brain’s total mass. This structure is the a. b. c. d. e.

neocortex. cerebellum. hippocampus. brain stem. corpus callosum.

Answer: B Difficulty Level: Easy Topic: Cerebellum Skill Level: Remember the Facts Learning Objective 8.11 Describe the structure and connectivity of the cerebellum and explain the current view of cerebellar function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34.

The cerebellum is thought to a. b. c. d. e.

correct ongoing movements that deviate from their intended course. be responsible solely for sensorimotor functions. mediate astereognosia. act as a ―conduit‖ for information traveling from one hemisphere to the other. play a central role in visual information processing.

Answer: A Difficulty Level: Moderate Topic: Cerebellum Skill Level: Remember the Facts Learning Objective 8.11 Describe the structure and connectivity of the cerebellum and explain the current view of cerebellar function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

The consequences of widespread cerebellar damage include a. b. c. d. e.

difficulty in maintaining steady postures. experiencing auditory hallucinations. an inability to form new memories. inducing a state of persistent fatigue. intermittent nausea with occasional vertigo.

Answer: A Difficulty Level: Easy Topic: Cerebellum Skill Level: Apply What You Know Learning Objective 8.11 Describe the structure and connectivity of the cerebellum and explain the current view of cerebellar function. APA Learning Objective: 1.3 Describe applications of psychology.

36.

Recent fMRI studies have challenged the traditional view of the cerebellum by suggesting that in addition to its sensorimotor functions it is involved in a. b. c. d. e.

motor learning. control and learning of cognitive responses. learning motor sequences. correcting motor sequences. integrating motor sequences.

37.

Which structure receives information from various parts of the cortex and feeds it back to motor cortex? a. b. c. d. e.

basal ganglia cerebellum red nucleus reticular formation substantia nigra

Answer: A Difficulty Level: Moderate Topic: Basal Ganglia Learning Objective 8.12 Describe the anatomy of the basal ganglia and explain the current view of their function. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 38.

Which structure is part of a neural loop including the cortex and the basal ganglia? a. b. c. d. e.

thalamus vestibular nucleus cerebellum red nucleus substantia nigra

Answer: C Difficulty Level: Moderate Topic: Basal Ganglia Skill Level: Remember the Facts Learning Objective 8.12 Describe the anatomy of the basal ganglia and explain the current view of their function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Current theories regarding the function of the basal ganglia emphasize their a. b. c. d. e.

multiple connections to descending motor pathways. involvement in a variety of cognitive processes. systematic anatomical organization. inability to suppress unwanted motor responses. contribution to auditory information processing.

Answer: B Difficulty Level: Difficult Topic: Basal Ganglia Skill Level: Remember the Facts Learning Objective 8.12 Describe the anatomy of the basal ganglia and explain the current view of their function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 40.

Signals from the left primary motor cortex descend through the spinal cord white matter in one of a. b. c. d. e.

three major tracts. four major tracts. five major tracts. six major tracts. eight major tracts.

Answer: B Difficulty Level: Moderate Topic: The Two Dorsolateral Motor Pathways and the Two Ventromedial Motor Pathways Skill Level: Remember the Facts Learning Objective 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

How do the dorsolateral motor tracts differ from the ventromedial motor tracts? a. b. c. d. e.

The ventromedial tracts are much more diffuse. Dorsolateral tracts innervate interneurons on both sides of the spinal gray matter. Ventromedial tracts show contralateral innervation; dorsolateral tracts show ipsilateral innervation. Ventromedial tracts innervate interneurons on only one side of the spinal gray matter. The dorsolateral tracts are much more diffuse.

Answer: A Difficulty Level: Difficult Topic: The Two Dorsolateral Motor Pathways and the Two Ventromedial Motor Pathways Skill Level: Remember the Facts Learning Objective 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

42.

How do the ventromedial motor tracts differ from the dorsolateral motor tracts? a. b. c. d. e.

The ventromedial tract innervates ipsilateral muscles. The motor neurons activated by the ventromedial tract project to the trunk and limbs. The motor neurons activated by the ventromedial tract project to distal muscles. The motor neurons activated by the dorsolateral tract project to the trunk and limbs. The dorsomedial tract innervates ipsilateral muscles.

How is the dorsolateral motor pathway similar to the ventromedial motor pathway? a. b. c. d. e.

Each is composed of two major tracts. Each tract innervates interneurons on both sides of the spinal gray matter. Each is composed of a single descending tract. The descending tracts of both originate in the pons. Each is composed of a single ascending tract.

44.

How is the ventromedial motor pathway similar to the dorsolateral motor pathway? a. b. c. d. e.

Both tracts have ascending motor pathways to the medulla. Both pathways originate in the occipital lobe. One tract of each system descends directly to the spinal cord. Each system is composed of four separate tracts. Both tracts synapse directly with cells in the hippocampus.

Answer: C Difficulty Level: Difficult Topic: The Two Dorsolateral Motor Pathways and the Two Ventromedial Motor Pathways Skill Level: Remember the Facts Learning Objective 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

What effect is produced when the dorsolateral tract in monkeys is completely transected? a. b. c. d. e.

They are unable to stand. They are unable to walk. Their arms function like rubber-handled rakes. They are unable to climb. They are paralyzed below the neck.

Answer: C Difficulty Level: Moderate Topic: The Two Dorsolateral Motor Pathways and the Two Ventromedial Motor Pathways Skill Level: Remember the Facts Learning Objective 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 46.

What effect is produced when the ventromedial tract in monkeys is completely transected? a. b. c. d. e.

They are rendered blind. They shriek uncontrollably upon recovery. They become eerily calm and passive. They experience severe postural abnormalities. Their climbing ability improves fourfold.

Answer: D Difficulty Level: Easy Topic: The Two Dorsolateral Motor Pathways and the Two Ventromedial Motor Pathways Skill Level: Remember the Facts Learning Objective 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

In the classic transection experiments performed by Donald Lawrence and Henricus Kuypers, monkeys with all their dorsolateral motor pathways transected sat with their arms hanging limply by their sides. However, these same monkeys had no difficulty a. b. c. d. e.

picking up pieces of food and then releasing them. using their arms for standing, walking, and climbing. reaching for moving objects. moving their fingers independently. signaling to the experimenter that they were hungry

Answer: B Difficulty Level: Difficult Topic: The Two Dorsolateral Motor Pathways and the Two Ventromedial Motor Pathways Skill Level: Remember the Facts Learning Objective 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 48.

In the classic experiments conducted by Donald Lawrence and Henricus Kuypers, the descending motor tracts of monkeys were transected. The results of these experiments suggest that the function of the ventromedial pathways is the control of a. b. c. d. e.

posture. vision. reaching for objects. social interaction. feeding.

Answer: A Difficulty Level: Moderate Topic: The Two Dorsolateral Motor Pathways and the Two Ventromedial Motor Pathways Skill Level: Remember the Facts Learning Objective 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

In primates, the ventromedial tracts seem to be involved in the control of a. b. c. d. e.

movement of the tongue. sexual responding. whole-body movements. movement of the facial muscles. movement of the limbs.

In primates, the dorsolateral tracts seem to be involved in the control of a. b. c. d. e.

movement of the limbs. movement of the tongue and facial muscles. posture. balance. whole-body movements.

51.

Axons of the dorsolateral tracts sometimes terminate

a. b. c. d. e.

in the upper limbs. directly on a motor neuron. in several different segments of the spinal cord. in the trunk muscles. in the lower limbs.

In contrast to the axons of the descending dorsolateral motor pathways, individual axons of the ventromedial pathways often terminate a. b. c. d. e.

directly on motor neurons only on the contralateral half of multiple spinal cord segments. in two or more segments of the spinal cord. on distal muscles. only in the brain stem. only on the contralateral half of a single spinal cord segment.

53.

In contrast to the descending dorsolateral motor pathways, the ventromedial pathways a. b. c. d. e.

control the trunk. are more focused. are strictly contralateral. terminate in the medulla terminate unpredictably

In general, the ventromedial descending motor tracts control the muscles of the a. b. c. d. e.

thumbs. fingers. trunk. toes. face.

Answer: C Difficulty Level: Easy Topic: The Two Dorsolateral Motor Pathways and the Two Ventromedial Motor Pathways Skill Level: Remember the Facts Learning Objective 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

In one classic experiment, monkeys had difficulty letting go of food after their a. b. c. d. e.

dorsolateral tracts were surgically reconstructed. dorsolateral tracts were transected. ventromedial tracts were transected. cerebellum was lesioned. basal ganglia were lesioned.

All of the descending motor tracts originate in the a. b. c. d. e.

hypothalamus. cerebral cortex. medulla. cerebellum. pons.

57.

In one way or another, all descending motor tracts are presumed to mediate a. b. c. d. e.

involuntary movement. reflexes. feeding behavior. fine-motor skills. voluntary movement.

Answer: E Difficulty Level: Difficult Topic: The Two Dorsolateral Motor Pathways and the Two Ventromedial Motor Pathways Skill Level: Remember the Facts Learning Objective 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 58.

When a motor neuron fires, all of the muscle fibers of its motor a. b. c. d. e.

unit contract together. pool contract together. segment contract together. equivalence contract together. feedback contract together.

Answer: A Difficulty Level: Moderate Topic: Muscles Skill Level: Remember the Facts Learning Objective 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

In which structure would the motor units likely be the smallest? a. b. c. d. e.

finger leg arm foot back

Answer: A Difficulty Level: Difficult Topic: Muscles Skill Level: Remember the Facts Learning Objective 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 60.

The motor units of the thumb, fingers, and face contain the a. b. c. d. e.

fewest muscle fibers. most muscle fibers. fewest motor neurons. most motor neurons. most extensors.

61.

How many motor neurons are in a typical motor unit? a. b. c. d. e.

4 1 100 1,000 150

Answer: B Difficulty Level: Moderate Topic: Muscles Skill Level: Remember the Facts Learning Objective 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 62.

All of the motor neurons that innervate the fibers of a single muscle are called its a. b. c. d. e.

motor unit. discharge unit. motor pool. antagonists. agonists.

Answer: C Difficulty Level: Moderate Topic: Muscles Skill Level: Remember the Facts Learning Objective 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

So-called fast muscle fibers a. b. c. d. e.

are pale in color. are bright red. can generate great force for long periods. are found exclusively in extensors. are found exclusively in flexors.

The biceps and triceps are an example of muscles that are a. b. c. d. e.

synergistic. dynamic. isometric. extensors. antagonistic.

Answer: E Difficulty Level: Easy Topic: Muscles Skill Level: Remember the Facts Learning Objective 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Valdo tried to open a jar of pickles, but the lid did not budge. As he struggled against the unmoving lid, the muscles of his hands and arms were a. b. c. d. e.

in isometric contraction. in dynamic contraction. locked in a stretch reflex. in motor pools. in extension.

Increases in muscle tension in the absence of any shortening of the muscle are said to be a. b. c. d. e.

contractions. dynamic. extensions. isometric. synergistic.

Answer: D Difficulty Level: Easy Topic: Muscles Skill Level: Remember the Facts Learning Objective 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

The tension of a muscle can be increased by increasing a. b. c. d. e.

the number of active neurons outside of its motor pool. the level of activity of neurons in its motor pool. the number of active neurons in its motor unit. its flexion quotient. its connections with other muscles.

Answer: E Difficulty Level: Moderate Topic: Muscles Skill Level: Remember the Facts Learning Objective 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 68.

Muscles are protected from damage caused by excessive contraction by a. b. c. d. e.

gamma efferents. spindle afferents. extrafusal motor pools. Golgi tendon organs. synergistic muscles.

Answer: D Difficulty Level: Moderate Topic: Receptor Organs of Tendons and Muscles Skill Level: Remember the Facts Learning Objective 8.15 Describe the receptor organs of tendons and muscles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

Muscle spindles provide the central nervous system with information about muscle a. b. c. d. e.

fatigue. length. tension. color. location.

Answer: B Difficulty Level: Moderate Topic: Receptor Organs of Tendons and Muscles Skill Level: Remember the Facts Learning Objective 8.15 Describe the receptor organs of tendons and muscles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 70.

Intrafusal is to extrafusal as a. b. c. d. e.

voluntary is to ballistic. muscle spindle is to skeletal muscle. voluntary is to reflex. dynamic is to static. central nervous system is to peripheral nervous system.

71.

The patellar tendon reflex is a a. b. c. d. e.

withdrawal reflex. reciprocal reflex. stretch reflex. recurrent reflex. multisynaptic reflex.

Answer: C Difficulty Level: Easy Topic: Stretch Reflex Skill Level: Remember the Facts Learning Objective 8.16 Describe the stretch reflex and explain its mechanism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 72.

The threadlike muscle in each muscle spindle is called a. b. c. d. e.

an intrafusal muscle. an extrafusal muscle. a skeletal muscle. a ventral horn. a dorsal horn.

Answer: A Difficulty Level: Moderate Topic: Stretch Reflex Skill Level: Remember the Facts Learning Objective 8.16 Describe the stretch reflex and explain its mechanism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

The motor neuron that maintains an appropriate amount of tension on muscle spindles is called a. b. c. d. e.

a spindle afferent neuron. an intrafusal motor neuron. an extrafusal neuron. an agonist neuron. an antagonist neuron.

Answer: B Difficulty Level: Easy Topic: Stretch Reflex Skill Level: Remember the Facts Learning Objective 8.16 Describe the stretch reflex and explain its mechanism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

74.

A sharp blow to the tendon of a completely relaxed muscle produces a a. b. c. d. e.

muscle spindle receptor. withdrawal reflex. stretch reflex. recurrent collateral inhibition. spindle afferent neuron.

Answer: C Difficulty Level: Difficult Topic: Stretch Reflex Skill Level: Remember the Facts Learning Objective 8.16 Describe the stretch reflex and explain its mechanism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 75.

The patellar tendon reflex is a a. b. c. d. e.

conditioned reflex. polysynaptic reflex. withdrawal reflex. monosynaptic reflex. learned habit.

Answer: D Difficulty Level: Moderate Topic: Stretch Reflex Skill Level: Remember the Facts Learning Objective 8.16 Describe the stretch reflex and explain its mechanism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

76.

During a stretch reflex, the extrafusal motor neuron is excited directly by the a. b. c. d. e.

intrafusal motor neuron. muscle spindle receptor. spindle afferent neuron. intrafusal muscle. muscle.

The latency of withdrawal reflexes indicates that they involve a. b. c. d. e.

no synapses. at least 1 synapse. at least 2 synapses. at least 3 synapses. more than 3 synapses.

Answer: C Difficulty Level: Difficult Topic: Withdrawal Reflex Skill Level: Remember the Facts Learning Objective 8.17 Describe the withdrawal reflex and explain its mechanism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

78.

Which action requires an inhibitory interneuron? a. b. c. d. e.

reciprocal innervation recurrent contralateral inhibition isometric contraction ipsilateral contraction polymetric flexion

Answer: A Difficulty Level: Difficult Topic: Reciprocal Innervation Skill Level: Remember the Facts Learning Objective 8.18 Explain what is meant by reciprocal innervation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 79.

Which action helps distribute the work between different motor neurons of a muscle’s motor pool? a. b. c. d. e.

cocontraction recurrent collateral inhibition reciprocal inhibition muscle-spindle feedback withdrawal reflex

Answer: B Difficulty Level: Moderate Topic: Recurrent Collateral Inhibition Skill Level: Remember the Facts Learning Objective 8.19 Explain recurrent collateral inhibition. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

80.

Recurrent collateral inhibition is mediated by a. b. c. d. e.

cocontraction. Renshaw cells. Golgi organs. muscle spindles. Jurmu bodies.

Answer: B Difficulty Level: Easy Topic: Recurrent Collateral Inhibition Skill Level: Remember the Facts Learning Objective 8.19 Explain recurrent collateral inhibition. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 81.

If given the correct sensory feedback, the cat spinal cord by itself is capable of controlling a. b. c. d. e.

walking movements. volition. problem solving. the grasp reflex. astereognosia.

Answer: A Difficulty Level: Easy Topic: Walking: A Complex Sensorimotor Reflex Skill Level: Remember the Facts Learning Objective 8.20 Describe the phenomenon of walking and the degree to which it is controlled by spinal circuits. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

82.

The results of the treadmill experiment published by Sten Grillner in 1985 indicate that part of the central sensorimotor program for walking is in the a. b. c. d. e.

cerebellum. spinal cord. primary motor cortex. primary sensory cortex. red nucleus.

Answer: B Difficulty Level: Moderate Topic: Walking: A Complex Sensorimotor Reflex Skill Level: Remember the Facts Learning Objective 8.20 Describe the phenomenon of walking and the degree to which it is controlled by spinal circuits. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 83.

According to current theory, the sensorimotor system a. b. c. d. e.

is largely ballistic. is largely, if not entirely, ipsilateral. comprises a hierarchy of central sensorimotor programs. requires little involvement from the cerebral cortex. is under direct control of the pons.

Answer: C Difficulty Level: Moderate Topic: A Hierarchy of Central Sensorimotor Programs Skill Level: Understand the Concepts Learning Objective 8.21 Explain what is meant by a hierarchy of central sensorimotor programs and explain the importance of this arrangement for sensorimotor functioning. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

84.

The fact that the same basic movement can be carried out in different ways involving different muscles is called a. b. c. d. e.

cocontraction. a central sensorimotor program. motor equivalence. recurrent collateral inhibition. sensorimotor equipotentiality.

Answer: C Difficulty Level: Easy Topic: Characteristics of Central Sensorimotor Programs Skill Level: Remember the Facts Learning Objective 8.22 Describe the various characteristics of central sensorimotor programs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 85.

One fMRI study indicated that the central sensorimotor programs for signing one’s name are stored in the __________ . a. b. c. d. e.

primary motor cortex secondary motor cortex association cortex spinal interneuronal pools descending motor pathways

Answer: B Difficulty Level: Moderate Topic: Characteristics of Central Sensorimotor Programs Skill Level: Remember the Facts Learning Objective 8.22 Describe the various characteristics of central sensorimotor programs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

86.

An important point made by John C. Fentress’s study of grooming movements in forelimb-amputated mice was that a. b. c. d. e.

the complex species-common grooming movements of mice are learned. feedback is an important component of the central sensorimotor program for mouse grooming. feedback is necessary to shape paw movements but not to shape those of the proximal limbs. species-common grooming movements within members of any species must be learned. coordination across multiple muscle groups (forelimbs, tongue, shoulder, and eyes) is not a necessary condition of grooming behavior.

Answer: B Difficulty Level: Difficult Topic: Characteristics of Central Sensorimotor Programs Skill Level: Remember the Facts Learning Objective 8.22 Describe the various characteristics of central sensorimotor programs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 87.

The response-chunking hypothesis proposes that a. b. c. d. e.

conscious perception and sensory control of behavior cannot be separated. motor equivalence cannot exist in principle. central sensorimotor control always exists at the highest levels of the sensorimotor hierarchy. practice combines individual central sensorimotor programs into sequences of behavior. sensory information that controls central sensorimotor programs is necessarily conscious.

Answer: D Difficulty Level: Moderate Topic: Characteristics of Central Sensorimotor Programs Skill Level: Remember the Facts Learning Objective 8.22 Describe the various characteristics of central sensorimotor programs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

88.

Response chunking and changing the level of control are thought to be important processes in a. b. c. d. e.

the stretch reflex. walking. central sensorimotor learning. the withdrawal reflex. recurrent collateral inhibition.

Theories of sensorimotor learning emphasize two kinds of learning-related changes in sensorimotor programs: a. b. c. d. e.

chunking and increasing conscious control of the learned sensorimotor response. transferring the neural control of the learned sensorimotor response to lower levels of the central nervous system and increasing conscious control of it. chunking and increasing the degree of neural control. transferring neural control of the learned sensorimotor response to higher levels of the central nervous system and increasing the conscious control of it. chunking and transferring much of the control of the response to lower levels of the nervous system.

Answer: E Difficulty Level: Moderate Topic: Characteristics of Central Sensorimotor Programs Skill Level: Remember the Facts Learning Objective 8.22 Describe the various characteristics of central sensorimotor programs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

90.

Which outcome was a major finding of the PET study of motor learning conducted by I. Harri Jenkins and colleagues? a. b. c. d. e.

The temporal cortex was active during both newly learned and well-practiced sequences of finger movements. The cerebellum was more active during newly learned than during well-practiced sequences. The posterior parietal cortex was only activated during the performance of wellpracticed sequences of finger movements. The temporal cortex was most active during the performance of newly learned sequences. The spinal cord showed direct activation during the performance of newly learned sequences of finger movements.

Answer: B Difficulty Level: Difficult Topic: Functional Brain Imaging of Sensorimotor Learning Skill Level: Remember the Facts Learning Objective 8.23 Explain how the classic Jenkins and colleagues PET study of simple motor learning summarizes the main points of this chapter. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 91.

The number of __________ in subcortical white matter shows a large increase just after sensorimotor learning takes place. a. b. c. d. e.

neurons Schwann cells Langerhans cells Purkinje cells oligodendrocytes

Answer: E Difficulty Level: Moderate Topic: Neuroplasticity Associated with Sensorimotor Learning Skill Level: Remember the Facts Learning Objective 8.24 Describe two examples of neuroplasticity—one at the cortical level and one at the subcortical level. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

FILL-IN-THE-BLANK QUESTIONS 1.

The only movements that are not greatly influenced by sensory feedback are __________ movements.

Answer: ballistic Difficulty Level: Moderate Topic: Motor Output Is Guided by Sensory Input Skill Level: Remember the Facts Learning Objective 8.2 Explain the important role of sensory input for motor output. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

The area of association cortex that is thought to integrate the spatial information that is required to initiate an accurate movement is the __________ cortex.

Answer: posterior parietal Difficulty Level: Moderate Topic: Posterior Parietal Association Cortex Skill Level: Remember the Facts Learning Objective 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 3.

Patients with __________ have particular difficulty making accurate movements when asked to do so, particularly when they are asked to make them out of context.

Answer: apraxia Difficulty Level: Easy Topic: Posterior Parietal Association Cortex Skill Level: Remember the Facts Learning Objective 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Contralateral neglect typically results from damage to the __________ posterior parietal lobe.

Answer: right Difficulty Level: Moderate Topic: Posterior Parietal Association Cortex Skill Level: Remember the Facts Learning Objective 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

The somatotopic map of the primary motor cortex is called the motor __________.

Answer: homunculus Difficulty Level: Moderate Topic: Conventional View of Primary Motor Cortex Function Skill Level: Remember the Facts Learning Objective 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

The only part of the primary motor cortex to receive sensory feedback from the skin is that part that controls the contralateral __________.

Answer: hand Difficulty Level: Easy Topic: Conventional View of Primary Motor Cortex Function Skill Level: Remember the Facts Learning Objective 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 7.

__________ is the ability to recognize objects by touch.

Answer: Stereognosis Difficulty Level: Difficult Topic: Conventional View of Primary Motor Cortex Function Skill Level: Remember the Facts Learning Objective 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The __________ constitutes about 10 percent of the brain’s total mass but includes over half its neurons.

Answer: cerebellum Difficulty Level: Easy Topic: Cerebellum Skill Level: Remember the Facts Learning Objective 8.11 Describe the structure and connectivity of the cerebellum and explain the current view of cerebellar function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

The basal ganglia receive signals from various parts of the cortex and transmit them back to the cortex via the __________.

Answer: thalamus Difficulty Level: Difficult Topic: Basal Ganglia Skill Level: Remember the Facts Learning Objective 8.12 Describe the anatomy of the basal ganglia and explain the current view of their function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

A loss of the ability to accurately control the direction, force, velocity, and amplitude of movements would result from diffuse damage to the __________ .

Answer: cerebellum Difficulty Level: Difficult Topic: Cerebellum Skill Level: Remember the Facts Learning Objective 8.11 Describe the structure and connectivity of the cerebellum and explain the current view of cerebellar function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

The basal ganglia have been proposed as the region that controls the speed and amplitude of movements based on motivational factors; this is otherwise known as __________ .

Answer: movement vigor Difficulty Level: Difficult Topic: Basal Ganglia Skill Level: Remember the Facts Learning Objective 8.12 Describe the anatomy of the basal ganglia and explain the current view of their function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

The two descending __________ motor pathways control movements of the trunk.

Answer: ventromedial Difficulty Level: Difficult Topic: The Two Dorsolateral Motor Pathways and the Two Ventromedial Motor Pathways Skill Level: Remember the Facts Learning Objective 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

The number of motor neurons in a motor unit is __________.

Answer: one Difficulty Level: Difficult Topic: Muscles Skill Level: Remember the Facts Learning Objective 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Two muscles whose contraction produces the same movement of a joint are said to be __________ muscles.

Answer: synergistic Difficulty Level: Moderate Topic: Muscles Skill Level: Remember the Facts Learning Objective 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

Muscle contraction in the absence of movement is called __________ contraction.

Answer: isometric Difficulty Level: Easy Topic: Muscles Skill Level: Remember the Facts Learning Objective 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

Muscle spindles are receptors that respond to changes in muscle __________.

Answer: length Difficulty Level: Moderate Topic: Receptor Organs of Tendons and Muscles Skill Level: Remember the Facts Learning Objective 8.15 Describe the receptor organs of tendons and muscles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

The patellar tendon reflex is an example of a __________ reflex.

Answer: stretch Difficulty Level: Moderate Topic: Stretch Reflex Skill Level: Remember the Facts Learning Objective 8.16 Describe the stretch reflex and explain its mechanism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18.

__________ inhibition is mediated by Renshaw cells and helps distribute the work among the motor neurons of a muscle’s motor pool.

Answer: Recurrent collateral Difficulty Level: Difficult Topic: Recurrent Collateral Inhibition Skill Level: Remember the Facts Learning Objective 8.19 Explain recurrent collateral inhibition. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 19.

The same basic movement (such as signing one’s name) can be made in a variety of ways involving different limbs and muscles: This important principle is called motor __________.

Answer: equivalence Difficulty Level: Moderate Topic: Characteristics of Central Sensorimotor Programs Skill Level: Remember the Facts Learning Objective 8.22 Describe the various characteristics of central sensorimotor programs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

Theories of sensorimotor learning emphasize two kinds of changes to sensorimotor programs: transfer of control to lower levels of the neural hierarchy and response __________.

Answer: chunking Difficulty Level: Moderate Topic: Characteristics of Central Sensorimotor Programs Skill Level: Remember the Facts Learning Objective 8.22 Describe the various characteristics of central sensorimotor programs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY QUESTIONS 1.

Discuss three principles of sensorimotor function.

Answer: 50% for naming the three principles: hierarchical organization, critical role of sensory input, and learning changes the nature and locus of neural control 50% for discussion of the three principles Difficulty Level: Difficult Topic: Three Principles of Sensorimotor Function Skill Level: Understand the Concepts Learning Objective 8.2 Explain the important role of sensory input for motor output. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 2.

Discuss the two effects of damage to the posterior parietal cortex.

Answer: 20% for identifying apraxia 20% for identifying contralateral neglect 30% for discussing apraxia 30% for discussing contralateral neglect Difficulty Level: Moderate Topic: Posterior Parietal Association Cortex Skill Level: Apply What You Know Learning Objective 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. APA Learning Objective: 1.3 Describe applications of psychology. 3.

Discuss the organization and functions of primary motor cortex. Compare the traditional view with the modern view, emphasizing the relevant evidence.

Answer: 20% for describing traditional view 30% for describing the modern view 50% for describing relevant research Difficulty Level: Moderate Topic: Primary Motor Cortex Skill Level: Remember the Facts Learning Objective 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Describe the four descending motor pathways and their function. Include a description of the classic study of Lawrence and Kuypers, who lesioned these pathways in monkeys and assessed the effects.

Answer: 40% for describing the anatomy of the four pathways 40% for describing the study of Lawrence and Kuypers 20% for describing the functions of the four pathways Difficulty Level: Difficult Topic: The Two Dorsolateral Motor Pathways and the Two Ventromedial Motor Pathways Skill Level: Remember the Facts Learning Objective 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Discuss the anatomy, circuitry, and function of muscle spindles. Use diagrams of the muscle spindle feedback circuit in your answer.

Answer: 20% for describing the anatomy of muscle spindles 30% for describing the feedback circuit 30% for describing the function 20% for effective use of drawings Difficulty Level: Difficult Topic: Muscles Skill Level: Remember the Facts Learning Objective 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

Discuss the concept of central sensorimotor programs. Describe and discuss three of their important features.

Answer: 25% for explaining the concept 75% for describing and discussing three important features Difficulty Level: Moderate Topic: Characteristics of Central Sensorimotor Programs Skill Level: Understand the Concepts Learning Objective 8.22 Describe the various characteristics of central sensorimotor programs. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 7.

Many aspects of the sensory motor system are demonstrated by the chapter-ending PET study of Jenkins and colleagues. Describe their methods, four major results, and the 639 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

conclusions based on them. Illustrate the results with a drawing of the study. Answer: 20% for describing the methods 60% for describing four major results and the related conclusions 20% for illustrating the results Difficulty Level: Difficult Topic: Functional Brain Imaging of Sensorimotor Learning Skill Level: Remember the Facts Learning Objective 8.23 Explain how the classic Jenkins and colleagues PET study of simple motor learning summarizes the main points of this chapter. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

REVEL QUIZ QUESTIONS The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Quiz: Three Principles of Sensorimotor Function EOM_8.1.1 Question: The main advantage to a hierarchical organization of the sensorimotor system is that: a. parallel processing can occur with less interference from other input sources. b. the brain is better able to compensate for deficiencies caused by impairment. c. many alternate routes are available for sensory feedback. d. higher levels of the hierarchy are left free to perform more complex functions. Answer: D Consider This: Think about the role and activities of a CEO in a large company. LO 8.1 In the context of the sensorimotor system, explain what hierarchically organized means. Learning Objective: 8.1 In the context of the sensorimotor system, explain what hierarchically organized means. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_8.1.2 Question: A mosquito lands on Janice’s forearm. Janice immediately kills it with a swift, simple slap using her opposite hand. Janice’s slap is an example of a(n) ______ movement. a. agonistic b. ballistic c. antagonistic d. stereotypical Answer: B Consider This: The slap is brief and executed quickly. LO 8.2 Explain the important role of sensory input for motor output. Learning Objective: 8.2 Explain the important role of sensory input for motor output. Skill Level: Apply What You Know Difficulty Level: Moderate

EOM_8.1.3 Question: Sensorimotor learning, in part, is characterized by: a. the intuitive acquisition of motor learning without the need for much practice. b. the continuous, conscious regulation of individual movements in higher levels of the CNS. c. the segregation of the control response chains into a series of independent motor programs. d. the organization of individual responses into continuous motor programs. Answer: D Consider This: With sensorimotor movement, adjustments to feedback are made without conscious control. LO 8.3 Describe how learning changes the nature and locus of sensorimotor control. Learning Objective: 8.3 Describe how learning changes the nature and locus of sensorimotor control. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_8.1.4 Question: Hannah, a dancer, has been learning a new routine. As she practices her moves, she watches herself carefully in the mirror, thinks about each movement, and takes mental note of any errors she makes. With continued practice, Hannah’s sensorimotor system will allow her to: a. adjust sensory feedback with conscious regulation. b. adjust sensory feedback without conscious regulation. c. anticipate movements as she subvocalizes. d. break down each movement into separate units to sub-visually analyze while she dances. Answer: B Consider This: Recall how learning changes the nature and locus of sensorimotor control. LO 8.3 Describe how learning changes the nature and locus of sensorimotor control. Learning Objective: 8.3 Describe how learning changes the nature and locus of sensorimotor control. Skill Level: Apply What You Know Difficulty Level: Moderate EOM_8.1.5 Question: Association cortices are _______________ in the sensorimotor hierarchy than are secondary motor cortices. a. much lower b. higher c. lower d. more parallel Answer: B Consider This: Recall the structures that lie at the top of the sensorimotor hierarchy. LO 8.4 Describe and/or draw the general model of sensorimotor function. Learning Objective: 8.4 Describe and/or draw the general model of sensorimotor function. Skill Level: Analyze It Difficulty Level: Moderate 642 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Quiz: Sensorimotor Association Cortex EOM_8.2.1 Question: A striking consequence of posterior parietal cortex damage is: a. recurrent collateral inhibition. b. astereognosia. c. auditory agnosia. d. contralateral neglect. Answer: D Consider This: Damage to the left posterior parietal cortex often results in a different set of deficits than damage to the right posterior parietal cortex. LO 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. Learning Objective: 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_8.2.2 Question: Much of the output of the posterior parietal cortex goes to areas of motor cortex in the ___________ lobe. a. frontal b. parietal c. occipital d. temporal Answer: A Consider This: Recall within which lobe most areas of motor cortex lie. LO 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. Learning Objective: 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_8.2.3 Question: Most patients with contralateral neglect display deficits in responding to stimuli on the ______________ of their bodies. a. left side b. right side c. lower half d. upper half Answer: A Consider This: Patients with this condition often fail to recognize that they have a problem. LO 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. Learning Objective: 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. Skill Level: Remember the Facts Difficulty Level: Easy EOM_8.2.4 Question: Dorsolateral prefrontal cortex receives projections from the: a. frontal eye fields. b. Anterior motor cortices. c. primary motor cortex. d. posterior parietal cortex. Answer: D Consider This: The dorsolateral prefrontal cortex also sends projections back to this same structure. LO 8.6 Explain the role of the dorsolateral prefrontal association cortex in sensorimotor function and describe the response properties of neurons in this region of cortex. Learning Objective: 8.6 Explain the role of the dorsolateral prefrontal association cortex in sensorimotor function and describe the response properties of neurons in this region of cortex. Skill Level: Remember the Facts Difficulty Level: Easy EOM_8.2.5 Question: The response properties of dorsolateral prefrontal neurons suggest that: a. damage to this area of cortex is responsible for contralateral neglect. b. decisions to initiate voluntary movements may be made in this area of cortex. c. damage to this area of cortex is responsible for apraxia. d. decisions to initiate voluntary movements are probably not made in the frontal lobes. Answer: B Consider This: Dorsolateral prefrontal neurons interact with neurons in the posterior parietal cortex and other areas of frontal cortex. LO 8.6 Explain the role of the dorsolateral prefrontal association cortex in sensorimotor function and describe the response properties of neurons in this region of cortex. Learning Objective: 8.6 Explain the role of the dorsolateral prefrontal association cortex in sensorimotor function and describe the response properties of neurons in this region of cortex. Skill Level: Understand the Concepts Difficulty Level: Moderate 644 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Quiz: Secondary Motor Cortex EOM_8.3.1 Question: Recent neuroanatomical and neurophysiological research with monkeys has made a case for at least ________ areas of secondary motor cortex in each hemisphere. a. four b. eight c. seven d. six Answer: B Consider This: Each of these areas of secondary motor cortex has its own subdivisions. LO 8.7 Explain the general role of areas of secondary motor cortex. Learning Objective: 8.7 Explain the general role of areas of secondary motor cortex. Skill Level: Remember the Facts Difficulty Level: Easy EOM_8.3.2 Question: Electrical stimulation of an area of secondary motor cortex typically elicits: a. complex movements, often involving both sides of the body. b. simple movements, often involving both sides of the body. c. complex movements on the contralateral side of the body d. simple movements on the contralateral side of the body. Answer: A Consider This: Neurons in an area of secondary motor cortex often become more active just prior to the initiation of a voluntary movement. LO 8.7 Explain the general role of areas of secondary motor cortex. Learning Objective: 8.7 Explain the general role of areas of secondary motor cortex. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_8.3.3 Question: A neuron that fires just as robustly when a monkey sees a particular action being performed as when the monkey performs the action itself is called a _____ neuron. a. multipolar b. bipolar c. mirror d. visual Answer: C Consider This: These neurons provide a possible mechanism for social cognition. LO 8.8 Describe the major features of mirror neurons and explain why they have received so much attention from neuroscientists. Learning Objective: 8.8 Describe the major features of mirror neurons and explain why they have received so much attention from neuroscientists. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_8.3.4 Question: Most studies of nonhuman mirror neurons have been recordings of individual neurons. By contrast, most studies of the human mirror neuron system have been based on: a. functional MRI studies. b. PET studies. c. brain stimulation studies. d. transcranial magnetic stimulation (TMS) studies. Answer: A Consider This: Mirror mechanisms identified in humans tend to be in the same areas of cortex as those identified by single cell recording in macaques. LO 8.8 Describe the major features of mirror neurons and explain why they have received so much attention from neuroscientists. Learning Objective: 8.8 Describe the major features of mirror neurons and explain why they have received so much attention from neuroscientists. Skill Level: Analyze It Difficulty Level: Moderate EOM_8.3.5 Question: Support for the idea that mirror neurons might play a role in social cognition has come from demonstrations that they respond to the: a. sight of an action. b. performance of an action. c. interactions among actions. d. understanding of the purpose of an action. Answer: D Consider This: Research indicates that mirror neurons are not simply responding to the superficial characteristic of an action. LO 8.8 Describe the major features of mirror neurons and explain why they have received so much attention from neuroscientists. Learning Objective: 8.8 Describe the major features of mirror neurons and explain why they have received so much attention from neuroscientists. Skill Level: Understand the Concepts Difficulty Level: Moderate

Assignment: Quiz: Primary Motor Cortex EOM_8.4.1 Question: The somatotopic layout of the human primary motor cortex is commonly called the: a. motor map. b. motor somatotopy. c. somatosensory homunculus. d. motor homunculus. Answer: D Consider This: Recall how Penfield and Boldrey mapped the primary motor cortex of conscious human patients. LO 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. Learning Objective: 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. Skill Level: Remember the Facts Difficulty Level: Easy EOM_8.4.2 Question: Each site in the primary motor cortex receives sensory feedback from ___________ that the site influences. a. efferent neurons b. receptors in the muscles and joints c. tertiary system receptors d. prefrontal cortex neurons Answer: B Consider This: One interesting exception to this pattern of feedback has been described in monkeys: Monkeys have at least two different hand areas in the primary motor cortex of each hemisphere—one of these receives input from receptors in the skin. LO 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. Learning Objective: 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_8.4.3 Question: Primary motor cortex is laid out: a. ectopically. b. somatotopically. c. tonotopically. d. retinotopically. Answer: B Consider This: This layout is often referred to as the motor homunculus. LO 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. Learning Objective: 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_8.4.4 Question: Recent efforts to map the primary motor cortex using a new stimulation technique have revealed that: a. the organization of the primary motor cortex is more rigid than previously thought. b. neurons in the primary motor cortex are tuned to a particular direction of movement, rather than to the movement’s target. c. there is no overlap between neurons in the primary motor cortex with respect to the body part whose motion is controlled. d. neurons in the primary motor cortex are tuned to a target of movement, rather than to a direction of motion. Answer: D Consider This: The primary motor cortex may have an action map rather than a body map. LO 8.10 Describe the current view of primary motor cortex function and the evidence upon which it is based. Learning Objective: 8.10 Describe the current view of primary motor cortex function and the evidence upon which it is based. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_8.4.5 Question: Paralyzed patients have been shown to be able to: a. move robotic arms with neural signals from their primary motor cortex. b. walk using neural signals only from their primary motor cortex. c. move a robotic arm with neural signals from their spinal cords. d. move the side of the body contralateral to the motor cortex. Answer: A Consider This: Recall the research with Belle where signals from her brain were interpreted by a computer. LO 8.10 Describe the current view of primary motor cortex function and the evidence upon which it is based. Learning Objective: 8.10 Describe the current view of primary motor cortex function and the evidence upon which it is based. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Cerebellum and Basal Ganglia EOM_8.5.1 Question: Although it constitutes only 10 percent of the mass of the brain, the cerebellum contains more than _______ of the brain’s neurons. a. one-third b. one-half c. three-quarters d. one-quarter Answer: B Consider This: The cerebellum is believed to play a major role in motor learning. LO 8.11 Describe the structure and connectivity of the cerebellum and explain the current view of cerebellar function. Learning Objective: 8.11 Describe the structure and connectivity of the cerebellum and explain the current view of cerebellar function. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_8.5.2 Question: The effects of diffuse damage to the cerebellum include: a. loss of the ability to control the direction, force, velocity, and amplitude of movements. b. loss of the ability to walk or sit up. c. complete paralysis. d. inability to remain still, even when sleeping. Answer: A Consider This: Persons with cerebellar damage also exhibit diverse sensory, cognitive, and emotional deficits. LO 8.11 Describe the structure and connectivity of the cerebellum and explain the current view of cerebellar function. Learning Objective: 8.11 Describe the structure and connectivity of the cerebellum and explain the current view of cerebellar function. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_8.5.3 Question: The basal ganglia are a collection of interconnected: a. cortical columns. b. nuclei. c. cortical layers. d. motor cortices. Answer: B Consider This: The basal ganglia perform a modulatory function. LO 8.12 Describe the anatomy of the basal ganglia and explain the current view of their function. Learning Objective: 8.12 Describe the anatomy of the basal ganglia and explain the current view of their function. Skill Level: Remember the Facts Difficulty Level: Easy EOM_8.5.4 Question: Sylvie tries not to touch her face when she is serving guests at a restaurant. Which brain area or structure is specifically implicated in inhibiting inappropriate movements? a. primary motor cortex b. thalamus c. cerebellum d. basal ganglia Answer: D Consider This: The same structure is implicated in modulating movements based on motivation. LO 8.12 Describe the anatomy of the basal ganglia and explain the current view of their function. Learning Objective: 8.12 Describe the anatomy of the basal ganglia and explain the current view of their function. Skill Level: Apply What You Know Difficulty Level: Moderate

EOM_8.5.5 Question: The basal ganglia have been shown to participate in: a. action maps. b. contralateral neglect. c. social cognition. d. habit learning. Answer: D Consider This: The extent of the basal ganglia’s functions is due in part to the fact that they project to the prefrontal lobes. LO 8.12 Describe the anatomy of the basal ganglia and explain the current view of their function. Learning Objective: 8.12 Describe the anatomy of the basal ganglia and explain the current view of their function. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Descending Motor Pathways EOM_8.6.1 Question: Which statement is true with respect to the dorsolateral and ventromedial motor pathways? a. Whereas the dorsolateral pathway contains two main tracts, the ventromedial pathway contains a single tract. b. Whereas the dorsolateral pathway contains a single tract, the ventromedial pathway contains two main tracts. c. Both the dorsolateral and ventromedial pathways contain a single tract. d. Both the dorsolateral and ventromedial pathways contain two main tracts. Answer: D Consider This: In both tracts, some axons synapse in the brain stem on neurons that in turn descend to the spinal cord. LO 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. Learning Objective: 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. Skill Level: Analyze It Difficulty Level: Moderate

EOM_8.6.2 Question: With respect to the descending motor pathways, dorsolateral is to ventromedial as _____ is to _____. a. distal; proximal b. more diffuse; less diffuse c. single tract; two tracts d. two tracts; single tract Answer: A Consider This: The dorsolateral tracts project to the finger muscles. LO 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. Learning Objective: 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. Skill Level: Analyze It Difficulty Level: Moderate EOM_8.6.3 Question: Terrell climbs a ladder to clean the gutters along his roof. With respect to the descending motor pathways, Terrell’s climbing is controlled by _____ pathway a. neither the dorsolateral nor the ventromedial b. both the dorsolateral and the ventromedial c. only the ventromedial d. only the dorsolateral Answer: C Consider This: Climbing is a whole-body movement. LO 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. Learning Objective: 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. Skill Level: Apply What You Know Difficulty Level: Moderate EOM_8.6.4 Question: How do the two dorsolateral tracts differ from the two ventromedial tracts? a. The dorsolateral tracts descend through the spinal cord. b. The motor neurons activated by the two dorsolateral tracts project to proximal muscles of the trunk and limbs, whereas the motor neurons activated by the two ventromedial tracts project to distal muscles. c. The dorsolateral tracts are much more diffuse. d. The ventromedial tracts are much more diffuse. Answer: D Consider This: Both pathways have a tract that descends directly to the spinal cord. LO 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. Learning Objective: 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. Skill Level: Analyze It Difficulty Level: Moderate 652 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOM_8.6.5 Question: When Lawrence and Kuypers transected both of the dorsolateral tracts of monkeys, the monkeys: a. could still stand, walk, and climb. b. could no longer stand, walk, or climb. c. had great difficulty sitting. d. ate with elbow and whole-hand movements while their upper arms hung limply by their sides. Answer: A Consider This: Their first experiment demonstrated that the same response performed in different contexts can be controlled by different parts of the central nervous system. LO 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. Learning Objective: 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Sensorimotor Spinal Circuits EOM_8.7.1 Question: Each motor unit is composed of: a. several motor neurons. b. a single motor neuron. c. a single motor neuron and all of the muscle fibers that it innervates. d. two motor neurons. Answer: C Consider This: Motor units with the fewest fibers permit the highest degree of selective motor control. LO 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. Learning Objective: 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. Skill Level: Analyze It Difficulty Level: Moderate

EOM_8.7.2 Question: ___________________ are embedded in the tendons, whereas _________________ are embedded in the muscle tissue. a. Muscle spindles; Golgi tendon organs b. Golgi tendon organs; muscle spindles c. Tendon spindles; Golgi muscle organs d. Golgi muscle organs; Golgi spindles Answer: B Consider This: These receptors monitor the activity of skeletal muscles. LO 8.15 Describe the receptor organs of tendons and muscles. Learning Objective: 8.15 Describe the receptor organs of tendons and muscles Skill Level: Analyze It Difficulty Level: Moderate EOM_8.7.3 Question: The patellar tendon reflex is a _______ reflex. a. withdrawal b. recurrent collateral c. reciprocal d. stretch Answer: D Consider This: Think of a reflex test commonly performed during routine medical exams. LO 8.16 Describe the stretch reflex and explain its mechanism. Learning Objective: 8.18 Describe the stretch reflex and explain its mechanism. Skill Level: Understand the Concepts Difficulty Level: Easy EOM_8.7.4 Question: Movements produced by ______________ are smooth, and they can be stopped with precision by a slight increase in the contraction of the antagonistic muscles. a. the withdrawal reflex b. antagonistic contraction c. cocontraction d. the stretch reflex Answer: C Consider This: This protects us from the effects of unexpected external forces. LO 8.18 Explain what is meant by reciprocal innervation. Learning Objective: 8.20 Explain what is meant by reciprocal innervation. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_8.7.5 Question: The small inhibitory interneurons that mediate recurrent collateral inhibition are called: a. Renshaw cells. b. Betz cells. c. motor units. d. recurrent neurons. Answer: A Consider This: These neurons enforce a ―break‖ from activity for muscle fibers and the motor neurons. LO 8.19 Explain recurrent collateral inhibition. Learning Objective: 8.19 Explain recurrent collateral inhibition. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Central Sensorimotor Programs and Learning EOM_8.8.1 Question: It appears that lower levels of the sensorimotor system can learn to control behavior in the absence of: a. conscious awareness. b. mediation. c. perceptual support. d. external cues. Answer: A Consider This: There is the potential for independence of conscious perception and sensory control of behavior in humans. LO 8.22 Describe the various characteristics of central sensorimotor programs. Learning Objective: 8.22 Describe the various characteristics of central sensorimotor programs. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_8.8.2 Question: If you wrote your name with your toe on a sandy beach, your signature would be recognizable. This BEST exemplifies: a. the sensorimotor hierarchy. b. motor equivalence. c. the Rhonda effect. d. response chunking. Answer: B Consider This: The same basic movement can be carried out in different ways involving different muscles. LO 8.22 Describe the various characteristics of central sensorimotor programs. Learning Objective: 8.22 Describe the various characteristics of central sensorimotor programs. Skill Level: Apply What You Know Difficulty Level: Moderate

EOM_8.8.3 Question: The Ebbinghaus illusion has been used to: a. demonstrate response chunking. b. fool participants and researchers alike. c. provide evidence for the separation of conscious perception and sensory control of behavior. d. demonstrate motor equivalence. Answer: C Consider This: This illusion involves two circles that appear to be of different sizes. LO 8.22 Describe the various characteristics of central sensorimotor programs. Learning Objective: 8.22 Describe the various characteristics of central sensorimotor programs. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_8.8.4 Question: Fentress (1973) showed that adult mice raised from birth without forelimbs: a. were incapable of response chunking. b. experienced phantom limb pain. c. were unable to eat. d. made patterns of shoulder movements typical of grooming in their species. Answer: D Consider This: Some species-typical behaviors develop without practice. LO 8.22 Describe the various characteristics of central sensorimotor programs. Learning Objective: 8.22 Describe the various characteristics of central sensorimotor programs. Skill Level: Remember the Facts Difficulty Level: Easy EOM_8.8.5 Question: Which is an important process in the learning of central sensorimotor programs? a. response chunking b. species-atypical learning c. shifting control to higher levels of the sensorimotor system d. recurrent collateral inhibition Answer: A Consider This: Practice combines the central sensorimotor programs that control individual response patterns into a single unit. LO 8.22 Describe the various characteristics of central sensorimotor programs. Learning Objective: 8.22 Describe the various characteristics of central sensorimotor programs. Skill Level: Understand the Concepts Difficulty Level: Moderate

Chapter 8 Quiz: The Sensorimotor System EOC_8.1 Question: The organization of the sensorimotor system is BEST described as: a. serial. b. continuous. c. associative. d. hierarchical. Answer: D Consider This: In the sensorimotor system, signals flow between different levels over multiple paths. LO 8.1 In the context of the sensorimotor system, explain what hierarchically organized means. Learning Objective: 8.1 In the context of the sensorimotor system, explain what hierarchically organized means. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_8.2 Question: Motor output is guided by sensory feedback with the exception of ______ movements. a. antagonistic b. agonistic c. ballistic d. synergistic Answer: C Consider This: These movements are brief, all-or-none, and high-speed. LO 8.2 Explain the important role of sensory input for motor output. Learning Objective: 8.2 Explain the important role of sensory input for motor output. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_8.3 Question: One major area of sensorimotor association cortex is the: a. dorsolateral prefrontal cortex. b. hippocampus c. anterior posterior cortex. d. amygdala. Answer: A Consider This: This structure receives projections from and sends projections to the posterior parietal cortex. LO 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. Learning Objective: 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_8.4 Question: Lesions of the left posterior parietal cortex are associated with: a. contralateral neglect. b. apraxia. c. dyslexia. d. agnosia. Answer: B Consider This: Patients with this type of deficit have difficulty making specific movements when they are requested to do so. LO 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. Learning Objective: 8.5 Explain the role of the posterior parietal cortex in sensorimotor function and describe what happens when it is damaged or stimulated. Skill Level: Remember the Facts Difficulty Level: Easy EOC_8.5 Question: The decision to initiate a voluntary movement is thought to occur mainly in the: basal ganglia. a. primary motor cortex. b. dorsolateral prefrontal cortex. c. dorsolateral prefrontal cortex. d. cerebellum. Answer: C Consider This: The decision to make a voluntary movement is also based on interactions between this structure and the posterior parietal cortex. LO 8.6 Explain the role of the dorsolateral prefrontal association cortex in sensorimotor function and describe the response properties of neurons in this region of cortex. Learning Objective: 8.6 Explain the role of the dorsolateral prefrontal association cortex in sensorimotor function and describe the response properties of neurons in this region of cortex. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_8.6 Question: Some neurons that fire when a monkey makes a particular movement fire just as robustly when the monkey watches that movement being made by another. These neurons are called _______ neurons. a. mirror b. memory c. ballistic d. voluntary movement Answer: A Consider This: These neurons may facilitate social understanding and cooperation. LO 8.8 Describe the major features of mirror neurons and explain why they have received so much attention from neuroscientists. Learning Objective: 8.8 Describe the major features of mirror neurons and explain why they have received so much attention from neuroscientists. Skill Level: Remember the Facts Difficulty Level: Easy EOC_8.7 Question: Some primary motor cortex neurons receive feedback from the skin of the hands. Presumably, these neurons play a role in: a. contralateral neglect. b. itch. c. astereognosia. d. stereognosis. Answer: D Consider This: Recall the process of and name for identifying objects by touch. LO 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. Learning Objective: 8.9 Describe the conventional view of primary motor cortex function and the evidence upon which it was based. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_8.8 Question: Evidence has gradually accumulated that the cerebellum: a. sends most of its axons to the motor circuits of the spinal cord. b. plays a role in cognition. c. is organized according to the same principles as the homunculus. d. is only involved in coordinating motor movements. Answer: B Consider This: Patients with damage to the cerebellum exhibit diverse deficits across several areas of function. LO 8.11 Describe the structure and connectivity of the cerebellum and explain the current view of cerebellar function. Learning Objective: 8.11 Describe the structure and connectivity of the cerebellum and explain the current view of cerebellar function. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_8.9 Question: In comparison to the two descending dorsolateral motor pathways, the two ventromedial pathways are more: a. likely to control individual digits. b. diffuse c. likely to contain Betz cells. d. robust. Answer: B Consider This: These pathways have both a direct and an indirect division. LO 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. Learning Objective: 8.13 Compare and contrast the two dorsolateral motor pathways and the two ventromedial motor pathways. Skill Level: Analyze It Difficulty Level: Moderate EOC_8.10 Question: The biceps are __________ whereas the triceps are ___________. a. flexors; extensors b. extensors; flexors c. antagonists; agonists d. agonists; antagonists Answer: A Consider This: These are antagonistic muscles. LO 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. Learning Objective: 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. Skill Level: Analyze It Difficulty Level: Moderate

EOC_8.11 Question: The neurotransmitter _________ is released by motor neurons at neuromuscular junctions, activates the motor end-plate on each muscle fiber, and causes the fiber to contract. a. norepinephrine b. dopamine c. acetylcholine d. glutamate Answer: C Consider This: This neurotransmitter is in a class of its own. LO 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. Learning Objective: 8.14 Describe the components of a motor unit and distinguish between the different types of muscles. Skill Level: Remember the Facts Difficulty Level: Easy EOC_8.12 Question: A physician with a little rubber hammer often elicits a _____ reflex. a. ballistic b. recurrent collateral c. withdrawal d. patellar tendon Answer: D Consider This: This reflex is elicited by a sudden external stretching force impinging on a muscle. LO 8.16 Describe the stretch reflex and explain its mechanism. Learning Objective: 8.16 Describe the stretch reflex and explain its mechanism. Skill Level: Apply What You Know Difficulty Level: Difficult EOC_8.13 Question: _____ the stretch reflex, the withdrawal reflex is _____. a. Like; monosynaptic b. Like; not monosynaptic c. Unlike; monosynaptic d. Unlike; not monosynaptic Answer: D Consider This: An interneuron is involved when painful stimulation is applied to the hand. LO 8.17 Describe the withdrawal reflex and explain its mechanism. Learning Objective: 8.17 Describe the withdrawal reflex and explain its mechanism. Skill Level: Analyze It Difficulty Level: Moderate

EOC_8.14 Question: The main function of Renshaw cells is to mediate: a. withdrawal. b. extension. c. recurrent collateral inhibition. d. motor equivalence. Answer: C Consider This: As a consequence of the function of Renshaw cells, each time a motor neuron fires, it momentarily inhibits itself and shifts the responsibility for the contraction of a particular muscle to other members of the muscle’s motor pool. LO 8.19 Explain recurrent collateral inhibition. Learning Objective: 8.19 Explain recurrent collateral inhibition. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_8.15 Question: Central sensorimotor programs for many species-typical behaviors are established: a. with practice. b. through response chunking. c. only in association cortices. d. without explicit practice. Answer: D Consider This: Recall Fentress’s research on species-specific behaviors and other research on central sensorimotor programs. LO 8.22 Describe the various characteristics of central sensorimotor programs. Learning Objective: 8.22 Describe the various characteristics of central sensorimotor programs. Skill Level: Understand the Concepts Difficulty Level: Moderate

CHAPTER 9 DEVELOPMENT OF THE NERVOUS SYSTEM: FROM FERTILIZED EGG TO YOU T o t a l A s s e s s m e n t G u i d e (T.A.G.) Topic Five Phases of Early Neurodevelopment

Early Cerebral Development in Humans

Effects of Experience on

Question Type Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple

Remember the Facts 1-54

Understand the Concepts

1-7 1, 2 55-66

67-76

Apply What You Know

Postnatal Development of Neural Circuits Neuroplasticity in Adults

Atypical Neurodevelopment: Autism Spectrum Disorder and Williams Syndrome

Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay

8-9 3, 4 77-85 10-15 5 86-99 16-20 6

MULTIPLE CHOICE QUESTIONS 1.

The process of the growth of a fertilized egg into a mature nervous system is called a. b. c. d. e.

neural growth. neuroplasticity. neurodevelopment. maturation. rewiring.

Answer: C Difficulty Level: Easy Topic: Introduction Skill Level: Remember the Facts Learning Objective 9.1 Define the terms totipotent, pluripotent, multipotent, unipotent, and stem cell, and identify the major sources of new cells in the developing nervous system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

The case of Genie, the young girl described in the vignette at the start of the chapter, illustrates the vital role of a. b. c. d. e.

the brain in behavior. experience in human neural and psychological development. the brain in language. language in learning. neuroplasticity in development.

Answer: B Difficulty Level: Moderate Topic: Introduction Skill Level: Remember the Facts Learning Objective 9.1 Define the terms totipotent, pluripotent, multipotent, unipotent, and stem cell, and identify the major sources of new cells in the developing nervous system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

A zygote divides to form a. b. c. d. e.

a sperm cell and an ovum. two ova. two zygotes. two daughter cells. two sperm cells.

Answer: D Difficulty Level: Moderate Topic: Five Phases of Early Neurodevelopment Skill Level: Remember the Facts Learning Objective 9.1 Define the terms totipotent, pluripotent, multipotent, unipotent, and stem cell, and identify the major sources of new cells in the developing nervous system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

The first major phase of neurodevelopment is induction of the a. b. c. d. e.

neural tube. neural grove. growth cones. neural plate. neural growth factors.

Answer: D Difficulty Level: Easy Topic: Five Phases of Early Neurodevelopment Skill Level: Remember the Facts Learning Objective 9.1 Define the terms totipotent, pluripotent, multipotent, unipotent, and stem cell, and identify the major sources of new cells in the developing nervous system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

A developing cell that is totipotent a. b. c. d. e.

is capable of developing into any type of cell in the organism. is predestined to become one cell type for life. cannot divide. is fully developed and will not differentiate. is entirely potent in excitation or inhibition.

Answer: A Difficulty Level: Moderate Topic: Stem Cells and Neurodevelopment Skill Level: Remember the Facts Learning Objective 9.1 Define the terms totipotent, pluripotent, multipotent, unipotent, and stem cell, and identify the major sources of new cells in the developing nervous system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

The very first cells to develop in the embryo are a. b. c. d. e.

multipolar. bipolar. myelinated. totipotent. mesodermal.

Answer: D Difficulty Level: Difficult Topic: Stem Cells and Neurodevelopment Skill Level: Remember the Facts Learning Objective 9.1 Define the terms totipotent, pluripotent, multipotent, unipotent, and stem cell, and identify the major sources of new cells in the developing nervous system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Immature cells that have the potential to develop into many, but not all, classes of mature cells (e.g., blood, skin, hair, neurons) are called a. b. c. d. e.

ependymal. pluripotent. ventricular. multipolar. totipotent.

Answer: B Difficulty Level: Difficult Topic: Stem Cells and Neurodevelopment Skill Level: Remember the Facts Learning Objective 9.1 Define the terms totipotent, pluripotent, multipotent, unipotent, and stem cell, and identify the major sources of new cells in the developing nervous system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Developing cells that have the potential to develop into different cells of a given class, but into no other class of cells, are said to be a. b. c. d. e.

multipotent. totipotent. multipolar. pluripotent. unipolar.

Embryonic cells that have the potential for unlimited renewal and have the ability to develop into different kinds of mature cells if they are transplanted to different sites are called a. b. c. d. e.

daughter cells. embryonic stem cells. zygotes. multipolar cells. ectodermal cells.

Answer: B Difficulty Level: Easy Topic: Stem Cells and Neurodevelopment Skill Level: Remember the Facts Learning Objective 9.1 Define the terms totipotent, pluripotent, multipotent, unipotent, and stem cell, and identify the major sources of new cells in the developing nervous system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

Which process explains how one embryonic stem cell can develop into different cell types, when every cell in the body has the same DNA? a. b. c. d. e.

organoid development unipotentiality epigenetic mechanisms mesodermal specificity necrosis

Answer: C Difficulty Level: Difficult Topic: Induction of the Neural Plate Skill Level: Remember the Facts Learning Objective 9.2 Describe the development of the neural plate into the neural tube. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

The neural plate is a small patch of a. b. c. d. e.

multipolar neurons. ectodermal tissue. mesoderm. endodermal tissue. growth cones.

Answer: B Difficulty Level: Moderate Topic: Induction of the Neural Plate Skill Level: Remember the Facts Learning Objective 9.2 Describe the development of the neural plate into the neural tube. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

The neural plate develops directly into the a. b. c. d. e.

neural tube. neural groove. brain. central nervous system. peripheral nervous system.

13.

The neural groove develops into the neural a. b. c. d. e.

tube. plate. mesoderm. endoderm. aqueduct.

Answer: A Difficulty Level: Easy Topic: Induction of the Neural Plate Skill Level: Remember the Facts Learning Objective 9.2 Describe the development of the neural plate into the neural tube. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

By 40 days after conception, three swellings become visible at the anterior end of the human neural tube, which eventually develop into the a. b. c. d. e.

pons, medulla, and cerebellum. spinal cord and lungs. heart, spleen, and liver. forebrain, midbrain, and hindbrain. parietal and temporal lobes.

Answer: D Difficulty Level: Moderate Topic: Neural Proliferation Skill Level: Remember the Facts Learning Objective 9.3 Describe the process of neural proliferation and identify the two organizer areas. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

By 40 days after conception, swellings are clearly visible at the anterior end of the neural tube. There are __________ such swellings. a. b. c. d. e.

2 3 4 32 64

Answer: B Difficulty Level: Easy Topic: Neural Proliferation Skill Level: Remember the Facts Learning Objective 9.3 Describe the process of neural proliferation and identify the two organizer areas. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

After the formation of the neural tube, the number of cells destined to become part of the adult nervous system a. b. c. d. e.

steadily declines. stays the same until the end of the neural-plate phase. stays the same until the end of the neural-groove phase. increases rapidly. quickly doubles and then declines.

17.

Most cell division in the developing neural tube occurs in the a. b. c. d. e.

hindbrain zone. ventricular zone. ventricles. posterior zone. midbrain.

Answer: B Difficulty Level: Moderate Topic: Neural Proliferation Skill Level: Remember the Facts Learning Objective 9.3 Describe the process of neural proliferation and identify the two organizer areas. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

Most neural proliferation in the developing neural tube occurs in the layer adjacent to a. b. c. d. e.

the fluid-filled ventricle. the cortex. the marginal zone. layer 6. the neural crest.

Answer: A Difficulty Level: Easy Topic: Neural Proliferation Skill Level: Remember the Facts Learning Objective 9.3 Describe the process of neural proliferation and identify the two organizer areas. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

The structure of the neural __________ becomes visible in a developing embryo 18 days after conception. a. b. c. d. e.

elevation tube plate floor crest

Answer: C Difficulty Level: Easy Topic: Neural Proliferation Skill Level: Remember the Facts Learning Objective 9.3 Describe the process of neural proliferation and identify the two organizer areas. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

Many new neural tube cells migrate radially a. b. c. d. e.

along axons of other neurons. along radial glial cells. to the ventricular zone. to the translocal zone. from a tangent to a sub-tangent.

Answer: B Difficulty Level: Difficult Topic: Migration and Aggregation Skill Level: Remember the Facts Learning Objective 9.4 Describe the processes of migration and aggregation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

In addition to the radial migration of developing neurons, there is considerable __________ migration. a. b. c. d. e.

rapid tangential intermediate circuitous axonal

Answer: B Difficulty Level: Moderate Topic: Migration and Aggregation Skill Level: Remember the Facts Learning Objective 9.4 Describe the processes of migration and aggregation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22.

The pattern of neural migration that proceds outward from the ventricular zone toward the outer wall of the tube is a. b. c. d. e.

radial. tangential. inside out. outside in. posterior.

Answer: A Difficulty Level: Easy Topic: Migration and Aggregation Skill Level: Remember the Facts Learning Objective 9.4 Describe the processes of migration and aggregation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

There seem to be two different mechanisms of neural migration: glia-mediated migration and a. b. c. d. e.

amoeboid migration. somal translocation. pioneer migration. growth cone translocation. neural cresting.

What is the current consensus regarding the patterns of proliferation and migration of cortical cells? a. b. c. d. e.

These patterns are different for different areas of the developing cortex. All future cortical cells migrate in an orderly outside-first pattern. Developing cells gravitate toward deeper layers of the cortex. Cortical migration patterns are very simplistic. All future cortical cells migrate in an orderly inside-out pattern.

Answer: A Difficulty Level: Difficult Topic: Migration and Aggregation Skill Level: Remember the Facts Learning Objective 9.4 Describe the processes of migration and aggregation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

The radial pattern of migration of future neocortical neurons is referred to as a. b. c. d. e.

accelerated. outside-in. inside-out. subventricular. ependymal.

Answer: C Difficulty Level: Easy Topic: Migration and Aggregation Skill Level: Remember the Facts Learning Objective 9.4 Describe the processes of migration and aggregation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 26.

During the formation of the neural tube, a few cells break off from the neural tube and form a structure that lies just dorsal to the tube. This structure is called the neural a. b. c. d. e.

groove. canal. crest. zone. layer.

Answer: C Difficulty Level: Moderate Topic: Migration and Aggregation Skill Level: Remember the Facts Learning Objective 9.4 Describe the processes of migration and aggregation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

The neural crest develops into the a. b. c. d. e.

ventricular system. cortex. peripheral nervous system. circulatory system of the brain. neural tube.

The precursor of the peripheral nervous system, called the neural ___________, is visislbe 24 days after conception. a. b. c. d. e.

tube plate crest groove stem

Answer: C Difficulty Level: Difficult Topic: Migration and Aggregation Skill Level: Remember the Facts Learning Objective 9.4 Describe the processes of migration and aggregation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

The neural crest a. b. c. d. e.

is located anterior to the neural tube. is the bottom plate of the neural tube. develops into the hindbrain. develops into the peripheral nervous system. develops into the spinal cord.

Answer: D Difficulty Level: Moderate Topic: Migration and Aggregation Skill Level: Remember the Facts Learning Objective 9.4 Describe the processes of migration and aggregation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 30.

Cell adhesion molecules are thought to mediate the process of a. b. c. d. e.

differentiation. aggregation. proliferation. sprouting. cell death.

31.

Which structures are amoebalike in their appearance and movements? a. b. c. d. e.

growth cones ependymal cells neural cell-adhesion molecules radial glial cells retinal ganglion cells

Answer: A Difficulty Level: Moderate Topic: Axon Growth and Synapse Formation Skill Level: Remember the Facts Learning Objective 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 32.

At the tip of each developing axon or dendrite is an amoebalike structure called a a. b. c. d. e.

synaptic cleft. growth cone. pioneer cell. blueprint cell. growth cell.

Answer: B Difficulty Level: Easy Topic: Axon Growth and Synapse Formation Skill Level: Remember the Facts Learning Objective 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

Growth cones extend and retract fingerlike cytoplasmic extensions as if they were feeling their way through a dark passage. These extensions are called a. b. c. d. e.

adhesion digits. growth cone adhesion digits. filopodia. pseudopodia. siphons.

Answer: C Difficulty Level: Moderate Topic: Axon Growth and Synapse Formation Skill Level: Remember the Facts Learning Objective 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34.

Roger Sperry’s experiments on eye rotation in frogs led to an influential hypothesis that explains how growth cones find their way to their targets; this proposal is called the a. b. c. d. e.

radial glial hypothesis. cell-adhesion hypothesis. chemoaffinity hypothesis. growth cone hypothesis. CAM hypothesis.

Answer: C Difficulty Level: Easy Topic: Axon Growth and Synapse Formation Skill Level: Remember the Facts Learning Objective 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

Frogs, unlike mammals, have retinal ganglion cells that are capable of a. b. c. d. e.

degeneration. proliferation. color vision. regeneration. aggregation.

Answer: D Difficulty Level: Easy Topic: Axon Growth and Synapse Formation Skill Level: Remember the Facts Learning Objective 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36.

In frogs, salamanders, and other simple vertebrates, retinal ganglion cells project primarily to the a. b. c. d. e.

thalamus. optic tectum. tegmentum. cerebellum. visual cortex.

Answer: B Difficulty Level: Moderate Topic: Axon Growth and Synapse Formation Skill Level: Remember the Facts Learning Objective 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

In Roger Sperry’s classic studies of eye rotation and regeneration of the optic nerves, he assessed the visual capacities of frogs by assessing their ability to a. b. c. d. e.

strike accurately at fly-like stimuli. identify patterns from a color chart. perform a visual discrimination task. detect the presence of dim lights. solve maze problems.

Answer: A Difficulty Level: Easy Topic: Axon Growth and Synapse Formation Skill Level: Remember the Facts Learning Objective 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 38.

Sperry’s initial formulation of the chemoaffinity hypothesis of axon growth has difficulty accounting for a. b. c. d. e.

the results of Sperry’s own eye-rotation regeneration experiments. the ability of axons to grow to their correct targets. the ability of axons to follow exactly the same circuitous route to their target in every member of a species. how a single specific attractant could spur regeneration of an axon. why axons should seek a target in the first place.

Answer: C Difficulty Level: Difficult Topic: Axon Growth and Synapse Formation Skill Level: Remember the Facts Learning Objective 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

The first growth cone of a developing tract to reach the target is called a __________ growth cone. a. b. c. d. e.

fast pioneer quick early precursor

Only those growth cones that are not pioneer growth cones can normally find their way to their targets by a. b. c. d. e.

chemoaffinity. fasciculation. blueprints. topographic gradients. stopping and asking for directions.

41.

If an optic nerve of a mature frog is transected and half of the associated retina is destroyed, a. b. c. d. e.

the axons grow out from the retinal ganglion cells in the remaining half of the retina to their original targets on the optic tectum. the destroyed retina regenerates and then axons grow out from the complete retina and innervate the optic tectum in the species-typical fashion. the axons grow out from the retinal ganglion cells in the remaining half of the retina to targets systematically distributed over the entire optic tectum. half of the optic tectum degenerates. the entirety of the optic tectum is made dysfunctional, and a state of ―cortical blindness‖ results.

In support of the topographic-gradient hypothesis, it has been shown that a. b. c. d.

axons do not grow out from the retinas until the retinas are fully grown, which is why babies have disproportionately large eyes. axons do not grow out from the retinas until their target structures (e.g., optic tectums) are fully grown. retinas and optic tectums always grow in precise proportion to one another. the synaptic connections originally formed by retinal ganglion cells on the optic tectums gradually shift as both the eyes and optic tectums grow at different rates during development. the optic tectum grows at a rate that always proceeds retinal growth by a ratio of 1.3-to-1.

Answer: D Difficulty Level: Moderate Topic: Axon Growth and Synapse Formation Skill Level: Remember the Facts Learning Objective 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Eyes and optic tectums grow at different rates. As they grow, the synaptic connections that were originally formed on the tectum by axons of retinal ganglion cells shift so that the retina is always fully and faithfully mapped on the tectum. This finding supports the a. b. c. d. e.

chemoaffinity hypothesis. pioneer hypothesis. topographic-gradient hypothesis. neural explosion hypothesis. axoaxonic proposal.

Less is known about synapse formation than axon growth because synapse formation requires a. b. c. d. e.

fasciculation. coordinated activity in at least two cells. growth cones. guidance molecules. regeneration.

45.

Synaptogenesis seems to depend on the presence of a. b. c. d. e.

astrocytes. neurons. growth cones. pioneer cones. guidance molecules.

In the context of synaptogenesis, neurons display a substantial degree of a. b. c. d. e.

specificity. promiscuity. monogamy. celibacy. inertia.

Answer: B Difficulty Level: Difficult Topic: Axon Growth and Synapse Formation Skill Level: Remember the Facts Learning Objective 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

In vitro, neurons will form synapses a. b. c. d. e.

only with their correct targets. only with neurons of the same type. with almost any other neuron. only with glial cells. only with the correct glial cells.

Neuron death a. b. c. d. e.

starts to occur in humans around the age of 50. is a part of normal early neural development. is rare in healthy humans until after puberty has concluded. is a common, but unfortunate, consequence of accidental exposure to neural gradients. is always followed by neural regeneration.

Answer: B Difficulty Level: Easy Topic: Neuron Death and Synapse Rearrangement Skill Level: Remember the Facts Learning Objective 9.6 Describe the processes of neuron death and synapse rearrangement. Why is apoptosis safer than necrosis? APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

Evidence suggests that many neurons die during development because a. b. c. d. e.

they are genetically programmed to die. of an abundance of their target’s life-preserving chemicals. of failures to regenerate. they are malformed in some way. they have entered a unipotent phase.

Answer: A Difficulty Level: Moderate Topic: Neuron Death and Synapse Rearrangement Skill Level: Remember the Facts Learning Objective 9.6 Describe the processes of neuron death and synapse rearrangement. Why is apoptosis safer than necrosis? APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 50.

Most of the cell death associated with early development of the brain is a. b. c. d. e.

necrotic. passive. apoptotic. neurotic. apoplectic.

Answer: C Difficulty Level: Moderate Topic: Neuron Death and Synapse Rearrangement Skill Level: Remember the Facts Learning Objective 9.6 Describe the processes of neuron death and synapse rearrangement. Why is apoptosis safer than necrosis? APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

Apoptosis is safer than necrosis because apoptosis does not provoke a. b. c. d. e.

neuron death. potential harmful inflammation. totipotency. further cell degeneration. synapse rearrangement.

Neurotrophins a. b. c. d. e.

are destructive chemicals that target neurons. are supplied to neurons by their synaptic targets. promote necrosis. perform an uncertain function during the process of neurodevelopment. hasten apoptosis.

Answer: B Difficulty Level: Moderate Topic: Neuron Death and Synapse Rearrangement Skill Level: Remember the Facts Learning Objective 9.6 Describe the processes of neuron death and synapse rearrangement. Why is apoptosis safer than necrosis? APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

Neurotrophins can a. b. c. d. e.

delay neuron growth. negate neuron survival. function as axon guidance molecules. be pluripotent in their effects. promote syanptogenesis.

Answer: C Difficulty Level: Difficult Topic: Neuron Death and Synapse Rearrangement Skill Level: Remember the Facts Learning Objective 9.6 Describe the processes of neuron death and synapse rearrangement. Why is apoptosis safer than necrosis? APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 54.

The general effect of synapse rearrangement is to a. b. c. d. e.

increase the number of different target cells innervated by each neuron. increase the number of synaptic contacts received by each neuron. focus the output of each neuron on fewer postsynaptic cells. increase the ratio of axosomatic synapses to axodendritic synapses. increase the number of synapses.

55.

The development of the human brain is unique because a. b. c. d. e.

there is no early cell death. there is no early reorganization. it develops so slowly. it develops so quickly. the peripheral nervous system develops before the central nervous system.

Answer: C Difficulty Level: Easy Topic: Early Cerebral Development in Humans Skill Level: Remember the Facts Learning Objective 9.7 Describe what has been discovered about human prenatal growth of the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 56.

A catalogue of all the proteins transcribed in the developing prenatal brain is called a. b. c. d. e.

apoptosis. a transcriptome. an organoid. a synaptogram. functional connectivity.

Answer: B Difficulty Level: Moderate Topic: Prenatal Growth of the Human Brain Skill Level: Remember the Facts Learning Objective 9.7 Describe what has been discovered about human prenatal growth of the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

The last part of the human brain to reach full maturity is the a. b. c. d. e.

hippocampus. prefrontal cortex. amygdala. occipital cortex. hypothalamus.

Answer: B Difficulty Level: Difficult Topic: Postnatal Growth of the Human Brain Skill Level: Remember the Facts Learning Objective 9.8 Describe the various qualities of postnatal growth of the human brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 58.

The postnatal growth of the human brain results from a. b. c. d. e.

necrosis. an increase in the number of neurons. myelination. neurotrophin release. topographic decay.

Answer: C Difficulty Level: Moderate Topic: Postnatal Growth of the Human Brain Skill Level: Remember the Facts Learning Objective 9.8 Describe the various qualities of postnatal growth of the human brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

Dendritic branching during postnatal development follows a(n) __________ pattern similar to that of neural migration during prenatal development. a. b. c. d. e.

forward-and-back outside-in through-and-over inside-out all-or-none

Answer: D Difficulty Level: Easy Topic: Postnatal Growth of the Human Brain Skill Level: Remember the Facts Learning Objective 9.8 Describe the various qualities of postnatal growth of the human brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 60.

Synaptic density in the primary visual cortex of infants a. b. c. d. e.

is maximal by the seventh or eighth postnatal month. almost reaches adult levels by the seventh or eighth year. follows the same course of development as the myelination of the prefrontal cortex. has peaked during the first postnatal month. takes the longest to achieve, often until the child is 4 years old.

Answer: A Difficulty Level: Difficult Topic: Postnatal Growth of the Human Brain Skill Level: Remember the Facts Learning Objective 9.8 Describe the various qualities of postnatal growth of the human brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

The course of human cognitive development is thought to reflect the development of the a. b. c. d. e.

prefrontal cortex. hippocampus. secondary neocortex. posterior parietal cortex. hypothalamus.

Answer: A Difficulty Level: Easy Topic: Development of the Prefrontal Cortex Skill Level: Remember the Facts Learning Objective 9.9 Describe the functions of the prefrontal cortex and what sorts of behaviors infants display prior to its development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 62.

The prefrontal cortex seems to play a role in all of these processes except a. b. c. d. e.

working memory. planning and carrying out sequences of action. inhibiting responses that are inappropriate in the current situation. complex visual processing. following rules for appropriate social behavior.

Answer: D Difficulty Level: Easy Topic: Development of the Prefrontal Cortex Skill Level: Remember the Facts Learning Objective 9.9 Describe the functions of the prefrontal cortex and what sorts of behaviors infants display prior to its development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

Functions of the prefrontal cortex include a. b. c. d. e.

long-term memory storage. planning and carrying out sequences of action. locating objects in space. auditory processing. maintaining posture.

Answer: E Difficulty Level: Moderate Topic: Development of the Prefrontal Cortex Skill Level: Remember the Facts Learning Objective 9.9 Describe the functions of the prefrontal cortex and what sorts of behaviors infants display prior to its development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 64.

Perseveration is the tendency to a. b. c. d. e.

form long-term working memories. form permanent short-term memories. continue making formerly correct responses that are currently incorrect. continue making formerly incorrect responses that are currently correct. fasciculate during postnatal development.

Answer: C Difficulty Level: Moderate Topic: Development of the Prefrontal Cortex Skill Level: Remember the Facts Learning Objective 9.9 Describe the functions of the prefrontal cortex and what sorts of behaviors infants display prior to its development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Perseverative errors are often made by children between the ages of a. b. c. d. e.

3 to 5 months. 7 to 12 months. 1 to 2 years. 2 to 4 years. 4 to 8 years.

Answer: B Difficulty Level: Moderate Topic: Development of the Prefrontal Cortex Skill Level: Remember the Facts Learning Objective 9.9 Describe the functions of the prefrontal cortex and what sorts of behaviors infants display prior to its development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 66.

It has been suggested that human infants between 7 and 12 months old make perseverative errors because they do not have a fully developed a. b. c. d. e.

occipital lobe. prefrontal cortex. hippocampus. auditory system. motor system.

Answer: B Difficulty Level: Easy Topic: Development of the Prefrontal Cortex Skill Level: Remember the Facts Learning Objective 9.9 Describe the functions of the prefrontal cortex and what sorts of behaviors infants display prior to its development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

The vast majority of experiential effects on development have been found to occur during a. b. c. d. e.

the formation of the neural plate. permissive periods. critical periods. sensitive periods. puberty.

Answer: C Difficulty Level: Moderate Topic: Critical Periods vs. Sensitive Periods Skill Level: Remember the Facts Learning Objective 9.10 Explain the difference between a ―critical period‖ and a ―sensitive period‖ of development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 68.

In comparison to the cortices of rats reared in enriched environments, the cortices of rats reared by themselves in barren cages a. b. c. d. e.

are thicker. have greater dendritic development. have fewer synapses per neuron. show greater atrophy. mature faster.

Answer: C Difficulty Level: Moderate Topic: Early Studies of Experience and Neurodevelopment: Deprivation and Enrichment Skill Level: Remember the Facts Learning Objective 9.11 Explain the different effects of deprivation and enrichment on neurodevelopment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

The disruptive effects of total visual deprivation of the left eye on subsequent vision through the left eye are greater when the a. b. c. d. e.

right eye is deprived at the same time. deprivation occurs early in life. disruption takes place during a critical period rather than a sensitive period. deprivation occurs later in life. primary visual cortex is left intact.

Answer: B Difficulty Level: Difficult Topic: Experience and Neurodevelopment Skill Level: Remember the Facts Learning Objective 9.12 Give two examples of the effects of experience on neurodevelopment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 70.

If just one eye is deprived of input for a few days early in life, a. b. c. d. e.

the contralateral visual cortex totally degenerates. there is an increase in the ability of the visual cortex to be activated by stimulation of the deprived eye. there is an increase in the ability of visual cortex to be activated by stimulation of the nondeprived eye. the width of the dominance columns from the nondeprived eye is decreased. the width of the dominance columns from the deprived eye is increased.

Answer: C Difficulty Level: Difficult Topic: Experience and Neurodevelopment Skill Level: Remember the Facts Learning Objective 9.12 Give two examples of the effects of experience on neurodevelopment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

Early monocular deprivation a. b. c. d. e.

eliminates ocular dominance columns. decreases the width of ocular dominance columns from the deprived eye. decreases the width of ocular dominance columns from the nondeprived eye. causes ocular dominance columns to develop sooner. causes ocular dominance columns to maintain a static, unchanging state.

Answer: B Difficulty Level: Moderate Topic: Experience and Neurodevelopment Skill Level: Remember the Facts Learning Objective 9.12 Give two examples of the effects of experience on neurodevelopment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 72.

How long does one eye have to be deprived of stimulation early in life in order to reduce its ability to activate visual cortex? a. b. c. d. e.

a few days a few minutes a few seconds a few years a few months

Answer: A Difficulty Level: Difficult Topic: Experience and Neurodevelopment Skill Level: Remember the Facts Learning Objective 9.12 Give two examples of the effects of experience on neurodevelopment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

A few days of early monocular deprivation decreases the axonal __________ of lateral geniculate nucleus neurons that normally conduct signals from the deprived eye. a. b. c. d. e.

branching regeneration width layers degeneration

Answer: A Difficulty Level: Moderate Topic: Experience and Neurodevelopment Skill Level: Remember the Facts Learning Objective 9.12 Give two examples of the effects of experience on neurodevelopment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 74.

In a classic experiment published in 1990 by Anna Wang Roe and her colleagues, the developing axons of ferret retinal ganglion cells of the visual system synapsed in the medial geniculate nuclei of the auditory system. After the ferrets matured, their a. b. c. d. e.

auditory cortex responded to visual stimuli. auditory cortex was laid out haphazardly. auditory cortex had totally degenerated. auditory cortex only responded to auditory stimuli. visual cortex remained in a steady, stagnant state.

75.

Diverting a ferret’s retinal ganglion cells to synapse with the ferret’s auditory cortex produces cortical organization in the auditory system that is a. b. c. d. e.

retinotopic. unipotent. random. totipotent. audiotopic.

Several studies have shown that early music training increases the size of the a. b. c. d. e.

auditory cortex that responds to complex musical tones. right hemisphere. auditory cortex that responds to pure tones. brain. auditory cortex.

77.

It is currently generally acknowledged that adult brains are a. b. c. d. e.

incapable of substantial reorganization. incapable of synaptic changes. not as plastic as developing brains. fixed at a certain level of development. capable of neurogenesis in only one region.

Answer: C Difficulty Level: Moderate Topic: Neuroplasticity in Adults Skill Level: Remember the Facts Learning Objective 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 78.

The first evidence that new neurons can be created in the brains of adult vertebrates came in the 1980s from the study of a. b. c. d. e.

the hippocampus. weasels. songbirds. hamsters. the amygdala.

Answer: C Difficulty Level: Moderate Topic: Neurogenesis in Adult Mammals Skill Level: Remember the Facts Learning Objective 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

In most adult mammals, substantial neurogenesis occurs in the a. b. c. d. e.

hippocampus. pons. amygdala. basal ganglia. thalamus.

Answer: A Difficulty Level: Moderate Topic: Neurogenesis in Adult Mammals Skill Level: Remember the Facts Learning Objective 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 80.

Studies have shown that about ______ new neurons are created each day in each hippocampus of humans. a. b. c. d. e.

4 8 12 16 700

Answer: E Difficulty Level: Moderate Topic: Neurogenesis in Adult Mammals Skill Level: Remember the Facts Learning Objective 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

New neurons are continually generated in the a. b. c. d. e.

subventricular zone of the lateral ventricles. dural layer. supraventricular zone of the cerebral aqueduct. posterior portion of the parietal lobe. central fissure.

In humans, adult stem cells that ultimately become hippocampal dentate gyrus neurons are created near the a. b. c. d. e.

dentate gyrus of the hippocampus. olfactory bulbs. ventricles. ependymal layer. central canal.

Answer: A Difficulty Level: Difficult Topic: Neurogenesis in Adult Mammals Skill Level: Remember the Facts Learning Objective 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

In humans, the major function of the new neurons created in the adult hippocampus by neurogenesis is a. b. c. d. e.

to improve long-term memory. to improve episodic memory. to improve implicit memory. to improve short-term memory. currently a matter of debate among researchers.

Answer: E Difficulty Level: Difficult Topic: Neurogenesis in Adult Mammals Skill Level: Remember the Facts Learning Objective 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 84.

Tinnitus in adults a. b. c. d. e.

is a form of nerve deafness. leads to degeneration restricted to the contralateral auditory cortex. leads to a reorganization of primary auditory cortex. can be cured with a cochlear implant. affects motor coordination and balance.

Answer: C Difficulty Level: Difficult Topic: Effects of Experience on the Reorganization of the Adult Cortex Skill Level: Remember the Facts Learning Objective 9.14 Describe four examples of experience affecting the organization of the adult cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

In a classic study conducted by Thomas Elbert and his colleagues on the effects of adult experience on the human brain, the area of right somatosensory cortex receiving input from the left hand was found to be bigger in a. b. c. d. e.

professional African drummers. tennis players. amateur piano players. accordionists. musicians who fingered stringed instruments with the left hand.

Answer: E Difficulty Level: Easy Topic: Effects of Experience on the Reorganization of the Adult Cortex Skill Level: Remember the Facts Learning Objective 9.14 Describe four examples of experience affecting the organization of the adult cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 86.

Autism spectrum disorder (ASD) usually becomes apparent a. b. c. d. e.

before the age of 6 months. before the age of 3 years. after the age of 6 years. after the age of 8 years. after the age of 10 years.

Answer: B Difficulty Level: Moderate Topic: Autism Spectrum Disorder Skill Level: Remember the Facts Learning Objective 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

87.

A core symptom of autism spectrum disorder (ASD) is a. b. c. d. e.

unilateral hearing loss. a reduced capacity for social interaction and communication. a persistent hand tremor while at rest. enhanced cognitive skills in a specific area. deficits in visual encoding.

Children diagnosed with autism spectrum disorder (ASD) are also likely to display a. b. c. d. e.

aggressive tendencies. intellectual disabilities. empathetic talkativeness. extraordinary physical strength for their age. curvature of the spine.

89.

A major feature of the symptoms of autism spectrum disorder (ASD) is their a. b. c. d. e.

serenity. variability from case to case. homogeneity. consistency. universality.

The most prevalent neurodevelopmental disorder is a. b. c. d. e.

Moebius syndrome. autism spectrum disorder. Williams syndrome. Prader-Willi syndrome. Hansen’s disease.

Answer: B Difficulty Level: Easy Topic: Autism Spectrum Disorder Skill Level: Remember the Facts Learning Objective 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

People with general intellectual disabilities who nonetheless display astounding specific cognitive or artistic abilities are called a. b. c. d. e.

gifted. neurotypical. neophytes. savants. preternaturals.

Answer: D Difficulty Level: Moderate Topic: Autism Spectrum Disorder Skill Level: Remember the Facts Learning Objective 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 92.

Evidence suggests that autism spectrum disorder (ASD) a. b. c. d. e.

has no genetic basis. is caused by a single dominant gene. is caused by a single recessive gene. is caused by two abnormal genes. is caused by the interactions of many genes, with one another and with the environment.

Answer: E Difficulty Level: Easy Topic: Autism Spectrum Disorder Skill Level: Remember the Facts Learning Objective 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

The tendency of people diagnosed with autism spectrum disorder (ASD) to react atypically to faces implicates the __________ as a source of neural disruptions in ASD. a. b. c. d. e.

thalamus pons corpus callosum fusiform face area cerebellum

Answer: D Difficulty Level: Difficult Topic: Autism Spectrum Disorder Skill Level: Remember the Facts Learning Objective 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 94.

Both autism spectrum disorder (ASD) and Williams syndrome are often associated with a. b. c. d. e.

intellectual disabilities. talkativeness. emotional insensitivity. severe language problems. empathy.

Answer: A Difficulty Level: Easy Topic: Williams Syndrome Skill Level: Remember the Facts Learning Objective 9.16 Describe Williams syndrome and attempts to identify its neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

Considering their usual intellectual disabilities, people with Williams syndrome tend to have remarkably good a. b. c. d. e.

spatial ability. language ability. mathematical ability. explicit memory. drawing ability.

Answer: B Difficulty Level: Easy Topic: Williams Syndrome Skill Level: Remember the Facts Learning Objective 9.16 Describe Williams syndrome and attempts to identify its neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 96.

In many respects, autism spectrum disorder (ASD) and Williams syndrome are a. b. c. d. e.

opposites of one another. socially constructed disorders. too complex to study fruitfully. the same basic syndrome. lacking a genetic component.

97.

Most cases of Williams syndrome are associated with a. b. c. d. e.

the mutation of a gene on chromosome 7. creative and accurate drawing skills. an abnormal gene on chromosome 1. multiple sclerosis. increased levels of elastin.

Answer: A Difficulty Level: Moderate Topic: Williams Syndrome Skill Level: Remember the Facts Learning Objective 9.16 Describe Williams syndrome and attempts to identify its neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 98.

Despite general thinning of the cerebral cortex in most cases of Williams syndrome, the thickness of the cortex of the __________ is often typical. a. b. c. d. e.

orbitofrontal fissure dorsolateral frontal lobe superior temporal gyrus posterior parietal lobe superior temporal sulcus

Answer: C Difficulty Level: Moderate Topic: Williams Syndrome Skill Level: Remember the Facts Learning Objective 9.16 Describe Williams syndrome and attempts to identify its neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

People with Williams syndrome tend to look like a. b. c. d. e.

elves. their fathers more than their mothers. Dr. William W. Williams. their mothers more than their fathers. hippies.

When the lips of the neural __________ fuse, the result is the neural tube.

Answer: groove Difficulty Level: Moderate Topic: Induction of the Neural Plate Skill Level: Remember the Facts Learning Objective 9.2 Describe the development of the neural plate into the neural tube. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Radial migration of developing neurons occurs along __________ glial cells.

Answer: radial Difficulty Level: Easy Topic: Migration and Aggregation Skill Level: Remember the Facts Learning Objective 9.4 Describe the processes of migration and aggregation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The cortex develops in six waves of radial migration. These waves occur in an __________ pattern.

Answer: inside-out Difficulty Level: Moderate Topic: Migration and Aggregation Skill Level: Remember the Facts Learning Objective 9.4 Describe the processes of migration and aggregation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

The neural __________ is situated just dorsal to the neural tube and develops into the peripheral nervous system.

Answer: crest Difficulty Level: Moderate Topic: Migration and Aggregation Skill Level: Remember the Facts Learning Objective 9.4 Describe the processes of migration and aggregation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Aggregation of neurons is thought to be mediated by __________ molecules.

Answer: cell-adhesion Difficulty Level: Difficult Topic: Migration and Aggregation Skill Level: Remember the Facts Learning Objective 9.4 Describe the processes of migration and aggregation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

Growing axons follow the routes of axons already established by pioneer growth cones. They follow these first axons by a process known as __________.

Answer: fasciculation Difficulty Level: Difficult Topic: Axon Growth and Synapse Formation Skill Level: Remember the Facts Learning Objective 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 7.

Answer: nerve growth Difficulty Level: Moderate Topic: Neuron Death and Synapse Rearrangement Skill Level: Remember the Facts Learning Objective 9.6 Describe the processes of neuron death and synapse rearrangement. Why is apoptosis safer than necrosis? APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

If just one eye is deprived of light for several days early in life, the width of the associated ocular __________ in layer IV of primary visual cortex become narrower.

Answer: dominance columns Difficulty Level: Easy Topic: Experience and Neurodevelopment Skill Level: Remember the Facts Learning Objective 9.12 Give two examples of the effects of experience on neurodevelopment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

The vast majority of experiential effects on development have been found to occur during __________ periods rather than __________ .

Answer: sensitive; critical Difficulty Level: Moderate Topic: Critical Periods vs. Sensitive Periods Skill Level: Remember the Facts Learning Objective 9.10 Explain the difference between a ―critical period‖ and a ―sensitive period‖ of development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

The growth of new neurons in adults is called adult __________.

Answer: neurogenesis Difficulty Level: Easy Topic: Neurogenesis in Adult Mammals Skill Level: Remember the Facts Learning Objective 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 11.

In the 1980s, adult neurogenesis was convincingly documented in __________ before being described in mammals.

Answer: birds (or songbirds) Difficulty Level: Moderate Topic: Neurogenesis in Adult Mammals Skill Level: Remember the Facts Learning Objective 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

In most mammals, substantial adult neurogenesis occurs only in the __________ and hippocampuses.

Answer: olfactory bulbs Difficulty Level: Moderate Topic: Neurogenesis in Adult Mammals Skill Level: Remember the Facts Learning Objective 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

Adult neural stem cells that eventually migrate to the olfactory bulbs are created at certain sites in the layer of cells lining the lateral cerebral __________.

Answer: ventricles Difficulty Level: Difficult Topic: Neurogenesis in Adult Mammals Skill Level: Remember the Facts Learning Objective 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

Enriched environments increase adult neurogenesis in the rat hippocampus. This effect occurs largely, if not entirely, because rats living in enriched environments tend to get more __________.

Answer: exercise Difficulty Level: Moderate Topic: Neurogenesis in Adult Mammals Skill Level: Remember the Facts Learning Objective 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 15.

__________, or ringing in the ears, causes a reorganization of primary auditory cortex.

Answer: Tinnitus Difficulty Level: Easy Topic: Effects of Experience on the Reorganization of the Adult Cortex Skill Level: Remember the Facts Learning Objective 9.14 Describe four examples of experience affecting the organization of the adult cortex. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

About 75 percent of children with __________ disorder are male, and many suffer from intellectual disability.

Answer: autism spectrum Difficulty Level: Moderate Topic: Autism Spectrum Disorder Skill Level: Remember the Facts Learning Objective 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

Autism spectrum disorder (ASD) has been linked to differences in the responses of the fusiform __________ area to the presentation of faces.

Answer: face Difficulty Level: Easy Topic: Autism Spectrum Disorder Skill Level: Remember the Facts Learning Objective 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

In several respects, autism spectrum disorder (ASD) and ___________ are opposites, which is why it may prove useful to investigate them together.

Answer: Williams syndrome Difficulty Level: Moderate Topic: Williams Syndrome Skill Level: Remember the Facts Learning Objective 9.16 Describe Williams syndrome and attempts to identify its neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

The __________ and social skills of people with Williams syndrome are remarkable considering their poor intellectual development.

Answer: language (or verbal) Difficulty Level: Easy Topic: Williams Syndrome Skill Level: Remember the Facts Learning Objective 9.16 Describe Williams syndrome and attempts to identify its neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. ESSAY AND OTHER MULTIPLE-MARK QUESTIONS 1.

Discuss the developmental progression from totipotency, to pluripotency, to multipotency, to total specification. Why are embryonic stem cells so interesting to medical researchers?

Answer: 40% for defining totipotency, pluripotency, multipotency, total specification, and embryonic stem cells 40% for describing the increased specification of cells that occurs with embryonic development 20% for explaining the potential of stem cells in the treatment of neurological disorders Difficulty Level: Easy Topic: Stem Cells and Neurodevelopment Skill Level: Remember the Facts Learning Objective 9.1 Define the terms totipotent, pluripotent, multipotent, unipotent, and stem cell, and identify the major sources of new cells in the developing nervous system. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Describe Roger Walcott Sperry’s eye-rotation experiments and the important theoretical point that they illustrated.

Answer: 70% for describing the experiments 30% for describing the chemoaffinity hypothesis Difficulty Level: Moderate Topic: Axon Growth and Synapse Formation Skill Level: Remember the Facts Learning Objective 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Discuss the increase in size of the human brain after birth and three kinds of growth that contribute to it.

Answer: 25% for describing the postnatal growth of the human brain 25% for describing postnatal synaptogenesis 25% for describing postnatal myelination 25% for describing postnatal dendritic branching Difficulty Level: Moderate Topic: Postnatal Growth of the Human Brain Skill Level: Remember the Facts Learning Objective 9.8 Describe the various qualities of postnatal growth of the human brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

Discuss the effects of early experience on neurodevelopment, and describe two examples.

Answer: 60% for discussing the effects of experience on development including critically sensitive periods 40% for two examples of the effects of experience on neurodevelopment Difficulty Level: Easy Topic: Effects of Experience on Postnatal Development of Neural Circuits Skill Level: Remember the Facts Learning Objective 9.12 Give two examples of the effects of experience on neurodevelopment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Describe and discuss the research on adult neurogenesis. Describe both early and current research that investigated this topic, and the conclusions reached.

Answer: 20% for explaining the concept of adult neurogenesis 40% for describing the research that led to the recognition of adult neurogenesis 40% for describing research that is contributing to our current understanding of adult neurogenesis Difficulty Level: Moderate Topic: Neurogenesis in Adult Mammals Skill Level: Remember the Facts Learning Objective 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Describe Williams syndrome and its genetic and neural correlates.

Answer: 50% for describing Williams syndrome 25% for discussing the relevance of chromosome 7 and elastin 25% for describing the associated patterns of cortical thinning Difficulty Level: Moderate Topic: Williams Syndrome Skill Level: Remember the Facts Learning Objective 9.16 Describe Williams syndrome and attempts to identify its neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. REVEL QUIZ QUESTIONS The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Quiz: Five Phases of Early Neurodevelopment EOM _9.1.1 Question: A cell that is pluripotent can develop into: a. any class of cell in the body. b. many, but not all, classes of body cells. c. different cells of only one class. d. only one type of cell. Answer: B Consider This: Cells differ in their range of potential for differentiation—from totipotent to unipotent. LO 9.1 Define the terms totipotent, pluripotent, multipotent, unipotent and stem cell, and identify the major sources of new cells in the developing nervous system. Learning Objective: 9.1 Define the terms totipotent, pluripotent, multipotent, unipotent and stem cell, and identify the major sources of new cells in the developing nervous system. Skill Level: Analyze It Difficulty Level: Difficult

EOM _9.1.2 Question: Which choice correctly arranges early neurodevelopmental structures in order of their appearance, beginning with the earliest? a. neural plate, neural tube, neural groove b. neural tube, neural groove, neural plate c. neural groove, neural plate, neural tube d. neural plate, neural groove, neural tube Answer: D Consider This: Three weeks after conception, the tissue that becomes the nervous system is a small patch of ectodermal tissue on the dorsal surface of the developing embryo. LO 9.2 Describe the development of the neural plate into the neural tube. Learning Objective: 9.2 Describe the development of the neural plate into the neural tube. Skill Level: Analyze It Difficulty Level: Moderate EOM _9.1.3 Question: Most cell division in the neural tube occurs in the: a. ventricular zone. b. mesoderm. c. ventricles. d. floor plate. Answer: A Consider This: The area where most cell division occurs in the neural tube is located next to the fluid-filled center of the neural tube. LO 9.3 Describe the process of neural proliferation, and identify the two organizer areas. Learning Objective: 9.3 Describe the process of neural proliferation, and identify the two organizer areas. Skill Level: Remember the Facts Difficulty Level: Easy EOM _9.1.4 Question: The mechanism that enables developing cells to migrate either radially or tangentially is: a. aggregation. b. glia-mediated migration. c. axonal transmigration. d. somal translocation. Answer: D Consider This: A given cell can use multiple methods of migration en route to its destination. LO 9.4 Describe the processes of migration and aggregation. Learning Objective: 9.4 Describe the processes of migration and aggregation. Skill Level: Understand the Concepts Difficulty Level: Moderate 722 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOM _9.1.5 Question: The topographic gradient hypothesis was proposed to explain: a. the results of Sperry’s classic experiments with frogs. b. why some growing axons follow the same circuitous route to reach their target in every member of a species. c. how axonal growth can produce accurate topographic maps in the brain. d. somal translocation. Answer: C Consider This: The growing axons of retinal ganglion cells have been shown to be guided to their final destination by two intersecting signal gradients. LO 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. Learning Objective: 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Early Cerebral Development in Humans EOM _9.2.1 Question: The volume of the human brain _______________ between birth and adulthood. a. quadruples b. triples c. doubles d. remains unchanged Answer: A Consider This: Much of human brain growth occurs during the first year of life. LO 9.8 Describe the various qualities of postnatal growth of the human brain. Learning Objective: 9.8 Describe the various qualities of postnatal growth of the human brain. Skill Level: Remember the Facts Difficulty Level: Easy

EOM _9.2.2 Question: During postnatal human brain development, cortical thinning occurs first in the _____ area(s). a. primary sensory b. secondary sensory c. parietal d. prefrontal Answer: A Consider This: Association cortices are the last areas of cortex to display cortical thinning. LO 9.8 Describe the various qualities of postnatal growth of the human brain. Learning Objective: 9.8 Describe the various qualities of postnatal growth of the human brain. Skill Level: Remember the Facts Difficulty Level: Easy EOM _9.2.3 Question: Myelination of sensory areas usually occurs: a. prenatally. b. during the first few months after birth. c. during the second year after birth. d. during adolescence. Answer: B Consider This: Myelination increases the speed of axonal conduction. LO 9.8 Describe the various qualities of postnatal growth of the human brain. Learning Objective: 9.8 Describe the various qualities of postnatal growth of the human brain. Skill Level: Remember the Facts Difficulty Level: Moderate EOM _9.2.4 Question: One of the four cognitive functions that the prefrontal cortex plays a role in is: a. neurogenesis. b. fear-learning and anxiety. c. ocular dominance. d. planning and carrying out sequences of actions. Answer: D Consider This: The prefrontal cortex displays the most prolonged period of development. LO 9.9 Describe the functions of the prefrontal cortex and what sorts of behaviors infants display prior to its development. Learning Objective: 9.9 Describe the functions of the prefrontal cortex and what sorts of behaviors infants display prior to its development. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _9.2.5 Question: Diamond hypothesized that perseverative errors occur in infants between 7 and 12 months because the ______________ cortex/cortices is/are not fully developed during this period. a. primary sensory b. secondary sensory c. prefrontal d. parietal Answer: C Consider This: Perseveration is the tendency to continue making a formerly correct response when it is currently incorrect. LO 9.9 Describe the functions of the prefrontal cortex and what sorts of behaviors infants display prior to its development. Learning Objective: 9.9 Describe the functions of the prefrontal cortex and what sorts of behaviors infants display prior to its development. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Effects of Experience on Postnatal Development of Neural Circuits EOM _9.3.1 Question: Although an experience may have an impact at other times during development, it is likely to have an especially profound effect on development during a ______ period. a. critical b. sensitive c. developmental d. time-dependent Answer: B Consider This: The vast majority of experiential effects on development have been shown to occur during this type of period. LO 9.10 Explain the difference between a ―critical period‖ and a ―sensitive period‖ of development. Learning Objective: 9.10 Explain the difference between a ―critical period‖ and a ―sensitive period‖ of development. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _9.3.2 Question: With respect to development, critical period is to sensitive period as _____ is to _____. a. postnatal; prenatal b. prenatal; postnatal c. essential; important d. important; essential Answer: C Consider This: The vast majority of experiential effects on development have been found to occur during sensitive periods. LO 9.10 Explain the difference between a ―critical period‖ and a ―sensitive period‖ of development. Learning Objective: 9.10 Explain the difference between a ―critical period‖ and a ―sensitive period‖ of development. Skill Level: Analyze It Difficulty Level: Difficult EOM _9.3.3 Question: Rats reared from birth in the dark were found to have: a. fewer synapses in their primary visual cortices. b. fewer dendritic spines in their association cortices. c. less myelination in their secondary visual cortices. d. deficits in working memory. Answer: A Consider This: As adults, these same rats were found to have deficits in both depth and pattern vision. LO 9.11 Explain the different effects of deprivation and enrichment on neurodevelopment. Learning Objective: 9.11 Explain the different effects of deprivation and enrichment on neurodevelopment. Skill Level: Remember the Facts Difficulty Level: Easy

EOM _9.3.4 Question: Baby Mateo was born with cataracts in both eyes. The cataracts were removed when Mateo was about one month old. Based on information provided in your textbook, it is MOST likely that Mateo’s vision: a. will remain comparable to that of a newborn. b. will recover only very slowly. c. will recover quickly, with no lasting impairments. d. will recover quickly in some ways, but some aspects of vision will remain impaired into adulthood. Answer: D Consider This: Recall how face processing is affected in human babies who have had cataracts removed. LO 9.11 Explain the different effects of deprivation and enrichment on neurodevelopment. Learning Objective: 9.11 Explain the different effects of deprivation and enrichment on neurodevelopment. Skill Level: Apply What You Know Difficulty Level: Moderate EOM _9.3.5 Question: Early musical training has been found to: a. delay the development of perfect pitch. b. shrink the association cortices, particularly the auditory association cortex. c. expand the primary sensory cortices, particularly the visual and auditory primary cortices. d. expand an area of the auditory cortex. Answer: D Consider This: A better-developed response to complex musical tones occurs as a result of early musical training. LO 9.12 Give two examples of the effects of experience on neurodevelopment. Learning Objective: 9.12 Give two examples of the effects of experience on neurodevelopment. Skill Level: Remember the Facts Difficulty Level: Moderate

Quiz: Neuroplasticity in Adults EOM _9.4.1 Question: Prior to the early 1980s, neurogenesis was assumed to: a. occur only in the adult mammalian brain. b. be restricted to early stages of development. c. be detrimental. d. be restricted to the postnatal period. Answer: B Consider This: It had been assumed that lost cells are never replaced by new ones. LO 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. Learning Objective: 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _9.4.2 Question: The number of new neurons added to the adult human hippocampus has been estimated to be about ___________ per day per hippocampus. a. 700 b. 900 c. 1000 d. 2000 Answer: A Consider This: The hippocampus plays an important role in the formation of new memories. LO 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. Learning Objective: 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. Skill Level: Remember the Facts Difficulty Level: Easy

EOM _9.4.3 Question: New olfactory bulb neurons are created from adult neural stem cells at certain sites in the: a. prefrontal cortex. b. striatum. c. hippocampus. d. subventricular zone of the lateral ventricles. Answer: D Consider This: After creation, these neurons migrate to the olfactory bulbs. LO 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. Learning Objective: 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. Skill Level: Remember the Facts Difficulty Level: Easy EOM _9.4.4 Question: Adult rats living in enriched environments produced 60 percent more new hippocampal neurons than did adult rats living in nonenriched environments. This effect was shown to be largely due to the ______________ that typically occur in enriched environments. a. increases in exercise b. decreases in exercise c. increases in visual stimulation d. increases in sexual behavior Answer: A Consider This: What sorts of behavior would be increased in a rat living in an environment with many things to see and do? LO 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. Learning Objective: 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _9.4.5 Question: Elbert and colleagues (1995) showed that adult musicians who play stringed instruments that are fingered with the left hand: a. are more likely to demonstrate perfect pitch than are players of other instruments. b. have a smaller-than-average hand-representation area in their left somatosensory cortex. c. performed better than non-stringed instrument players on mathematical tasks. d. have an enlarged hand-representation area in their right somatosensory cortex Answer: D Consider This: Experience in adulthood can lead to reorganization of sensory and motor cortical maps. LO 9.14 Describe four examples of experience affecting the organization of the adult cortex. Learning Objective: 9.14 Describe four examples of experience affecting the organization of the adult cortex. Skill Level: Remember the Facts Difficulty Level: Moderate

Quiz: Atypical Neurodevelopment: Autism Spectrum Disorder and Williams Syndrome EOM _9.5.1 Question: Core symptoms of autism spectrum disorder (ASD) include: a. lack of language development after the second year. b. unrestricted and varied patterns of behavior, interests, or activities. c. excessive pursuit of social stimulation. d. a reduced capacity for social interaction and communication. Answer: D Consider This: Core symptoms are those that are required for a diagnosis of ASD. LO 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. Learning Objective: 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. Skill Level: Remember the Facts Difficulty Level: Moderate

EOM _9.5.2 Question: One early warning sign of autism spectrum disorder (ASD) is: a. a decline in eye contact between 2 and 6 months. b. impressive musical abilities. c. the development of communicative gestures prior to 12 months. d. smiling prior to 9 months. Answer: A Consider This: A delay or lack of social interaction is noted at a young age in children with ASD. LO 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. Learning Objective: 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. Skill Level: Remember the Facts Difficulty Level: Moderate EOM _9.5.3 Question: Savant abilities: a. usually are not evident in a person with ASD until mid-adolescence b. are present in about 80 percent of persons diagnosed with ASD c. emerge as a result of many hours of concentrated practice d. do not appear to develop through learning or practice Answer: D Consider This: A person with savant abilities displays remarkable and specific cognitive or artistic abilities despite being intellectually disabled. LO 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. Learning Objective: 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _9.5.4 Question: People with Williams syndrome: a. are nonempathetic. b. are withdrawn. c. are sociable. d. score high on IQ tests. Answer: C Consider This: Some persons diagnosed with Williams syndrome have perfect or near-perfect pitch and an uncanny sense of rhythm. LO 9.16 Describe Williams syndrome and attempts to identify its neural mechanisms. Learning Objective: 9.16 Describe Williams syndrome and attempts to identify its neural mechanisms. Skill Level: Remember the Facts Difficulty Level: Easy EOM _9.5.5 Question: In cases of Williams syndrome, hypersociability and impairment of spatial cognition are linked to: a. cortical thickening in the superior temporal gyrus. b. transcription-related errors in brain cells. c. decreased synaptic pruning by glial cells during development. d. cortical thinning in the orbitofrontal cortex and between the parietal and occipital lobes. Answer: D Consider This: Remarkable hypersociability and an impairment of spatial cognition appear to be related to this cortical thinning. LO 9.16 Describe Williams syndrome and attempts to identify its neural mechanisms. Learning Objective: 9.16 Describe Williams syndrome and attempts to identify its neural mechanisms. Skill Level: Understand the Concepts Difficulty Level: Moderate

Chapter 9 Quiz: Development of the Nervous System EOC_9.1 Question: In the case of __________, developing cells in the neural tube migrate by growing an extension from the cell in the direction of the migration. a. glia-mediated migration b. radial translocation c. inside migration d. somal translocation Answer: D Consider This: During migration, cells are still in an immature form. LO 9.4 Describe the processes of migration and aggregation. Learning Objective: 9.4 Describe the processes of migration and aggregation. Skill Level: Remember the Facts Difficulty Level: Easy EOC_9.2 Question: At the tip of each growing axon is a: a. hillock. b. CAM. c. growth cone. d. neural crest cell. Answer: C Consider This: This structure at the tip of the growing axon extends and retracts fingerlike cytoplasmic extensions called filopodia. LO 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. Learning Objective: 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_9.3 Question: Fasciculation is a. the wave-like movements made by the tips of growth cones. b. the tendency of developing axons to grow along paths established by preceding axons. c. the main method used by pioneer growth cones to reach their targets. d. a form of synaptogenesis. Answer: B Consider This: Pioneer growth cones do not use this process. LO 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. Learning Objective: 9.5 Describe the processes of axon growth and synapse formation. Also, explain the chemoaffinity hypothesis and the topographic gradient hypothesis. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_9.4 Question: Unlike many other brain structures, myelination of the __________ continues into adulthood. a. prefrontal cortex b. sensory areas of the cortex c. motor areas of the cortex d. temporal cortex Answer: A Consider This: This structure is also the last part of the human brain to reach maturity. LO 9.8 Describe the various qualities of postnatal growth of the human brain. Learning Objective: 9.8 Describe the various qualities of postnatal growth of the human brain. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_9.5 Question: In adult humans, neurogenesis occurs in the: a. hippocampus. b. olfactory bulb. c. prefrontal cortex. d. amygdala. Answer: A Consider This: Neurogenesis is the creation of new neurons. LO 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult born hippocampal neurons. Learning Objective: 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. Skill Level: Remember the Facts Difficulty Level: Easy EOC_9.6 Question: Adult neurogenesis is increased by: a. sleep. b. exercise. c. thinking. d. napping. Answer: B Consider This: This factor might also help reduce the development of memory problems. LO 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. Learning Objective: 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_9.7 Question: A popular theory proposes that adult hippocampal neurogenesis is important for: a. maintaining the olfactory bulb’s taste and smell functions. b. serving a role in overall activity level of the person. c. maintaining coordination between the cerebellum and the prefrontal cortex. d. regulating mood and anxiety. Answer: D Consider This: One theory suggests that adult hippocampal neurogenesis is important for pattern separation. LO 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. Learning Objective: 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_9.8 Question: In the adult human brain, approximately 700 new neurons are created each day in: a. the olfactory bulbs. b. the cingulate gyrus. c. the basal ganglia. d. each hippocampus. Answer: D Consider This: This structure is involved in certain kinds of memory. LO 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. Learning Objective: 9.13 Describe the evolution in our thinking about the birth of new neurons in the adult mammalian brain. Also, explain the possible function(s) of adult-born hippocampal neurons. Skill Level: Remember the Facts Difficulty Level: Moderate

EOC_9.9 Question: One early warning sign for the possibility of a young child having an autism spectrum disorder (ASD) is: a. an unusual need for visual stimulation. b. failure to have an attachment object by age 18 months. c. a decline in expressed empathy toward other children by age 20 months. d. a decline in eye contact between 2 and 6 months. Answer: D Consider This: One of the symptoms of ASD is impairment in social interactions. LO 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. Learning Objective: 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. Skill Level: Remember the Facts Difficulty Level: Moderate EOC_9.10 Question: Autism spectrum disorder (ASD) typically appears full-blown by the age of: a. 3 months. b. 3 years. c. 8 years. d. 8 months. Answer: B Consider This: ASD typically does not increase in severity after this age. LO 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. Learning Objective: 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. Skill Level: Remember the Facts Difficulty Level: Easy EOC_9.11 Question: One core symptom of ASD is: a. an interest in art. b. a reduced capacity for social interaction and communication. c. the presence of savant abilities. d. normal or better intellectual functioning. Answer: B Consider This: Core symptoms must be present for a diagnosis to be given. LO 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. Learning Objective: 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_9.12 Question: The MOST prevalent childhood neurological disorder is: a. dyspraxia. b. autism spectrum disorder (ASD). c. Williams syndrome. d. Down syndrome. Answer: B Consider This: The Centers for Disease Control and Prevention estimate the incidence of this disorder to be 1 in 68 births. LO 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. Learning Objective: 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. Skill Level: Remember the Facts Difficulty Level: Easy EOC_9.13 Question: As compared to other infants, infants with autism spectrum disorder (ASD) spend LESS time looking at: a. their own bodies. b. animals. c. faces. d. moving objects. Answer: C Consider This: Lack of social engagement is a key feature of ASD. LO 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. Learning Objective: 9.15 Describe autism spectrum disorder and attempts to identify its neural mechanisms. Skill Level: Analyze It Difficulty Level: Moderate

EOC_9.14 Question: Williams syndrome is associated with a variety of health problems related to the: a. heart. b. lungs. c. lymphatic system. d. liver. Answer: A Consider This: A gene absent from one of the two copies of chromosome 7 has been implicated in this health problem for many of those diagnosed with Williams syndrome. LO 9.16 Describe Williams syndrome and attempts to identify its neural mechanisms. Learning Objective: 9.16 Describe Williams syndrome and attempts to identify its neural mechanisms. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_9.15 Question: Many patients with Williams syndrome have: a. a mutation of the elastin gene. b. both copies of chromosome 3. c. a mutation of the collagen gene. d. an extra arm on chromosome 5. Answer: A Consider This: The anomaly affects the synthesis of a specific protein. LO 9.16 Describe Williams syndrome and attempts to identify its neural mechanisms. Learning Objective: 9.16 Describe Williams syndrome and attempts to identify its neural mechanisms. Skill Level: Remember the Facts Difficulty Level: Easy

CHAPTER 10 BRAIN DAMAGE AND NEUROPLASTICITY: CAN THE BRAIN RECOVER FROM DAMAGE? T o t a l A s s e s s m e n t G u i d e (T.A.G.) Topic Causes of Brain Damage

Neurological Diseases

Question Type Multiple Choice Fill-In Essay Multiple Choice Fill-In

Remember the Facts 1-49

Understand the Concepts

1-5 1 50-107 6-12

Apply What You Know

Animal Models of Human Neurological Diseases

Responses to Nervous System Damage: Degeneration, Regeneration, Reorganization, and Recovery Neuroplasticity and the Treatment of CNS Damage

Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay

2-4 108-121 13-15 5, 6 122-141 16-18 142-156 19, 20 7

MULTIPLE CHOICE QUESTIONS 1.

Cranial nerve VIII (the 8th cranial nerve) is responsible for carrying a. b. c. d. e.

feedback from the facial muscles. auditory and vestibular information. visual information. olfactory sensations. information from the tongue and mouth.

Answer: D Difficulty Level: Moderate Topic: Introduction Skill Level: Remember the Facts Learning Objective 10.1 Describe different types of brain tumors and explain the difference between an encapsulated and an infiltrating brain tumor. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Cranial nerve VIII (the 8th cranial nerve) is also known as the a. b. c. d. e.

auditory-vestibular nerve. vagus nerve. trigeminal nerve. olfactory nerve. facial nerve.

Answer: A Difficulty Level: Easy Topic: Introduction Skill Level: Remember the Facts Learning Objective 10.1 Describe different types of brain tumors and explain the difference between an encapsulated and an infiltrating brain tumor. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

A tumor is also referred to as a(n) a. b. c. d. e.

neoplasm. cytokine. aneurysm. thrombus. ischema.

Answer: E Difficulty Level: Moderate Topic: Brain Tumors Skill Level: Remember the Facts Learning Objective 10.1 Describe different types of brain tumors and explain the difference between an encapsulated and an infiltrating brain tumor. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

Meningiomas are tumors that are a. b. c. d. e.

encapsulated. diffuse. infiltrating. metastatic. malignant.

Answer: A Difficulty Level: Moderate Topic: Brain Tumors Skill Level: Remember the Facts Learning Objective 10.1 Describe different types of brain tumors and explain the difference between an encapsulated and an infiltrating brain tumor. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which type of tumor would be most easy to localize in a CT scan or a brain section? a. b. c. d. e.

an infiltrating tumor a metastatic tumor an encapsulated tumor a malignant tumor a congenital tumor

Answer: C Difficulty Level: Easy Topic: Brain Tumors Skill Level: Remember the Facts Learning Objective 10.1 Describe different types of brain tumors and explain the difference between an encapsulated and an infiltrating brain tumor. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

Which type of tumor is most likely to be benign? a. b. c. d. e.

encapsulated metastatic infiltrating malignant congenital

Answer: A Difficulty Level: Easy Topic: Brain Tumors Skill Level: Remember the Facts Learning Objective 10.1 Describe different types of brain tumors and explain the difference between an encapsulated and an infiltrating brain tumor. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Acoustic neuromas can be found on cranial nerve a. b. c. d. e.

V. I. VIII. III. IV.

Answer: C Difficulty Level: Difficult Topic: Brain Tumors Skill Level: Remember the Facts Learning Objective 10.1 Describe different types of brain tumors and explain the difference between an encapsulated and an infiltrating brain tumor. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Brain tumors that develop from glial cells are known as a. b. c. d. e.

benign tumors. infiltrating tumors. malignant tumors. gliomas. meningiomas.

Answer: D Difficulty Level: Moderate Topic: Brain Tumors Skill Level: Remember the Facts Learning Objective 10.1 Describe different types of brain tumors and explain the difference between an encapsulated and an infiltrating brain tumor. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Metastasis is a term that refers a. b. c. d. e.

specifically to malignant tumors. to tumors that have spread from the lungs to the brain. to infiltrating tumors. to the transmission of disease from one organ to another. to tumors and other growths that are attracted to neural tissue.

―Stroke‖ commonly refers to a. b. c. d. e.

closed-head injuries of sudden onset. cancerous brain tumors that develop rapidly. cerebrovascular disorders that have a sudden onset. brain infarcts. cerebral attacks.

Answer: C Difficulty Level: Moderate Topic: Cerebrovascular Disorders: Strokes Skill Level: Remember the Facts Learning Objective 10.2 Describe differences between the two types of stroke: cerebral hemorrhage and cerebral ischemia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Strokes can be caused by __________ and by __________ . a. b. c. d. e.

tardive penumbra; cerebral malocclusion fungal infection; cranial progeria cerebral ischemia; cerebral hemorrhage amnesia; dysmenia tardive dyskinesia; pulmonary westerosi

Which event is most likely to lead to an intracerebral hemorrhage? a. b. c. d. e.

a bursting aneurysm a hematoma cerebral ischemia thrombosis embolism

Answer: A Difficulty Level: Difficult Topic: Cerebrovascular Disorders: Strokes Skill Level: Remember the Facts Learning Objective 10.2 Describe differences between the two types of stroke: cerebral hemorrhage and cerebral ischemia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

An aneurysm present from birth would be classified as a. b. c. d. e.

congenital. a vascular poison. infection-based. benign. an embolus.

Answer: A Difficulty Level: Easy Topic: Cerebrovascular Disorders: Strokes Skill Level: Remember the Facts Learning Objective 10.2 Describe differences between the two types of stroke: cerebral hemorrhage and cerebral ischemia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

Cerebral ischemia is a disruption of the supply of __________ to the __________. a. b. c. d. e.

glutamate; brain blood; heart air; body neurotransmitters; brain blood; brain

Answer: E Difficulty Level: Easy Topic: Cerebrovascular Disorders: Strokes Skill Level: Remember the Facts Learning Objective 10.2 Describe differences between the two types of stroke: cerebral hemorrhage and cerebral ischemia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

When a thrombus moves to another site and becomes lodged there, the thrombus is called a. b. c. d. e.

a thrombosis. a bolus. an embolus. an infarct. an aneurysm.

Both thrombuses and emboluses are a. b. c. d. e.

plugs that block blood flow. tumors. causes of arteriosclerosis. infarcts. hematomas.

17.

A disorder in which fat deposits cause the walls of blood vessels to thicken and reduce blood flow is called a. b. c. d. e.

arteriosclerosis. contusion. embolism. dementia. encephalitis.

Thrombus is to local as embolus is to __________ . a. b. c. d. e.

circular traveling benign global harmful

Answer: B Difficulty Level: Difficult Topic: Cerebrovascular Disorders: Strokes Skill Level: Remember the Facts Learning Objective 10.2 Describe differences between the two types of stroke: cerebral hemorrhage and cerebral ischemia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

Sites of blockage resulting from arteriosclerosis are usually revealed by a. b. c. d. e.

a Nissl-stained brain section. a CT scan. an fMRI image. an angiogram. a PET scan.

Answer: D Difficulty Level: Difficult opic: Cerebrovascular Disorders: Strokes Skill Level: Remember the Facts Learning Objective 10.2 Describe differences between the two types of stroke: cerebral hemorrhage and cerebral ischemia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

Much of the brain damage caused by cerebral ischemia is not observed for 1 or 2 __________ following the stroke. a. b. c. d. e.

seconds minutes hours days years

Answer: D Difficulty Level: Moderate Topic: Cerebrovascular Disorders: Strokes Skill Level: Remember the Facts Learning Objective 10.2 Describe differences between the two types of stroke: cerebral hemorrhage and cerebral ischemia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

Brain damage following ischemic strokes seems to be caused by a. b. c. d. e.

NMDA buildup. excessive serotonin release. an imbalance of GABA. norepinephrine inhibition. excessive glutamate release.

Answer: E Difficulty Level: Moderate Topic: Cerebrovascular Disorders: Strokes Skill Level: Remember the Facts Learning Objective 10.2 Describe differences between the two types of stroke: cerebral hemorrhage and cerebral ischemia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22.

Following cerebral ischemia, a. b. c. d. e.

glutamate production is decreased. excessive activity is induced at NMDA receptors. excessive amounts of potassium and chlorine ions enter presynaptic neurons. presynaptic neurons slowly die. blood-deprived neurons become inactive and cease to produce GABA.

Answer: B Difficulty Level: Moderate Topic: Cerebrovascular Disorders: Strokes Skill Level: Remember the Facts Learning Objective 10.2 Describe differences between the two types of stroke: cerebral hemorrhage and cerebral ischemia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

Given the cascade of events leading to ischemia-produced brain damage, it has been suggested that __________ antagonists administered immediately after a stroke might reduce the subsequent development of brain damage. a. b. c. d. e.

GABA glutamate acetylcholinesterase dopamine serotonin

Brain injuries produced by blows that do not penetrate the skull are called a. b. c. d. e.

closed-head injuries. contrecoup injuries. hematomas. contusions. lacerations.

Answer: A Difficulty Level: Easy Topic: Traumatic Brain Injuries Skill Level: Remember the Facts Learning Objective 10.3 Describe the two sorts of closed-head traumatic brain injuries (TBIs). APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

Contusions a. b. c. d. e.

occur only when the brain is punctured by a sharp object. involve only hemorrhage. are often produced by the brain slamming against the inside of the skull. involve only hematoma. result from ischemic thrombosis.

Answer: C Difficulty Level: Difficult Topic: Traumatic Brain Injuries Skill Level: Remember the Facts Learning Objective 10.3 Describe the two sorts of closed-head traumatic brain injuries (TBIs). APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 26.

A hematoma is a a. b. c. d. e.

type of dementia. localized collection of clotted blood. swelling in the brain. blood thinner administered after stroke. procedure for temporarily halting blood flow to an infected area of the brain.

Answer: B Difficulty Level: Moderate Topic: Traumatic Brain Injuries Skill Level: Remember the Facts Learning Objective 10.3 Describe the two sorts of closed-head traumatic brain injuries (TBIs). APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

When the brain slams against the inside of the skull, blood from the resulting contusion often accumulates in the a. b. c. d. e.

subdural space. ventricles. internal canal. fissures. sulci.

Answer: A Difficulty Level: Moderate Topic: Traumatic Brain Injuries Skill Level: Remember the Facts Learning Objective 10.3 Describe the two sorts of closed-head traumatic brain injuries (TBIs). APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 28.

During a car accident, Sara slammed the front of her head on the steering wheel. A subsequent CT scan revealed a subdural hematoma over the left occipital lobe. Sara had suffered a(n) a. b. c. d. e.

contrecoup injury. ischemic attack. concussion. embolism. thrombosis.

Answer: A Difficulty Level: Difficult Topic: Traumatic Brain Injuries Skill Level: Remember the Facts Learning Objective 10.3 Describe the two sorts of closed-head traumatic brain injuries (TBIs). APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

When there is a disturbance of consciousness following a blow to the head and there is no evidence of physical damage, the diagnosis is a. b. c. d. e.

contusion. laceration. mTBI. hematoma. aneurysm.

Answer: C Difficulty Level: Easy Topic: Traumatic Brain Injuries Skill Level: Remember the Facts Learning Objective 10.3 Describe the two sorts of closed-head traumatic brain injuries (TBIs). APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 30.

Chronic traumatic encephalopathy (CTE) typically results from the cumulative effects of many minor a. b. c. d. e.

contusions. blows to the head. infarcts. aneurysms. embolisms.

Answer: B Difficulty Level: Easy Topic: Traumatic Brain Injuries Skill Level: Remember the Facts Learning Objective 10.3 Describe the two sorts of closed-head traumatic brain injuries (TBIs). APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

Chronic traumatic encephalopathy (CTE) suggests that each individual mTBI is associated with a. b. c. d. e.

some lasting damage. dementia. scarring. a contusion. meningitis.

The brain inflammation resulting from an infection is termed a. b. c. d. e.

general paresis. dementia. encephalitis. meningitis. tardive dyskinesia.

Answer: C Difficulty Level: Moderate Topic: Infections of the Brain Skill Level: Remember the Facts Learning Objective 10.4 Describe two different types of infections of the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

Meningitis is a. b. c. d. e.

the result of a viral infection. a type of thrombosis. an inflammation of the meninges of the brain. a leading cause of stroke. a reduction in cerebrospinal fluid.

Answer: D Difficulty Level: Easy Topic: Infections of the Brain Skill Level: Remember the Facts Learning Objective 10.4 Describe two different types of infections of the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34.

General paresis is a. b. c. d. e.

a pocket of pus in the brain. a mild general paralysis. the mental illness and intellectual impairment associated with advanced cases of syphilis. a bacterial infection that attacks a large group of people. a viral infection that attacks a large group of people.

35.

Rabies is caused by a(n) a. b. c. d. e.

bacterial infection usually transmitted in the saliva of a rabid animal. bacterial infection transmitted through physical contact with another person. virus. embolism. infarct.

The mumps and herpes simplex viruses are common examples of a. b. c. d. e.

cerebral tumors. viruses that can attack the nervous system, but do not have a particular affinity for brain tissue. diseases that usually cause brain abscesses. viruses that have a particular affinity for brain tissue. bacterial infections.

Answer: B Difficulty Level: Difficult Topic: Infections of the Brain Skill Level: Remember the Facts Learning Objective 10.4 Describe two different types of infections of the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

A ―crackpot,‖ in the original sense of the word, was a person who was suffering from a. b. c. d. e.

the effects of lead poisoning. a type of inherited brain disorder. general paresis. tardive dyskinesia. the effects of mercury poisoning.

Answer: A Difficulty Level: Moderate Topic: Neurotoxins Skill Level: Remember the Facts Learning Objective 10.5 Describe three different types of neurotoxins. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 38.

The word ―crackpot‖ originally referred to people suffering from a. b. c. d. e.

cocaine addiction. intentional poisoning. syphilis. a toxic psychosis. marijuana addiction.

Answer: D Difficulty Level: Easy Topic: Neurotoxins Skill Level: Remember the Facts Learning Objective 10.5 Describe three different types of neurotoxins. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Tardive dyskinesia is caused by a. b. c. d. e.

the chronic use of some kinds of antipsychotic drugs. lead poisoning. toxic psychosis. mercury poisoning. viral infection.

Involuntary smacking and sucking movements of the lips, thrusting and rolling of the tongue, lateral jaw movements, and puffing of the cheeks are all symptoms of a. b. c. d. e.

tardive dyskinesia. general paresis. dementia. mercury poisoning. lead poisoning.

Answer: A Difficulty Level: Difficult Topic: Neurotoxins Skill Level: Remember the Facts Learning Objective 10.5 Describe three different types of neurotoxins. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

Which entity can act as an endogenous neurotoxin? a. b. c. d. e.

mercury lead an antibody tardive dyskinesia an infarct

Answer: C Difficulty Level: Moderate Topic: Neurotoxins Skill Level: Remember the Facts Learning Objective 10.5 Describe three different types of neurotoxins. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 42.

Neuropsychological disorders with genetic causes are not usually related to dominant genes because a. b. c. d. e.

those who possess them are less likely to produce fit offspring. dominant genes are usually singular. recessive genes are far more potent. recessive genes are far more common. humans are not still evolving.

Answer: A Difficulty Level: Easy Topic: Genetic Factors Skill Level: Remember the Facts Learning Objective 10.6 Discuss the symptoms of Down syndrome and what causes this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Neurological disorders are rarely caused by dominant genes a. b. c. d. e.

because all individuals carrying them would have a distinct advantage in terms of survival and reproduction. unless the dominant genes do not express themselves until after the peak reproductive years. because dominant genes rarely mutate. because these genes require a corresponding recessive gene in order to be expressed. because there are few disorders that have a genetic basis.

Answer: B Difficulty Level: Difficult Topic: Genetic Factors Skill Level: Remember the Facts Learning Objective 10.6 Discuss the symptoms of Down syndrome and what causes this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44.

Down syndrome is a. b. c. d. e.

a toxic psychosis. a toxic dementia. the result of a single abnormal dominant gene. associated with a lack of acetylcholine. the result an extra chromosome 21 resulting from a genetic accident.

Answer: E Difficulty Level: Easy Topic: Genetic Factors Skill Level: Remember the Facts Learning Objective 10.6 Discuss the symptoms of Down syndrome and what causes this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

Which disorder results from a mutation that produces an extra chromosome 21? a. b. c. d. e.

Down syndrome meningitis tardive dyskinesia general paresis multiple sclerosis

Cell death produced by activation of a cell’s genetic program for destroying itself is called a. b. c. d. e.

apoptosis. necrosis. infarction. gliosis. necrolepsy.

Answer: A Difficulty Level: Easy Topic: Programmed Cell Death Skill Level: Remember the Facts Learning Objective 10.7 Explain the difference between apoptosis and necrosis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

The process by which neurons passively die as the result of injury is known as a. b. c. d. e.

apoptosis. necrosis. dementia pugilistic. fasciculation. general paresis.

Answer: B Difficulty Level: Easy Topic: Programmed Cell Death Skill Level: Remember the Facts Learning Objective 10.7 Explain the difference between apoptosis and necrosis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 48.

Necrotic cell death a. b. c. d. e.

usually involves inflammation. is usually much slower than apoptotic cell death. usually requires several days. is the result of a genetic program for self-destruction. is apoptotic.

Answer: A Difficulty Level: Moderate Topic: Programmed Cell Death Skill Level: Remember the Facts Learning Objective 10.7 Explain the difference between apoptosis and necrosis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

Neural apoptosis usually begins with a. b. c. d. e.

inflammation of the area. ischemia. shrinkage of the cell body. swelling of the axon. retrograde degeneration.

Answer: C Difficulty Level: Difficult Topic: Programmed Cell Death Skill Level: Remember the Facts Learning Objective 10.7 Explain the difference between apoptosis and necrosis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 50.

The diagnosis of epilepsy is applied to all people who experience a. b. c. d. e.

convulsions. seizures. scalp electroencephalography. spontaneously recurring seizures. clonus.

Answer: D Difficulty Level: Moderate Topic: Epilepsy Skill Level: Remember the Facts Learning Objective 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

In the context of epilepsy, clonus is to tonus as a. b. c. d. e.

rigidity is to tremor. rigidity is to loss of balance. loss of balance is to rigidity. tremor is to rigidity. tonus is to loss of balance.

Epilepsy can be caused by all of these factors except a. b. c. d. e.

neurotoxins. tumors. head injuries. viruses. tardive dyskinesia.

Answer: E Difficulty Level: Easy Topic: Epilepsy Skill Level: Remember the Facts Learning Objective 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

In epileptic patients who do not experience convulsions, the diagnosis of epilepsy rests heavily on a. b. c. d. e.

postmortem evidence. the analysis of blood samples. electroencephalographic evidence. angiograms. CT scans.

Answer: C Difficulty Level: Moderate Topic: Epilepsy Skill Level: Remember the Facts Learning Objective 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 54.

An epileptic aura is a psychological experience that a. b. c. d. e.

precedes the onset of epilepsy. precedes a convulsion. follows a convulsion. occurs during a convulsion. replaces a convulsion.

Answer: B Difficulty Level: Moderate Topic: Epilepsy Skill Level: Remember the Facts Learning Objective 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

In focal seizures, a. b. c. d. e.

there is no epileptic spiking in the EEG. the epileptic discharges do not spread throughout the brain. there is no aura. the seizures are always simple. there is no epileptic focus.

Answer: B Difficulty Level: Difficult Topic: Epilepsy Skill Level: Remember the Facts Learning Objective 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 56.

The two major categories of seizures are a. b. c. d. e.

generalized and simple. generalized and focal. absence and tonic-clonic. cortical and subcortical. complex and simple.

57.

An epileptic focus is a site in the brain a. b. c. d. e.

next to the thalamus. contralateral to the aura. at which generalized epileptic discharges congregate. at which epileptic discharges spontaneously arise and spread to other sites. that was discovered by Hughlings Jackson.

Answer: D Difficulty Level: Difficult Topic: Epilepsy Skill Level: Remember the Facts Learning Objective 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 58.

Simple seizures and complex seizures are the two major categories of a. b. c. d. e.

epilepsy. focal seizures. generalized seizures. convulsions. automatisms.

59.

Simple seizures are also known as a. b. c. d. e.

Jacksonian seizures. Madisonian seizures. Hamiltonian seizures. Jeffersonian seizures. Smithsonian seizures.

Answer: A Difficulty Level: Moderate Topic: Epilepsy Skill Level: Remember the Facts Learning Objective 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 60.

Automatisms are often components of a. b. c. d. e.

complex seizures. simple seizures. generalized seizures. absence seizures. tonic-clonic seizures.

61.

Complex seizures a. b. c. d. e.

often result from temporal lobe pathology. are a form of generalized seizure. often include absence attacks. spread widely from the temporal lobe. are sometimes called Jacksonian seizures.

Answer: A Difficulty Level: Difficult Topic: Epilepsy Skill Level: Remember the Facts Learning Objective 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 62.

A professor in the middle of a lecture unbuttoned her shirt and rebuttoned it several times in rapid succession, started to sing, and then ran out of the room. She was discovered several hours later sleeping in the rain on a bench in front of the university library. She could not remember her classroom behavior, and she had no idea how she had fallen asleep in the rain. The professor may have experienced a. b. c. d. e.

a tonic-clonic seizure. a generalized seizure. a complex seizure. a spike-and-wave discharge. an absence seizure.

63.

The most common type of epilepsy, which accounts for about half the cases in adults, is a. b. c. d. e.

simple. complex. tonic-clonic. absence. myoclonic.

Generalized seizures always involve a. b. c. d. e.

the entire brain. tonus. clonus. cyanosis. auras.

Answer: A Difficulty Level: Easy Topic: Epilepsy Skill Level: Remember the Facts Learning Objective 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Which classification is a generalized seizure? a. b. c. d. e.

complex seizure simple seizure tonic-clonic Jacksonian disrupted-consciousness

Answer: E Difficulty Level: Moderate Topic: Epilepsy Skill Level: Remember the Facts Learning Objective 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 66.

Tonic-clonic convulsions produce __________, which itself can cause brain damage. a. b. c. d. e.

absences incontinence cerebral hypoxia auras clonus

Answer: C Difficulty Level: Difficult Topic: Epilepsy Skill Level: Remember the Facts Learning Objective 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

Which type of electrical discharges are associated with absence seizures? a. b. c. d. e.

tonic clonic tonic-clonic 3-per-second spike-and-wave absence discharges

Answer: D Difficulty Level: Easy Topic: Epilepsy Skill Level: Remember the Facts Learning Objective 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 68.

The 3-per-second spike and wave is a. b. c. d. e.

an effective strategy in volleyball. characteristic of tonic-clonic convulsions. a correlate of absence seizures. a correlate of simple seizures. a correlate of complex seizures.

69.

Which seizure type is common in children and often ceases in puberty? a. b. c. d. e.

absence seizures tonic-clonic seizures temporal lobe epilepsy simple partial seizures Jacksonian epilepsy

Bilaterally symmetrical, 3-per-second spike-and-wave EEG discharge is characteristic of a. b. c. d. e.

absence seizures. tonic-clonic seizures. simple partial seizures. complex partial seizures. myoclonic seizures.

71.

Parkinson’s disease typically strikes in a. b. c. d. e.

infancy. childhood. adolescence. early adulthood. middle or late adulthood.

Answer: E Difficulty Level: Moderate Topic: Parkinson’s Disease Skill Level: Remember the Facts Learning Objective 10.9 Describe the symptoms of Parkinson’s disease and some treatments for this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 72.

Tremor at rest, muscular rigidity, slowness of movement, and a masklike face are symptoms of a. b. c. d. e.

Down syndrome. Parkinson’s disease. epilepsy. Huntington’s disease. multiple sclerosis.

Answer: B Difficulty Level: Easy Topic: Parkinson’s Disease Skill Level: Remember the Facts Learning Objective 10.9 Describe the symptoms of Parkinson’s disease and some treatments for this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

In the majority of cases of Parkinson’s disease, there is clear evidence that the disease was caused by a. b. c. d. e.

genetic factors. a stroke. a tumor. a neurotoxin. no obvious factor.

Answer: E Difficulty Level: Difficult Topic: Parkinson’s Disease Skill Level: Remember the Facts Learning Objective 10.9 Describe the symptoms of Parkinson’s disease and some treatments for this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 74.

Parkinson’s disease is associated with degeneration of the a. b. c. d. e.

thalamus. substantia nigra. cerebellum. cortex. hippocampus.

Answer: B Difficulty Level: Moderate Topic: Parkinson’s Disease Skill Level: Remember the Facts Learning Objective 10.9 Describe the symptoms of Parkinson’s disease and some treatments for this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

Degeneration of the __________ is common in Parkinson’s disease. a. b. c. d. e.

visual system. cell bodies in the substantia nigra. spinal cord. taste receptors. neurons in the olfactory bulb.

The major neurochemical correlate of Parkinson’s disease is a reduction of a. b. c. d. e.

acetylcholine in the temporal lobe. dopamine in the substantia nigra and striatum. acetylcholine in the striatum. serotonin in the cortex. the ratio of acetylcholine to dopamine in the cortex.

77.

The symptoms of Parkinson’s disease are temporarily alleviated in some patients by injections of a. b. c. d. e.

L-dopa.

tyrosine. dopamine. serotonin. adrenaline.

Answer: A Difficulty Level: Easy Topic: Parkinson’s Disease Skill Level: Remember the Facts Learning Objective 10.9 Describe the symptoms of Parkinson’s disease and some treatments for this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 78.

Although L-dopa does have some beneficial effects, it is not a solution to the problem of Parkinson’s disease because it a. b. c. d. e.

typically becomes less and less therapeutically effective with use. is too expensive to administer on a prolonged basis. can be safely administered to only a small proportion of patients. is unstable at room temperature. does not pass through the blood-brain barrier.

Answer: A Difficulty Level: Moderate Topic: Parkinson’s Disease Skill Level: Remember the Facts Learning Objective 10.9 Describe the symptoms of Parkinson’s disease and some treatments for this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

Which general class of drugs is useful in treating Parkinson’s disease? a. b. c. d. e.

dopamine agonists dopamine antagonists MAO inhibitors tricyclics phenothiazines

Which treatment for Parkinson’s disease reduces symptoms within minutes, but only temporarily? a. b. c. d. e.

electroconvulsive shock deep brain stimulation prefrontal lobotomy split-brain operations administration of dopamine antagonists

81.

The first sign of Huntington’s disease is often a. b. c. d. e.

increased fidgetiness. visual deterioration. increased clonus. vestibular difficulty. attentional difficulty.

Answer: A Difficulty Level: Moderate Topic: Huntington’s Disease Skill Level: Remember the Facts Learning Objective 10.10 Describe the symptoms of Huntington’s disease and explain its genetic basis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 82.

Huntington’s disease is always associated with a. b. c. d. e.

an eerie sense of calm. rapid death. severe dementia. Parkinson’s disease. muscle rigidity.

Answer: C Difficulty Level: Moderate Topic: Huntington’s Disease Skill Level: Remember the Facts Learning Objective 10.10 Describe the symptoms of Huntington’s disease and explain its genetic basis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

A progressive disorder that often involves complex, involuntary, jerky, writhing movements of entire limbs, and severe mental deterioration, is a. b. c. d. e.

Huntington’s disease. Parkinson’s disease. tardive dyskinesia. Alzheimer’s disease. H1/N6-a(β).

Answer: A Difficulty Level: Easy Topic: Huntington’s Disease Skill Level: Remember the Facts Learning Objective 10.10 Describe the symptoms of Huntington’s disease and explain its genetic basis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 84.

Which statement about Huntington’s disease is correct? a. b. c. d. e.

It often attacks people during their early teens. It is caused by a single recessive gene. It is caused by early exposure to huntingtin toxin. The age of onset is usually during early childhood. The condition is terminal; there is no cure.

Answer: E Difficulty Level: Moderate Topic: Huntington’s Disease Skill Level: Remember the Facts Learning Objective 10.10 Describe the symptoms of Huntington’s disease and explain its genetic basis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

Currently, people with Huntington’s disease live for approximately __________ after the first appearance of symptoms. a. b. c. d. e.

12 days 8 weeks 9 months 2 years 20 years

Huntington’s disease is caused by a. b. c. d. e.

a single dominant gene. a neurotoxin. an infection. a single recessive gene. a decline in dopamine.

87.

What percentage of people carrying the Huntington’s gene develop the disorder? a. b. c. d. e.

100 percent 50 percent 25 percent about 1 percent 0 percent

If Angelo’s parents develop Huntington’s disease, the probability that Angelo will also develop it is a. b. c. d. e.

100 percent. 50 percent. 25 percent. 1 percent. 0 percent.

Answer: B Difficulty Level: Easy Topic: Huntington’s Disease Skill Level: Remember the Facts Learning Objective 10.10 Describe the symptoms of Huntington’s disease and explain its genetic basis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

A person who may be carrying the gene for Huntington’s disease a. b. c. d. e.

has a 25 percent chance of contracting the disorder. will be tested to determine whether she or he has the gene. will inevitably die within a few weeks of the first clear signs of the disorder. will display the first signs of the disorder as a teenager. will pass the disorder to 25 percent of her or his children.

Answer: B Difficulty Level: Moderate Topic: Huntington’s Disease Skill Level: Remember the Facts Learning Objective 10.10 Describe the symptoms of Huntington’s disease and explain its genetic basis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 90.

The first symptoms of multiple sclerosis typically appear during a. b. c. d. e.

a person’s 70s or 80s. early childhood. infancy. puberty. early adulthood.

Answer: E Difficulty Level: Easy Topic: Multiple Sclerosis Skill Level: Remember the Facts Learning Objective 10.11 Describe the symptoms of multiple sclerosis (MS) and its risk factors. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

―Sclerosis‖ literally means a. b. c. d. e.

slippery. hardening. softening. white scar. characterized by many tremors.

Answer: B Difficulty Level: Moderate Topic: Multiple Sclerosis Skill Level: Remember the Facts Learning Objective 10.11 Describe the symptoms of multiple sclerosis (MS) and its risk factors. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 92.

Multiple sclerosis a. b. c. d. e.

is associated with damage to the myelin of the central nervous system. is most common in very warm climates. occurs at a very high rate in Africans and East Asians. is usually the result of a dominant gene. is associated with overproduction of myelin in the peripheral nervous system.

Answer: A Difficulty Level: Difficult Topic: Multiple Sclerosis Skill Level: Remember the Facts Learning Objective 10.11 Describe the symptoms of multiple sclerosis (MS) and its risk factors. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

Epidemiology is the study of a. b. c. d. e.

epidemics and the efficacy of treating them. viral, and occasionally bacterial, infections. the spread of neurological disorders. the factors that influence the distribution of a disease in the general population. the spread of epidermal disorders.

Answer: D Difficulty Level: Moderate Topic: Multiple Sclerosis Skill Level: Remember the Facts Learning Objective 10.11 Describe the symptoms of multiple sclerosis (MS) and its risk factors. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 94.

Multiple sclerosis is more common among people who spent their childhoods in a cold climate. This information was obtained from a(n) a. b. c. d. e.

experiment. laboratory experiment. epidemiological study. clinical trial. case study.

Answer: C Difficulty Level: Moderate Topic: Multiple Sclerosis Skill Level: Remember the Facts Learning Objective 10.11 Describe the symptoms of multiple sclerosis (MS) and its risk factors. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

Compared to the others, there is a higher prevalence of multiple sclerosis among a. b. c. d. e.

males. females. Africans. Asians. infants.

Answer: B Difficulty Level: Difficult Topic: Multiple Sclerosis Skill Level: Remember the Facts Learning Objective 10.11 Describe the symptoms of multiple sclerosis (MS) and its risk factors. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 96.

Compared to the others, who is statistically more likely to develop multiple sclerosis? a. b. c. d. e.

Gustav, a 7-year-old Caucasian boy Emily, a 20-year-old Caucasian woman Ronnie, a 45-year-old Asian man Sophie, a 12-year-old Asian girl Winston, a 72-year-old African man

97.

The immunomodulatory drugs used to treat multiple sclerosis (MS) a. b. c. d. e.

are effective when administered during the childhood years. help the vast majority of patients, but not all of them. have only slight benefits when they do help. are effective for about half of MS patients, but have slight benefits for the remainder. have been shown to accelerate the progression of the disease.

Answer: C Difficulty Level: Difficult Topic: Multiple Sclerosis Skill Level: Remember the Facts Learning Objective 10.11 Describe the symptoms of multiple sclerosis (MS) and its risk factors. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 98.

Multiple sclerosis appears to result from a. b. c. d. e.

a faulty autoimmune reaction. aluminum poisoning. alcohol addiction. concussion. a dominant gene.

Answer: A Difficulty Level: Moderate Topic: Multiple Sclerosis Skill Level: Remember the Facts Learning Objective 10.11 Describe the symptoms of multiple sclerosis (MS) and its risk factors. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

The most common cause of dementia is a. b. c. d. e.

Parkinson’s disease. Alzheimer’s disease. allergic encephalomyelitis. Huntington’s disease. epilepsy.

Answer: B Difficulty Level: Moderate Topic: Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 10.12 Describe the symptoms of Alzheimer’s disease and evaluate the amyloid hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 100.

During the preclinical stage of Alzheimer’s disease, which symptom is most visibly evident? a. b. c. d. e.

there are no visible symptoms. a selective decline in memory changes in personality disturbances of attention seizures

Answer: A Difficulty Level: Difficult Topic: Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 10.12 Describe the symptoms of Alzheimer’s disease and evaluate the amyloid hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

During the prodromal stage of Alzheimer’s disease, __________ is a notable behavioral feature. a. b. c. d. e.

an explosion of neurofibrillary tangles in the neural cytoplasm severe cognitive disruption the absence of behavioral symptoms the presence of amyloid plaques mild cognitive disturbance

Answer: E Difficulty Level: Moderate Topic: Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 10.12 Describe the symptoms of Alzheimer’s disease and evaluate the amyloid hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 102.

Neurofibrillary tangles result from a snarling of a. b. c. d. e.

delta protein. postsynaptic gamma receptors. .Schwann cells. tau protein. beta precursors.

Answer: D Difficulty Level: Easy Topic: Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 10.12 Describe the symptoms of Alzheimer’s disease and evaluate the amyloid hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

Genetic studies of Alzheimer’s disease suggest that it is a. b. c. d. e.

caused by one dominant gene. caused by one recessive gene. not genetic in any known cases. influenced by numerous genes. unaffected by experience.

Answer: D Difficulty Level: Moderate Topic: Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 10.12 Describe the symptoms of Alzheimer’s disease and evaluate the amyloid hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 104.

Currently, the majority of neuroscientists assume that the primary characteristic of Alzheimer’s disease is the development of a. b. c. d. e.

memory problems. tau and neurofibrillary tangles. amyloid plaques. dementia. neuron loss.

Answer: C Difficulty Level: Moderate Topic: Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 10.12 Describe the symptoms of Alzheimer’s disease and evaluate the amyloid hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

APOE has been implicated in Alzheimer’s disease; it is an abbreviation of a. b. c. d. e.

apolipoprotein E. Alzheimer’s Precursor or Effect. atrophy-prognosis-on-examination. All People Over Eighty. apoptosis-factor E

To be effective in slowing Alzheimer’s disease, treatments must be administered during a. b. c. d. e.

childhood. the dementia stage. the course of brain surgery. the preclinical or prodromal stages. tau-reuptake synthesis.

Answer: D Difficulty Level: Difficult Topic: Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 10.12 Describe the symptoms of Alzheimer’s disease and evaluate the amyloid hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

107.

Insights into the mechanisms of Alzheimer’s disease have come from studying the relationship between Alzheimer’s disease and a. b. c. d. e.

multiple sclerosis. epilepsy. Down syndrome. kindling. Parkinson’s disease.

Answer: C Difficulty Level: Difficult Topic: Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 10.12 Describe the symptoms of Alzheimer’s disease and evaluate the amyloid hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 108.

In a typical demonstration of the kindling phenomenon, the first few electrical stimulations elicit a. b. c. d. e.

a mild convulsion. little or no response. a tonic-clonic convulsion. a generalized convulsion. paralysis of the lower body.

Answer: B Difficulty Level: Difficult Topic: Kindling Model of Epilepsy Skill Level: Remember the Facts Learning Objective 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

In many kindling experiments, a. b. c. d. e.

the subjects are specially bred epileptic ferrets. the amygdala is electrically stimulated once per day. convulsive drugs are administered in high doses once per week. anticonvulsant drugs are administered at regular intervals. producing spontaneous seizures is the ultimate goal.

Answer: B Difficulty Level: Moderate Topic: Kindling Model of Epilepsy Skill Level: Remember the Facts Learning Objective 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 110.

Research on kindling indicates that it is best produced by __________ rather than __________ . a. b. c. d. e.

massed stimulations; distributed stimulations intervals less than 20 minutes apart; administrations at exactly 20-minute intervals rapid, severe shock; mild shock administrations every other day; administrations every third day distributed stimulations; massed stimulations

Answer: E Difficulty Level: Difficult Topic: Kindling Model of Epilepsy Skill Level: Remember the Facts Learning Objective 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

The changes in the nervous system that are produced by kindling last a. b. c. d. e.

about 1 hour. about 1 day. about 1 week. about 1 month. many months, if not indefinitely.

Answer: E Difficulty Level: Moderate Topic: Kindling Model of Epilepsy Skill Level: Remember the Facts Learning Objective 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 112.

Kindling is considered to be a model of a. b. c. d. e.

MPTP. Parkinson’s disease. absence epilepsy. human epileptogenesis. multiple sclerosis.

Answer: D Difficulty Level: Easy Topic: Kindling Model of Epilepsy Skill Level: Remember the Facts Learning Objective 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

113.

Kindled convulsions as usually studied do not model epilepsy in one important respect: Unless the kindling is long-term, the kindled convulsions a. b. c. d. e.

are not partial. do not occur spontaneously. are not generalized. are not reliable. are not clonic.

The ultimate result of long-term kindling is a condition in which convulsions occur spontaneously. This ultimate kindled condition has been used as a model of a. b. c. d. e.

epilepsy. MS. epileptogenesis. brain damage. psychopathology.

Answer: A Difficulty Level: Easy Topic: Kindling Model of Epilepsy Skill Level: Remember the Facts Learning Objective 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

115.

About how many amygdalar stimulations does it take to kindle a syndrome of spontaneous seizures in rats? a. b. c. d. e.

15 300 3 24 48

Kindling effects have been successfully demonstrated a. b. c. d. e.

across a variety of animal models. in weasels, ferrets, and voles. primarily in humans. mainly in lemurs. only in rats.

Answer: A Difficulty Level: Moderate Topic: Kindling Model of Epilepsy Skill Level: Remember the Facts Learning Objective 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

117.

Historically, the main site of kindling stimulation is the __________, although the phenomenon has been demonstrated in many other brain regions as well. a. b. c. d. e.

.corpus callosum central fissure amygdala spinal cord cerebellum

Answer: C Difficulty Level: Moderate Topic: Kindling Model of Epilepsy Skill Level: Remember the Facts Learning Objective 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 118.

MPTP intake in humans produces a disorder virtually identical to severe a. b. c. d. e.

multiple sclerosis. schizophrenia. Huntington’s disease. Alzheimer’s disease. Parkinson’s disease.

Answer: E Difficulty Level: Moderate Topic: MPTP Model of Parkinson’s Disease Skill Level: Remember the Facts Learning Objective 10.14 Describe the events that led to the discovery of the MPTP model of Parkinson’s disease, and evaluate the utility of this animal model. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

119.

In primates, MPTP produces damage in a. b. c. d. e.

the cortex. the hippocampus. the substantia nigra. the cerebellum. motor neurons.

Answer: C Difficulty Level: Moderate Topic: MPTP Model of Parkinson’s Disease Skill Level: Remember the Facts Learning Objective 10.14 Describe the events that led to the discovery of the MPTP model of Parkinson’s disease, and evaluate the utility of this animal model. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 120.

MPTP-treated primates have reduced levels of a. b. c. d. e.

acetylcholine. dopamine. serotonin. GABA. MPTP.

Answer: B Difficulty Level: Easy Topic: MPTP Model of Parkinson’s Disease Skill Level: Remember the Facts Learning Objective 10.14 Describe the events that led to the discovery of the MPTP model of Parkinson’s disease, and evaluate the utility of this animal model. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

121.

Most drugs used to treat Parkinson’s disease are a. b. c. d. e.

serotonin agonists. dopamine agonists. GABA agonists. glutamate agonists. synthetic acetylcholine.

Answer: B Difficulty Level: Difficult Topic: MPTP Model of Parkinson’s Disease Skill Level: Remember the Facts Learning Objective 10.14 Describe the events that led to the discovery of the MPTP model of Parkinson’s disease, and evaluate the utility of this animal model. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 122.

After the axon of a typical multipolar neuron is cut, the distal segment always degenerates. This is called __________ degeneration. a. b. c. d. e.

anterograde retrograde distal proximal transneural

Answer: A Difficulty Level: Easy Topic: Neural Degeneration Skill Level: Remember the Facts Learning Objective 10.15 Explain the various types of neural degeneration that ensue following axotomy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

123.

After the axon of a standard multipolar neuron is cut, the segment nearest the cell body sometimes degenerates. This is called __________ degeneration. a. b. c. d. e.

anterograde retrograde proximal distal transneuronal

Answer: B Difficulty Level: Easy Topic: Neural Degeneration Skill Level: Remember the Facts Learning Objective 10.15 Explain the various types of neural degeneration that ensue following axotomy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 124.

Degeneration that spreads from damaged neurons to the neurons on which they synapse is called __________ degeneration. a. b. c. d. e.

anterograde retrograde anterograde transneuronal retrograde transneuronal regenerative

Answer: C Difficulty Level: Moderate Topic: Neural Degeneration Skill Level: Remember the Facts Learning Objective 10.15 Explain the various types of neural degeneration that ensue following axotomy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

125.

Regeneration is almost nonexistent in the __________ of adult mammals; in their __________, it is at best a hit-or-miss affair. a. b. c. d. e.

peripheral nervous systems; central nervous systems central nervous systems; peripheral nervous systems autonomic nervous systems; central nervous systems peripheral nervous systems; brains autonomic nervous systems; brains

Answer: B Difficulty Level: Easy Topic: Neural Regeneration Skill Level: Remember the Facts Learning Objective 10.16 Compare neural regeneration within the CNS vs. the PNS. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 126.

In the peripheral nervous systems of higher vertebrates, regenerating axons tend to be guided to their correct targets by a. b. c. d. e.

growth cones. blueprints. differential adhesiveness. oligodendroglia. Schwann-cell sheaths.

Answer: E Difficulty Level: Easy Topic: Neural Regeneration Skill Level: Remember the Facts Learning Objective 10.16 Compare neural regeneration within the CNS vs. the PNS. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

127.

Evidence suggests that mammalian PNS neurons are capable of accurate regeneration only if they a. b. c. d. e.

synapse on mammalian CNS neurons. receive stimulation and guidance from oligodendroglia. receive stimulation and guidance from Schwann cells. are directed by CNS neurons. are unmyelinated.

Answer: C Difficulty Level: Moderate Topic: Neural Regeneration Skill Level: Remember the Facts Learning Objective 10.16 Compare neural regeneration within the CNS vs. the PNS. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 128.

__________ neural regeneration in the central nervous system, whereas __________neural regeneration in the peripheral nervous system. a. b. c. d. e.

Oligodendroglia do not stimulate; Schwann cells stimulate Schwann cells do not stimulate; oligodendroglia stimulate All glial cells stimulate; no glial cells stimulate Oligodendroglia stimulate; Schwann cells do not stimulate Schwann cells stimulate; oligodendroglia do not stimulate

Answer: A Difficulty Level: Difficult Topic: Neural Regeneration Skill Level: Remember the Facts Learning Objective 10.16 Compare neural regeneration within the CNS vs. the PNS. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

129.

In the peripheral nervous system, Schwann cells promote neural regeneration by a. b. c. d. e.

inhibiting collateral sprouting. inhibiting the release of neurotrophic factors. forming physical tracks to guide the regrowth of axons. promoting the growth of oligodendroglia. forming a glial scar.

What is a glial scar? a. b. c. d. e.

a physical barrier to axonal regrowth produced by Schwann cells in the peripheral nervous system .a physical barrier to axonal regrowth produced by astrocytes in the central nervous system what results when glial gangs fight glial turf wars a physical barrier to axonal regrowth produced by Schwann cells in the central nervous system a physical barrier to axonal regrowth produced by astrocytes in the peripheral nervous system

Answer: B Difficulty Level: Moderate Topic: Neural Regeneration Skill Level: Remember the Facts Learning Objective 10.16 Compare neural regeneration within the CNS vs. the PNS. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

131.

Healthy axons sometimes respond to the degeneration of adjacent axons by developing __________ that grow to the synaptic sites that have been abandoned by the degenerating axons. a. b. c. d. e.

collateral sprouts nodes of Ranvier phagocytes Schwann cells dendritic spines

Answer: A Difficulty Level: Easy Topic: Neural Regeneration Skill Level: Remember the Facts Learning Objective 10.16 Compare neural regeneration within the CNS vs. the PNS. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 132.

Collateral sprouting typically originates from a. b. c. d. e.

cell bodies. dendrites. axon terminal branches or nodes of Ranvier. nodes of Ranvier or cell bodies. cell bodies or dendrites.

133.

Sensory and motor systems are ideally suited to the study of neural reorganization because a. b. c. d. e.

all animals have them. they are ―wired‖ in series. they are ―wired‖ in parallel. of their topographic layout. they do not regenerate.

Answer: D Difficulty Level: Moderate Topic: Neural Reorganization Skill Level: Remember the Facts Learning Objective 10.17 Describe three examples of cortical reorganization following damage to the brain, and discuss the mechanisms that might underlie such reorganization. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 134.

In a classic study published in 1990, Jerome Sanes and his colleagues transected motor neurons that controlled the muscles of the vibrissae (whiskers) of rats. Several weeks later, stimulation of the area of motor cortex that had previously moved their vibrissae a. b. c. d. e.

had no observable effect. moved their tails. caused the rats to run in a circle. moved other muscles of the face. stimulated the growth of neural sprouts.

135.

Studies of neural reorganization in adult mammals make an important point: Neural reorganization a. b. c. d. e.

occurs very slowly (i.e., over years or decades). can, if given enough time, be of substantial magnitude. is extremely rare. is the mechanism of recovery of function after brain damage. seldom contributes to recovery of function.

Answer: B Difficulty Level: Moderate Topic: Neural Reorganization Skill Level: Remember the Facts Learning Objective 10.17 Describe three examples of cortical reorganization following damage to the brain, and discuss the mechanisms that might underlie such reorganization. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 136.

Reorganization of neural circuits after damage to the mammalian brain is thought to occur largely through the a. b. c. d. e.

accurate regeneration of the damaged neurons. action of astrocytes. establishment of new connections by collateral sprouting. action of Schwann cells. administration of vitamin mixtures.

Answer: C Difficulty Level: Difficult Topic: Neural Reorganization Skill Level: Remember the Facts Learning Objective 10.17 Describe three examples of cortical reorganization following damage to the brain, and discuss the mechanisms that might underlie such reorganization. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

137.

The main evidence that release from inhibition is a mechanism of neural reorganization after brain damage is that reorganization a. b. c. d. e.

can occur very quickly. occurs in only inhibitory structures. is particularly prevalent in the cortex. occurs primarily in the brain stem. tends to occur gradually.

Answer: A Difficulty Level: Moderate Topic: Neural Reorganization Skill Level: Remember the Facts Learning Objective 10.17 Describe three examples of cortical reorganization following damage to the brain, and discuss the mechanisms that might underlie such reorganization. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 138.

The main evidence that collateral sprouting is a mechanism of neural reorganization after brain damage comes from studies that show reorganizational effects are sometimes a. b. c. d. e.

very fast. too large to be mediated by release from inhibition of existing circuits. associated with the basal forebrain. triggered by damage. topographic.

139.

Narinder Kapur studied the effects of brain damage on doctors and scientists, and concluded that a. b. c. d. e.

they displayed a remarkable degree of recovery of lost cognitive functions. their cognitive reserve allowed them to compensate for their cognitive deficits, even though they did not recover lost functions. their cognitive deficits were greater because they had more to lose. doctors recover more quickly than do scientists. scientists recover greater functionality than do doctors.

Answer: B Difficulty Level: Moderate Topic: Recovery of Function after CNS Damage Skill Level: Remember the Facts Learning Objective 10.18 Describe the concept of ―cognitive reserve,‖ and discuss the potential role of adult neurogenesis in recovery following CNS damage. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 140.

A study of the effects of brain damage on cognitive function in doctors and scientists suggested that so-called __________ played an important role in their ―recovery.‖ a. b. c. d. e.

age field of study cognitive reserve sex cognitive sprouting

Answer: C Difficulty Level: Moderate Topic: Recovery of Function after CNS Damage Skill Level: Remember the Facts Learning Objective 10.18 Describe the concept of ―cognitive reserve,‖ and discuss the potential role of adult neurogenesis in recovery following CNS damage. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

141.

Stem cells produced in the adult hippocampus by neurogenesis can migrate short distances into areas of damage. This raises the possibility that a. b. c. d. e.

neurogenesis may play a role in recovery from hippocampal damage. adult neurogenesis may occur in the olfactory bulbs. the hippocampus is related to the olfactory bulbs. the hippocampus is a memory structure. neurogenesis plays a role in regeneration.

Answer: A Difficulty Level: Difficult Topic: Recovery of Function after CNS Damage Skill Level: Remember the Facts Learning Objective 10.18 Describe the concept of ―cognitive reserve,‖ and discuss the potential role of adult neurogenesis in recovery following CNS damage. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 142.

The results of a large-scale double-blind study of fetal transplants in the treatment of Parkinson’s disease a. b. c. d. e.

have been suppressed by drug companies. were very positive. were largely negative. were not positive, but very promising. were the first successful step in a current large-scale treatment program.

Answer: C Difficulty Level: Moderate Topic: Neurotransplantation as a Treatment for CNS Damage: Early Research Skill Level: Remember the Facts Learning Objective 10.19 Discuss early work on neuotransplantation for the treatment of CNS damage. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

143.

Removing tissue from one part of a person’s body and implanting it in another part of the same person is called a. b. c. d. e.

switch plantation. intrapatient transplant. autotransplantation. adrenal explantation. self-transplantation.

Answer: C Difficulty Level: Easy Topic: Neurotransplantation as a Treatment for CNS Damage: Early Research Skill Level: Remember the Facts Learning Objective 10.19 Discuss early work on neuotransplantation for the treatment of CNS damage. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 144.

Autotransplants of adrenal medulla tissue have been used in an attempt to treat human a. b. c. d. e.

Parkinson’s disease. epilepsy. regeneration. blindness. MPTP poisoning.

Answer: A Difficulty Level: Easy Topic: Neurotransplantation as a Treatment for CNS Damage: Early Research Skill Level: Remember the Facts Learning Objective 10.19 Discuss early work on neuotransplantation for the treatment of CNS damage. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

145.

Attempts to develop an autotransplantation protocol for the treatment of Parkinson’s disease focused on the adrenal medulla because the adrenal medulla a. b. c. d. e.

releases several neurotrophins. contains many stem cells. releases dopamine. releases steroids. degenerates in Parkinson patients.

Regeneration of CNS neurons has been promoted by implanting a. b. c. d. e.

oligodendrocytes. Schwann cell sheaths. apoptosis facilitator protein. astrocytes. CNS myelin.

Answer: B Difficulty Level: Moderate Topic: Neurotransplantation as a Treatment for CNS Damage: Early Research Skill Level: Remember the Facts Learning Objective 10.19 Discuss early work on neuotransplantation for the treatment of CNS damage. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

147.

Bilateral transplantation of fetal substantia nigra tissue in monkeys has proven successful in alleviating the symptoms of a. b. c. d. e.

Huntington’s disease. Alzheimer’s disease. MPTP poisoning. autotransplants. epilepsy.

The reason that stem cells have received so much research attention in the area of neurotransplanation is because a. b. c. d. e.

stem cells are pluripotent. they are the only cells that stimulate Schwann cell growth. stem cells are unipotent. astrocytes are too difficult to obtain. stem cells can be maintained indefinitely in a tissue culture.

Answer: A Difficulty Level: Moderate Topic: Modern Research on Neurotransplantation Skill Level: Remember the Facts Learning Objective 10.20 Discuss the methods and findings of modern research on neurotransplantation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

149.

In the days after a small ischemic stroke, the size of the area of brain damage normally expands. In one study of monkeys, the expansion of a motor cortex lesion was prevented by a. b. c. d. e.

a program of hand training and practice. systematic removal of stem cells. selective autotransplants. activating the monkeys’ cognitive reserve. introducing phantom limbs.

Answer: A Difficulty Level: Easy Topic: Promoting Recovery from CNS Damage by Rehabilitative Training Skill Level: Remember the Facts Learning Objective 10.21 Discuss methods of promoting recovery from CNS damage through rehabilitative treatment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 150.

In one study of unilateral stroke patients, practice with the disabled arm had a greater beneficial effect if a. b. c. d. e.

stem cells were injected into the healthy arm. the other arm was tied down. practice sessions included the other arm. both arms were used to perform the same task in a coordinated fashion. a phantom limb was also present.

Answer: B Difficulty Level: Moderate Topic: Promoting Recovery from CNS Damage by Rehabilitative Training Skill Level: Remember the Facts Learning Objective 10.21 Discuss methods of promoting recovery from CNS damage through rehabilitative treatment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

151.

Which attribute has been shown to be beneficial in several animal models of human neurological disorders? a. b. c. d. e.

the presence of enriched environments global limb constraint ample cognitive reserve surgical simulation of a phantom limb BDNF, but not GDNF

Answer: A Difficulty Level: Moderate Topic: Promoting Recovery from CNS Damage by Rehabilitative Training Skill Level: Remember the Facts Learning Objective 10.21 Discuss methods of promoting recovery from CNS damage through rehabilitative treatment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 152.

Phantom limbs are experienced by a. b. c. d. e.

patients during spinal cord surgery. patients during brain surgery. amputees. MPTP addicts. people experiencing an active schizophrenic episode.

Answer: C Difficulty Level: Easy Topic: Promoting Recovery from CNS Damage by Rehabilitative Training Skill Level: Remember the Facts Learning Objective 10.21 Discuss methods of promoting recovery from CNS damage through rehabilitative treatment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

153.

What percentage of amputees experience chronic, severe phantom-limb pain? a. b. c. d. e.

about 0.5 percent about 1.0 percent about 1.5 percent about 50 percent about 95 percent

Answer: D Difficulty Level: Moderate Topic: Promoting Recovery from CNS Damage by Rehabilitative Training Skill Level: Remember the Facts Learning Objective 10.21 Discuss methods of promoting recovery from CNS damage through rehabilitative treatment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 154.

Efforts to cure phantom limb pain have focused on destroying various components of the pathway from the stump to the cortex. About __________ of patients have received permanent benefit from this treatment. a. b. c. d. e.

0 percent 20 percent 35 percent 50 percent 70 percent

155.

Vilayanur S. Ramachandran found that the experience of phantom limbs did not come from the nerves of the amputated limbs; they came from the a. b. c. d. e.

contralateral limb. ipsilateral limb. parts of the body that now activated the area of somatosensory cortex that formerly received input from the amputated limb. prefrontal cortex. circuits involved in imagination.

Answer: C Difficulty Level: Moderate Topic: Promoting Recovery from CNS Damage by Rehabilitative Training Skill Level: Remember the Facts Learning Objective 10.21 Discuss methods of promoting recovery from CNS damage through rehabilitative treatment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 156.

Philip, who was featured in a chapter vignette, suffered great pain in the elbow of his phantom arm, which seemed to be locked in an awkward position. Vilayanur S. Ramachandran successfully treated him by a. b. c. d.

injecting his stump with stem cells. injecting his stump with curare, followed by three injections of MPTP. having him practice moving his phantom limb while he imagined that he saw it moving. having him make synchronous, bilaterally symmetrical movements of ―both arms‖ while directly viewing his good arm and a mirror image of it where his phantom limb would have been. having him practice moving his phantom limb while his good arm was tied down.

Answer: D Difficulty Level: Moderate Topic: Neurotransplantation as a Treatment for CNS Damage: Early Research Skill Level: Remember the Facts Learning Objective 10.19 Discuss early work on neuotransplantation for the treatment of CNS damage. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

FILL-IN-THE-BLANK QUESTIONS 1.

An area of dead tissue produced by a stroke is called an __________.

Answer: infarct Difficulty Level: Difficult Topic: Cardiovascular Disorders: Strokes Skill Level: Remember the Facts Learning Objective 10.2 Describe differences between the two types of stroke: cerebral hemorrhage and cerebral ischemia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

A thrombus that gets lodged at another site after traveling through a blood vessel is called an __________.

Answer: embolus Difficulty Level: Moderate Topic: Cardiovascular Disorders: Strokes Skill Level: Remember the Facts Learning Objective 10.2 Describe differences between the two types of stroke: cerebral hemorrhage and cerebral ischemia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 3.

__________ is the brain’s most prevalent excitatory neurotransmitter.

Answer: Glutamate Difficulty Level: Moderate Topic: Cardiovascular Disorders: Strokes Skill Level: Remember the Facts Learning Objective 10.2 Describe differences between the two types of stroke: cerebral hemorrhage and cerebral ischemia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

The syndrome of mental illness and dementia associated with syphilis is called general __________.

Answer: paresis Difficulty Level: Moderate Topic: Infections of the Brain Skill Level: Remember the Facts Learning Objective 10.4 Describe two different types of infections in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 819 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Most neuropsychological diseases of genetic origin are associated with abnormal __________ genes.

Answer: recessive Difficulty Level: Difficult Topic: Genetic Factors Skill Level: Remember the Facts Learning Objective 10.6 Discuss the symptoms of Down syndrome and what causes this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

There are two main categories of __________ seizures: simple and complex.

Answer: focal Difficulty Level: Moderate Topic: Epilepsy Skill Level: Remember the Facts Learning Objective 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 7.

Absence and tonic-clonic are the major categories of __________ seizures.

Answer: generalized Difficulty Level: Moderate Topic: Epilepsy Skill Level: Remember the Facts Learning Objective 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

A tremor that is most pronounced during inactivity is a symptom of __________ disease.

Answer: Parkinson’s Difficulty Level: Easy Topic: Parkinson’s Disease Skill Level: Remember the Facts Learning Objective 10.9 Describe the symptoms of Parkinson’s disease and some treatments for this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Parkinson’s disease is associated with degeneration in the neural pathway from the __________ to the striatum.

Answer: substantia nigra Difficulty Level: Moderate Topic: Parkinson’s Disease Skill Level: Remember the Facts Learning Objective 10.9 Describe the symptoms of Parkinson’s disease and some treatments for this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

Huntington’s disease is caused by a single mutated __________ gene.

Answer: dominant Difficulty Level: Moderate Topic: Huntington’s Disease Skill Level: Remember the Facts Learning Objective 10.10 Describe the symptoms of Huntington’s disease and explain its genetic basis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 11.

If a parent has Huntington’s disease, the probability that the parent’s child will develop it is __________ percent.

Answer: 50 Difficulty Level: Moderate Topic: Huntington’s Disease Skill Level: Remember the Facts Learning Objective 10.10 Describe the symptoms of Huntington’s disease and explain its genetic basis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

12.

__________ is a degenerative brain disorder that attacks myelin in the central nervous system.

Answer: Multiple sclerosis Difficulty Level: Easy Topic: Multiple Sclerosis Skill Level: Remember the Facts Learning Objective 10.11 Describe the symptoms of multiple sclerosis (MS) and its risk factors. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

The __________ phenomenon is a model of epileptogenesis.

Answer: kindling Difficulty Level: Moderate Topic: Kindling Model of Epilepsy Skill Level: Remember the Facts Learning Objective 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

The development of epilepsy, such as from a head injury, is called __________ .

Answer: epileptogenesis Difficulty Level: Difficult Topic: Kindling Model of Epilepsy Skill Level: Remember the Facts Learning Objective 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 15.

The MPTP animal model is a model of __________ disease.

Answer: Parkinson’s Difficulty Level: Easy Topic: MPTP Model of Parkinson’s Disease Skill Level: Remember the Facts Learning Objective 10.14 Describe the events that led to the discovery of the MPTP model of Parkinson’s disease, and evaluate the utility of this animal model. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

In mammals, some axons regenerated in the peripheral nervous system are guided to their correct destinations by __________ cells.

Answer: Schwann Difficulty Level: Moderate Topic: Neural Regeneration Skill Level: Remember the Facts Learning Objective 10.16 Compare neural regeneration within the CNS vs. the PNS. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

Axonal degeneration in one neuron stimulates collateral __________ in the axons of adjacent neurons.

Answer: sprouting Difficulty Level: Moderate Topic: Neural Regeneration Skill Level: Remember the Facts Learning Objective 10.16 Compare neural regeneration within the CNS vs. the PNS. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

Neurons created by adult __________ migrate into nearby areas of damage, suggesting that it may be involved in recovery of function after hippocampal damage.

Answer: neurogenesis Difficulty Level: Difficult Topic: Neural Reorganization Skill Level: Remember the Facts Learning Objective 10.17 Describe three examples of cortical reorganization following damage to the brain, and discuss the mechanisms that might underlie such reorganization. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 19.

There has been interest in the possibility of treating __________ disease with fetal substantia nigra implants.

Answer: Parkinson’s Difficulty Level: Easy Topic: Neurotransplantation as a Treatment for CNS Damage: Early Research Skill Level: Remember the Facts Learning Objective 10.19 Discuss early work on neuotransplantation for the treatment of CNS damage. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

20.

Transplanted __________ sheaths have been used successfully to treat transected spinal cords in experiments on laboratory animals.

Answer: Schwann cell Difficulty Level: Difficult Topic: Modern Research on Neurotransplantation Skill Level: Remember the Facts Learning Objective 10.20 Discuss the methods and findings of modern research on neurotransplantation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. ESSAY QUESTIONS 1.

Most neuropsychological diseases of genetic origin are not associated with a dominant gene. Explain why this is so, and describe two situations in which there could be an exception to this general principle. Finally, describe a neuropsychological disease associated with a dominant gene, and explain why it is an exception.

Answer: 30% for explaining why neurological disorders are not usually associated with dominant genes 40% for explaining the two situations in which exceptions occur 30% for naming and discussing Huntington’s disease Difficulty Level: Difficult Topic: Neurological Diseases Skill Level: Remember the Facts Learning Objective 10.10 Describe the symptoms of Huntington’s disease and explain its genetic basis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Discuss epilepsy and the main categories of epileptic seizures.

Answer: 40% for discussing the general features of epilepsy 30% for naming and discussing forms of partial seizures 30% for naming and discussing forms of generalized seizures Difficulty Level: Moderate Topic: Epilepsy Skill Level: Remember the Facts Learning Objective 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 3.

symptoms, origins, treatment, and prognosis for both diseases. Answer: 25% for discussing Parkinson’s disease 25% for discussing Huntington’s disease 50% for comparing them Difficulty Level: Difficult Topic: Neurological Diseases Skill Level: Remember the Facts Learning Objective 10.9 Describe the symptoms of Parkinson’s disease and some treatments for this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

It is critical to identify the primary symptom of a disorder. Explain and discuss how this requirement applies to Alzheimer’s disease and the amyloid hypothesis. What evidence is there for the amyloid hypothesis? Are there alternative hypotheses?

Answer: 25% for explaining that the development of effective treatments depends on knowing the primary symptom 25% for describing the amyloid hypothesis 30% for describing relevant evidence 20% for explaining an alternative hypothesis Difficulty Level: Moderate Topic: Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 10.12 Describe the symptoms of Alzheimer’s disease and evaluate the amyloid hypothesis. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Describe the kindling model. Which aspects of epilepsy does it model?

Answer: 50% for describing kindling 50% for explaining how it can be used to model various aspects of epilepsy Difficulty Level: Moderate Topic: Kindling Model of Epilepsy Skill Level: Remember the Facts Learning Objective 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

Answer: 50% for describing the events that led to the MPTP model 50% for describing the model Difficulty Level: Moderate Topic: MPTP Model of Parkinson’s Disease Skill Level: Remember the Facts Learning Objective 10.14 Describe the events that led to the discovery of the MPTP model of Parkinson’s disease, and evaluate the utility of this animal model. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 7.

Discuss two methods that are currently being developed for promoting recovery from nervous system damage, and describe relevant evidence regarding these methods.

Answer: 50% for describing the two methods 50% for describing relevant evidence and being appropriately cautious in interpreting it Difficulty Level: Moderate Topic: Neuroplasticity and the Treatment of CNS Damage Skill Level: Remember the Facts Learning Objective 10.19 Discuss early work on neuotransplantation for the treatment of CNS damage. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

REVEL QUIZ QUESTIONS The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Quiz: Causes of Brain Damage EOM _10.1.1 Question: All meningiomas are: a. penumbras. b. metastatic. c. infiltrating. d. encapsulated. Answer: D Consider This: Meningiomas grow between the three membranes that cover the central nervous system. LO 10.1 Describe different types of brain tumors and explain the difference between an encapsulated and infiltrating brain tumor. Learning Objective: 10.1 Describe different types of brain tumors and explain the difference between an encapsulated and infiltrating brain tumor. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _10.1.2 Question: A cerebral hemorrhage is a type of: a. stroke. b. tumor. c. bacterial infection of the brain. d. viral infection of the brain. Answer: A Consider This: A cerebral hemorrhage occurs when a cerebral blood vessel ruptures and blood seeps into the surrounding neural tissue and damages it. LO 10.2 Describe differences between the two types of stroke: cerebral hemorrhage and cerebral ischemia. Learning Objective: 10.2 Describe differences between the two types of stroke: cerebral hemorrhage and cerebral ischemia. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _10.1.3 Question: Ava was in a car accident and banged the front of her head on the dashboard. An MRI revealed a ___________ to her occipital lobes. a. stroke b. contrecoup injury c. concussion d. tumor Answer: B Consider This: With this type of injury, the brain strikes the inside of the skull. LO 10.3 Describe the two sorts of closed-head traumatic brain injuries (TBIs). Learning Objective: 10.3 Describe the two sorts of closed-head traumatic brain injuries (TBIs). Skill Level: Apply What You Know Difficulty Level: Moderate EOM _10.1.4 Question: Inflammation resulting from an infection of the brain is called: a. a thrombosis. b. an embolism. c. encephalitis. d. hydrocephalus. Answer: C Consider This: An infection of the brain involves an invasion by microorganisms. LO 10.4 Describe two different types of infections of the brain. Learning Objective: 10.4 Describe two different types of infections of the brain. Skill Level: Remember the Facts Difficulty Level: Easy EOM _10.1.5 Question: Tardive dyskinesia is caused by: a. long-term use of certain antipsychotic medications. b. chronic use of certain anti-inflammatory medications. c. overuse of benzodiazepines. d. lead consumption. Answer: A Consider This: Symptoms can include involuntary smacking and sucking movements of the lips. LO 10.5 Describe three different types of neurotoxins. Learning Objective: 10.5 Describe three different types of neurotoxins. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Neurological Diseases EOM _10.2.1 Question: A simple partial seizure is a type of: a. focal seizure. b. generalized seizure. c. absence seizure. d. temporal lobe epilepsy. Answer: A Consider This: This category of seizure does not involve the entire brain. LO 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. Learning Objective: 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _10.2.2 Question: Parkinson’s disease is associated with widespread degeneration but it is particularly severe in the: a. substantia nigra. b. amygdala. c. hippocampus. d. inferior colliculus. Answer: A Consider This: This structure is a midbrain nucleus whose neurons project to the striatum. LO 10.9 Describe the symptoms of Parkinson’s disease and some treatments for this disorder. Learning Objective: 10.9 Describe the symptoms of Parkinson’s disease and some treatments for this disorder. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _10.2.3 Question: Huntington’s disease is passed from generation to generation by a single mutated dominant gene, called: a. huntingtin. b. beta-amyloid. c. IAHSP. d. trisomy 21. Answer: A Consider This: We still do not know exactly how mutations of this gene damage the brain, but they may do so by leading to the accumulation of abnormal clumps of protein within cells. LO 10.10 Describe the symptoms of Huntington’s disease and explain its genetic basis. Learning Objective: 10.10 Describe the symptoms of Huntington’s disease and explain its genetic basis. Skill Level: Remember the Facts Difficulty Level: Easy EOM _10.2.4 Question: Multiple sclerosis is often considered to be a(n) ____________ disorder. a. nonprogressive b. psychiatric c. autoimmune d. benign Answer: C Consider This: Multiple sclerosis involves the degradation of the myelin sheaths of axons in the CNS. LO 10.11 Describe the symptoms of multiple sclerosis (MS) and its risk factors. Learning Objective: 10.11 Describe the symptoms of multiple sclerosis (MS) and its risk factors. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _10.2.5 Question: One of the defining characteristics of Alzheimer’s disease is: a. the presence of neurofibrillary tangles. b. an accumulation of Lewy bodies. c. the miscoding of a gene involved in elastic production. d. a buildup of scar tissue in the central nervous system. Answer: A Consider This: A definitive diagnosis of Alzheimer’s was, until recently, only possible after a postmortem examination of the patient’s brain. LO 10.12 Describe the symptoms of Alzheimer’s disease and evaluate the amyloid hypothesis. Learning Objective: 10.12 Describe the symptoms of Alzheimer’s disease and evaluate the amyloid hypothesis. Skill Level: Understand the Concepts Difficulty Level: Moderate 830 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Quiz: Animal Models of Human Neurological Diseases EOM _10.3.1 Question: The progressive development and intensification of convulsions elicited by a series of periodic brain stimulations called: a. the kindling phenomenon. b. the MPTP model. c. epilepsy. d. temporal lobe epilepsy. Answer: A Consider This: Initial research on this phenomenon involved electrically stimulating rats through electrodes implanted in the amygdala. LO 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. Learning Objective: 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. Skill Level: Remember the Facts Difficulty Level: Easy EOM _10.3.2 Question: The neuroplastic changes underlying kindling: a. are transitory. b. are relatively permanent. c. can be intermittent. d. abate after several months of no electrical stimulation. Answer: B Consider This: Kindling is produced by distributed as opposed to massed stimulations. LO 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. Learning Objective: 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _10.3.3 Question: The kindling phenomenon is comparable to the ________________ that can follow a head injury. a. stroke b. demyelinization c. epileptogenesis d. contrecoup Answer: C Consider This: Think of a term for the development of a particular condition. LO 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. Learning Objective: 10.13 Describe the kindling model of epilepsy and explain the ways in which it models human epilepsy. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _10.3.4 Question: Mark suffers from Parkinson’s disease. His doctor notes that he displays bradykinesia and seborrhea and tells Mark that these are medical terms for ______ and _____. a. tremors; small handwriting b. slowness of movement; oily skin c. small handwriting; oily skin d. slowness of movement; tremors Answer: B Consider This: Recall the function of the basal ganglia in voluntary motor responses. LO 10.14 Describe the events that led to the discovery of the MPTP model of Parkinson’s disease, and evaluate the utility of this animal model. Learning Objective: 10.14 Describe the events that led to the discovery of the MPTP model of Parkinson’s disease, and evaluate the utility of this animal model. Skill Level: Apply What You Know Difficulty Level: Moderate

EOM _10.3.5 Question: _______________________ react to MPTP in much the same way that humans do. a. Nonhuman primates b. Rats c. Mice d. Pigeons Answer: A Consider This: The MPTP model has been instrumental in the development of many dopaminergic drugs that are in current use in treating Parkinson’s. LO 10.14 Describe the events that led to the discovery of the MPTP model of Parkinson’s disease, and evaluate the utility of this animal model. Learning Objective: 10.14 Describe the events that led to the discovery of the MPTP model of Parkinson’s disease, and evaluate the utility of this animal model. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Responses to Nervous System Damage: Degeneration, Regeneration, Reorganization, and Recovery EOM _10.4.1 Question: Following axotomy, two kinds of neural degeneration ensue: a. cerebral hemorrhage and cerebral ischemia. b. cerebral ischemia and cerebral hemorrhage. c. retrograde degeneration and anterograde degeneration. d. kindling and epileptogenesis. Answer: C Consider This: Axotomy is the cutting or severing of an axon. LO 10.15 Explain the various types of neural degeneration that ensue following axotomy. Learning Objective: 10.15 Explain the various types of neural degeneration that ensue following axotomy. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _10.4.2 Question: When an axon degenerates, axon branches grow out from adjacent healthy axons and synapse at the sites vacated by the degenerating axon: This is called: a. collateral sprouting. b. synapse filling. c. synaptic facilitation. d. axonal branch splitting. Answer: A Consider This: The new axonal branches grow from axon terminals or from the nodes of Ranvier. LO 10.16 Compare neural regeneration within the CNS vs. the PNS. Learning Objective: 10.16 Compare neural regeneration within the CNS vs. the PNS. Skill Level: Remember the Facts Difficulty Level: Easy EOM _10.4.3 Question: In monkeys whose contralateral arm sensory neurons had been cut 10 years earlier, researchers found that the cortical face representation had systematically expanded into the: a. adjoining tongue area of the primary somatosensory cortex. b. original arm area of the primary somatosensory cortex. c. subcortical structures below the original arm area of the primary somatosensory cortex. d. intact arm area of the primary somatosensory cortex. Answer: B Consider This: The scale of cortical reorganization in this research was far greater than had been assumed possible. LO 10.17 Describe three examples of cortical reorganization following damage to the brain, and discuss the mechanisms that might underlie such reorganization. Learning Objective: 10.17 Describe three examples of cortical reorganization following damage to the brain, and discuss the mechanisms that might underlie such reorganization. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _10.4.4 Question: Humans lacking visual input to the cortex develop more _____________ cortex. a. motor b. visual c. auditory and somatosensory d. visual and motor Answer: C Consider This: Findings support the hypothesis that there is continuous competition for cortical space. LO 10.17 Describe three examples of cortical reorganization following damage to the brain, and discuss the mechanisms that might underlie such reorganization. Learning Objective: 10.17 Describe three examples of cortical reorganization following damage to the brain, and discuss the mechanisms that might underlie such reorganization. Skill Level: Understand the Concepts Difficulty Level: Easy EOM _10.4.5 Question: In adult laboratory animals, brain damage has been shown to: a. increase neural connections in the sensory cortex. b. increase the volume of cells in the motor cortex area. c. trigger the migration of stem cells into all damaged areas. d. trigger the migration of stem cells but only into nearby damaged areas. Answer: D Consider This: Some of these cells develop into neurons that can survive for at least a few months. LO 10.18 Describe the concept of ―cognitive reserve‖ and discuss the potential role of adult neurogenesis in recovery following CNS damage. Learning Objective: 10.18 Describe the concept of ―cognitive reserve‖ and discuss the potential role of adult neurogenesis in recovery following CNS damage. Skill Level: Remember the Facts Difficulty Level: Moderate

Quiz: Neuroplasticity and the Treatment of CNS Damage EOM _10.5.1 Question: In the one large-scale study of the effectiveness of neurotransplantation in the treatment of Parkinson’s disease, the initial results were encouraging; however, after about a year, some of the patients: a. began to display uncontrollable writhing and chewing movements. b. developed Alzheimer’s disease. c. displayed severe L-dopa withdrawal symptoms. d. started to lose their ability to speak. Answer: A Consider This: The results of the study stimulated researchers to take a more careful and systematic look at the effects of various kinds of neurotransplantation. LO 10.19 Discuss early work on neurotransplantation for the treatment of CNS damage. Learning Objective: 10.19 Discuss early work on neurotransplantation for the treatment of CNS damage. Skill Level: Remember the Facts Difficulty Level: Moderate EOM _10.5.2 Question: __________________ was shown to reduce both the loss of hippocampal neurons and deficits in Morris water maze performance caused by experimental cerebral ischemia. a. A second ischemic episode b. An apoptosis inhibitor protein c. A necrosis suppressing factor d. A cholinergic agonist Answer: B Consider This: The rats’ hippocampi were treated with genetically engineered viruses. LO 10.19 Discuss early work on neurotransplantation for the treatment of CNS damage. Learning Objective: 10.19 Discuss early work on neurotransplantation for the treatment of CNS damage. Skill Level: Remember the Facts Difficulty Level: Moderate

EOM _10.5.3 Question: _______________ is a treatment for patients who have lost function in one of their arms following stroke. a. Suppression therapy b. Counter-productive therapy c. Mirror-box therapy d. Constraint-induced therapy Answer: D Consider This: Neurons compete with other neurons for synaptic sites and neurotrophins. LO 10.21 Discuss methods of promoting recovery from CNS damage through rehabilitative treatment. Learning Objective: 10.21 Discuss methods of promoting recovery from CNS damage through rehabilitative treatment. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _10.5.4 Question: Shamar suffered a spinal injury that left him unable to walk. He learns of an innovative therapy in which he would be suspended over a moving treadmill while he gradually develops the ability to make walking motions. Whereas 50 percent of those with Shamar’s type of injury ultimately become independent walkers when treated with conventional physiotherapy, _____ percent of those treated with the innovative therapy do so. a. 60 b. 75 c. 90 d. 100 Answer: C Consider This: The effectiveness of the innovative treatment has been confirmed and extended in both human and nonhuman subjects. LO 10.21 Discuss methods of promoting recovery from CNS damage through rehabilitative treatment. Learning Objective: 10.21 Discuss methods of promoting recovery from CNS damage through rehabilitative treatment. Skill Level: Apply What You Know Difficulty Level: Moderate

EOM _10.5.5 Question: Whereas about half of those who lose a limb experience phantom limb sensations, _____ of those born without a limb experience such sensations. a. none b. few c. a sizeable minority d. most Answer: C Consider This: The correct proportion is higher than one might expect if one assumes that one cannot miss what one has never had. LO 10.21 Discuss methods of promoting recovery from CNS damage through rehabilitative treatment. Learning Objective: 10.21 Discuss methods of promoting recovery from CNS damage through rehabilitative treatment. Skill Level: Analyze It Difficulty Level: Moderate

Chapter 10 Quiz: Brain Damage and Neuroplasticity EOC_10.1 Question: Valentina has been diagnosed with a malignant brain tumor. Her doctor notes that it is the most common type of brain tumor and that it is growing quite quickly. Valentina has MOST likely been diagnosed with a(n): a. encapsulated tumor. b. glioma. c. metastatic tumor. d. meningioma. Answer: B Consider This: Valentina’s tumor originated within the brain. LO 10.1 Describe different types of brain tumors and explain the difference between an encapsulated and infiltrating brain tumor. Learning Objective: 10.1 Describe different types of brain tumors and explain the difference between an encapsulated and infiltrating brain tumor. Skill Level: Apply What You Know Difficulty Level: Moderate

EOC_10.2 Question: Strokes may be caused when there is bleeding in the brain or when blood flow in the brain is blocked. This statement refers to cerebral _____ and cerebral _____, respectively. a. hemorrhage; infarct b. penumbra; ischemia c. ischemia; hemorrhage d. hemorrhage; ischemia Answer: D Consider This: As one example, blood flow may be blocked by arteriosclerosis. LO 10.2 Describe differences between the two types of stroke: cerebral hemorrhage and cerebral ischemia. Learning Objective: 10.2 Describe differences between the two types of stroke: cerebral hemorrhage and cerebral ischemia. Skill Level: Analyze It Difficulty Level: Moderate EOC_10.3 Question: With respect to the major types of brain infection: a. syphilis is a viral infection, whereas rabies is a bacterial infection. b. syphilis is a bacterial infection, whereas rabies is a viral infection. c. syphilis and rabies are both viral infections. d. syphilis and rabies are both bacterial infections. Answer: B Consider This: Meningitis and syphilis belong to the same class of brain infection. LO 10.4 Describe two different types of infections of the brain. Learning Objective: 10.4 Describe two different types of infections of the brain. Skill Level: Analyze It Difficulty Level: Moderate EOC_10.4 Question: Tardive dyskinesia is often caused by chronic: a. exposure to lead. b. exposure to mercury. c. abuse of alcohol. d. use of antipsychotic drugs. Answer: D Consider This: This problem was first observed in psychiatric patients in the 1950s and 1960s. LO 10.5 Describe three different types of neurotoxins. Learning Objective: 10.5 Describe three different types of neurotoxins. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_10.5 Question: The genetic accident that causes Down syndrome occurs in the: a. father during sex. b. mother in the first trimester. c. mother during ovulation. d. mother during birth. Answer: C Consider This: This syndrome results from an extra copy of chromosome 21. LO 10.6 Discuss the symptoms of Down syndrome and what causes this disorder. Learning Objective: 10.6 Discuss the symptoms of Down syndrome and what causes this disorder. Skill Level: Remember the Facts Difficulty Level: Easy EOC_10.6 Question: Apoptosis is: a. passive cell death resulting from injury. b. a division of cells caused by neurotransplantation. c. programmed cell death. d. the attraction among regenerating axons in the mammalian PNS. Answer: C Consider This: Apoptosis plays a critical role in early development. LO 10.7 Explain the difference between apoptosis and necrosis. Learning Objective: 10.7 Explain the difference between apoptosis and necrosis. Skill Level: Remember the Facts Difficulty Level: Easy EOC_10.7 Question: Hypoxia is one of the dangerous effects of: a. tonic-clonic convulsions. b. absence seizures. c. psychomotor attacks. d. complex partial seizures. Answer: A Consider This: Hypoxia is a shortage of oxygen supply to a particular tissue. LO 10.8 Define epilepsy. Also, describe four categories of epileptic disorders, and some treatments for epilepsy. Learning Objective: 10.8 Define epilepsy. Also, describe four categories of epileptic disorders, and some treatments for epilepsy. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_10.8 Question: A 3-per-second spike-and-wave discharge is a sign of: a. a complex partial seizure. b. a clonic-tonic seizure. c. hypoxia. d. an absence seizure. Answer: D Consider This: Convulsions are not observed with this. LO 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. Learning Objective: 10.8 Define epilepsy. Also, describe four categories of epileptic disorders and some treatments for epilepsy. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_10.9 Question: Tremor that is most pronounced during inactivity is a symptom of: a. Parkinson’s disease. b. Huntington’s disease. c. complex partial epilepsy. d. multiple sclerosis. Answer: A Consider This: The condition is a movement disorder found primarily in middle-aged and older adults. LO 10.9 Describe the symptoms of Parkinson’s disease and some treatments for this disorder. Learning Objective: 10.9 Describe the symptoms of Parkinson’s disease and some treatments for this disorder. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_10.10 Question: Degeneration of the substantia nigra is often associated with: a. multiple sclerosis. b. Parkinson’s disease. c. epilepsy. d. Alzheimer’s disease. Answer: B Consider This: Under normal conditions, neurons in the substantia nigra produce dopamine. LO 10.9 Describe the symptoms of Parkinson’s disease and some treatments for this disorder. Learning Objective: 10.9 Describe the symptoms of Parkinson’s disease and some treatments for this disorder. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_10.11 Question: The MPTP model is an animal model of a. kindling. b. Alzheimer’s disease. c. Parkinson’s disease. d. multiple sclerosis. Answer: C Consider This: The model was developed shortly after heroin addicts accidentally took MPTP. LO 10.14 Describe the events that led to the discovery of the MPTP model of Parkinson’s disease, and evaluate the utility of this animal model. Learning Objective: 10.14 Describe the events that led to the discovery of the MPTP model of Parkinson’s disease, and evaluate the utility of this animal model. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_10.12 Question: After axotomy, the degeneration of the proximal segment is referred to as ―______________ degeneration.‖ a. retrograde b. anterograde c. distal d. transneuronal Answer: A Consider This: The proximal segment is the segment of a cut axon that lies between the cut and the cell body. LO 10.15 Explain the various types of neural degeneration that ensue following axotomy. Learning Objective: 10.15 Explain the various types of neural degeneration that ensue following axotomy. Skill Level: Remember the Facts Difficulty Level: Easy EOC_10.13 Question: In the PNS but not the CNS, axons are myelinated by: a. microglia. b. astrocytes. c. Schwann cells. d. oligodendroglia. Answer: C Consider This: These cells also clear the debris and scar tissue resulting from neural degeneration. LO 10.16 Compare neural regeneration within the CNS vs. the PNS. Learning Objective: 10.16 Compare neural regeneration within the CNS vs. the PNS. Skill Level: Analyze It Difficulty Level: Moderate 842 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOC_10.14 Question: The finding that physicians and neuroscientists tend to display more improvement after brain injury has been attributed to their: a. genes dedicated to recovery. b. better diet. c. cognitive reserve. d. greater capacity for regeneration. Answer: C Consider This: It has been hypothesized that greater education allows these individuals to accomplish tasks in alternative ways. LO 10.18 Describe the concept of ―cognitive reserve‖ and discuss the potential role of adult neurogenesis in recovery following CNS damage. Learning Objective: 10.18 Describe the concept of ―cognitive reserve‖ and discuss the potential role of adult neurogenesis in recovery following CNS damage. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_10.15 Question: Which phrase BEST describes the current status of neurotransplantation as a treatment for Parkinson’s disease? a. Neurotransplantation is starting to significantly reduce the number of serious cases. b. There is some suggestion that neurotransplantation might be effective, but its effectiveness is largely unproven and needs additional study. c. Neurotransplantation is now used routinely in most large hospitals. d. Neurotransplantation has been eliminated as a potential treatment as a result of negative side effects in the research with humans. Answer: B Consider This: Several of the protocols developed in these studies have entered preliminary testing on human subjects. LO 10.20 Discuss the methods and findings of modern research on neurotransplantation. Learning Objective: 10.20 Discuss the methods and findings of modern research on neurotransplantation. Skill Level: Understand the Concepts Difficulty Level: Difficult

CHAPTER 11 LEARNING, MEMORY, AND AMNESIA: HOW YOUR BRAIN STORES INFORMATION T o t a l A s s e s s m e n t G u i d e (T.A.G.) Topic Amnesic Effects of Bilateral Medial Temporal Lobectomy

Question Type Multiple Choice

Remember the Facts 1-25

Understand the Concepts

Apply What You Know

Amnesias of Korsakoff’s Syndrome and Alzheimer’s Disease Amnesia after Traumatic Brain Injury: Evidence for Consolidation Evolving Perspective of the Role of the Hippocampus in Memory Neurons of the Medial Temporal Lobes and Memory

Where Are Memories Stored?

Cellular Mechanisms of Learning and Memory

Conclusion: Biopsychology of Memory and You

Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay

1-4 1 26-42 5, 6 2 43-52 7, 8 3 53-75 9, 10 4 76-86 11-15 5 87-96 16-18 97-111, 114

112, 113

19, 20 6, 7 115-117 21

MULTIPLE CHOICE QUESTIONS 1.

One of the major turning points in the study of the neuropsychology of memory was the year __________ , when patient H.M. had his operation. a. b. c. d. e.

1934 1953 1963 1974 1981

Answer: B Difficulty Level: Moderate Topic: Amnesic Effects of Bilateral Medial Temporal Lobectomy Skill Level: Remember the Facts Learning Objective 11.1 Describe five specific memory tests that were used to assess H.M.’s anterograde amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

H.M. was a(n) a. b. c. d. e.

famous neuropsychologist. person who had epilepsy. Egyptian diplomat. wealthy benefactor of the medical establishment. patient who underwent a botched prefrontal lobotomy.

Answer: B Difficulty Level: Easy Topic: Amnesic Effects of Bilateral Medial Temporal Lobectomy Skill Level: Remember the Facts Learning Objective 11.1 Describe five specific memory tests that were used to assess H.M.’s anterograde amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The brain operation performed on H.M. was a a. b. c. d. e.

unilateral temporal lobectomy. bilateral prefrontal lobotomy. bilateral temporal lobotomy. bilateral medial temporal lobectomy. unilateral cingulotomy.

Answer: D Difficulty Level: Moderate Topic: Amnesic Effects of Bilateral Medial Temporal Lobectomy Skill Level: Remember the Facts Learning Objective 11.1 Describe five specific memory tests that were used to assess H.M.’s anterograde amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

The extent of H.M.’s bilateral lesion can best be seen if H.M.’s brain were viewed from a(n) __________ perspective. a. b. c. d. e.

inferior dorsal posterior lateral dorsolateral

Answer: A Difficulty Level: Difficult Topic: Amnesic Effects of Bilateral Medial Temporal Lobectomy Skill Level: Remember the Facts Learning Objective 11.1 Describe five specific memory tests that were used to assess H.M.’s anterograde amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

H.M.’s surgery was a success in that a. b. c. d. e.

the incidence of his seizures was markedly reduced. his memory remained intact. it was the first of many future bilateral medial temporal lobectomies. his intelligence test scores increased by 10 points. his seizures were completely eliminated.

Answer: A Difficulty Level: Moderate Topic: Amnesic Effects of Bilateral Medial Temporal Lobectomy Skill Level: Remember the Facts Learning Objective 11.1 Describe five specific memory tests that were used to assess H.M.’s anterograde amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

Difficulty remembering events learned prior to a brain operation is called a. b. c. d. e.

anterograde amnesia. short-term memory loss. posterior disrupted recall syndrome. long-term memory disintegration. retrograde amnesia.

Answer: E Difficulty Level: Moderate Topic: Amnesic Effects of Bilateral Medial Temporal Lobectomy Skill Level: Remember the Facts Learning Objective 11.1 Describe five specific memory tests that were used to assess H.M.’s anterograde amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Tissue removed in the kind of lobectomy H.M. underwent came from the a. b. c. d. e.

hippocampuses. amygdalas. striatums. medial parietal lobes. medial temporal lobes.

Following his surgery, H.M. seemed to experience a. b. c. d. e.

an extreme retrograde amnesia for remote events. a complete disruption of short-term memory. a mild retrograde amnesia for events of the 2 years preceding the surgery. no notable memory disruptions. tremors on the right side of his body.

Answer: C Difficulty Level: Difficult Topic: Amnesic Effects of Bilateral Medial Temporal Lobectomy Skill Level: Remember the Facts Learning Objective 11.1 Describe five specific memory tests that were used to assess H.M.’s anterograde amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

H.M.’s greatest postsurgical problem was his a. b. c. d. e.

anterograde amnesia. retrograde amnesia. deficit in short-term memory. loss of remote memory. drop in IQ.

A commonly employed test of short-term verbal memory is the a. b. c. d. e.

block-tapping test. digit-span test. digit-span ±1 test. WAIS. paired-associate test.

Answer: B Difficulty Level: Easy Topic: Formal Assessment of H.M.’s Anterograde Amnesia: Discovery of Unconscious Memories Skill Level: Remember the Facts Learning Objective 11.1 Describe five specific memory tests that were used to assess H.M.’s anterograde amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

H.M.’s postsurgical digit span was found to be a. b. c. d. e.

10. 25. 3. 18. 6.

H.M. showed little or no long-term retention on the a. b. c. d. e.

digit-span +1 test. mirror-drawing test. rotary-pursuit test. incomplete pictures test. Pavlovian conditioning test.

Answer: A Difficulty Level: Moderate Topic: Formal Assessment of H.M.’s Anterograde Amnesia: Discovery of Unconscious Memories Skill Level: Remember the Facts Learning Objective 11.1 Describe five specific memory tests that were used to assess H.M.’s anterograde amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

H.M. demonstrated global amnesia, which means a. b. c. d. e.

he had a total loss of memory for events both prior to and after his brain surgery. he could not form short-term memories. he did not regain consciousness for a one-month period after his surgery. he had no capacity for retained information in sensory memory. he had amnesia for information presented in all sensory modalities.

Answer: E Difficulty Level: Difficult Topic: Formal Assessment of H.M.’s Anterograde Amnesia: Discovery of Unconscious Memories Skill Level: Remember the Facts Learning Objective 11.1 Describe five specific memory tests that were used to assess H.M.’s anterograde amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

Most fundamentally, H.M.’s main problem seems to be that he a. b. c. d. e.

had no long-term memories. could form no new long-term memories. could form no new explicit long-term memories. had a devastating retrograde amnesia for remote events. could form no new implicit long-term memories.

Answer: C Difficulty Level: Moderate Topic: Three Major Scientific Contributions of H.M.’s Case Skill Level: Remember the Facts Learning Objective 11.2 Describe three major scientific contributions of H.M.’s case. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Among the other benefits H.M. made to the study of memory, his case was the first to lead to the scientific distinction between a. b. c. d. e.

explicit and implicit long-term memories. intelligence and aptitude. anterograde and retrograde amnesia. consciousness and unconsciousness. short-term and long-term memory.

Answer: A Difficulty Level: Difficult Topic: Three Major Scientific Contributions of H.M.’s Case Skill Level: Remember the Facts Learning Objective 11.2 Describe three major scientific contributions of H.M.’s case. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

Which statement about patients with medial temporal lobe amnesia is correct? a. b. c. d. e.

They have difficulty forming explicit long-term memories. They have no ability to form long-term semantic memories. They generally suffer from retrograde amnesia. They have lost the ability to form short-term procedural memories. Their intellectual functioning is usually compromised.

Answer: A Difficulty Level: Difficult Topic: Medial Temporal Lobe Amnesia Skill Level: Remember the Facts Learning Objective 11.3 Discuss what research on medial temporal lobe amnesias has taught us about learning and memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

The tests commonly used to assess implicit memory in neuropsychological patients are a. b. c. d. e.

object recognition tests. repetition priming tests. digit span tests. episodic tests. delayed nonmatching-to-sample tests.

Answer: B Difficulty Level: Easy Topic: Medial Temporal Lobe Amnesia Skill Level: Remember the Facts Learning Objective 11.3 Discuss what research on medial temporal lobe amnesias has taught us about learning and memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

Research evidence suggests that the advantage of having both an implicit and an explicit memory system is a. b. c. d. e.

ischemia resistance. evolutionary fitness. greater flexibility. direct motor control. greater cognitive reserve.

Answer: C Difficulty Level: Moderate Topic: Medial Temporal Lobe Amnesia Skill Level: Remember the Facts Learning Objective 11.3 Discuss what research on medial temporal lobe amnesias has taught us about learning and memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

Explicit memories for the particular events or experiences of one’s life are called __________ memories. a. b. c. d. e.

semantic procedural episodic remote implicit

Answer: C Difficulty Level: Moderate Topic: Semantic and Episodic Memories Skill Level: Remember the Facts Learning Objective 11.4 Describe the difference between semantic and episodic memories. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

K.C., the man who can’t time travel, experienced a severe deficit in __________ memory. a. b. c. d. e.

implicit semantic episodic short-term sensory

21.

Cerebral ischemia is a. b. c. d. e.

a condition characterized by cancerous brain tumors. a type of cerebral hemorrhage. an interruption of the blood supply to the brain. any area of brain damage. an area of brain damage specifically caused by a neurotoxin.

Answer: C Difficulty Level: Moderate Topic: Effects of Global Cerebral Ischemia on the Hippocampus and Memory Skill Level: Remember the Facts Learning Objective 11.5 Discuss two pieces of evidence the support the notion that selective hippocampal dysfunction can cause medial temporal lobe amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22.

Studying which amnesic patient seemed to provide particularly strong evidence of the involvement of the hippocampus in memory? a. b. c. d. e.

R.B. N.A. S.B. J.P. K.C.

Answer: A Difficulty Level: Moderate Topic: Effects of Global Cerebral Ischemia on the Hippocampus and Memory Skill Level: Remember the Facts Learning Objective 11.5 Discuss two pieces of evidence the support the notion that selective hippocampal dysfunction can cause medial temporal lobe amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

Which patient suffered ischemia-produced hippocampal damage? a. b. c. d. e.

H.M. R.B. S.B. K.C. N.A.

Answer: B Difficulty Level: Moderate Topic: Effects of Global Cerebral Ischemia on the Hippocampus and Memory Skill Level: Remember the Facts Learning Objective 11.5 Discuss two pieces of evidence the support the notion that selective hippocampal dysfunction can cause medial temporal lobe amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 24.

Which amnesic patient suffered what appeared to be selective bilateral damage to the CA1 subfield of the hippocampal pyramidal-cell layer? a. b. c. d. e.

H.M. S.B. J.P. R.B. N.A.

Answer: D Difficulty Level: Moderate Topic: Effects of Global Cerebral Ischemia on the Hippocampus and Memory Skill Level: Remember the Facts Learning Objective 11.5 Discuss two pieces of evidence the support the notion that selective hippocampal dysfunction can cause medial temporal lobe amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

R.B.’s amnesia was similar to a. b. c. d. e.

H.M.’s amnesia, but less severe. H.M.’s amnesia, but more severe. Korsakoff’s amnesia. Alzheimer’s amnesia. genetic causes of epilepsy.

Korsakoff’s syndrome is typically associated with a. b. c. d. e.

damage to the pons and medulla. chronic alcohol consumption. damage to the postlateral diencephalon. disintegration of the amygdala. above-average intelligence.

Answer: B Difficulty Level: Easy Topic: Amnesia of Korsakoff’s Syndrome Skill Level: Remember the Facts Learning Objective 11.6 Describe the etiology and symptoms of the amnesia of Korsakoff’s syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

One major difference between the amnesia associated with advanced Korsakoff’s syndrome and that associated with bilateral medial temporal lobe damage is that patients with advanced Korsakoff’s syndrome have a. b. c. d. e.

a retrograde amnesia that can extend back into childhood. a mild retrograde amnesia for recent events. deficits in consolidation. anterograde amnesia. difficulty forming new explicit long-term memories.

Answer: A Difficulty Level: Moderate Topic: Amnesia of Korsakoff’s Syndrome Skill Level: Remember the Facts Learning Objective 11.6 Describe the etiology and symptoms of the amnesia of Korsakoff’s syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 28.

It is difficult to differentiate between anterograde and retrograde amnesia in people with Korsakoff’s syndrome because a. b. c. d. e.

the brain damage associated with Korsakoff’s syndrome is diffuse. the damage associated with Korsakoff’s syndrome is usually localized. Korsakoff’s syndrome has a rapid onset. the anterograde deficits are so much milder than the retrograde deficits. the retrograde deficits are so much milder than the anterograde deficits.

29.

Which brain structure is commonly damaged in people with Korsakoff’s syndrome, and has received the greatest research attention as a result? a. b. c. d. e.

medulla mediodorsal nuclei basal ganglia pituitary gland the lateral ventricles

Answer: B Difficulty Level: Moderate Topic: Amnesia of Korsakoff’s Syndrome Skill Level: Remember the Facts Learning Objective 11.6 Describe the etiology and symptoms of the amnesia of Korsakoff’s syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 30.

Amnesia of Korsakoff’s syndrome is most similar to a. b. c. d. e.

lateral posterior cerebellar amnesia. distal prefrontal amnesia. medial diencephalic amnesia. rostral conjugate amnesia. bilateral posterior cerebral amnesia.

Answer: C Difficulty Level: Moderate Topic: Amnesia of Korsakoff’s Syndrome Skill Level: Remember the Facts Learning Objective 11.6 Describe the etiology and symptoms of the amnesia of Korsakoff’s syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

The mediodorsal nuclei, which are often damaged in cases of Korsakoff’s amnesia, are nuclei of the a. b. c. d. e.

thalamus. hypothalamus. hippocampus. cerebellum. mammillary bodies.

The up-your-nose case of N.A. had an impact on the study of amnesia because a. b. c. d. e.

he died soon after his accident, which enabled neurosurgeons to perform a postmortem examination of his hippocampus. a CT scan revealed the full extent of his lesion in the hippocampus. the cause of his amnesia was unconventional. by chance, his hippocampal lesion was bilaterally symmetrical. his memory loss was produced by damage to brain areas that, to that point, hadn’t been implicated in amnesia.

33.

When comparing cases of amnesia, R.B. is to the pyramidal cell layer of the hippocampus as a. b. c. d. e.

N.A. is to the medial dorsal nucleus of the hippocampus. N.A. is to the medial diencephalon. R.M. is to the medial diencephalon. aspirations are to infarcts. H.M. is to the medial diencephalon.

An MRI of N.A.’s brain revealed a. b. c. d. e.

extensive medial diencephalic damage. selective damage to the mammillary bodies. selective damage to the mediodorsal nuclei. total destruction of the thalamus. deficits in forming new explicit memories.

35.

Dysfunction in the brains of people with Alzheimer’s disease who have progressed to the dementia stage is often a. b. c. d. e.

localized in the parietal lobe. limited to the amygdala. localized in the occipital lobe. widespread. concentrated in the prefrontal cortex.

Answer: D Difficulty Level: Moderate Topic: Amnesia of Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 11.7 Describe the symptoms of Alzheimer’s disease that have been associated with amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36.

Alzheimer’s amnesia is usually studied in a. b. c. d. e.

monkeys. people in the predementia stage of Alzheimer’s disease. people with advanced cases of Alzheimer’s disease. neuropsychological patients with mediodorsal nucleus damage. neuropsychological patients with medial temporal lobe damage.

Answer: B Difficulty Level: Moderate Topic: Amnesia of Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 11.7 Describe the symptoms of Alzheimer’s disease that have been associated with amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

In addition to the memory deficits commonly observed in medial temporal lobe amnesics, people with Alzheimer’s disease in the predementia stage commonly experience a. b. c. d. e.

deficits in short-term memory. unaffected explicit memory. deficits in implicit memory for sensorimotor learning. minimal signs of amnesia. improvements in explicit memory.

Answer: A Difficulty Level: Difficult Topic: Amnesia of Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 11.7 Describe the symptoms of Alzheimer’s disease that have been associated with amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 38.

In the brains of people with Alzheimer’s disease, the level of __________ is greatly reduced, resulting from degeneration of the basal forebrain. a. b. c. d. e.

epinephrine norepinephrine acetylcholine dopamine serotonin

Answer: C Difficulty Level: Easy Topic: Amnesia of Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 11.7 Describe the symptoms of Alzheimer’s disease that have been associated with amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

The main source of the brain’s acetylcholine is the a. b. c. d. e.

frontal cortex. hippocampus. basal forebrain. mammillary bodies. substantia nigra.

Answer: C Difficulty Level: Difficult Topic: Amnesia of Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 11.7 Describe the symptoms of Alzheimer’s disease that have been associated with amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 40.

The depletion of acetylcholine in the brains of people during the predementia stage of Alzheimer’s disease results from damage to the a. b. c. d. e.

basal forebrain. frontal cortex. mediodorsal nuclei. rhinal cortex. mammillary bodies.

Answer: A Difficulty Level: Easy Topic: Amnesia of Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 11.7 Describe the symptoms of Alzheimer’s disease that have been associated with amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

The basal forebrain is located a. b. c. d. e.

posterior to the central fissure. just above the hypothalamus. in the medial section of the occipital lobe. between the pons and medulla. just behind the pineal gland.

Answer: B Difficulty Level: Easy Topic: Amnesia of Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 11.7 Describe the symptoms of Alzheimer’s disease that have been associated with amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 42.

In Alzheimer’s disease, the brain damage is a. b. c. d. e.

diffuse. restricted to the basal ganglia. restricted to the basal forebrain. unilateral. contralateral.

Answer: A Difficulty Level: Moderate Topic: Amnesia of Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 11.7 Describe the symptoms of Alzheimer’s disease that have been associated with amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Amnesia that is produced by a blow to the head that does not penetrate the skull is called __________ amnesia. a. b. c. d. e.

postconcussive posttraumatic retrograde anterograde postepisodic

Answer: B Difficulty Level: Easy Topic: Posttraumatic Amnesia Skill Level: Remember the Facts Learning Objective 11.8 Summarize the effects of a closed-head traumatic brain injury (TBI) on memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44.

Islands of memory following traumatic brain injury (TBI) are memories of a. b. c. d. e.

a few things from lists that have been otherwise forgotten. events that occurred during periods of time for which there is otherwise total amnesia. implicit events that occurred during a background of amnesia for explicit events. episodic events involving coastal settings. events fromearly childhood.

45.

In a closed-head traumatic brian injury, the victim experiences coma followed by a. b. c. d. e.

confusion, retrograde amnesia, and anterograde amnesia. confusion that ends without amnesia. retrograde amnesia. anterograde amnesia. normal cognitive function.

Answer: A Difficulty Level: Easy Topic: Posttraumatic Amnesia Skill Level: Remember the Facts Learning Objective 11.8 Summarize the effects of a closed-head traumatic brain injury (TBI) on memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 46.

The retrograde amnesia associated with closed-head injury has been frequently studied in laboratory animals by a. b. c. d. e.

hitting them on the head with a rubber hammer. administering acetylcholine agonists. administering electroconvulsive shock. using multiple-trial learning tests that must be learned over several days. surgical ablation of the frontal cortex.

Answer: C Difficulty Level: Easy Topic: Gradients of Retrograde Amnesia and Memory Consolidation Skill Level: Remember the Facts Learning Objective 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with current thinking about memory consolidation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

Electroconvulsive shock is commonly used in studies of memory because it a. b. c. d. e.

improves semantic memory. has amnesic effects similar to those produced by traumatic brain injury. causes hippocampal damage. is an effective form of therapy for anxiety. produces no retrograde effects on memory.

Answer: B Difficulty Level: Easy Topic: Gradients of Retrograde Amnesia and Memory Consolidation Skill Level: Remember the Facts Learning Objective 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with current thinking about memory consolidation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 48.

Our current understanding of memory consolidation is that it is thought to last a. b. c. d. e.

10 seconds. 2 minutes. 10 minutes. 2 days. a very long time, if not indefinitely.

Answer: E Difficulty Level: Difficult Topic: Gradients of Retrograde Amnesia and Memory Consolidation Skill Level: Remember the Facts Learning Objective 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with current thinking about memory consolidation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

In an innovative series of experiments, Larry Squire and his colleagues assessed the retrograde amnesia of patients following electroconvulsive therapy. They assessed the patients’ memory for television shows that a. b. c. d. e.

had played for more than 5 years. had played for more than 3 years. were currently playing during the experiment. had played for only one season. were first shown in other countries.

Answer: D Difficulty Level: Moderate Topic: Gradients of Retrograde Amnesia and Memory Consolidation Skill Level: Remember the Facts Learning Objective 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with current thinking about memory consolidation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 50.

The long-term progressive increase in the resistance of memories to disruption by electroconvulsive shock was demonstrated in a classic 1975 study by Larry Squire and his colleagues, in which the memory for __________ was assessed. a. b. c. d. e.

digits faces shocks television shows names

Answer: D Difficulty Level: Easy Topic: Gradients of Retrograde Amnesia and Memory Consolidation Skill Level: Remember the Facts Learning Objective 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with current thinking about memory consolidation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

An engram is a. b. c. d. e.

a snack fed to monkeys that participate in memory experiments. a tangled mass of brain fibers found in people with advanced Alzheimer’s disease. the term used for the pre-consolidation period of memory formation. a type of stroke that affects memory formation but not language ability. a change in the brain that stores a memory.

Answer: E Difficulty Level: Easy Topic: Gradients of Retrograde Amnesia and Memory Consolidation Skill Level: Remember the Facts Learning Objective 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with current thinking about memory consolidation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 52.

According to the reconsolidation notion, long-term memories are temporarily susceptible to posttraumatic amnesia when they are a. b. c. d. e.

recalled into short-term memory. transferred to the cortex. transferred to the hippocampus. transferred to long-term potentiation. consolidated.

Answer: A Difficulty Level: Difficult Topic: Gradients of Retrograde Amnesia and Memory Consolidation Skill Level: Remember the Facts Learning Objective 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with current thinking about memory consolidation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

Because H.M.’s surgery seemed to disrupt only those retrograde memories acquired shortly before his surgery, it was once widely believed that the hippocampus a. b. c. d. e.

stores most long-term memories. stores all long-term memories. temporarily stores memories before they are transferred to more permanent storage. stores spatial memories. temporarily consolidates short-term memories.

Answer: C Difficulty Level: Moderate Topic: Evolving Perspective of the Role of the Hippocampus in Memory Skill Level: Remember the Facts Learning Objective 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 54.

In retrospect, a major reason for the initial difficulty in developing an animal model of human medial temporal lobe amnesia was that efforts based on H.M.’s case focused on a. b. c. d. e.

digit-span tests. implicit memory tests. the amygdala. explicit memory tests. the thalamus.

Answer: B Difficulty Level: Moderate Topic: Evolving Perspective of the Role of the Hippocampus in Memory Skill Level: Remember the Facts Learning Objective 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

In retrospect, a major reason for the initial difficulty in developing an animal model of human medial temporal lobe amnesia was that efforts based on H.M.’s case were focused on a. b. c. d. e.

the posterior cingulate gyrus. explicit memory tests. the hippocampus. the parietal lobe. primates rather than rats.

Which procedure has been used extensively in the assessment of explicit objectrecognition deficits in monkeys? a. b. c. d. e.

radial arm maze one-trial appetitive learning paradigm nondelayed matching-to-sample task delayed nonmatching-to-sample task Mumby box procedure

Answer: D Difficulty Level: Easy Topic: Animal Models of Object-Recognition Amnesia: The Delayed Nonmatching-to-Sample Test Skill Level: Remember the Facts Learning Objective 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

In the delayed nonmatching-to-sample test, used to study medial-temporal-lobe amnesia in macaque monkeys, a. b. c. d. e.

the sample appears over the central food well during the test phase of each trial. food is available under both objects during the test phase of each trial. food is available under the nonsample object during the test phase of each trial. no food is available during the sample-presentation phase of each trial. no food is available during the test phase of each trial.

Answer: C Difficulty Level: Difficult Topic: Animal Models of Object-Recognition Amnesia: The Delayed Nonmatching-to-Sample Test Skill Level: Remember the Facts Learning Objective 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 58.

At delays of a few minutes or less, healthy control monkeys score about __________ correct on the delayed nonmatching-to-sample task a. b. c. d. e.

90 percent 76 percent 70 percent 60 percent 5 percent

Answer: A Difficulty Level: Moderate Topic: Animal Models of Object-Recognition Amnesia: The Delayed Nonmatching-to-Sample Test Skill Level: Remember the Facts Learning Objective 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

Monkeys with large medial-temporal-lobe lesions display deficits on the __________ test that are similar in major respects to the memory deficits displayed by H.M. a. b. c. d. e.

digit-span +1 WAIS incomplete-pictures delayed nonmatching-to-sample digit-span

The first phase in the delayed nonmatching-to-sample task is the a. b. c. d. e.

delay phase. recall phase. sample phase. recognition phase. choice phase.

61.

The human medial temporal lobe includes the hippocampus, amygdala, and __________ . a. b. c. d. e.

thalamus. pituitary gland. medial temporal cortex. CA2-α(N) subfield. brain stem.

Answer: C Difficulty Level: Easy Topic: Animal Models of Object-Recognition Amnesia: The Delayed Nonmatching-to-Sample Test Skill Level: Remember the Facts Learning Objective 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 62.

During a delated nonmatching-to-sample test, monkeys with bilateral medial temporal lobe lesions perform a. b. c. d. e.

poorly at short delays, but normally after longer delays. haphazardly at first, but then skillfully over time. at a level of chance whenever they are tested. only when prompted by a new reward or by electrical shock. normally at short delays, but poorly after longer delays.

Answer: E Difficulty Level: Easy Topic: Animal Models of Object-Recognition Amnesia: The Delayed Nonmatching-to-Sample Test Skill Level: Remember the Facts Learning Objective 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

In early studies of medial-temporal-lobe amnesia in monkeys, the cortex underlying the hippocampus and amygdala was always damaged because the lesions were a. b. c. d. e.

electrolytic. epileptic. cryogenic made by aspiration. bilateral.

Answer: D Difficulty Level: Moderate Topic: Animal Models of Object-Recognition Amnesia: The Delayed Nonmatching-to-Sample Test Skill Level: Remember the Facts Learning Objective 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 64.

Hippocampectomy in rats usually involves damage to a small area of the overlying __________ so that the aspiration can be performed. a. b. c. d. e.

parietal cortex frontal cortex amygdala medial temporal cortex temporal cortex

Answer: A Difficulty Level: Difficult Topic: Animal Models of Object-Recognition Amnesia: The Delayed Nonmatching-to-Sample Test Skill Level: Remember the Facts Learning Objective 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Rats have one advantage over monkeys in the study of medial temporal lobe amnesia; namely, a. b. c. d. e.

in rats, the hippocampus can readily be aspirated without substantial medial temporal cortex damage. rats live longer. rats learn object-recognition tasks more readily. rats have better episodic memories. rats have a subcortical hippocampus.

The Mumby box is an apparatus that has been frequently used to study a. b. c. d. e.

delayed matching-to-sample in monkeys. delayed nonmatching-to-sample in rats. delayed matching-to-sample in mice. delayed nonmatching-to-sample in humans. nondelayed matching-to-sample in rats.

Answer: B Difficulty Level: Easy Topic: Animal Models of Object-Recognition Amnesia: The Delayed Nonmatching-to-Sample Test Skill Level: Remember the Facts Learning Objective 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

Among rats, monkeys, and humans, lateral medial temporal damage can result in major difficulties in forming a. b. c. d. e.

short-term memories. long-term memories. sentences. shapes. thoughts.

Answer: B Difficulty Level: Difficult Topic: Animal Models of Object-Recognition Amnesia: The Delayed Nonmatching-to-Sample Test Skill Level: Remember the Facts Learning Objective 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 68.

Rats can perform the delayed nonmatching-to-sample task a. b. c. d. e.

only at chance levels. at levels that are only slightly above chance. at levels that are not significantly above chance. almost as well as monkeys at retention delays of up to a minute or so. as well as humans at retention delays of up to 10 minutes.

69.

Bilateral lesions of the medial temporal cortex that do not damage the hippocampus or amygdala produce a. b. c. d. e.

slight object-recognition deficits in rats. no object-recognition deficits in monkeys. slight object-recognition deficits in monkeys. major object recognition deficits in both rats and monkeys. no object-recognition deficits in any species.

Answer: D Difficulty Level: Difficult Topic: Neuroanatomical Basis of the Object-Recognition Deficits Resulting from Bilateral Medial Temporal Lobectomy Skill Level: Remember the Facts Learning Objective 11.11 Describe the neuroanatomical basis for the object-recognition deficits that result from bilateral medial temporal lobectomy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 70.

Monkey and rat experiments examining the effects of various medial-temporal-lobe lesions on the performance of nonrecurring-items delayed nonmatching-to-sample suggest that __________ damage contributes substantially to the amnesic effects of bilateral medial-temporal lobectomy. a. b. c. d. e.

medial temporal cortex hippocampus amygdala parietal lobe prefrontal cortical

Answer: A Difficulty Level: Moderate Topic: Neuroanatomical Basis of the Object-Recognition Deficits Resulting from Bilateral Medial Temporal Lobectomy Skill Level: Remember the Facts Learning Objective 11.11 Describe the neuroanatomical basis for the object-recognition deficits that result from bilateral medial temporal lobectomy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

The hippocampus appears to play a special role in memory for a. b. c. d. e.

spatial locations. sounds. names. faces. odors.

Answer: A Difficulty Level: Easy Topic: Neurons of the Medial Temporal Lobes and Memory Skill Level: Remember the Facts Learning Objective 11.11 Describe the neuroanatomical basis for the object-recognition deficits that result from bilateral medial temporal lobectomy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 72.

Hippocampal lesions in rats reliably disrupt the performance of tasks that involve memory for a. b. c. d. e.

Pavlovian conditioning. time. spatial locations. instrumental conditioning. objects.

Answer: C Difficulty Level: Easy Topic: Neurons of the Medial Temporal Lobes and Memory Skill Level: Remember the Facts Learning Objective 11.11 Describe the neuroanatomical basis for the object-recognition deficits that result from bilateral medial temporal lobectomy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

Which task is commonly used to study the spatial abilities of rats? a. b. c. d. e.

Morris water maze constrained response procedure reference-level task forced choice cuing digit span ±1 test

The ability to refrain from visiting an arm of the radial arm maze more than once on a given test is a measure of __________ memory. a. b. c. d. e.

semantic episodic working reference spatial

Answer: C Difficulty Level: Moderate Topic: Neurons of the Medial Temporal Lobes and Memory Skill Level: Remember the Facts Learning Objective 11.11 Describe the neuroanatomical basis for the object-recognition deficits that result from bilateral medial temporal lobectomy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

Memory for general principles and skills required to perform a task is called __________ memory. a. b. c. d. e.

complex reference working place inclusive

Answer: B Difficulty Level: Easy Topic: Neurons of the Medial Temporal Lobes and Memory Skill Level: Remember the Facts Learning Objective 11.11 Describe the neuroanatomical basis for the object-recognition deficits that result from bilateral medial temporal lobectomy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 76.

Some hippocampal neurons become active only when an organism is a. b. c. d. e.

remembering. forgetting. in a particular place. thinking. eating.

Answer: C Difficulty Level: Easy Topic: Hippocampal Place Cells and Entorhinal Grid Cells Skill Level: Remember the Facts Learning Objective 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

Hippocampal cells that become active only when the subject is in particular locations are called a. b. c. d. e.

location cells. place cells. complex cells. simple cells. spot cells.

Answer: B Difficulty Level: Easy Topic: Hippocampal Place Cells and Entorhinal Grid Cells Skill Level: Remember the Facts Learning Objective 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 78.

The location in a test environment in which a subject must be for a place cell to become active is called its a. b. c. d. e.

place field. area of activity. location field. playing field. area of sensitivity.

Answer: A Difficulty Level: Easy Topic: Hippocampal Place Cells and Entorhinal Grid Cells Skill Level: Remember the Facts Learning Objective 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

When rats are NOT sure where they are, their place cells fire in accordance with where they a. b. c. d. e.

―think‖ they are. ―want‖ to be. came from. are going. ―expect‖ to be picked up.

Answer: A Difficulty Level: Difficult Topic: Hippocampal Place Cells and Entorhinal Grid Cells Skill Level: Remember the Facts Learning Objective 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 80.

Grid cells, head direction cells, and border cells are located in the a. b. c. d. e.

entorhinal cortex. amygdala. frontal cortex. place field. engram complex.

Answer: A Difficulty Level: Moderate Topic: Hippocampal Place Cells and Entorhinal Grid Cells Skill Level: Remember the Facts Learning Objective 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

The repeating pattern found in grid cells takes the form of a __________ place field. a. b. c. d. e.

circular rectangular jagged hexagonal triangular

Answer: D Difficulty Level: Easy Topic: Hippocampal Place Cells and Entorhinal Grid Cells Skill Level: Remember the Facts Learning Objective 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 82.

Which cells in the entorhinal complex are tuned to the orientation of the organism’s head? a. b. c. d. e.

Purkinje cells head-direction cells grid cells border cells Mumby cells

Answer: B Difficulty Level: Moderate Topic: Hippocampal Place Cells and Entorhinal Grid Cells Skill Level: Remember the Facts Learning Objective 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

Current thinking about the function of hippocampal neurons is that they help form a(n) a. b. c. d. e.

abstraction of time. spatial map. catalogue of events. cognitive map. index of lived experiences.

Neurons that respond only to specific individuals or objects have been discovered in the human brain. These have been dubbed a. b. c. d. e.

Brooke Shields neurons. Jennifer Aniston neurons. Lisa Kudrow neurons. Ethel Merman neurons. Helen Reddy neurons.

Answer: B Difficulty Level: Easy Topic: Jennifer Aniston Neurons: Concept Cells Skill Level: Remember the Facts Learning Objective 11.13 Explain what a concept cell is and describe the key properties of concept cells with reference to the experimental evidence. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

Jennifer Aniston neurons are also called a. b. c. d. e.

concept cells. Halle Berry neurons. person cells. hippocampal cells. movie cells.

Answer: A Difficulty Level: Easy Topic: Jennifer Aniston Neurons: Concept Cells Skill Level: Remember the Facts Learning Objective 11.13 Explain what a concept cell is and describe the key properties of concept cells with reference to the experimental evidence. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 86.

Engram cells are neurons that a. b. c. d. e.

participate in storing a memory. fire in response to a highly specific stimulus, such as the face of a loved one. are rarely found outside the frontal cortex. cluster in the thalamus and hypothalamus. provide an organism with information about its current direction in an environment.

Answer: A Difficulty Level: Easy Topic: Engram Cells Skill Level: Remember the Facts Learning Objective 11.14 Explain what an engram cell is and describe how these cells were identified using optogenetics. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

87.

The current consensus is that memories of experiences are likely stored a. b. c. d. e.

diffusely throughout the brain. throughout the hippocampus. in the CA1 subfield of the hippocampus. in the diencephalon. in the rhinal cortex.

Answer: A Difficulty Level: Moderate Topic: Five Brain Areas Implicated in Memory Skill Level: Remember the Facts Learning Objective 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 88.

Which structure is thought to store memories for visual images? a. b. c. d. e.

amygdala inferotemporal cortex striatum prefrontal cortex cerebellum

Answer: B Difficulty Level: Moderate Topic: Five Brain Areas Implicated in Memory Skill Level: Remember the Facts Learning Objective 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

The amygdala is thought to play a role in a. b. c. d. e.

object recognition memory. memory for time. memory for the emotional significance of experiences. space and working memory. memory for language.

Answer: C Difficulty Level: Easy Topic: Five Brain Areas Implicated in Memory Skill Level: Remember the Facts Learning Objective 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 90.

Patients with damage to the prefrontal cortex often display __________ deficits on conventional tests of memory. a. b. c. d. e.

few or no extreme many complex predictable

Answer: A Difficulty Level: Difficult Topic: Five Brain Areas Implicated in Memory Skill Level: Remember the Facts Learning Objective 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

Patients with prefrontal cortex damage often display deficits in a. b. c. d. e.

long-term memory. memory for the temporal order of events. reference memory. sensory memory. semantic memory.

Answer: B Difficulty Level: Difficult Topic: Five Brain Areas Implicated in Memory Skill Level: Remember the Facts Learning Objective 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 92.

One patient with prefrontal damage could not cook a meal because she could not a. b. c. d. e.

remember the steps involved in preparing a meal. find her utensils. carry out the various steps involved in preparing a meal in proper sequence. read her cookbooks. distinguish wheat from chaff.

Answer: C Difficulty Level: Moderate Topic: Five Brain Areas Implicated in Memory Skill Level: Remember the Facts Learning Objective 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

The amygdala appears to be involved in the __________ component of memory, whereas the cerebellum appears to be involved in the __________ component. a. b. c. d. e.

emotional; sensorimotor visual; temporal spatial; visual sensory; emotional procedural; implicit

The cerebellum is thought to store memories of a. b. c. d. e.

learned sensorimotor skills. faces. time. objects. spatial locations.

Answer: A Difficulty Level: Easy Topic: Five Brain Areas Implicated in Memory Skill Level: Remember the Facts Learning Objective 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

The cerebellum has been found to play an important role in a. b. c. d. e.

eye blink conditioning. face memory. music memory. aversive conditioning. operant conditioning.

The striatum is thought to store a. b. c. d. e.

emotional memories. memory for faces. memory for habits. memory for place names. episodic memory.

97.

Long-term potentiation (LTP) has been most frequently studied in the a. b. c. d. e.

hippocampus. amygdala. substantia nigra. neocortex. cerebellum.

Answer: A Difficulty Level: Easy Topic: Synaptic Mechanisms of Learning and Memory: Long-Term Potentiation Skill Level: Remember the Facts Learning Objective 11.16 Describe the phenomenon known as long-term potentiation (LTP) and provide evidence for its role in learning and memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 98.

In one common type of long-term potentiation experiment, the perforant path is stimulated and the response is recorded in the a. b. c. d. e.

neocortex. cerebellum. granule-cell layer of the hippocampal dentate gyrus. motor neuron. nictitating-membrane circuit.

Answer: C Difficulty Level: Difficult Topic: Synaptic Mechanisms of Learning and Memory: Long-Term Potentiation Skill Level: Remember the Facts Learning Objective 11.16 Describe the phenomenon known as long-term potentiation (LTP) and provide evidence for its role in learning and memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

Long-term potentiation a. b. c. d. e.

is usually induced by the intense stimulation of motor neurons. cannot be induced by electrical stimulation. has been most commonly studied in several different neural circuits in the hippocampus. has not been studied in mammals. is not associated with changes in synaptic transmission.

Answer: C Difficulty Level: Moderate Topic: Synaptic Mechanisms of Learning and Memory: Long-Term Potentiation Skill Level: Remember the Facts Learning Objective 11.16 Describe the phenomenon known as long-term potentiation (LTP) and provide evidence for its role in learning and memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 100.

Stimulation of the __________ elicits a response in the __________ layer of the hippocampal __________. a. b. c. d. e.

perforant path; granule-cell; dentate gyrus dentate gyrus; perforant-path; pyramidal cells dentate gyrus; granule-cell; pyramidal cells pyramidal cells; dentate-gyrus; granule cells perforant layer; pyramidal-cell; gyrus

Answer: A Difficulty Level: Difficult Topic: Synaptic Mechanisms of Learning and Memory: Long-Term Potentiation Skill Level: Remember the Facts Learning Objective 11.16 Describe the phenomenon known as long-term potentiation (LTP) and provide evidence for its role in learning and memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

The granule cell layer of the hippocampal dentate gyrus is where ______ is commonly studied. a. b. c. d. e.

LSD LTD LTP LTM STP

Answer: C Difficulty Level: Easy Topic: Synaptic Mechanisms of Learning and Memory: Long-Term Potentiation Skill Level: Remember the Facts Learning Objective 11.16 Describe the phenomenon known as long-term potentiation (LTP) and provide evidence for its role in learning and memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 102.

The main reason why LTP is one of the most widely studied neuroscientific phenomena is that it a. b. c. d. e.

involves a synaptic change similar to the synaptic change that has been hypothesized to be the basis of memory storage. can easily be studied in human volunteers. involves readily accessible neocortical circuits. occurs in only mammals. can be studied quickly and inexpensively, even by scientists untrained in memory research.

103.

LTP is one of the most widely studied models of the physiology of memory because it a. b. c. d. e.

lasts for a brief time. does not depend on co-occurrence. depends on co-occurrence. contradicts Hebb’s postulate. occurs rarely in humans but often in rats.

Co-occurrence in the context of long-term potentiation refers to the requirement for simultaneous activity in a. b. c. d. e.

the hippocampus and dentate. sensory neurons and motor neurons. presynaptic and postsynaptic neurons. the CA1 and CA3 regions. pyramidal and granule cells.

105.

Support for the hypothesis that long-term potentiation is the mechanism of memory has come from all of these discoveries except that a. b. c. d. e.

LTP can be induced by levels of stimulation that mimic normal neural activity. LTP effects are prominent in neural structures that have been implicated in memory. behavioral conditioning can produce LTP-like effects. the induction of maximal LTP in the hippocampus blocks learning of the Morriswater-maze task. rats and monkeys show co-occurrence during face-recognition tasks, but humans do not.

Answer: E Difficulty Level: Difficult Topic: Synaptic Mechanisms of Learning and Memory: Long-Term Potentiation Skill Level: Remember the Facts Learning Objective 11.16 Describe the phenomenon known as long-term potentiation (LTP) and provide evidence for its role in learning and memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 106.

In searching for the neural bases of LTP, many researchers assume that separate mechanisms account for a. b. c. d. e.

maintenance and extinction. maintenance, reinforcement, and forgetting. expression and induction. induction, maintenance, and expression. learning, memory, and motivation.

Answer: D Difficulty Level: Easy Topic: Synaptic Mechanisms of Learning and Memory: Long-Term Potentiation Skill Level: Remember the Facts Learning Objective 11.16 Describe the phenomenon known as long-term potentiation (LTP) and provide evidence for its role in learning and memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

107.

Which is the most prevalent excitatory neurotransmitter in the brain? a. b. c. d. e.

NMDA GABA glycine epinephrine glutamate

Answer: E Difficulty Level: Easy Topic: Induction of LTP: Learning Skill Level: Remember the Facts Learning Objective 11.17 Describe the mechanisms underlying the induction of LTP. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 108.

Which factor is regarded as critical in the induction of LTP? a. b. c. d. e.

the hippocampus co-occurrence of activity in presynaptic and postsynaptic neurons the amygdala reinforcement expression

Answer: B Difficulty Level: Easy Topic: Induction of LTP: Learning Skill Level: Remember the Facts Learning Objective 11.17 Describe the mechanisms underlying the induction of LTP. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

Long-term potentiation is induced only when the high-intensity, high-frequency stimulation activates a. b. c. d. e.

the presynaptic neurons but not the postsynaptic neurons. the postsynaptic neurons but not the presynaptic neurons. both the presynaptic and postsynaptic neurons. the hippocampus. the hippocampus and the perforant path.

Answer: C Difficulty Level: Moderate Topic: Induction of LTP: Learning Skill Level: Remember the Facts Learning Objective 11.17 Describe the mechanisms underlying the induction of LTP. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 110.

The NMDA receptor is a type of __________ receptor. a. b. c. d. e.

serotonin glutamate dopamine GABA nitric oxide

Answer: B Difficulty Level: Moderate Topic: Induction of LTP: Learning Skill Level: Remember the Facts Learning Objective 11.17 Describe the mechanisms underlying the induction of LTP. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

The induction of LTP at glutaminergic synapses appears to require a. b. c. d. e.

the hyperpolarization of the postsynaptic neuron. the depolarization of the presynaptic neuron. an influx of calcium ions into the postsynaptic neuron. an influx of calcium ions into the presynaptic neuron. concurrent activation of nearby glial cells.

Answer: C Difficulty Level: Difficult Topic: Induction of LTP: Learning Skill Level: Remember the Facts Learning Objective 11.17 Describe the mechanisms underlying the induction of LTP. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 112.

The specificity of LTP to particular synapses on the postsynaptic neuron is likely attributable to compartmentalizing effects of a. b. c. d. e.

serotonergic receptors. glutamate. dendritic spines. axoaxonal synapses. presynaptic inhibition.

Answer: C Difficulty Level: Moderate Topic: Maintenance and Expression of LTP: Storage and Recall Skill Level: Understand the Concepts Learning Objective 11.18 Describe four findings that have emerged from the study of the maintenance and expression phases of LTP. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

113.

In the context of neuropsychological memory research, LTD refers to a. b. c. d. e.

LTP that involves non-NMDA receptors. lasting/transient dichotomy. LTP that occurs in other parts of the central nervous system. long-term depression. LTP that occurs in glial cells.

Answer: D Difficulty Level: Easy Topic: Variability of LTP Skill Level: Understand the Concepts Learning Objective 11.19 Define long-term depression (LTD) and metaplasticity. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 114.

Oligodendrocytes modulate their myelination of axons in response to a. b. c. d. e.

engram deterioration. experience. LTD. electrical stimulation. transcription factors.

Answer: B Difficulty Level: Moderate Topic: Nonsynaptic Mechanisms of Learning and Memory Skill Level: Remember the Facts Learning Objective 11.20 Describe two sorts of neuroplastic changes that occur outside the synapse that may play a role in learning and memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

115.

Approximately what proportion of healthy people experience infantile amnesia? a. b. c. d. e.

0 percent 5 percent 8 percent 21 percent 100 percent

Answer: E Difficulty Level: Easy Topic: Infantile Amnesia Skill Level: Remember the Facts Learning Objective 11.20 Define infantile amnesia and describe two experiments that investigated whether infantile amnesia extends to implicit memories. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 116.

Scientific evidence has not proven the effectiveness of __________ in influencing memory. a. b. c. d. e.

NMDA nitric oxide nootropics dendritic spines LTP

Answer: C Difficulty Level: Moderate Topic: Smart Drugs: Do They Work? Skill Level: Remember the Facts Learning Objective 11.22 Discuss the findings on the efficacy of smart drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

117.

The aspect of R.M.’s case that is most ironic is that a. b. c. d. e.

he is a neuroscientist who studies traumatic brain injuries. during his amnesia, his circadian cycles were disturbed. during his posttraumatic amnesia, when he recalled few of the details of his own life, he remembered the case of H.M. he should not have been skiing after a head injury. he never forgot how to ski during his amnesia.

Answer: C Difficulty Level: Easy Topic: Posttraumatic Amnesia and Episodic Memory Skill Level: Remember the Facts Learning Objective 11.23 Explain what the case of R.M. tells us about the relationship between posttraumatic amnesia and episodic memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. FILL-IN-THE-BLANK QUESTIONS 1.

H.M.’s operation was a bilateral __________ temporal lobectomy.

Answer: medial Difficulty Level: Easy Topic: Amnesic Effects of Bilateral Medial Temporal Lobectomy Skill Level: Remember the Facts Learning Objective 11.1 Describe five specific memory tests that were used to assess H.M.’s anterograde amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

H.M.’s main problem was that he could not form new __________ long-term memories.

Answer: explicit Difficulty Level: Difficult Topic: Amnesic Effects of Bilateral Medial Temporal Lobectomy Skill Level: Remember the Facts Learning Objective 11.1 Describe five specific memory tests that were used to assess H.M.’s anterograde amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

__________ memories are explicit memories for general facts and information.

Answer: Semantic Difficulty Level: Difficult Topic: Semantic and Episodic Memories Skill Level: Remember the Facts Learning Objective 11.4 Describe the difference between semantic and episodic memories. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

R.B. had obvious damage to the __________ subfield of the pyramidal cell layer of the hippocampus.

Answer: CA1 Difficulty Level: Difficult Topic: Effects of Global Cerebral Ischemia on the Hippocampus and Memory Skill Level: Remember the Facts Learning Objective 11.5 Discuss two pieces of evidence the support the notion that selective hippocampal dysfunction can cause medial temporal lobe amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Damage to the __________ nuclei of the thalamus is currently thought to account for many of the memory problems experienced by patients with Korsakoff’s syndrome.

Answer: mediodorsal Difficulty Level: Difficult Topic: Amnesia of Korsakoff’s Syndrome Skill Level: Remember the Facts Learning Objective 11.6 Describe the etiology and symptoms of the amnesia of Korsakoff’s syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

The major source of the brain’s acetylcholine is often degenerated in people with Alzheimer’s disease. This brain region is the __________.

Answer: basal forebrain Difficulty Level: Moderate Topic: Amnesia of Alzheimer’s Disease Skill Level: Remember the Facts Learning Objective 11.7 Describe the symptoms of Alzheimer’s disease that have been associated with amnesia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Posttraumatic amnesia for events that occur in the period after a traumatic brain injury is called __________ amnesia.

Answer: anterograde Difficulty Level: Difficult Topic: Posttraumatic Amnesia Skill Level: Remember the Facts Learning Objective 11.8 Summarize the effects of a closed-head traumatic brain injury (TBI) on memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

According to one hypothesis, each time a memory is retrieved from long-term storage it is temporarily susceptible to alteration—it may be either strengthened or weakened during this period. This process has been termed __________ .

Answer: reconsolidation Difficulty Level: Difficult Topic: Gradients of Retrograde Amnesia and Memory Consolidation Skill Level: Remember the Facts Learning Objective 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with current thinking about memory consolidation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

The delayed nonmatching-to-sample test is a good measure of __________ long-term object-recognition memory in both rats and monkeys.

Answer: explicit Difficulty Level: Difficult Topic: Animal Models of Object-Recognition Amnesia: The Delayed Nonmatching-to-Sample Test Skill Level: Remember the Facts Learning Objective 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

The human medial temporal lobe includes the hippocampus, the __________, and the medial temporal cortex.

Answer: amygdala Difficulty Level: Easy Topic: Animal Models of Object-Recognition Amnesia: The Delayed Nonmatching-to-Sample Test Skill Level: Remember the Facts Learning Objective 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 11.

__________ fire in the entorhinal cortex when an organism is near the borders of its immediate environment.

Answer: Border cells Difficulty Level: Easy Topic: Hippocampal Place Cells and Entorhinal Grid Cells Skill Level: Remember the Facts Learning Objective 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two types of cells. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

There is substantial evidence that the__________ plays a major role memory for spatial location.

Answer: hippocampus Difficulty Level: Easy Topic: Hippocampal Place Cells and Entorhinal Grid Cells Skill Level: Remember the Facts Learning Objective 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two types of cells. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

The radial arm maze can be used to study both reference memory and __________ memory.

Answer: working Difficulty Level: Moderate Topic: Hippocampal Place Cells and Entorhinal Grid Cells Skill Level: Remember the Facts Learning Objective 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two types of cells. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

Many __________ cells are located in hippocampus, whereas many grid cells are located in the entorhinal cortex.

Answer: place Difficulty Level: Easy Topic: Hippocampal Place Cells and Entorhinal Grid Cells Skill Level: Remember the Facts Learning Objective 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two types of cells. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 15.

Some neurons in the medial temporal lobes of humans respond only to particular people or objects. These neurons are called ____________ neurons.

Answer: Jennifer Aniston or concept cell Difficulty Level: Easy Topic: Jennifer Aniston Neurons: Concept Cells Skill Level: Remember the Facts Learning Objective 11.13 Explain what a concept cell is and describe the key properties of concept cells with reference to the experimental evidence. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

16.

The __________ is thought to play a role in the storage of the emotional significance of various experiences.

Answer: amygdala Difficulty Level: Easy Topic: Five Brain Areas Implicated in Memory Skill Level: Remember the Facts Learning Objective 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

The __________ is thought to play a role in working memory and memory for temporal order.

Answer: prefrontal cortex Difficulty Level: Moderate Topic: Five Brain Areas Implicated in Memory Skill Level: Remember the Facts Learning Objective 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

The __________ is thought to store memories for consistent relationships between stimuli and responses.

Answer: striatum Difficulty Level: Difficult Topic: Five Brain Areas Implicated in Memory Skill Level: Remember the Facts Learning Objective 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

The __________ glutamate receptor appears to play a critical role in LTP at some synapses in the brain.

Answer: NMDA Difficulty Level: Moderate Topic: Induction of LTP: Learning Skill Level: Remember the Facts Learning Objective 11.17 Describe the mechanisms underlying the induction of LTP. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

NMDA receptors respond to the __________ neurotransmitter.

Answer: glutamate Difficulty Level: Moderate Topic: Induction of LTP: Learning Skill Level: Remember the Facts Learning Objective 11.17 Describe the mechanisms underlying the induction of LTP. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 21.

Approximately __________percent of people experience infantile amnesia.

Answer: 100 Difficulty Level: Easy Topic: Infantile Amnesia Skill Level: Remember the Facts Learning Objective 11.21 Define infantile amnesia and describe two experiments that investigated whether infantile amnesia extends to implicit memories. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY AND OTHER MULTIPLE-MARK QUESTIONS 1.

Discuss medial temporal lobe amnesia, emphasizing the cases of H.M. and R.B. What have we learned from the study of this disorder?

Answer: 25% for discussing H.M. 25% for discussing R.B. 25% for a general discussion of medial temporal amnesia 25% for explaining what we have learned from the study of medial temporal lobe amnesia Difficulty Level: Moderate Topic: Amnesic Effects of Bilateral Medial Temporal Lobectomy Skill Level: Remember the Facts Learning Objective 11.3 Discuss what research on medial temporal lobe amnesias has taught us about learning and memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Discuss Korsakoff’s syndrome and the amnesia associated with it. What areas of the brain have been linked to Korsakoff’s syndrome, and what is the evidence for these links?

Answer: 30% for discussing Korsakoff’s syndrome 40% for linking the mediodorsal nuclei and the medial diencephalon to Korsakoff’s amnesia 30% for describing relevant evidence Difficulty Level: Difficult Topic: Amnesia of Korsakoff’s Syndrome Skill Level: Remember the Facts Learning Objective 11.6 Describe the etiology and symptoms of the amnesia of Korsakoff’s syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Describe the major symptoms of posttraumatic amnesia and how these symptoms have provided support for the theory of consolidation. Describe studies that have been conducted to determine consolidation times and what they have accomplished.

Answer: 30% for a description of posttraumatic amnesia 20% for a description of consolidation and the evidence for it 30% for a description of studies of gradients of retrograde amnesia 20% for reaching a conclusion based on the discussion Difficulty Level: Moderate Topic: Amnesia after Traumatic Brain Injury: Evidence for Consolidation Learning Objective 11.6 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with current thinking about memory consolidation. Skill Level: Understand the Concepts APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 4.

It is widely believed that damage to the hippocampus is the major factor in the difficulties that medial temporal lobe amnesics have in recognizing objects. Why? What does relevant research from studies of monkeys and rats indicate?

Answer: 40% for describing the evidence linking the hippocampus to object recognition amnesia 40% for describing relevant experiments in rats and monkeys 20% for reaching a conclusion based on the evidence Difficulty Level: Moderate Topic: Evolving Perspective of the Role of the Hippocampus in Memory Skill Level: Remember the Facts Learning Objective 11.11 Describe the neuroanatomical basis for the object-recognition deficits that result from bilateral medial temporal lobectomy. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Summarize the evidence that the hippocampus is involved in memory for space. Describe three kinds of evidence, and reach a conclusion.

Answer: 30% for describing relevant lesion studies 30% for describing research on place cells 30% for describing comparative research 10% for reaching conclusions based on the evidence Difficulty Level: Difficult Topic: Neurons of the Medial Temporal Lobes and Memory Skill Level: Understand the Concepts Learning Objective 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 911 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Using any examples you wish to supply, describe and explain how LTP is typically produced and measured.

Answer: 50% for describing how LTP is typically produced 50% for describing how LTP is typically measured Difficulty Level: Difficult Topic: Cellular Mechanisms of Learning and Memory Skill Level: Remember the Facts Learning Objective 11.16 Describe the phenomenon known as long-term potentiation (LTP) and provide evidence for its role in learning and memory. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 7.

What is long-term potentiation (LTP)? Why is LTP so interesting to researchers? Describe a specific demonstration of LTP at a hippocampal site of your choice.

Answer: 30% for defining LTP 30% for explaining why it is so interesting to researchers 30% for describing a specific demonstration of LTP 10% for a relevant diagram Difficulty Level: Difficult Topic: Cellular Mechanisms of Learning and Memory Skill Level: Remember the Facts Learning Objective 11.18 Describe four findings that have emerged from the study of the maintenance and expression phases of LTP. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

REVEL QUIZ QUESTIONS The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Quiz: Amnesic Effects of Bilateral Medial Temporal Lobectomy EOM _11.1.1 Question: On which memory test did H.M. display deficits? a. block-tapping test b. incomplete-pictures test c. Pavlovian conditioning d. mirror-drawing test Answer: A Consider This: This classic test of short-term memory was used to assess the extent of H.M.’s memory deficits. LO 11.1 Describe five specific memory tests that were used to assess H.M.’s anterograde amnesia. Learning Objective: 11.1 Describe five specific memory tests that were used to assess H.M.’s anterograde amnesia. Skill Level: Remember the Facts Difficulty Level: Easy EOM _11.1.2 Question: H.M.’s case showed us that: a. there is a difference between implicit and explicit forms of memory. b. the amygdala is involved in explicit memory. c. Pavlovian conditioning is a form of explicit memory. d. the digit span + 1 test is a test of implicit memory. Answer: A Consider This: H.M. often reported no memory of performing certain tasks yet demonstrated improvement on those same tasks with repetition. LO 11.2 Describe three major scientific contributions of H.M.’s case. Learning Objective: 11.2 Describe three major scientific contributions of H.M.’s case. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _11.1.3 Question: Repetition priming tests are tests of _____ memory. a. working b. declarative c. implicit d. explicit Answer: C Consider This: This type of memory does not require conscious recollection. LO 11.3 Discuss what research on medial temporal lobe amnesias has taught us about learning and memory. Learning Objective: 11.3 Discuss what research on medial temporal lobe amnesias has taught us about learning and memory. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _11.1.4 Question: ___________ memories are memories for general facts or information, whereas ______________ memories are memories for the particular events. a. Explicit; implicit b. Implicit; explicit c. Semantic; episodic d. Episodic; semantic Answer: C Consider This: People with medial temporal lobe amnesia do not have difficulty remembering facts. LO 11.4 Describe the difference between semantic and episodic memories. Learning Objective: 11.4 Describe the difference between semantic and episodic memories. Skill Level: Analyze It Difficulty Level: Moderate EOM _11.1.5 Question: In transient global amnesia, there is: a. almost always severe retrograde amnesia for implicit memories. b. always permanent, diffuse brain damage. c. often a slow, insidious onset. d. virtually always anterograde amnesia for explicit memories. Answer: D Consider This: This type of amnesia usually only lasts for 4 to 6 hours. LO 11.5 Discuss two pieces of evidence that support the notion that selective hippocampal dysfunction can cause medial temporal lobe amnesia. Learning Objective: 11.5 Discuss two pieces of evidence that support the notion that selective hippocampal dysfunction can cause medial temporal lobe amnesia. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Amnesias of Korsakoff's Syndrome and Alzheimer's Disease EOM _11.2.1 Question: Korsakoff’s syndrome is a disorder of memory common in people who have: a. Alzheimer’s disease. b. had bilateral medial temporal lobectomies. c. consumed large amounts of alcohol. d. consumed too much thiamine. Answer: C Consider This: Persons with this disorder often exhibit diffuse damage in the neocortex, hippocampus, and cerebellum. LO 11.6 Describe the etiology and symptoms of the amnesia of Korsakoff’s syndrome. Learning Objective: 11.6 Describe the etiology and symptoms of the amnesia of Korsakoff’s syndrome. Skill Level: Remember the Facts Difficulty Level: Easy EOM _11.2.2 Question: Evidence indicates that the brain damage associated with Korsakoff’s syndrome is at least partially due to: a. thiamine deficiency. b. iron deficiency. c. too much acetylcholine. d. too little acetylcholine. Answer: A Consider This: Think about how alcohol can affect nutrition. LO 11.6 Describe the etiology and symptoms of the amnesia of Korsakoff’s syndrome. Learning Objective: 11.6 Describe the etiology and symptoms of the amnesia of Korsakoff’s syndrome. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _11.2.3 Question: In some respects, the memory deficits associated with Korsakoff’s syndrome are similar to those found in: a. transient epileptic amnesia. b. medial temporal lobe amnesia. c. Alzheimer’s disease. d. diffuse damage to the amygdala. Answer: B Consider This: Patients who have experienced global cerebral ischemia are often afflicted with the same memory deficits. LO 11.6 Describe the etiology and symptoms of the amnesia of Korsakoff’s syndrome. Learning Objective: 11.6 Describe the etiology and symptoms of the amnesia of Korsakoff’s syndrome. Skill Level: Analyze It Difficulty Level: Moderate EOM _11.2.4 Question: The first sign of Alzheimer’s disease is often: a. a mild loss of bladder control. b. excessive alcohol and drug use. c. a severe loss of memory. d. mild memory impairments. Answer: D Consider This: Alzheimer’s disease is progressive with symptoms intensifying over time. LO 11.7 Describe the symptoms that have been associated with Alzheimer’s disease. Learning Objective: 11.7 Describe the symptoms that have been associated with Alzheimer’s disease. Skill Level: Remember the Facts Difficulty Level: Easy

EOM _11.2.5 Question: The level of acetylcholine is often reduced in the brains of Alzheimer’s patients. This reduction likely results from degeneration of cells in the: a. mediodorsal nuclei of the thalamus. b. basal forebrain. c. amygdala. d. hippocampus. Answer: B Consider This: This structure is a midline structure located just above the hypothalamus. LO 11.7 Describe the symptoms that have been associated with Alzheimer’s disease. Learning Objective: 11.7 Describe the symptoms that have been associated with Alzheimer’s disease. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Amnesia after Traumatic Brain Injury: Evidence for Consolidation EOM _11.3.1 Question: Testing of victims of cerebral trauma indicates that: a. closed-head traumatic brain injuries preferentially disrupt older memories. b. memory consolidation is not a viable theory. c. lasting memories deteriorate and become more vulnerable to disruption. d. lasting memories become linked to additional memories and more resistant to disruption Answer: D Consider This: Patients often have no memory of seemingly lucid conversations with family members that had occurred during the early stages of recovery. LO 11.8 Summarize the effects of a closed-head traumatic brain injury (TBI) on memory. Learning Objective: 11.8 Summarize the effects of a closed-head traumatic brain injury (TBI) on memory. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _11.3.2 Question: Hebb argued that memories of experiences are stored in the short term by: a. neural activity reverberating in closed circuits. b. the cortex. c. the basal forebrain. d. the mediodorsal nuclei of the thalamus. Answer: A Consider This: Hebb was more concerned with patterns of neural activity. LO 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with the current view of memory consolidation. Learning Objective: 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with the current view of memory consolidation. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _11.3.3 Question: To account for the fact that H.M.’s bilateral medial temporal lobectomy produced retrograde amnesia only for those events that occurred in the few years just before his surgery, it was suggested that memories are temporarily stored in the hippocampus until they can be transferred to a more stable cortical store. This theory became known as _____ theory. a. the standard consolidation b. Hebb’s reconsolidation c. the multiple-trace d. the hippocampal-cortical Answer: A Consider This: There are few contemporary adherents to this theory. LO 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with the current view of memory consolidation. Learning Objective: 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with the current view of memory consolidation. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _11.3.4 Question: A change in the brain that stores a memory is known as: a. an infarct. b. an engram. c. a penumbra. d. reconsolidation. Answer: B Consider This: Karl Lashley was famous for his search for this. LO 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with the current view of memory consolidation. Learning Objective: 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with the current view of memory consolidation. Skill Level: Remember the Facts Difficulty Level: Easy EOM _11.3.5 Question: The _____________________ hypothesis holds that each time a memory is retrieved from long-term storage, it becomes labile. a. engram b. consolidation c. reconsolidation d. global amnesia Answer: C Consider This: Some research suggests that this process may be a general phenomenon in the nervous system. LO 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with the current view of memory consolidation. Learning Objective: 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with the current view of memory consolidation. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Evolving Perspective of the Role of the Hippocampus in Memory EOM _11.4.1 Question: In the ________________________ task a monkey is presented with a distinctive object (the sample object), under which it finds food. Then, after a specified delay, the monkey is presented with two test objects: the sample object and an unfamiliar object. The monkey must select the unfamiliar object to receive a food reward. a. delayed nonmatching-to-sample b. nondelayed matching-to-sample c. delayed matching-to-sample d. repetition priming Answer: A Consider This: Monkeys with bilateral medial temporal lobe lesions had deficits when performing the task. LO 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. Learning Objective: 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. Skill Level: Remember the Facts Difficulty Level: Easy EOM _11.4.2 Question: _____ developed the version of the delayed nonmatching-to-sample test for rats that most closely resembles the version for monkeys. a. Squire b. Mumby c. Nadel d. Barnes Answer: B Consider This: The rat version of the delayed nonmatching-to-sample test involved the use of a specialized apparatus that was named after this person. LO 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. Learning Objective: 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. Skill Level: Remember the Facts Difficulty Level: Easy

EOM _11.4.3 Question: Almost all studies of hippocampal lesions in monkeys and humans entail damage to large portions of the ____________ in addition to the hippocampus. a. basal forebrain b. mediodorsal nuclei of the thalamus c. rhinal cortex d. mumby nuclei Answer: C Consider This: The aspiration lesion method used in monkeys resulted in additional areas of the brain being affected. LO 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. Learning Objective: 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. Skill Level: Remember the Facts Difficulty Level: Easy EOM _11.4.4 Question: The results of delayed nonmatching-to-sample tests indicate that combined bilateral lesions of the hippocampus, amygdala, and medial temporal cortex have similar effects on memory in humans, monkeys, and rats – namely: a. minor deficits but only at the longest retention intervals. b. minor deficits but only at the shortest retention intervals. c. major deficits at all but the longest retention intervals. d. major deficits at all but the shortest retention intervals. Answer: D Consider This: Despite initial concerns, the delayed nonmatching-to-sample test wasn’t too difficult for rats. 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. Learning Objective: 11.10 Describe the delayed nonmatching-to-sample tests for monkeys and rats. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _11.4.5 Question: Selective bilateral removal of the hippocampus without damaging adjacent medial temporal lobe structures produces ____________ on the delayed nonmatching-to-sample test and other tests of object recognition. a. no deficits b. improvements c. modest deficits d. severe deficits Answer: C Consider This: Object-recognition memory is severely disrupted by medial temporal cortex lesions. LO 11.11 Describe the neuroanatomical basis for the object-recognition deficits that result from bilateral medial temporal lobectomy. Learning Objective: 11.11 Describe the neuroanatomical basis for the object-recognition deficits that result from bilateral medial temporal lobectomy. Skill Level: Understand the Concepts Difficulty Level: Moderate

Assignment: Quiz: Neurons of the Medial Temporal Lobes and Memory EOM _11.5.1 Question: Place and grid cells are found in the _____ and attest to the structure’s role in _____ processing. a. hippocampus; spatial b. hippocampus; emotional c. amygdala; spatial d. amygdala; emotional Answer: A Consider This: Recall when place cells fire. LO 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. Learning Objective: 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _11.5.2 Question: In the ____________________ water maze, intact rats placed at various locations in a circular pool of murky water rapidly learn to swim to a stationary platform hidden just below the surface. a. radial b. Morris c. Mumby d. murky Answer: B Consider This: The water maze is a task that involves memory for spatial location. LO 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. Learning Objective: 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. Skill Level: Remember the Facts Difficulty Level: Easy EOM _11.5.3 Question: ________________ cells are entorhinal neurons that each have an extensive array of evenly spaced place fields, producing a pattern reminiscent of graph paper. a. Graph b. Morris c. Place d. Grid Answer: D Consider This: Entorhinal neurons are a source of neural signals to the hippocampus. LO 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. Learning Objective: 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. Skill Level: Remember the Facts Difficulty Level: Easy

EOM _11.5.4 Question: Neurons in the medial temporal lobes that are highly selective in terms of their responses to classes of test objects or individuals are known as: a. concept cells. b. Whoopi Goldberg neurons. c. Lisa Kudrow neurons. d. Hebb cells. Answer: A Learning Objective: 11.13 Explain what a concept cell is and describe the key properties of concept cells with reference to the experimental evidence. Consider This: These neurons have been shown to respond to particular ideas rather than to specific images. LO 11.13 Explain what a concept cell is and describe the key properties of concept cells with reference to the experimental evidence. Skill Level: Remember the Facts Difficulty Level: Easy EOM _11.5.5 Question: The optogenetic identification of an engram cell typically involves two stages in sequence: first a _________________ stage and then a ______________ stage. a. storage; recall b. manipulate; tagging c. tagging; manipulate d. encoding; recall Answer: C Consider This: Recall that optogenetics uses light to either hyperpolarize or depolarize neurons. LO 11.14 Explain what an engram cell is and describe how these cells were identified using optogenetics. Learning Objective: 11.14 Explain what an engram cell is and describe how these cells were identified using optogenetics. Skill Level: Analyze It Difficulty Level: Moderate

Assignment: Quiz: Where are Memories Stored? EOM _11.6.1 Question: Naya, Yoshida, and Miyashita (2001) recorded the responses of neurons while monkeys learned the relation between pairs of visual images. When the monkeys were required to recall that pair, activity was recorded in ____________ neurons before ____________ neurons. a. hippocampal; inferotemporal b. perirhinal; inferotemporal c. inferotemporal; hippocampal d. inferotemporal; perirhinal Answer: B Consider This: The reverse pattern of activity was observed when the monkeys were first presented with the pairs of visual images. LO 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. Learning Objective: 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. Skill Level: Analyze It Difficulty Level: Moderate EOM _11.6.2 Question: Rats with ______________ lesions, unlike intact rats, do not respond with fear to a neutral stimulus that has previously been followed by electric foot shock. a. hippocampal b. inferotemporal c. amygdalar d. striatal Answer: C Consider This: The amygdala appears to assist in strengthening emotionally significant memories stored in other brain structures. LO 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. Learning Objective: 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. Skill Level: Remember the Facts Difficulty Level: Easy

EOM _11.6.3 Question: Involvement of the ______________ during memory formation may account for the fact that emotion-provoking events are remembered better than neutral events. a. amygdala b. inferotemporal cortex c. perirhinal cortex d. cerebellum Answer: A Consider This: The amygdala appears to assist in strengthening emotionally significant memories stored in other brain structures. LO 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. Learning Objective: 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _11.6.4 Question: Patients with large prefrontal lesions often have difficulty performing tasks that involve: a. emotions. b. visual stimuli. c. sensorimotor learning. d. a series of responses. Answer: D Consider This: Patients with prefrontal cortex damage often have difficulty performing tasks that involve a specific sequence of responses. LO 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. Learning Objective: 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM _11.6.5 Question: The role of the ____________________ in the Pavlovian conditioning of the eyeblink response of rabbits has been intensively investigated. a. cerebellum b. amygdala c. striatum d. inferotemporal cortex Answer: A Consider This: This brain structure is thought to participate in the storage of memories of learned sensorimotor skills. LO 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. Learning Objective: 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Cellular Mechanisms of Learning and Memory EOM _11.7.1 Question: Bliss and Lømø showed that there is a facilitation of synaptic transmission following high-frequency electrical stimulation applied to presynaptic neurons. This phenomenon has been termed: a. long-term modification. b. presynaptic facilitation. c. long-term potentiation. d. high-frequency facilitation. Answer: C Consider This: This phenomenon involves the enhancement of neural transmission at synapses. LO 11.16 Describe the phenomenon known as long-term potentiation (LTP) and provide evidence for its role in learning and memory. Learning Objective: 11.16 Describe the phenomenon known as long-term potentiation (LTP) and provide evidence for its role in learning and memory. Skill Level: Remember the Facts Difficulty Level: Moderate

EOM _11.7.2 Question: The fact that it ______ is one feature of long-term potentiation (LTP) that Hebb argued was an important property of learning and memory. a. can last for a long time b. develops only if the firing of the presynaptic neuron is preceded by the firing of the postsynaptic neuron c. occurs in the hippocampus d. occurs in the amygdala Answer: A Consider This: The answer lies in the name of the phenomenon. LO 11.16 Describe the phenomenon known as long-term potentiation (LTP) and provide evidence for its role in learning and memory. Learning Objective: 11.16 Describe the phenomenon known as long-term potentiation (LTP) and provide evidence for its role in learning and memory. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _11.7.3 Question: Even if glutamate binds to it, an NMDA receptor does not respond maximally unless ___________. a. its calcium channels are inhibited. b. the postsynaptic neuron already is partially hyperpolarized. c. the glutamate is sufficiently excitatory. d. the postsynaptic neuron already is partially depolarized. Answer: D Consider This: The NMDA receptor plays a critical role in many forms of long-term potentiation. LO 11.17 Describe the mechanisms underlying the induction of LTP. Learning Objective: 11.17 Describe the mechanisms underlying the induction of LTP. Skill Level: Understand the Concepts Difficulty Level: Difficult

EOM _11.7.4 Question: The reason that the effects of long-term potentiation (LTP) at one synapse on a neuron do not spread to nearby synapses on the same neuron is likely because of: a. glutamate inhibitor protein. b. the NMDA receptor. c. calcium influx. d. dendritic spines. Answer: D Consider This: This feature prevents calcium ions from leaving the area around the synapse where LTP occurs. LO 11.18 Describe four findings that have emerged from the study of the maintenance and expression phases of LTP. Learning Objective: 11.18 Describe four findings that have emerged from the study of the maintenance and expression phases of LTP. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _11.7.5 Question: _________________ refers to the modulation of the ability to induce LTP at particular synapses. a. Long-term depression (LTD) b. Metaplasticity c. Neuroplasticity d. Synaptic facilitation Answer: B Consider This: Prior synaptic activity can modulate LTP. LO 11.19 Define long-term depression (LTD) and metaplasticity. Learning Objective: 11.19 Define long-term depression (LTD) and metaplasticity. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Conclusion: Biopsychology of Memory and You EOM _11.8.1 Question: In a study of infantile amnesia, children were shown a series of photographs of preschool-aged children, some of whom had been their preschool classmates. Whether they explicitly remembered a former classmate or not, they consistently displayed a _______________ to the photographs of their former classmates. a. weak skin conductance response b. large skin conductance response c. large general fMRI signal d. large hippocampal fMRI signal Answer: B Consider This: Think of a method for measuring autonomic nervous system activity. LO 11.21 Define infantile amnesia and describe two experiments that investigated whether infantile amnesia extends to implicit memories. Learning Objective: 11.21 Define infantile amnesia and describe two experiments that investigated whether infantile amnesia extends to implicit memories. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _11.8.2 Question: _________________ are substances (drugs, supplements, herbal extracts, etc.) that are thought to improve memory. a. Nootropics b. IQ pills c. Intelligence drugs d. NMDA receptor agonists Answer: A Consider This: To date, none of these substances has been convincingly shown to have memoryenhancing effects. LO 11.22 Discuss the findings on the efficacy of smart drugs. Learning Objective: 11.22 Discuss the findings on the efficacy of smart drugs. Skill Level: Remember the Facts Difficulty Level: Easy

EOM _11.8.3 Question: Although smart pills are often marketed to healthy adults, most relevant research has been done on: a. juvenile nonhumans. b. nonhumans with exceptional memory. c. nonhumans or humans with memory difficulties. d. H.M. Answer: C Consider This: Findings from studies on these drugs have been difficult to replicate. LO 11.22 Discuss the findings on the efficacy of smart drugs. Learning Objective: 11.22 Discuss the findings on the efficacy of smart drugs. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM _11.8.4 Question: An advertisement touts a new nootropic supplement, or smart pill, promising to turbocharge one’s memory and propel academic, career, and relationship success. Which statement is LEAST likely true of any research evaluating the new supplement? a. It found only small effects. b. It has few participants. c. It lacks rigorous controls. d. It was performed on healthy humans with normal memory function. Answer: D Consider This: Not enough evidence exists to justify the claims that are commonly made in advertisements for these substances. LO 11.22 Discuss the findings on the efficacy of smart drugs. Learning Objective: 11.22 Discuss the findings on the efficacy of smart drugs. Skill Level: Apply What You Know Difficulty Level: Moderate

EOM _11.8.5 Question: The presentation of R.M.’s posttraumatic amnesia was ironic because: a. one of the few things that R.M. could remember during his confusion was the case of H.M. b. H.M. also had a brain injury from skiing. c. H.M. also was a biopsychologist. d. R.M. had treated H.M. for epilepsy. Answer: A Consider This: R.M.’s vocation played an important role in the irony of his case. LO 11.23 Explain what the case of R.M. tells us about the relationship between posttraumatic amnesia and episodic memory. Learning Objective: 11.23 Explain what the case of R.M. tells us about the relationship between posttraumatic amnesia and episodic memory. Skill Level: Understand the Concepts Difficulty Level: Moderate

Chapter 11 Quiz: Learning, Memory, and Amnesia EOC_11.1 Question: H.M.’s digit span performance was: a. lower than 90 percent of persons tested. b. within the normal range. c. difficult to assess due to fluctuations in his performance. d. better than 90 percent of persons tested. Answer: B Consider This: H.M. could usually correctly recall a list of six digits. LO 11.1 Describe five specific memory tests that were used to assess H.M.’s anterograde amnesia. Learning Objective: 11.1 Describe five specific memory tests that were used to assess H.M.’s anterograde amnesia. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_11.2 Question: Semantic memories are ___________ memories. a. episodic b. implicit c. short-term d. explicit Answer: D Consider This: Semantic memory is memory for general facts or information. LO 11.4 Describe the difference between semantic and episodic memories. Learning Objective: 11.4 Describe the difference between semantic and episodic memories. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_11.3 Question: Transient global amnesia is defined by its: a. often imperceptible occurrence. b. unusually long duration. c. clear link to significant traumatic brain injury. d. sudden onset in the absence of any obvious cause Answer: D Consider This: This form of amnesia typically lasts 4 to 6 hours. LO 11.5 Discuss two pieces of evidence that support the notion that selective hippocampal dysfunction can cause medial temporal lobe amnesia. Learning Objective: 11.5 Discuss two pieces of evidence that support the notion that selective hippocampal dysfunction can cause medial temporal lobe amnesia. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_11.4 Question: During the early stages of Korsakoff’s syndrome, _________________ amnesia for _____ episodic memory is the MOST prominent symptom. a. retrograde; explicit b. retrograde; implicit c. anterograde; explicit d. anterograde; implicit Answer: C Consider This: The amnesia of Korsakoff’s syndrome is similar to medial temporal amnesia in some respects. LO 11.6 Describe the etiology and symptoms of the amnesia of Korsakoff’s syndrome. Learning Objective: 11.6 Describe the etiology and symptoms of the amnesia of Korsakoff’s syndrome Skill Level: Understand the Concepts Difficulty Level: Moderate 933 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOC_11.5 Question: Posttraumatic amnesia can be induced by: a. electroconvulsive shock. b. thiamine. c. alcohol. d. repetition priming. Answer: A Consider This: Retrograde amnesia is a result of this method of induction. LO 11.8 Summarize the effects of a closed-head traumatic brain injury (TBI) on memory. Learning Objective: 11.8 Summarize the effects of a closed-head traumatic brain injury (TBI) on memory. Skill Level: Remember the Facts Difficulty Level: Easy EOC_11.6 Question: ____________ is/are produced by electroconvulsive shock in humans and other animals. a. Psychoses b. Temporal gradients of retrograde amnesia c. Place cell depletion d. Spatial gradients of anterograde amnesia Answer: B Consider This: Electroconvulsive shock produces a greater loss of memory for recent events than for events from the remote past. LO 11.8 Summarize the effects of a closed-head traumatic brain injury (TBI) on memory. Learning Objective: 11.8 Summarize the effects of a closed-head traumatic brain injury (TBI) on memory. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_11.7 Question: Temporal gradients of retrograde amnesia provide evidence for: a. microstrokes. b. consolidation. c. degeneration. d. the transfer of memory. Answer: B Consider This: Following a concussion, newer memories are disrupted whereas older memories are not. LO 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with the current view of memory consolidation. Learning Objective: 11.9 Describe the classic view of memory consolidation and some of the evidence it rests upon. Contrast that with the current view of memory consolidation. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_11.8 Question: Large deficits in delayed nonmatching-to-sample are caused by bilateral lesions to the: a. amygdala. b. hippocampus. c. medial temporal lobe cortex. d. corpus callosum. Answer: C Consider This: What type of memory is the delayed nonmatching-to-sample task used to test for? LO 11.11 Describe the neuroanatomical basis for the object-recognition deficits that result from bilateral medial temporal lobectomy. Learning Objective: 11.11 Describe the neuroanatomical basis for the object-recognition deficits that result from bilateral medial temporal lobectomy. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_11.9 Question: Grid cells are: a. place cells. b. hippocampal neurons. c. entorhinal cortex neurons. d. Schwann cells. Answer: C Consider This: These cells have an extensive array of evenly spaced place fields that produce a pattern reminiscent of graph paper. LO 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. Learning Objective: 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. Skill Level: Remember the Facts Difficulty Level: Easy EOC_11.10 Question: The hippocampus plays a major role in memory for: a. faces. b. spatial location. c. emotional significance. d. words. Answer: B Consider This: Hippocampal lesions produce deficits in performance on the Morris water maze. LO 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. Learning Objective: 11.12 Describe hippocampal place cells and entorhinal grid cells and the relationship between these two cell types. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_11.11 Question: The ____________ is thought to play a role in memory for the emotional significance of experiences. a. amygdala b. hippocampus c. cerebellum d. inferotemporal cortex Answer: A Consider This: Recall the patient with bilateral damage to this structure who could not acquire conditioned autonomic startle responses to various visual or auditory stimuli. LO 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. Learning Objective: 11.15 For each of the following brain structures, describe the type(s) of memory they have been implicated in: inferotemporal cortex, amygdala, prefrontal cortex, cerebellum, and striatum. Skill Level: Remember the Facts Difficulty Level: Easy EOC_11.12 Question: Which test involves the use of a hidden platform? a. Morris water maze b. radial arm maze c. delayed nonmatching-to-sample test d. repetition priming test Answer: A Consider This: Rats with hippocampal lesions have difficulty learning this task. LO 11.16 Describe the phenomenon known as long-term potentiation (LTP) and provide evidence for its role in learning and memory. Learning Objective: 11.16 Describe the phenomenon known as long-term potentiation (LTP) and provide evidence for its role in learning and memory. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_11.13 Question: The induction of LTP at synapses with NMDA receptors depends on the influx of: a. calcium ions into the postsynaptic neuron. b. potassium ions into the presynaptic neuron. c. sodium ions into the postsynaptic neuron. d. calcium ions into the presynaptic neuron. Answer: A Consider This: These ions trigger a cascade of events in the postsynaptic neuron that collectively induce LTP. LO 11.17: Describe the mechanisms underlying the induction of LTP. Learning Objective: 11.17: Describe the mechanisms underlying the induction of LTP. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_11.14 Question: The flip side of long-term potentiation (LTP) is known as ____ and occurs in response to prolonged low-frequency stimulation of presynaptic neurons. a. long-term depression (LTD) b. metaplasticity c. low-frequency potentiation (LFP) d. high-frequency potentiation (HFP) Answer: A Consider This: Induction of this phenomenon can also be modulated by prior synaptic activity. LO 11.19 Define long-term depression (LTD) and metaplasticity. Learning Objective: 11.19 Define long-term depression (LTD) and metaplasticity. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_11.15 Question: The research of Newcombe and her colleagues (e.g., Newcombe, 2000) reveals that infantile amnesia is: a. a misnomer, as implicit memory for events during infancy and early childhood are preserved even in the absence of explicit memories. b. a misnomer, as explicit memory for events during infancy and early childhood are preserved despite the absence of implicit memories. c. a myth, as both explicit and implicit memory are preserved for events during infancy and early childhood. d. pervasive, as neither explicit nor implicit memory is preserved for events during infancy and early childhood. Answer: A Consider This: Children consistently displayed a large skin conductance response to photographs of their former classmates. LO 11.21 Define infantile amnesia and describe two experiments that investigated whether infantile amnesia extends to implicit memories. Learning Objective: 11.21 Define infantile amnesia and describe two experiments that investigated whether infantile amnesia extends to implicit memories. Skill Level: Understand the Concepts Difficulty Level: Moderate

CHAPTER 12 HUNGER, EATING, AND HEALTH: WHY DO SO MANY PEOPLE EAT TOO MUCH? T o t a l A s s e s s m e n t G u i d e (T.A.G.) Topic Digestion, Energy Storage, and Energy Utilization

Theories of Hunger and Eating: Set Points versus Positive Incentives Factors That Determine What, When, and How Much We Eat Physiological Research on Hunger and Satiety

Body-Weight Regulation: Set Points versus Settling Points

Question Type Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In

Remember the Facts 3-17

Understand the Concepts 1, 2

1-5 1 18-24, 31-33

25-30

2 34-59 6, 7 3 60-83

8-10 5 84-99

11-12

Apply What You Know

Human Overeating: Causes, Mechanisms, and Treatments

Anorexia and Bulimia Nervosa

Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay

101, 103-112

100, 102

13-16 7 113-116

117

17-20 8

MULTIPLE CHOICE QUESTIONS 1.

Many people assume that hunger is normally triggered when energy resources fall a. b. c. d. e.

below a prescribed optimal homeostatic level called a set point. to the average glucose level. to a fat-derived set point. to the settling point. to the optimal levels of hypothalamic activity.

Answer: A Difficulty Level: Easy Topic: Introduction Skill Level: Understand the Concepts Learning Objective 12.1 Summarize the process of digestion and explain how energy is stored in the body. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 2.

The case of R.H., the man who forgot not to eat, suggests that a. b. c. d. e.

all obese people eat too much. the motivation to eat a meal does not come solely from the decline of energy resources. only amnesic patients have no set points. amnesic patients forget their set points. there are set points for complex foods, such as veal parmigiana or pasta arrabiata.

Answer: B Difficulty Level: Easy Topic: Introduction Skill Level: Understand the Concepts Learning Objective 12.1 Summarize the process of digestion and explain how energy is stored in the body. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

As a consequence of digestion, three different forms of energy are delivered to the body: a. b. c. d. e.

peptides, alcohol, and proteins. disaccharides, enzymes, and peptides. lipids, amino acids, and glucose. alcohol, amino acids, and carbohydrates. fat, grease, and oils.

Answer: C Difficulty Level: Easy Topic: Digestion and Energy Storage in the Body Skill Level: Remember the Facts Learning Objective 12.1 Summarize the process of digestion and explain how energy is stored in the body. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

Most of the body’s energy reserves are stored in the form of a. b. c. d. e.

glycogen. fat. glucose. protein. alcohol.

Answer: B Difficulty Level: Easy Topic: Digestion and Energy Storage in the Body Skill Level: Remember the Facts Learning Objective 12.1 Summarize the process of digestion and explain how energy is stored in the body. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

In addition to fat, the body stores energy as __________ and __________ . a. b. c. d. e.

acid; salt glycogen; proteins probiotics; prodromes sugar; spice glycerol; glycerine

Answer: B Difficulty Level: Moderate Topic: Digestion and Energy Storage in the Body Skill Level: Remember the Facts Learning Objective 12.1 Summarize the process of digestion and explain how energy is stored in the body. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

There are ____ phases of energy metabolism. a. b. c. d. e.

2 14 3 5 15

Answer: C Difficulty Level: Easy Topic: Three Phases of Energy Metabolism Skill Level: Remember the Facts Learning Objective 12.2 Explain the three phases of energy metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The three phases of energy metabolism are, in their correct sequence, a. b. c. d. e.

eat, fast, and absorb. absorptive, cephalic, and fasting. cephalic, absorptive, and fasting. fasting, absorptive, and cephalic. absorb, fast, and eat.

Which phase of energy metabolism is triggered by the sight, odor, or taste of food, or just by thinking about eating? a. b. c. d. e.

fasting phase cephalic phase absorptive phase dynamic phase static phase

Answer: B Difficulty Level: Moderate Topic: Three Phases of Energy Metabolism Skill Level: Remember the Facts Learning Objective 12.2 Explain the three phases of energy metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The transition between the absorptive and fasting phase occurs when a. b. c. d. e.

a person begins to weaken from lack of food. about 4 hours have passed since the last meal. the body stops deriving its energy from the fuels still circulating in the blood from the previous meal. the brain stops deriving its energy from glycogen. the brain stops deriving its energy from the glycogen stored in neurons from the previous meal.

Answer: C Difficulty Level: Moderate Topic: Three Phases of Energy Metabolism Skill Level: Remember the Facts Learning Objective 12.2 Explain the three phases of energy metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

Insulin promotes the a. b. c. d. e.

use of protein as a metabolic fuel. conversion of glucose to fat. conversion of glycogen to glucose. storage of glycogen in adipose tissue. storage of fat in the liver.

Answer: B Difficulty Level: Difficult Topic: Three Phases of Energy Metabolism Skill Level: Remember the Facts Learning Objective 12.2 Explain the three phases of energy metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Immediately following a meal, glucose levels in the blood do not increase as much as they otherwise might because a. b. c. d. e.

insulin promotes the immediate use of glucose by the body. glucagon promotes lipolysis. glucagon promotes lipogenesis. glucagon promotes the conversion of glucose to glycogen and fat. insulin slows the storage of lipozene.

Answer: A Difficulty Level: Difficult Topic: Three Phases of Energy Metabolism Skill Level: Remember the Facts Learning Objective 12.2 Explain the three phases of energy metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

Insulin promotes the a. b. c. d. e.

conversion of sucrose to glycosamine and fat. use of fructose as the primary source of energy by the body. storage of glycogen and fat. production of ketones. storage of fat in the muscles.

13.

During the fasting phase, the body (excluding the brain) cannot use glucose as a metabolic fuel because a. b. c. d. e.

there is none left. it is all stored in neurons. insulin levels are low, and insulin is needed for glucose to enter the cells of the body. glycogen is needed for glucose to enter the cells of the body. glucose is needed for insulin to enter the cells of the body.

The conversion of protein to glucose is called a. b. c. d. e.

gluconeogenesis. glucagon. glucogenesis. the cephalic phase. glucosis.

Answer: A Difficulty Level: Easy Topic: Three Phases of Energy Metabolism Skill Level: Remember the Facts Learning Objective 12.2 Explain the three phases of energy metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

During the fasting phase, most of the energy used by muscles is derived from a. b. c. d. e.

glucose. free fatty acids. glycogen. amino acids. ketones.

Free fatty acids are the main source of energy for the body (excluding the brain) during a. b. c. d. e.

puberty. infancy. the fasting phase. the cephalic phase. the absorption phase.

17.

During the fasting phase, the main fuel of the brain is a. b. c. d. e.

free fatty acids. glucose. ketones. carbohydrates. gluconeogenesis.

Although the __________ assumption is engrained in most people’s thinking, it is inconsistent with most of the evidence. a. b. c. d. e.

negative feedback feedback positive feedback homeostasis set-point

Answer: E Difficulty Level: Easy Topic: Set-Point Assumption Skill Level: Remember the Facts Learning Objective 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

Many people believe that hunger is a product of a. b. c. d. e.

high levels of insulin. high levels of glucagon. energy deficits. meal times. set points.

Answer: C Difficulty Level: Easy Topic: Set-Point Assumption Skill Level: Remember the Facts Learning Objective 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

All set-point models have a(n) a. b. c. d. e.

calibration mechanism. detector mechanism. attenuator mechanism. glucagon mechanism. thermostat.

Answer: B Difficulty Level: Easy Topic: Set-Point Assumption Skill Level: Remember the Facts Learning Objective 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

All set-point systems are __________ systems. a. b. c. d. e.

negative feedback positive feedback no-feedback settling point positive-incentive

Answer: A Difficulty Level: Easy Topic: Set-Point Assumption Skill Level: Remember the Facts Learning Objective 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22.

Negative feedback systems in the body tend to maintain a. b. c. d. e.

homeostasis. excessive body weight. lipolysis. glucostats. positive incentives.

23.

Set-point negative-feedback systems are one way of maintaining a. b. c. d. e.

high levels of food intake. high levels of body fat. high levels of energy consumption. high levels of hunger. homeostasis.

Glucostatic theory is to lipostatic theory as a. b. c. d. e.

glucose is to fat. beneficial is to detrimental. long-term is to short-term regulation. haphazard is to planned. inhibited is to uninhibited.

Answer: A Difficulty Level: Difficult Topic: Set-Point Assumption Skill Level: Remember the Facts Learning Objective 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

According to lipostatic theory, a. b. c. d. e.

reduced fat levels in the body are the primary cause of mealtime hunger. each person has a body-fat set point. exercise is the key to weight control. each person has a blood glucose set point. the difference of glucose-minus-fat determines eating initiation.

Answer: B Difficulty Level: Moderate Topic: Set-Point Assumption Skill Level: Understand the Concepts Learning Objective 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 26.

A criticism of set-point theories of hunger and eating is that a. b. c. d. e.

they are inconsistent with eating-related evolutionary pressures as we understand them. they propose too large of a glucose reduction needed to induce eating. they are too comprehensive in including environmental, biological, psychological, social, and other variables. their major postulates have been confirmed too easily. high levels of fat deposits are associated with decreased hunger, which is contrary to predictions.

Answer: A Difficulty Level: Difficult Topic: Set-Point Assumption Skill Level: Understand the Concepts Learning Objective 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

27.

Injections of insulin a. b. c. d. e.

usually increase blood glucose. usually trigger eating. trigger eating only if the doses are large enough to produce reductions in blood glucose. reliably lead to overeating. have no effect on eating behavior in laboratory animals.

Answer: C Difficulty Level: Moderate Topic: Set-Point Assumption Skill Level: Understand the Concepts Learning Objective 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 28.

Consuming a high-calorie drink before a meal a. b. c. d. e.

reliably reduces hunger. reduces the number of calories in the following meal by approximately the same number as those in the drink. reliably reduces the set-point of the person ingesting the drink. has little effect on reducing subsequent meal size. reliably increases hunger levels.

Answer: D Difficulty Level: Difficult Topic: Set-Point Assumption Skill Level: Understand the Concepts Learning Objective 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

29.

Inconsistent with theories that hunger and eating are entirely regulated by set points is the fact that a. b. c. d. e.

flavor has a major impact on hunger and eating. the brain can use ketones. the main fuel of the brain is glucose. humans are not warm-blooded. men weigh more than women.

Answer: A Difficulty Level: Moderate Topic: Set-Point Assumption Skill Level: Understand the Concepts Learning Objective 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 30.

The inability of set-point theories to account for the basic phenomena of hunger and eating has led to the development of a. b. c. d. e.

homeostatic theories. dual-center theories. positive-incentive theories. feedback theories. conditioning theories.

Answer: C Difficulty Level: Easy Topic: Positive-Incentive Perspective Skill Level: Remember the Facts Learning Objective 12.4 Describe the positive-incentive perspective on hunger and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

The anticipated pleasurable effect of eating a particular food is that food’s a. b. c. d. e.

nutritive density. nutritive value. reinforcement. reinforcement value. positive-incentive value.

Answer: E Difficulty Level: Easy Topic: Positive-Incentive Perspective Skill Level: Remember the Facts Learning Objective 12.4 Describe the positive-incentive perspective on hunger and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 32.

According to positive-incentive theory, the main cause of hunger in food-replete environments is a. b. c. d. e.

a shortage of calories in the body. the presence or anticipation of food. deviation from an energy set point. deviation from a positive-incentive set point. high levels of insulin in the liver.

Answer: B Difficulty Level: Easy Topic: Positive-Incentive Perspective Skill Level: Remember the Facts Learning Objective 12.4 Describe the positive-incentive perspective on hunger and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

How do flavor, the presence of others, elapsed time since last feeding, and previous experiences with food contribute to a person’s degree of hunger, according to positiveincentive theories? a. b. c. d. e.

Flavor and the presence of others contribute to incentive value, but time and experience do not. Each factor contributes independently and unpredictably to the positive-incentive value of eating. Time and experience contribute to the positive-incentive value of food, but the other factors do not. Each factor contributes independently and consistently to the positive-incentive value of eating. These factors all interact with one another to influence the incentive value of eating.

Answer: E Difficulty Level: Moderate Topic: Positive-Incentive Perspective Skill Level: Remember the Facts Learning Objective 12.4 Describe the positive-incentive perspective on hunger and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34.

Most humans have a fondness for __________ tastes. a. b. c. d. e.

sweet, fatty, and salty spicy, sweet, and sour fatty, sour, and spicy sour, fatty, and bitter bitter, salty, and fatty

Answer: A Difficulty Level: Moderate Topic: Factors That Influence What We Eat Skill Level: Remember the Facts Learning Objective 12.5 Describe at least two factors that determine what we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

Eating sweet and fatty foods is adaptive for many mammals living in the wild because in nature these tastes a. b. c. d. e.

are characteristic of readily available foods. are often found in association with beneficial vitamins and minerals. are only rarely associated with high-calorie foods. tend not to be poisonous. are usually associated with bone marrow.

Answer: B Difficulty Level: Moderate Topic: Factors That Influence What We Eat Skill Level: Remember the Facts Learning Objective 12.5 Describe at least two factors that determine what we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36.

Animals learn to a. b. c. d. e.

prefer the tastes of key vitamins and minerals in their food. extract nutrients from non-food items, such as dirt or seawater. avoid tastes that have been followed by gastrointestinal illness. eat fruit or berries from a single, specific tree or bush. prefer the taste of bitter foods.

Answer: C Difficulty Level: Moderate Topic: Factors That Influence What We Eat Skill Level: Remember the Facts Learning Objective 12.5 Describe at least two factors that determine what we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

Rats have been shown to prefer flavors that a. b. c. d. e.

they experience in their mother’s milk. they smell in the feces of predators. taste of vitamins. they taste in the urine of humans. are initially bitter, followed by a sweet aftertaste.

Animals with a sodium deficiency a. b. c. d. e.

never learn to prefer food laced with sodium salt. slowly learn to prefer the taste of sodium salt by experiencing its healthpromoting effects. slowly learn to prefer the taste of sodium salt by experiencing the alleviation of their symptoms. automatically prefer the taste of sodium salt. tend to die at an early age.

Answer: D Difficulty Level: Moderate Topic: Factors That Influence What We Eat Skill Level: Remember the Facts Learning Objective 12.5 Describe at least two factors that determine what we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Animals with a sodium deficiency tend to favor diets rich in sodium because a. b. c. d. e.

they learn to recognize the health-promoting effects of sodium-rich diets. they learn to recognize the health-disrupting effects of sodium-free diets. the deficiency produces an immediate preference for the taste of sodium salts. sodium is usually found in thiamine-rich diets. thiamine is usually found in sodium-rich diets.

Human dietary deficiencies can be attributed to a. b. c. d. e.

an innate preference for foods that contain toxins. an innate avoidance of the taste of all critical vitamins and minerals. a lack of variety in food sources available to humans. the link between healthful levels of thiamine in the body and toxic levels of thiamine found in nature. ingestion of foods that have appealing tastes but that lack nutritional benefits.

Answer: E Difficulty Level: Difficult Topic: Factors That Influence What We Eat Skill Level: Remember the Facts Learning Objective 12.5 Describe at least two factors that determine what we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

Rats that have lived for several weeks with access to only a single laboratory chow that is devoid of thiamine a. b. c. d. e.

automatically prefer familiar foods tasting of thiamine. will always learn to prefer new foods tasting of thiamine. will often learn to prefer the taste of a new diet that contains thiamine. sometimes learn to prefer the taste of thiamine. will sometimes learn to avoid the taste of thiamine.

Answer: C Difficulty Level: Difficult Topic: Factors That Influence What We Eat Skill Level: Remember the Facts Learning Objective 12.5 Describe at least two factors that determine what we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 42.

Many people who live in modern industrialized societies have difficulty eating a diet with enough vitamins and minerals because a. b. c. d. e.

during evolution they lost their ability to associate taste with outcome. conditioned taste aversions inevitably override the effects of positive learning. they eat too many different flavors each day for their systems to learn the relation between the flavor of a food and its effects. humans have lost the ability to taste vitamins and minerals. taste is overpowered by olfaction.

Answer: C Difficulty Level: Easy Topic: Factors That Influence What We Eat Skill Level: Remember the Facts Learning Objective 12.5 Describe at least two factors that determine what we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Those mammals with ready access to a continuous supply of good food usually eat __________ each day. a. b. c. d. e.

three meals one large meal two large meals three or fewer meals many small meals, or snacks

Answer: E Difficulty Level: Easy Topic: Factors That Influence When We Eat Skill Level: Remember the Facts Learning Objective 12.6 Describe at least two factors that influence when we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44.

People tend to feel hungry a. b. c. d. e.

at their regular mealtimes, whenever they are. at noon. in the evening. in the morning. continually throughout the day.

Answer: A Difficulty Level: Moderate Topic: Factors That Influence When We Eat Skill Level: Remember the Facts Learning Objective 12.6 Describe at least two factors that influence when we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

According to Stephen Woods and his colleagues, the hunger that one experiences as a regular mealtime approaches is a. b. c. d. e.

your body crying out for energy. caused by an energy deficit. the result of the bodily changes occurring in preparation for the homeostasisdisturbing meal. the result of elevated blood glucose levels. the result of low levels of insulin.

Answer: C Difficulty Level: Moderate Topic: Factors That Influence When We Eat Skill Level: Remember the Facts Learning Objective 12.6 Describe at least two factors that influence when we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 46.

According to Stephen Woods, in the short-term, meals are a. b. c. d. e.

controlled by set points. homeostasis-disturbing. homeostasis-promoting. likely to be eaten during the cephalic phase. likely to be initiated during the fasting phase.

Answer: B Difficulty Level: Moderate Topic: Factors That Influence When We Eat Skill Level: Remember the Facts Learning Objective 12.6 Describe at least two factors that influence when we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

According to Stephen Woods, the cephalic phase is a period during which a. b. c. d. e.

physiological changes occur that tend to minimize the homeostasis-disturbing effects of the expected meal. the effects of energy deficits are minimized. the set-point is calibrated. hunger starts to dissipate. satiety starts to dissipate.

A classic series of conditioning experiments in laboratory rats showed that the initiation of eating can be a consequence of a. b. c. d. e.

operant conditioning. Pavlovian conditioning to meal-predictive cues. instrumental conditioning. the effects of odor on meal initiation. the effects of taste on meal initiation.

49.

According to the Pavlovian conditioning studies of Harvey P. Weingarten, we are likely to initiate meals when a. b. c. d. e.

we have an energy deficit. we are about to have an energy deficit. we are in situations in which we have often eaten before. unconditional stimuli are presented. we enter situations in which others are eating.

Answer: C Difficulty Level: Difficult Topic: Factors That Influence When We Eat Skill Level: Remember the Facts Learning Objective 12.6 Describe at least two factors that influence when we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 50.

Bruno poured himself half a glass of milk. Because he was thirsty, he added half a glass of water to it. In doing so, Bruno a. b. c. d. e.

doubled the milk’s nutritive density. increased the milk’s nutritive density by 50 percent. halved the milk’s nutritive density. reduced the milk’s nutritive density by 100 percent. reduced the milk’s nutritive density by 33.33 percent.

Answer: C Difficulty Level: Difficult Topic: Factors That Influence How Much We Eat Skill Level: Remember the Facts Learning Objective 12.7 Describe some of the major factors that influence how much we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

Sham-eating procedures reduce caloric intake into the bloodstream during a meal by a. b. c. d. e.

100 percent. 40 percent. 60 percent. 80 percent. 20 percent.

Answer: A Difficulty Level: Easy Topic: Factors That Influence How Much We Eat Skill Level: Remember the Facts Learning Objective 12.7 Describe some of the major factors that influence how much we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 52.

In a __________ preparation, a tube is implanted so that food passes out of the body instead of traveling down the esophagus into the stomach. a. b. c. d. e.

sham-eating VMH-lesioned LH-lesioned vagotomized gastric bypass

Answer: A Difficulty Level: Difficult Topic: Factors That Influence How Much We Eat Skill Level: Remember the Facts Learning Objective 12.7 Describe some of the major factors that influence how much we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

In sham-eating experiments, the first sham eaten meal of a familiar diet is typically the same size as previous normal meals of the same diet. This suggests that the amount that we eat at a meal is influenced by a. b. c. d. e.

our previous experience of the physiological consequences of eating the same food. the presence of anticipatory eating responses. the amount of sodium in it. the length of the meal. the rate at which the meal is digested.

Answer: A Difficulty Level: Moderate Topic: Factors That Influence How Much We Eat Skill Level: Remember the Facts Learning Objective 12.7 Describe some of the major factors that influence how much we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 54.

Small amounts of food eaten prior to a meal __________ hunger. This is called __________. a. b. c. d. e.

reduce; satiety reduce; feeding intervention increase; the appetizer effect increase; sham eating increase; conditioning

Answer: C Difficulty Level: Easy Topic: Factors That Influence How Much We Eat Skill Level: Remember the Facts Learning Objective 12.7 Describe some of the major factors that influence how much we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

Rats eat __________ when fed __________. a. b. c. d. e.

less; in groups less; a cafeteria diet more; in groups more; in isolation more; following VMH stimulation

Answer: C Difficulty Level: Moderate Topic: Factors That Influence How Much We Eat Skill Level: Remember the Facts Learning Objective 12.7 Describe some of the major factors that influence how much we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 56.

Which situation produces a substantial increase in the caloric intake of laboratory rats and a significant increase in their body weight? a. b. c. d. e.

removing thiamine from their usual laboratory chow adding thiamine to their usual laboratory chow offering them a cafeteria diet sham feeding them feeding them only at 16-hour intervals throughout the span of a week

57.

Cafeteria diets a. b. c. d. e.

greatly reduce consumption. maintain consumption at baseline levels. are those in which several palatable foods are available. are inherently less healthy. increase sensory-specific satiety.

__________ encourages the consumption of a varied diet. a. b. c. d. e.

Body fat Sensory-specific satiety A set point Palatability Negative feedback

Answer: B Difficulty Level: Moderate Topic: Factors That Influence How Much We Eat Skill Level: Remember the Facts Learning Objective 12.7 Describe some of the major factors that influence how much we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

As a meal is consumed, there is a. b. c. d. e.

a gradual increase in the positive-incentive values of the particular tastes that are being consumed. an increase in the positive-incentive value of the foods that are being consumed. a gradual decline in the positive-incentive value of all foods. no effect on the positive incentive value of familiar tastes. sodium loss and thiamine gain taking place in the liver.

Hunger and eating can be induced in satiated mammals by decreasing blood glucose levels with large injections of insulin. However, such large decreases a. b. c. d. e.

rarely, if ever, occur in healthy humans or other mammals with ready access to food. occur naturally about four times per day in humans. occur naturally about three times per day in most mammals. occur naturally just before mealtime in North Americans, who are used to eating three meals per day. occur six times per day in humans, on the average.

Answer: A Difficulty Level: Moderate Topic: Role of Blood Glucose Levels in Hunger and Satiety Skill Level: Remember the Facts Learning Objective 12.8 Explain the nature of the relationship between blood glucose levels and hunger and satiety. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

According to the dominant hypothalamic theory of eating in the 1950s and 1960s, hunger is to satiety as the a. b. c. d. e.

lateral hypothalamus (LH) is to the ventromedial hypothalamus (VMH). ventromedial hypothalamus (VMH) is to the lateral hypothalamus (LH). lateral hypothalamus (LH) is to the paraventricular nuclei. pancreas is to the liver. paraventricular nuclei are to the lateral hypothalamus (LH).

Answer: A Difficulty Level: Easy Topic: Evolution of Research on the Role of Hypothalamic Nuclei in Hunger and Satiety Skill Level: Remember the Facts Learning Objective 12.9 Describe the evolution of thinking about the role of various hypothalamic nuclei in hunger and satiety. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 62.

The VMH hyperphagia syndrome comprises two phases. In chronological sequence, these phases are the a. b. c. d. e.

aphagia phase and the adipsia phase. adipsia phase and the aphagia phase. dynamic phase and the static phase. hyperphagia phase and the hypophagia phase. static phase and the dynamic phase.

Answer: C Difficulty Level: Moderate Topic: Evolution of Research on the Role of Hypothalamic Nuclei in Hunger and Satiety Skill Level: Remember the Facts Learning Objective 12.9 Describe the evolution of thinking about the role of various hypothalamic nuclei in hunger and satiety. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

The dynamic phase of the VMH syndrome is associated with a. b. c. d. e.

hypophagia. weight gain. aphagia. adipsia. aphasia.

Answer: B Difficulty Level: Moderate Topic: Evolution of Research on the Role of Hypothalamic Nuclei in Hunger and Satiety Skill Level: Remember the Facts Learning Objective 12.9 Describe the evolution of thinking about the role of various hypothalamic nuclei in hunger and satiety. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 64.

Rats in the static phase of the VMH syndrome a. b. c. d. e.

have LH lesions. are grossly hyperphagic. eventually enter the dynamic phase. increase their food intake following a period of deprivation. are hypophagic.

Answer: D Difficulty Level: Difficult Topic: Evolution of Research on the Role of Hypothalamic Nuclei in Hunger and Satiety Skill Level: Remember the Facts Learning Objective 12.9 Describe the evolution of thinking about the role of various hypothalamic nuclei in hunger and satiety. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Grossly obese rats that are regulating their weights after large bilateral VMH lesions are usually a. b. c. d. e.

moderately hyperphagic. grossly hyperphagic. moderately hypophagic. grossly hypophagic. aphagic.

Answer: A Difficulty Level: Moderate Topic: Evolution of Research on the Role of Hypothalamic Nuclei in Hunger and Satiety Skill Level: Remember the Facts Learning Objective 12.9 Describe the evolution of thinking about the role of various hypothalamic nuclei in hunger and satiety. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 66.

Bilateral electrolytic lesions of the lateral hypothalamus produce a. b. c. d. e.

prosopagnosia. adipsia. hyperphagia. aphasia. aplysia.

Answer: B Difficulty Level: Difficult Topic: Evolution of Research on the Role of Hypothalamic Nuclei in Hunger and Satiety Skill Level: Remember the Facts Learning Objective 12.9 Describe the evolution of thinking about the role of various hypothalamic nuclei in hunger and satiety. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

Evidence suggests that the hyperphagia of rats with large bilateral VMH lesions may result from a. b. c. d. e.

sham eating. intragastric feeding. increases in insulin release. hypoinsulinemia. gluconeogenesis.

VMH lesions in rats a. b. c. d. e.

decrease lipogenesis. increase insulin release. increase lipolysis. produce adipsia. produce aphagia.

69.

Evidence suggests that the effects of large bilateral VMH lesions on eating are, in part, caused by damage to the __________ or its connections. a. b. c. d. e.

paraventricular nuclei lateral geniculate nuclei lateral hypothalamus preoptic nuclei amygdala

Answer: A Difficulty Level: Difficult Topic: Evolution of Research on the Role of Hypothalamic Nuclei in Hunger and Satiety Skill Level: Remember the Facts Learning Objective 12.9 Describe the evolution of thinking about the role of various hypothalamic nuclei in hunger and satiety. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 70.

The idea that the lateral hypothalamus (LH) is a hunger center has largely been abandoned because a. b. c. d. e.

bilateral lesions of the LH produce hyperphagia. the paraventricular nucleus appears to be the hunger center. bilateral LH lesions reduce responsiveness to all kinds of sensory input, not just food. LH lesions do not reduce eating. LH lesions do not reduce either eating or drinking.

71.

Undermining the theory that the VMH is the satiety center is the fact that selective lesions of the __________ nuclei of the hypothalamus lead to hyperphagia and obesity. a. b. c. d. e.

paraventricular lateral ventromedial mammillary dorsomedial

One of the first studies of the physiology of hunger was that published by Walter Cannon and Anton Washburn in 1912. They found that a. b. c. d. e.

subjective feelings of hunger are associated with stomach contractions. subjective feelings of hunger are associated with eating. stomach contractions are associated with high blood glucose levels. stomach contractions are associated with eating. eating is associated with high blood glucose levels.

Answer: A Difficulty Level: Easy Topic: Role of the Gastrointestinal Tract in Satiety Skill Level: Remember the Facts Learning Objective 12.10 Describe the role of the gastrointestinal tract in satiety. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

The conclusion of the 1912 Cannon and Washburn study was that the sensation of hunger was associated with a. b. c. d. e.

agitated emotional states. stomach contractions. injury to the stomach lining. gas. excess satiety.

Answer: B Difficulty Level: Easy Topic: Role of the Gastrointestinal Tract in Satiety Skill Level: Remember the Facts Learning Objective 12.10 Describe the role of the gastrointestinal tract in satiety. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 74.

Human patients who have had their stomachs surgically removed eat a. b. c. d. e.

so little that they need to be fed intravenously to survive. much more than do humans with stomachs. more meals of smaller size. only through implanted fistulas. only wet food.

Answer: C Difficulty Level: Moderate Topic: Role of the Gastrointestinal Tract in Satiety Skill Level: Remember the Facts Learning Objective 12.10 Describe the role of the gastrointestinal tract in satiety. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

In a classic study, an additional stomach was transplanted into a rat and connected to its circulatory system. Food was then injected into the implanted stomach. This experiment indicated that a. b. c. d. e.

the gastrointestinal tract produces no satiety signals. food-related chemical signals from the stomach are transmitted through the circulatory system to the brain. hunger signals from the stomach are transmitted through the nervous system to the brain. bloodbourne satiety signals are in the form of nutrients. the rat experienced aphagia due to the body’s ―confusion‖ of which stomach was to be fed.

Answer: B Difficulty Level: Difficult Topic: Role of the Gastrointestinal Tract in Satiety Skill Level: Remember the Facts Learning Objective 12.10 Describe the role of the gastrointestinal tract in satiety. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 76.

Food in the stomach stimulates the release of __________ from the stomach wall. a. b. c. d. e.

peptides ketones free fatty acids glucose bile

Answer: A Difficulty Level: Moderate Topic: Hypothalamic Circuits, Peptides, and the Gut Skill Level: Remember the Facts Learning Objective 12.11 Describe the discovery of the role of hypothalamic circuits, peptides, and the gut in food consumption and metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

CCK, bombesin, glucagon, and somatostatin a. b. c. d. e.

are peptides released in the brain. are released from the gut. have been reported to increase food intake. are released by the VMH and taken up by the LH. are neurotoxins sometimes found in foods.

Answer: B Difficulty Level: Difficult Topic: Hypothalamic Circuits, Peptides, and the Gut Skill Level: Remember the Facts Learning Objective 12.11 Describe the discovery of the role of hypothalamic circuits, peptides, and the gut in food consumption and metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 78.

Neuropeptide Y, galanin, orexin-A, and ghrelin are a. b. c. d. e.

hunger peptides. amino acids. catecholamines. serotonin agonists. satiety peptides.

79.

Both galanin and neuropeptide Y a. b. c. d. e.

are peptides released by the pineal gland. increase eating. have effects similar to those of CCK. are satiety peptides. produce aphagia.

CCK is to neuropeptide Y as a. b. c. d. e.

galanin is to CCK. serotonin is to satiety. satiety is to hunger. rats are to humans. hunger is to satiety.

Answer: C Difficulty Level: Difficult Topic: Hypothalamic Circuits, Peptides, and the Gut Skill Level: Remember the Facts Learning Objective 12.11 Describe the discovery of the role of hypothalamic circuits, peptides, and the gut in food consumption and metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

Many hunger and satiety peptides have receptors in the a. b. c. d. e.

hippocampus. hypothalamus. amygdala. prefrontal cortex striatum.

Answer: B Difficulty Level: Moderate Topic: Hypothalamic Circuits, Peptides, and the Gut Skill Level: Remember the Facts Learning Objective 12.11 Describe the discovery of the role of hypothalamic circuits, peptides, and the gut in food consumption and metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 82.

__________ have been shown to reduce hunger, eating, and body weight in human patients. a. b. c. d. e.

Glutamate agonists Serotonin agonists Acetylcholine antagonists Dopamine antagonists Norepinephrine antagonists

Answer: B Difficulty Level: Moderate Topic: Serotonin and Satiety Skill Level: Remember the Facts Learning Objective 12.12 Describe the role of serotonin in satiety. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

People with __________ act as if they are starving. a. b. c. d. e.

LH lesions Parkinson’s disease Prader-Willi syndrome Addison’s disease Down syndrome

Answer: C Difficulty Level: Easy Topic: Prader-Willi Syndrome: Patients with Insatiable Hunger Skill Level: Remember the Facts Learning Objective 12.13 Describe the symptoms and etiology of Prader-Willi syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 84.

The set-point theory of body weight regulation is designed to explain a. b. c. d. e.

fluctuations in body weight. why the weights of adults stay relatively constant. the relation between glucostatic and lipostatic theories. how peptides promote satiety. why obesity is so prevalent.

Answer: B Difficulty Level: Easy Topic: Set-Point Assumptions about Body Weight and Eating Skill Level: Remember the Facts Learning Objective 12.14 Evaluate the evidence for set-point assumptions about body weight and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

A major problem with the set-point theory of body weight regulation is that it a. b. c. d. e.

cannot explain the effects of satiety peptides. cannot explain how LH lesions increase hunger. cannot explain the increasing prevalence of obesity. is too parsimonious. is too vague.

Answer: C Difficulty Level: Moderate Topic: Set-Point Assumptions about Body Weight and Eating Skill Level: Remember the Facts Learning Objective 12.14 Evaluate the evidence for set-point assumptions about body weight and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 86.

An important health-related implication of the set-point theory of body-weight regulation and hunger is that a. b. c. d. e.

the value of each person’s hypothesized set point should be ideal for her or his good health. obese people with higher set points should feel more hungry. people with set points should tend to eat more than is appropriate for optimal health. people should be discouraged from overeating, and thereby lower their set points correspondingly. set-points should be unrelated to optimal health.

Answer: A Difficulty Level: Difficult Topic: Set-Point Assumptions about Body Weight and Eating Skill Level: Remember the Facts Learning Objective 12.14 Evaluate the evidence for set-point assumptions about body weight and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

87.

Warm-blooded animals that have ready access to a variety of palatable foods eat far more than is optimal for their health. Some evidence of this comes from a. b. c. d. e.

studies of the superior health of humans who eat substantially less than others. naturalistic observations of the effects of calorie restriction in many different species. experiments linking blood glucose with brain damage in human patients. studies of ad libitum intake that reveal a nolo contendere outcome in rats. experiments in which voles had a 90 percent reduction in their calorie intake.

In one experiment, the caloric intake of mice was reduced from free-feeding levels by up to 25, 55, or 65 percent. The benefits of the caloric restriction were greatest in the 65 percent group. These benefits included a. b. c. d. e.

an increased life span. hypervigilance. greater displays of nurturing behavior. superior visual acuity. increased physical hardiness of their offspring.

Answer: A Difficulty Level: Moderate Topic: Set-Point Assumptions about Body Weight and Eating Skill Level: Remember the Facts Learning Objective 12.14 Evaluate the evidence for set-point assumptions about body weight and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

As a person puts on weight, there is a. b. c. d. e.

greater caloric restriction. an increase in the efficiency of energy use. a decrease in the efficiency of energy use. a decrease in diet-induced thermogenesis. less sensory-specific satiety.

Answer: C Difficulty Level: Easy Topic: Set-Point Assumptions about Body Weight and Eating Skill Level: Remember the Facts Learning Objective 12.14 Evaluate the evidence for set-point assumptions about body weight and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 90.

If you were to eliminate exactly 500 calories from your daily diet, you would likely a. b. c. d. e.

lose a constant amount each day until you stopped losing weight. automatically decrease your exercise, and your weight would stay about the same. initially lose weight, but the amount lost each day would decline until a new stable weight was reached. produce less heat and lose no weight. keep losing weight steadily until you terminated your diet.

91.

Diet-induced thermogenesis refers to the increases in body temperature produced by a. b. c. d. e.

eating fats. increases in body fat. eating carbohydrates. eating proteins. eating low-calorie diets.

Answer: B Difficulty Level: Moderate Topic: Set-Point Assumptions about Body Weight and Eating Skill Level: Remember the Facts Learning Objective 12.14 Evaluate the evidence for set-point assumptions about body weight and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 92.

The rate at which resting individuals utilize their energy resources to maintain their basic body processes is a. b. c. d. e.

the basal metabolic rate. schedule-induced polydipsia. basal thermogenesis. basal polydipsia. diet-induced thermogenesis.

Answer: A Difficulty Level: Easy Topic: Set-Point Assumptions about Body Weight and Eating Skill Level: Remember the Facts Learning Objective 12.14 Evaluate the evidence for set-point assumptions about body weight and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

As a person loses weight, there is a(n) __________ of diet-induced thermogenesis. a. b. c. d. e.

loss reduction in the rate disturbance increase in the rate cessation

The level at which the various factors that influence body weight achieve an equilibrium is called the body weight a. b. c. d. e.

set point. settling point. water level. cephalic level. leaky barrel.

Answer: B Difficulty Level: Easy Topic: Set Points and Settling Points in Weight Control Skill Level: Remember the Facts Learning Objective 12.15 Compare and evaluate set-point and settling-point models of bodyweight regulation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

Settling-point models of body weight regulation a. b. c. d. e.

propose a strict form of homeostatic regulation. have a prescribed set point. have negative feedback mechanisms that actively correct changes from homeostasis. have negative feedback mechanisms that reduce the impact on body weight of changes in consumption. propose a ―rusty toolbox‖ analogy to describe the process of weight control.

Answer: D Difficulty Level: Moderate Topic: Set Points and Settling Points in Weight Control Skill Level: Remember the Facts Learning Objective 12.15 Compare and evaluate set-point and settling-point models of bodyweight regulation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 96.

The leaky-barrel model of body weight regulation is a a. b. c. d. e.

random-point model. negative-feedback model. set-point model. feed-forward model. fat-accumulation model.

97.

The leaky-barrel model of body weight regulation a. b. c. d. e.

is a set-point model. cannot account for the fact that body weight often remains relatively stable. can account for the fact that compensatory changes occur to reduce decreases or increases in body weight. cannot account for the fact that dieters tend to regain lost weight after they go off their diets. cannot account for compensatory changes in body weight.

Answer: C Difficulty Level: Easy Topic: Set Points and Settling Points in Weight Control Skill Level: Remember the Facts Learning Objective 12.15 Compare and evaluate set-point and settling-point models of bodyweight regulation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 98.

In the leaky-barrel settling-point model, the water pressure at the nozzle of a garden hose is analogous to a. b. c. d. e.

the amount of consumed energy. the incentive value of available food. the strength of a satiety signal. the amount of available food. a person’s level of body fat.

Answer: B Difficulty Level: Moderate Topic: Set Points and Settling Points in Weight Control Skill Level: Remember the Facts Learning Objective 12.15 Compare and evaluate set-point and settling-point models of bodyweight regulation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

Which element of the leaky-barrel model is analogous to the amount of energy being expended? a. b. c. d. e.

the amount of water leaking from the barrel. .the amount of water entering the hose. the diameter of the garden hose. the water pressure coming out of the hose. the amount of water entering the barrel.

Answer: A Difficulty Level: Moderate Topic: Set Points and Settling Points in Weight Control Skill Level: Remember the Facts Learning Objective 12.15 Compare and evaluate set-point and settling-point models of bodyweight regulation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 100.

The most obvious concern surrounding overeating is that a. b. c. d. e.

food supplies might run out faster while population size increases. the body’s taste receptors will become overwhelmed. future generations will not be able to distinguish between palatable and unpalatable foods. there is a clear, documented relationship between the accumulation of body fat and poor health. commercials for weight-loss programs will become more prevalent.

Answer: D Difficulty Level: Easy Topic: Overeating: Who Needs to Be Concerned? Skill Level: Understand the Concepts Learning Objective 12.16 Explain why there is cause for concern surrounding the overeating epidemic. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

101.

Cultural practices that promote overeating include a. b. c. d. e.

eating several small meals throughout the day, but only when hunger is felt. restricting food as a means of social control. adding sweet, salty, and fatty tastes to foods to increase their positive-incentive value. serving food on dark brown or bright green plates. eating food that is past its shelf-life or rancid.

Answer: C Difficulty Level: Easy Topic: Overeating: Why Is There An Epidemic? Skill Level: Understand the Concepts Learning Objective 12.17 Describe, from an evolutionary perspective, why there is a current epidemic of overeating. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 102.

The microbes in a person’s intestinal tract are collectively known as a. b. c. d. e.

the gut microbiome. homeopathic microllels. the biosphere. homeostatic regenerators. allostatic regulators.

Answer: A Difficulty Level: Moderate Topic: Why Do Some People Gain Weight from Overeating While Others Do Not? Skill Level: Remember the Facts Learning Objective 12.18 Give some reasons as to why some people gain weight from overeating while others do not. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

Exercise programs have proven to be relatively ineffective in promoting weight loss, which is attributable to the fact that a. b. c. d. e.

the majority of the body’s calorie expenditure is dedicated to maintaining the physiological processes of the body rather than fueling behavior. most people perform the wrong kinds of exercises. evolutionarily, the human body was not designed for strenuous activity. most people eat while they are exercising. the gut microbiome should be the primary focus of any exercise routine, rather than the trunk or limbs.

Answer: A Difficulty Level: Moderate Topic: Why Are Weight-Los Programs Often Ineffective? Skill Level: Remember the Facts Learning Objective 12.19 Explain why weight-loss programs are typically ineffective. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 104.

Mutant ob/ob mice a. b. c. d. e.

have high leptin levels. tend to be obese. are heterozygous for the mutated gene. are hypophagic. show aphagia without surgical intervention.

Answer: B Difficulty Level: Difficult Topic: Leptin and the Regulation of Body Fat Skill Level: Remember the Facts Learning Objective 12.20 Explain how leptin and insulin are feedback signals for the regulation of body fat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

Ob/ob mice a. b. c. d. e.

convert calories to fat more efficiently than do control mice. use calories less efficiently than do control mice. have high leptin levels. typically need to be force-fed to be kept alive. show a genetic form of adipsia.

Answer: A Difficulty Level: Moderate Topic: Leptin and the Regulation of Body Fat Skill Level: Remember the Facts Learning Objective 12.20 Explain how leptin and insulin are feedback signals for the regulation of body fat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 106.

Which hormone, other than leptin, meets the criteria of a negative feedback signal for body fat regulation? a. b. c. d. e.

insulin neuropeptide Y glucagon serotonin bile

Answer: A Difficulty Level: Easy Topic: Leptin and the Regulation of Body Fat Skill Level: Remember the Facts Learning Objective 12.20 Explain how leptin and insulin are feedback signals for the regulation of body fat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

107.

Leptin is to insulin as subcutaneous fat is to a. b. c. d. e.

limb fat. arcuate fat. visceral fat. hind fat. melanocortins.

Answer: C Difficulty Level: Difficult Topic: Leptin and the Regulation of Body Fat Skill Level: Remember the Facts Learning Objective 12.20 Explain how leptin and insulin are feedback signals for the regulation of body fat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 108.

Receptors for insulin and leptin are particularly dense in the a. b. c. d. e.

arcuate nucleus of the hypothalamus. frontal cortex. cutaneous fat. gut fat. gut microbiome.

109.

Efforts to develop a leptin treatment for overweight have been a. b. c. d. e.

disappointing. promising. very successful. successful, but in only 50 percent of mildly overweight people. stalled by granting agencies and ethics boards.

Leptin has proven effective in the treatment of obesity in a. b. c. d. e.

the very young. rare cases of people who are homozygous for the mutant ob gene. the extremely obese. females. only one Danish experiment.

Answer: B Difficulty Level: Moderate Topic: Leptin and the Regulation of Body Fat Skill Level: Remember the Facts Learning Objective 12.20 Explain how leptin and insulin are feedback signals for the regulation of body fat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

Although __________ agonists are effective in the treatment of obesity, they are currently not in wide use because they tend to have dangerous side effects. a. b. c. d. e.

glutamate serotonin GABA acetylcholine neuropeptide Y

Answer: B Difficulty Level: Moderate Topic: Treatment of Overeating and High Body-Fat Levels Skill Level: Remember the Facts Learning Objective 12.21 Describe two sorts of treatments for overeating and/or high body-fat levels. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 112.

Which gastric surgey procedure is more readily reversed? a. b. c. d. e.

adjustable gastric band gastric bypass sham eating VMH ablation esophagectomy

Answer: A Difficulty Level: Moderate Topic: Treatment of Overeating and High Body-Fat Levels Skill Level: Remember the Facts Learning Objective 12.21 Describe two sorts of treatments for overeating and/or high body-fat levels. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

113.

People who suffer from anorexia nervosa a. b. c. d. e.

tend to overeat. have usually avoided strict diets in the past. often perceive their bodies as fat despite their emaciated appearance. may be overweight. cannot control their appetite.

Answer: C Difficulty Level: Easy Topic: Anorexia and Bulimia Nervosa Skill Level: Remember the Facts Learning Objective 12.22 Describe the symptoms of anorexia nervosa and bulimia nervosa. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 114.

People who engage in cycles of fasting, bingeing, and purging are said to suffer from a. b. c. d. e.

bulimia nervosa. obsessive eating. purging nervosa. anorexia nervosa. roller coaster purging.

Answer: A Difficulty Level: Easy Topic: Anorexia and Bulimia Nervosa Skill Level: Remember the Facts Learning Objective 12.22 Describe the symptoms of anorexia nervosa and bulimia nervosa. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

115.

Anorexia nervosa and bulimia nervosa are often viewed as variants of the same disorder because a. b. c. d. e.

both conditions involve distorted body images. both have the same symptoms. both anorexia and bulimia are associated with schizophrenia. both disorders have a very high frequency in the general population. both disorders have the same genetic origin.

Answer: A Difficulty Level: Easy Topic: Relation Between Anorexia and Bulimia Nervosa Skill Level: Understand the Concepts Learning Objective 12.23 Explain how anorexia and bulimia are, and are not, related. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 116.

The positive-incentive value of various tastes is __________ in people diagnosed with anorexia compared to __________ . a. b. c. d. e.

higher; people diagnosed with bulimia lower; normal weight control subjects the same; normal weight control subjects higher; normal weight control subjects lower; people diagnosed with binge-eating disorder

Answer: D Difficulty Level: Moderate Topic: Anorexia and Positive Incentives Skill Level: Remember the Facts Learning Objective 12.24 Explain why those starving due to anorexia do not appear to be as hungry as they should. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

117.

Patients with anorexia, or anyone else who is severely undernourished, should not be fed a. b. c. d. e.

fats. meals. carbohydrates. sweets. proteins.

Answer: B Difficulty Level: Easy Topic: Anorexia Nervosa: A Hypothesis Skill Level: Apply What You Know Learning Objective 12.25 Explain how anorexia might result from conditioned taste aversions. APA Learning Objective: 1.3 Describe applications of psychology. FILL-IN-THE-BLANK QUESTIONS 1.

The first phase of energy metabolism, the one that occurs before food is absorbed, is the __________ phase.

Answer: cephalic Difficulty Level: Moderate Topic: Three Phases of Energy Metabolism Skill Level: Remember the Facts Learning Objective 12.2 Explain the three phases of energy metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

The phase of energy metabolism that occurs after all of the energy from the most recent meal has been used is the __________ phase.

Answer: fasting Difficulty Level: Moderate Topic: Three Phases of Energy Metabolism Skill Level: Remember the Facts Learning Objective 12.2 Explain the three phases of energy metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The pancreatic hormone that is released prior to and during a meal is __________.

Answer: insulin Difficulty Level: Moderate Topic: Three Phases of Energy Metabolism Skill Level: Remember the Facts Learning Objective 12.2 Explain the three phases of energy metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

The pancreatic hormone that is released during the fasting phase of metabolism is __________.

Answer: glucagon Difficulty Level: Difficult Topic: Three Phases of Energy Metabolism Skill Level: Remember the Facts Learning Objective 12.2 Explain the three phases of energy metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

In nature, __________ tastes are often associated with toxins.

Answer: bitter Difficulty Level: Easy Topic: Factors That Influence What We Eat Skill Level: Remember the Facts Topic: Three Phases of Energy Metabolism Skill Level: Remember the Facts Learning Objective 12.2 Explain the three phases of energy metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

Demonstrations that small amounts of food increase hunger are referred to as the __________ effect.

Answer: appetizer Difficulty Level: Easy Topic: Factors That Influence How Much We Eat Skill Level: Remember the Facts Learning Objective 12.7 Describe some of the major factors that influence how much we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Feelings of satiety are specific to the foods being consumed. Accordingly, satiety is said to be __________ specific.

Answer: sensory Difficulty Level: Moderate Topic: Factors That Influence How Much We Eat Skill Level: Remember the Facts Learning Objective 12.7 Describe some of the major factors that influence how much we eat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Large, bilateral lesions of the __________ hypothalamus produce hyperphagia and obesity.

Answer: ventromedial Difficulty Level: Moderate Topic: Evolution of Research on the Role of Hypothalamic Nuclei in Hunger and Satiety Skill Level: Remember the Facts Learning Objective 12.9 Describe the evolution of thinking about the role of various hypothalamic nuclei in hunger and satiety. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

__________ (CCK) was one of the first satiety peptides to be studied.

Answer: Cholecystokinin Difficulty Level: Moderate Topic: Hypothalamic Circuits, Peptides, and the Gut Skill Level: Remember the Facts Learning Objective 12.11 Describe the discovery of the role of hypothalamic circuits, peptides, and the gut in food consumption and metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

Neuropeptide Y, galanin, orexin-A, and ghrelin are all characterized as __________ peptides.

Answer: hunger Difficulty Level: Moderate Topic: Hypothalamic Circuits, Peptides, and the Gut Skill Level: Remember the Facts Learning Objective 12.11 Describe the discovery of the role of hypothalamic circuits, peptides, and the gut in food consumption and metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

As fat accumulates in the body, energy is wasted through a mechanism called dietinduced __________.

Answer: thermogenesis Difficulty Level: Moderate Topic: Set-Point Assumptions about Body Weight and Eating Skill Level: Remember the Facts Learning Objective 12.14 Evaluate the evidence for set-point assumptions about body weight and eating. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

The leaky-barrel is a __________ model, not a set-point model.

Answer: settling-point Difficulty Level: Easy Topic: Set Points and Settling Points in Weight Control Skill Level: Remember the Facts Learning Objective 12.15 Compare and evaluate set-point and settling-point models of bodyweight regulation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

Mutant mice that are homozygous for the ob gene lack a critical hormone called __________.

Answer: leptin Difficulty Level: Easy Topic: Leptin and the Regulation of Body Fat Skill Level: Remember the Facts Learning Objective 12.20 Explain how leptin and insulin are feedback signals for the regulation of body fat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

The first hormone to meet the criteria of a negative feedback fat signal was not leptin; it was __________.

Answer: insulin Difficulty Level: Difficult Topic: Leptin and the Regulation of Body Fat Skill Level: Remember the Facts Learning Objective 12.20 Explain how leptin and insulin are feedback signals for the regulation of body fat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 1002 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

15.

__________ agonists reduce food intake in both humans and laboratory animals, but they are no longer used in the treatment of human obesity because they produce heart disease in some patients.

Answer: Serotonin Difficulty Level: Moderate Topic: Treatment of Overeating and High Body-Fat Levels Skill Level: Remember the Facts Learning Objective 12.21 Describe two sorts of treatments for overeating and/or high body-fat levels. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

The surgical treatment for extreme obesity that I involves short-circuiting the normal path of food through the digestive tract is __________ surgery.

Answer: gastric bypass Difficulty Level: Easy Topic: Treatment of Overeating and High Body-Fat Levels Skill Level: Remember the Facts Learning Objective 12.21 Describe two sorts of treatments for overeating and/or high body-fat levels. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

People who display cycles of fasting, bingeing, and purging are said to suffer from __________ nervosa.

Answer: bulimia Difficulty Level: Easy Topic: Anorexia and Bulimia Nervosa Skill Level: Remember the Facts Learning Objective 12.22 Describe the symptoms of anorexia nervosa and bulimia nervosa. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18.

People diagnosed with either anorexia or bulimia tend to have a __________, seeing themselves as much heavier and less attractive than they are in reality.

Answer: distorted body image Difficulty Level: Moderate Topic: Relation Between Anorexia and Bulimia Nervosa Skill Level: Remember the Facts Learning Objective 12.23 Explain how anorexia and bulimia are, and are not, related. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 19.

The __________ value associated with eating tends to be lower in people with anorexia than in normal-weight people.

Answer: positive-incentive Difficulty Level: Easy Topic: Anorexia and Positive Incentives Skill Level: Remember the Facts Learning Objective 12.24 Explain why those starving due to anorexia do not appear to be as hungry as they should. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

Evidence indicates that patients with anorexia, or anyone else who is emaciated, should not be fed large __________.

Answer: meals Difficulty Level: Easy Topic: Anorexia Nervosa: A Hypothesis Skill Level: Remember the Facts Learning Objective 12.25 Explain how anorexia might result from conditioned taste aversions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY AND OTHER MULTIPLE-MARK QUESTIONS 1.

Describe the three phases of energy metabolism, their function, and their regulation by pancreatic hormones.

Answer: 25% for describing the cephalic phase 25% for describing the absorptive phase 25% for describing the fasting phase 25% for describing the functions of pancreatic hormones Difficulty Level: Difficult Topic: Three Phases of Energy Metabolism Skill Level: Remember the Facts Learning Objective 12.2 Explain the three phases of energy metabolism. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Compare set-point and positive-incentive theories of hunger and eating. Compare the capacity of each theory to predict two major research findings.

Answer: 25% for describing the set-point theory 25% for describing the positive-incentive theory 50% for describing two major aspects of hunger and eating and comparing their consistency with set-point and positive-incentive perspectives Difficulty Level: Moderate Topic: Theories of Hunger and Eating: Set Points versus Positive Incentives Skill Level: Understand the Concepts Learning Objective 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

Discuss the two mechanisms by which rats cope with deficiencies in vitamins and minerals, and describe relevant research. Why do so many humans experience vitamin and mineral deficiencies?

Answer: 40% for explaining how rats cope with sodium deficiency and why the response to sodium deficiency is unique 40% for explaining how rats cope with vitamin and non-sodium mineral deficiencies 20% for explaining why so many humans experience vitamin and mineral deficiencies Difficulty Level: Difficult Topic: Factors That Influence What We Eat Skill Level: Apply What You Know Learning Objective 12.5 Describe at least two factors that determine what we eat. APA Learning Objective: 1.3 Describe applications of psychology. 4.

Describe two explanations for why we get hungry at our regular meal times, and discuss relevant evidence to support your conclusions. Which of the two explanations does the evidence support?

Answer: 20% for describing the conventional view 40% for describing Woods’ theory 40% for discussing relevant evidence and arguing effectively for one of the theories Difficulty Level: Difficult Topic: Factors That Influence When We Eat Skill Level: Understand the Concepts Learning Objective 12.6 Describe at least two factors that influence when we eat. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 5.

Describe the evidence that supported the original notion of hypothalamic hunger and satiety centers. Then, describe and discuss the evidence that led to the rejection of this notion.

Answer: 20% for describing the evidence that the VMH is a satiety center 20% for describing the evidence that the LH is a hunger center 60% for describing and discussing the evidence against hypothalamic hunger and satiety centers Difficulty Level: Difficult Topic: Evolution of Research on the Role of Hypothalamic Nuclei in Hunger and Satiety Skill Level: Remember the Facts Learning Objective 12.9 Describe the evolution of thinking about the role of various ypothalamic nuclei in hunger and satiety. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Compare set-point regulation and settling-point regulation of body weight. Describe and discuss relevant evidence. Which model does the evidence support?

Answer: 20% for describing set-point regulation 20% for describing settling-point regulation 20% for directly comparing them 40% for discussing relevant research and reaching a conclusion Difficulty Level: Difficult Topic: Set Points and Settling Points in Weight Control Skill Level: Understand the Concepts Learning Objective 12.15 Compare and evaluate set-point and settling-point models of bodyweight regulation. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 7.

Describe the discovery and subsequent study of leptin. What are the current prospects that leptin might be used clinically for weight reduction?

Answer: 30% for describing the discovery of leptin 40% for describing leptin research 30% for discussing the current status of using leptin to treat obesity Difficulty Level: Difficult Topic: Leptin and the Regulation of Body Fat Skill Level: Remember the Facts Learning Objective 12.20 Explain how leptin and insulin are feedback signals for the regulation of body fat. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Describe anorexia nervosa. One hypothesis is that meals are a contributing factor in the onset and maintenance of anorexia nervosa. Describe the logic and empirical evidence on which this hypothesis is based.

Answer: 40% for describing anorexia nervosa 40% for describing the hypothesis and relevant evidence 20% for discussing the hypothesis Difficulty Level: Moderate Topic: AnorexiaNervosa: A Hypothesis Skill Level: Understand the Concepts Learning Objective 12.25 Explain how anorexia might result from conditioned taste aversions. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

REVEL QUIZ QUESTIONS The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Quiz: Digestion, Energy Storage, and Energy Utilization EOM_12.1.1 Question: Much of the work of breaking down the food we ingest is done by our: a. stomach. b. esophagus. c. gut microbiome. d. teeth. Answer: C Consider This: Bacteria and other organisms live in our gastrointestinal tract. LO 12.1 Summarize the process of digestion and explain how energy is stored in the body. Learning Objective: 12.1 Summarize the process of digestion and explain how energy is stored in the body. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_12.1.2 Question: Most of the body’s energy reserves are stored as: a. glycogen. b. fats. c. protein. d. pepsin. Answer: B Consider This: Changes in human body weight are largely a consequence of the storage of this product. LO 12.1 Summarize the process of digestion and explain how energy is stored in the body. Learning Objective: 12.1 Summarize the process of digestion and explain how energy is stored in the body. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_12.1.3 Question: The two pancreatic hormones that control the flow of energy during the three phases of energy metabolism are: a. insulin and glucagon. b. thyroxine and insulin. c. inhibin and glucagon. d. glucagon and secretin. Answer: A Consider This: The function of one of these hormones is to lower the levels of bloodborne fuels during the cephalic phase. LO 12.2 Explain the three phases of energy metabolism. Learning Objective: 12.2 Explain the three phases of energy metabolism. Skill Level: Remember the Facts Difficulty Level: Easy EOM_12.1.4 Question: The _________________ phase is the preparatory phase; it often begins with the sight, smell, or even just the thought of food. a. fasting b. cephalic c. absorptive d. expulsion Answer: B Consider This: This phase ends when food starts to be absorbed into the bloodstream. LO 12.2 Explain the three phases of energy metabolism. Learning Objective: 12.2 Explain the three phases of energy metabolism. Skill Level: Remember the Facts Difficulty Level: Easy EOM_12.1.5 Question: In contrast to the cephalic and absorptive phases, the fasting phase is characterized by high blood levels of _____________ and low levels of ___________. a. insulin; pepsin b. pepsin; insulin c. insulin; glucagon d. glucagon; insulin Answer: D Consider This: During the fasting phase, the body is withdrawing energy from its reserves to meet its immediate energy requirements. LO 12.2 Explain the three phases of energy metabolism. Learning Objective: 12.2 Explain the three phases of energy metabolism. Skill Level: Analyze It Difficulty Level: Moderate

Quiz: Theories of Hunger and Eating: Set Points versus Positive Incentives EOM_12.2.1 Question: All set-point systems have three components: a set-point mechanism, a detector mechanism, and a(n) ___________ mechanism. a. stabilizing b. translating c. effector d. negative feedback Answer: C Consider This: This particular mechanism acts to eliminate deviations from the set point. LO 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. Learning Objective: 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. Skill Level: Analyze It Difficulty Level: Moderate EOM_12.2.2 Question: Negative feedback systems are common in mammals because they act to maintain: a. homeostasis. b. body fat. c. blood glucose levels. d. body temperature. Answer: A Consider This: In these systems, changes in one direction elicit compensatory effects in the opposite direction. LO 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. Learning Objective: 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_12.2.3 Question: The glucostatic theory was thought to account for __________________, whereas the lipostatic theory was thought to account for _____________________. a. meal initiation and termination; long-term regulation b. long-term regulation; meal initiation and termination c. meal initiation; meal termination d. meal termination; meal initiation Answer: A Consider This: These are complementary rather than competing theories. LO 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. Learning Objective: 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. Skill Level: Analyze It Difficulty Level: Difficult EOM_12.2.4 Question: Set-point theories of hunger and eating are limited because they consider only ____ influences on hunger and eating. a. social b. learning c. evolutionary d. physiological Answer: D Consider This: Remember that two main set-point theories are named the glucostatic and lipostatic theories. LO 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. Learning Objective: 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_12.2.5 Question: The anticipated pleasure of a behavior is called its: a. gratification value. b. incentive salience. c. behavioral salience. d. positive-incentive value. Answer: D Consider This: Humans and other animals are drawn to eat because of the anticipated pleasure of eating. LO 12.4 Describe the positive-incentive perspective on hunger and eating. Learning Objective: 12.4 Describe the positive-incentive perspective on hunger and eating. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Factors that Determine What, When, and How Much We Eat EOM_12.3.1 Question: In the classic study by Harris et al. (1933), when thiamine-deficient rats were offered 10 new diets, only one of which contained the badly needed thiamine: a. they were equally likely to eat each of the 10 new diets. b. all of them developed an immediate preference for the thiamine-rich diet. c. almost all of them learned to eat the thiamine-rich diet and avoid the deficient diets. d. few developed a preference for the thiamine-rich diet. Answer: D Consider This: Having many food choices available affects an animal’s ability to learn which foods are beneficial and which are not. LO 12.5 Describe at least two factors that determine what we eat. Learning Objective: 12.5 Describe at least two factors that determine what we eat. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_12.3.2 Question: According to Woods, the key to understanding feelings of hunger is to appreciate that eating meals: a. results in satiety. b. stresses the body. c. satisfies the body. d. often leads to a conditioned aversion. Answer: B Consider This: Eating a meal disturbs homeostasis. LO 12.6 Describe at least two factors that influence when we eat. Learning Objective: 12.6 Describe at least two factors that influence when we eat. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_12.3.3 Question: In the classic study by Weingarten, the rats ____________ each time the buzzer and light were presented during the test phase. a. vomited b. ate c. avoided the food d. exhibited conditioned fear Answer: B Consider This: This research supports the view that hunger is often caused by the expectation of food, not by an energy deficit. LO 12.6 Describe at least two factors that influence when we eat. Learning Objective: 12.6 Describe at least two factors that influence when we eat. Skill Level: Remember the Facts Difficulty Level: Easy EOM_12.3.4 Question: In sham-eating experiments, food is chewed and swallowed by the subjects, but rather than passing down the esophagus into their stomachs, it goes directly: a. into their bloodstream. b. into their intestines. c. out of the body through a tube. d. into their colons. Answer: C Consider This: These studies suggest that satiety signals from the gut or blood are not necessary to terminate a meal. LO 12.7 Describe some of the major factors that influence how much we eat. Learning Objective: 12.7 Describe some of the major factors that influence how much we eat. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_12.3.5 Question: Portion size is _____ correlated with the amount eaten. a. not b. negatively c. perfectly d. positively Answer: D Consider This: Portion sizes in fast food restaurants were smaller 50 or 60 years ago. LO 12.7 Describe some of the major factors that influence how much we eat. Learning Objective: 12.7 Describe some of the major factors that influence how much we eat. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Physiological Research on Hunger and Satiety EOM_12.4.1 Question: Evidence suggests that the intention to start eating triggers a decline in blood glucose. Which observation supports this view? a. A rapid decline in blood glucose occurs just before eating commences. b. Eliminating the premeal drop in blood glucose eliminates the meal. c. The glucose levels in the extracellular fluids that surround CNS neurons greatly decline just after eating commences. d. If an expected meal is not served, blood glucose rarely returns to its previous level. Answer: A Consider This: If an expected meal is not served, blood glucose levels soon return to their previous levels. LO 12.8 Explain the nature of the relationship between blood glucose levels and hunger and satiety. Learning Objective: 12.8 Explain the nature of the relationship between blood glucose levels and hunger and satiety. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_12.4.2 Question: One phase of the syndrome that results from lesions to the ventromedial hypothalamus (VMH) is the _____ phase, a. dynamic b. cephalic c. absorptive d. homeostasis Answer: A Consider This: This phase is characterized by several weeks of grossly excessive eating and rapid weight gain. LO 12.9 Describe the evolution of thinking about the role of various hypothalamic nuclei in hunger and satiety. Learning Objective: 12.9 Describe the evolution of thinking about the role of various hypothalamic nuclei in hunger and satiety. Skill Level: Analyze It Difficulty Level: Moderate EOM_12.4.3 Question: Koopmans (1981) transplanted an extra stomach and length of intestine into rats and then joined the major arteries and veins of the implants to the recipients’ circulatory systems. He found that food injected into the transplanted stomach and kept there by a noose around the pyloric sphincter: a. produced a conditioned taste aversion for the injected food. b. did not affect eating. c. increased eating in proportion to both its caloric content and volume. d. decreased eating in proportion to both its caloric content and volume. Answer: D Consider This: Because the transplanted stomach had no functional nerves, any signals reaching the brain had to be getting there via the bloodstream. LO 12.10 Describe the role of the gastrointestinal tract in satiety. Learning Objective: 12.10 Describe the role of the gastrointestinal tract in satiety. Skill Level: Remember the Facts Difficulty Level: Moderate

EOM_12.4.4 Question: ______ is considered to be a hunger peptide. a. Bombesin b. Neuropeptide Y c. Glucagon d. Somatostatin Answer: B Consider This: These peptides tend to be synthesized in the brain, particularly in the hypothalamus. LO 12.11 Describe the discovery of the role of hypothalamic circuits, peptides, and the gut in food consumption and metabolism. Learning Objective: 12.11 Describe the discovery of the role of hypothalamic circuits, peptides, and the gut in food consumption and metabolism. Skill Level: Remember the Facts Difficulty Level: Easy EOM_12.4.5 Question: In studies done in rats, serotonin: a. reduced the volume of food consumed during each meal by shifting food preferences toward fatty foods. b. increased the amount of food consumed during each meal rather than increasing the number of meals. c. shifted food preferences toward fatty foods. d. enabled rats to resist the powerful attraction of highly palatable cafeteria diets. Answer: D Consider This: Serotonin agonists could be useful in assisting weight management in humans. LO 12.12 Describe the role of serotonin in satiety. Learning Objective: 12.12 Describe the role of serotonin in satiety. Skill Level: Understand the Concepts Difficulty Level: Easy

Quiz: Body-Weight Regulation: Set Points versus Settling Points EOM_12.5.1 Question: Average adult Okinawans were found to consume _________ percent _____ calories than other adult Japanese. a. 20; fewer b. 20; more c. 50; fewer d. 50; more Answer: A Consider This: Mortality rates and aging-related diseases are lower in Okinawa than in other parts of Japan. LO 12.14 Evaluate the evidence for set-point assumptions about body weight and eating. Learning Objective: 12.14 Evaluate the evidence for set-point assumptions about body weight and eating. Skill Level: Analyze It Difficulty Level: Moderate EOM_12.5.2 Question: There is no longer a logical imperative for set-point models that explain eating behavior among humans because: a. the thermostat-regulated heating system analogy accurately reflects humans’ motivation to eat. b. the human brain is immutable and energy resources must be regulated. c. maintaining homeostasis is necessary only for non-human mammals. d. the human brain is plastic and capable of considerable adaptation. Answer: D Consider This: The current obesity epidemic is inconsistent with a set-point mechanism for body weight. LO 12.14 Evaluate the evidence for set-point assumptions about body weight and eating. Learning Objective: 12.14 Evaluate the evidence for set-point assumptions about body weight and eating. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_12.5.3 Question: The mechanism by which the body adjusts the efficiency of its energy utilization in response to its levels of body fat has been termed: a. diet-induced thermogenesis. b. body fat–induced homeostasis. c. fat-induced thermogenesis. d. energy use–induced homeostasis. Answer: A Consider This: Increases in the levels of body fat produce increases in body temperature. LO 12.14 Evaluate the evidence for set-point assumptions about body weight and eating. Learning Objective: 12.14 Evaluate the evidence for set-point assumptions about body weight and eating. Skill Level: Remember the Facts Difficulty Level: Easy EOM_12.5.4 Question: The settling-point model predicts that when there is an enduring change in one of the parameters that affect body weight, body weight will a. change precipitously. b. find a new set point. c. drift to a new settling point. d. disrupt homeostasis. Answer: C Consider This: The settling-point model provides a loose kind of homeostatic regulation. LO 12.15 Compare and evaluate set-point and settling-point models of body-weight regulation. Learning Objective: 12.15 Compare and evaluate set-point and settling-point models of bodyweight regulation. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_12.5.5 Question: In the leaky-barrel model, the weight of the barrel on the hose is analogous to the strength of the a. hunger signal. b. satiety signal. c. need to defecate. d. settling point. Answer: B Consider This: This model suggests that it is possible to permanently change body weight by changing factors that influence energy input or output. LO 12.15 Compare and evaluate set-point and settling-point models of body-weight regulation. Learning Objective: 12.15 Compare and evaluate set-point and settling-point models of bodyweight regulation. Skill Level: Understand the Concepts Difficulty Level: Difficult

Quiz: Human Obesity: Causes, Mechanisms, and Treatments EOM_12.6.1 Question: During the course of evolution, one of the main threats to human survival was ______________. Persons who stood the best chance of survival were those ____________. a. the presence of vegetation that was toxic if eaten; who ate only meat b. extreme cold; who were heavier and had a protective layer of body fat c. animal predators; who were lean and could ambulate quickly d. inconsistent food supplies; who preferred high-calorie foods Answer: D Consider This: Individuals who did not have these characteristics were unlikely to survive, and so these characteristics were passed on to future generations. LO 12.17 Describe, from an evolutionary perspective, why there is a current epidemic of overeating. Learning Objective: 12.17 Describe, from an evolutionary perspective, why there is a current epidemic of overeating. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_12.6.2 Question: Some people eat more because they have larger ______________ responses to the sight or smell of food. a. absorptive-phase b. cephalic-phase c. fasting-phase d. gastric-phase Answer: B Consider This: This phase is a preparatory phase. LO 12.18 Give some reasons as to why some people gain weight from overeating while others do not. Learning Objective: 12.18 Give some reasons as to why some people gain weight from overeating while others do not. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_12.6.3 Question: Activities such as fidgeting and the maintenance of posture and muscle tone collectively lead to what is known as: a. diet-induced thermogenesis. b. nonexercise activity–induced homeostasis. c. nonexercise activity thermogenesis. d. the fasting phase. Answer: C Consider This: This factor plays a small role in dissipating excess energy. LO 12.18 Give some reasons as to why some people gain weight from overeating while others do not. Learning Objective: 12.18 Give some reasons as to why some people gain weight from overeating while others do not. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_12.6.4 Question: There is a general belief that exercise is the most effective method of losing weight. Several studies have shown that exercise: a. often contributes little to weight loss. b. almost always contributes substantially to weight loss. c. reduces nonexercise activity-induced homeostasis. d. almost always increases weight gain. Answer: A Consider This: Physical exercise normally accounts for only a small proportion of total energy expenditure. LO 12.19 Explain why weight-loss programs are typically ineffective. Learning Objective: 12.19 Explain why weight-loss programs are typically ineffective. Skill Level: Understand the Concepts Difficulty Level: Moderate 1020 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOM_12.6.5 Question: With respect to the surgical treatment of extreme overweight, gastric bypass is ____ effective than the adjustable gastric band procedure and is associated with _____ complications. a. less; fewer b. less; more c. more; fewer d. more; more Answer: D Consider This: The most commonly prescribed treatment is slightly more effective. LO 12.21 Describe two sorts of treatments for overeating and/or high body-fat levels. Learning Objective: 12.21 Describe two sorts of treatments for overeating and/or high body-fat levels. Skill Level: Analyze It Difficulty Level: Moderate

Quiz: Anorexia and Bulimia Nervosa EOM_12.7.1 Question: Anorexia nervosa is a disorder that involves: a. underconsumption. b. overconsumption. c. excessive weight gain. d. bingeing. Answer: A Consider This: Anorexics often perceive themselves as fat. LO 12.22 Describe the symptoms of anorexia nervosa and bulimia nervosa. Learning Objective: 12.22 Describe the symptoms of anorexia nervosa and bulimia nervosa. Skill Level: Remember the Facts Difficulty Level: Easy EOM_12.7.2 Question: Bulimia nervosa is a disorder that involves: a. excessive anxiety in social situations. b. psychosis. c. paranoia. d. bingeing and purging. Answer: D Consider This: Bulimics can be overweight, of normal weight, or underweight. LO 12.22 Describe the symptoms of anorexia nervosa and bulimia nervosa. Learning Objective: 12.22 Describe the symptoms of anorexia nervosa and bulimia nervosa. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_12.7.3 Question: Both anorexics and bulimics tend to have: a. excessive weight gain. b. distorted body images. c. paranoid schizophrenia. d. the ability to maintain strict diets. Answer: B Consider This: Persons with either disorder are often obsessed with being slim. LO 12.23 Explain how anorexia and bulimia are, and are not, related. Learning Objective: 12.23 Explain how anorexia and bulimia are, and are not, related. Skill Level: Analyze It Difficulty Level: Moderate EOM_12.7.4 Question: Studies have found that the positive-incentive value of various tastes is ___________ in anorexic patients than in control participants. a. more variable b. higher c. lower d. more likely to be absent Answer: C Consider This: Positive-incentive involves the anticipation of something enjoyable. LO 12.23 Explain how anorexia and bulimia are, and are not, related. Learning Objective: 12.23 Explain how anorexia and bulimia are, and are not, related. Skill Level: Remember the Facts Difficulty Level: Easy EOM_12.7.5 Question: The case of the anorexic student illustrated the role of _________________ in the etiology of anorexia. a. stimulus anticipation b. conditioned taste aversions c. the high positive incentive value of food d. punishment Answer: B Consider This: What sort of learning might result from self-induced vomiting following the consumption of a particular food? LO 12.25 Explain how anorexia might result from conditioned taste aversions. Learning Objective: 12.25 Explain how anorexia might result from conditioned taste aversions. Skill Level: Understand the Concepts Difficulty Level: Moderate

Chapter 12 Quiz: Hunger, Eating, and Health EOC_12.1 Question: The phase of energy metabolism that often begins with the sight, the smell, or even the thought of food is the _____ phase. a. luteal b. absorptive c. cephalic d. fasting Answer: C Consider This: This phase ends when the food starts to be absorbed into the bloodstream. LO 12.2 Explain the three phases of energy metabolism. Learning Objective: 12.2 Explain the three phases of energy metabolism. Skill Level: Remember the Facts Difficulty Level: Easy EOC_12.2 Question: The fasting phase is characterized by high blood levels of: a. glucose. b. glucagon. c. insulin. d. carbohydrates. Answer: B Consider This: This substance promotes the release of free fatty acids from adipose tissue to be used as fuel by the body. LO 12.2 Explain the three phases of energy metabolism. Learning Objective: 12.2 Explain the three phases of energy metabolism. Skill Level: Remember the Facts Difficulty Level: Easy EOC_12.3 Question: During the cephalic and absorptive phases, the _______ releases a large amount of insulin into the bloodstream. a. adrenal glands b. live c. kidneys d. pancreas Answer: D Consider This: Insulin promotes the conversion of bloodborne fuels into forms that can be stored. LO 12.2 Explain the three phases of energy metabolism. Learning Objective: 12.2 Explain the three phases of energy metabolism. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_12.4 Question: According to conventional set-point theories, the hunger- and weight-regulation system works like: a. an infusion pump. b. a leaky barrel. c. a thermostat-controlled heating system. d. conditioned taste aversion. Answer: C Consider This: Set-point theories propose that the body’s energy resources are returned to their set point through eating. LO 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. Learning Objective: 12.3 Describe the set-point assumption and describe the glucostatic and lipostatic set-point theories of hunger and eating. Also, outline three problems with set-point theories of hunger and eating. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_12.5 Question: Small amounts of food can increase appetite, an effect that is often called: a. conditioned satiety. b. the appetizer effect. c. anorexia. d. purging. Answer: B Consider This: Eating small amounts of food is particularly effective in eliciting cephalic-phase responses. LO 12.7 Describe some of the major factors that influence how much we eat. Learning Objective: 12.7 Describe some of the major factors that influence how much we eat. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_12.6 Question: Cafeteria diets are usually associated with substantial weight gain because satiety is: a. sensory specific. b. temporary. c. enduring. d. fleeting. Answer: A Consider This: Offering different foods during a meal slows satiety, whereas offering only one type of food results in faster satiety. LO 12.7 Describe some of the major factors that influence how much we eat. Learning Objective: 12.7 Describe some of the major factors that influence how much we eat. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_12.7 Question: The ventromedial hypothalamus (VMH) was once believed to be: a. part of the hippocampus. b. a satiety center. c. a hunger center. d. static. Answer: B Consider This: Bilateral lesions to the VMH produces hyperphagia in rats. LO 12.9 Describe the evolution of thinking about the role of various hypothalamic nuclei in hunger and satiety. Learning Objective: 12.9 Describe the evolution of thinking about the role of various hypothalamic nuclei in hunger and satiety. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_12.8 Question: In 1940, it was discovered that large bilateral electrolytic lesions to the ventromedial hypothalamus (VMH) of rats produced: a. hyperphagia. b. aphagia. c. excessive thirst. d. adipsia. Answer: A Consider This: The result of such lesions has been named the VMH syndrome and is composed of two different phases. LO 12.9 Describe the evolution of thinking about the role of various hypothalamic nuclei in hunger and satiety. Learning Objective: 12.9 Describe the evolution of thinking about the role of various hypothalamic nuclei in hunger and satiety. Skill Level: Remember the Facts Difficulty Level: Easy 1025 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOC_12.9 Question: Patients with Prader-Willi syndrome suffer from: a. anorexia nervosa. b. bulimia. c. an inability to digest fats. d. insatiable hunger. Answer: D Consider This: Prader-Willi syndrome results from an accident of chromosomal replication. LO 12.13 Describe the symptoms and etiology of Prader-Willi syndrome. Learning Objective: 12.13 Describe the symptoms and etiology of Prader-Willi syndrome. Skill Level: Remember the Facts Difficulty Level: Easy EOC 12.10 Question: An untreated patient with Prader-Willi syndrome acts as if they are: a. pathologically obese. b. anorexic. c. starving. d. bulimic. Answer: C Consider This: If left untreated, most persons with Prader-Willi Syndrome will become extremely obese. LO 12.13 Describe the symptoms and etiology of Prader-Willi syndrome. Learning Objective: 12.13 Describe the symptoms and etiology of Prader-Willi syndrome. Skill Level: Remember the Facts Difficulty Level: Easy EOC_12.11 Question: Slim people who overeat tend to: a. experience moderate health benefits due to their high metabolic rates. b. experience significant positive health benefits, as long as they consume only healthy foods. c. experience no negative or positive effects. d. experience negative health effects despite the absence of immediate weight gain. Answer: D Consider This: Research on calorie-restricted diets suggests that slim people who overeat may also suffer from effects to their health. LO 12.16 Explain why there is cause for concern surrounding the overeating epidemic. Learning Objective: 12.16 Explain why there is cause for concern surrounding the obesity epidemic. Skill Level: Analyze It Difficulty Level: Moderate

EOC_12.12 Question: Body fat releases a hormone called: a. leptin. b. glucagon. c. insulin. d. glycogen. Answer: A Consider This: This hormone serves as a feedback signal. LO 12.20 Explain how leptin and insulin are feedback signals for the regulation of body fat. Learning Objective: 12.20 Explain how leptin and insulin are feedback signals for the regulation of body fat. Skill Level: Remember the Facts Difficulty Level: Easy EOC_12.13 Question: Neuropeptide Y is considered to be a ____________ peptide. a. hunger b. satiety c. obesity d. positive incentive Answer: A Consider This: Neuropeptide Y is synthesized by a certain class of neurons in the arcuate nucleus of the hypothalamus. LO 12.20 Explain how leptin and insulin are feedback signals for the regulation of body fat. Learning Objective: 12.20 Explain how leptin and insulin are feedback signals for the regulation of body fat. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_12.14 Question: Serotonin __________ have been used to reduce eating and body weight. a. agonists b. antagonists c. blockers d. facilitators Answer: A Consider This: These substances are sometimes used to treat obesity. LO 12.21 Describe two sorts of treatments for overeating and/or high body-fat levels. Learning Objective: 12.21 Describe two sorts of treatments for overeating and/or high body-fat levels. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_12.15 Question: Unlike anorexic patients, bulimic patients: a. struggle with controlling their appetite and thus enter into a cycle of starvation, bingeing, and purging. b. maintain a distorted body image. c. engage in dieting. d. exhibit behaviors that are highly correlated with obsessive-compulsive disorder and depression. Answer: A Consider This: Bulimic patients often require treatment for irritation and inflammation of the esophagus. LO 12.23 Explain how anorexia and bulimia are, and are not, related. Learning Objective: 12.23 Explain how anorexia and bulimia are, and are not, related. Skill Level: Analyze It Difficulty Level: Moderate

CHAPTER 13 HORMONES AND SEX: WHAT’S WRONG WITH THE MAMAWAWA? T o t a l A s s e s s m e n t G u i d e (T.A.G.) Topic Neuroendocrine System

Hormones and Sexual Development of the Body

Sexual Development of Brain and Behavior

Three Cases of Exceptional Human Sexual Development

Effects of Gonadal Hormones on Adults

Brain Mechanisms of Sexual Behavior

Sexual Orientation and Gender Identity

Remember the Facts 1-49

Understand the Concepts

1-10 1 50-67 11-13 2, 3 68-80 14-16 81-92 17 4, 5 93-108 18 109-118 19, 20 6 119-130 21 7

Apply What You Know

MULTIPLE CHOICE QUESTIONS 1.

Hormones influence sex through both __________ and __________ effects. a. b. c. d. e.

skeletal; neural organizational; activational lipostatic; glucostatic glandular; muscular structural; compositional

Answer: B Difficulty Level: Easy Topic: Introduction Skill Level: Remember the Facts Learning Objective 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

The activational effects of hormones include a. b. c. d. e.

influencing the anatomical characteristics that distinguish a person as female or male. controlling neurogenesis in a zygote. inhibiting adolescent growth surges. stimulating the reproduction-related behavior of sexually mature adults. influencing the behavioral characteristics that distinguish a person as female or male.

Answer: D Difficulty Level: Moderate Introduction Skill Level: Remember the Facts Learning Objective 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

What does ―mamawawa‖ stand for? a. b. c. d. e.

men-are-men-and-women-are-women assumption menses-and-maturation-are-wonderful-and-weird-activities many-are-male-although-without-a-warrior-ally most-alleles-multiply-across-wide-areas-with-access men-are-macho-and-women-are-winsome attributions

Answer: A Difficulty Level: Easy Topic: Introduction Skill Level: Remember the Facts Learning Objective 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

As a concept, mamawawa is a. b. c. d. e.

a logical conclusion to reach based on scientific evidence regarding sexual development. inconsistent with a lot of the research evidence regarding hormones and sex. a complex explanation for relatively simple processes. a biological given, supported by ample cross-species evidence. consistent with the available evidence on hormonal influences, but not the evidence regarding sexual development.

Sweat glands a. b. c. d. e.

are exocrine glands. release hormones into the circulatory system. are endocrine glands. are ductless glands. release hormones directly into the blood.

Answer: A Difficulty Level: Moderate Topic: Glands Skill Level: Remember the Facts Learning Objective 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

Endocrine glands are ductless glands; they release a. b. c. d. e.

substances into the external world. hormones into the external world. perspiration, among other things. hormones directly into the circulatory system. chromosomes into nuclei.

Answer: D Difficulty Level: Easy Topic: Glands Skill Level: Remember the Facts Learning Objective 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The testes and ovaries are a. b. c. d. e.

zygotes. gonads. sex chromosomes. ova. progestins.

Answer: B Difficulty Level: Easy Topic: Glands Skill Level: Remember the Facts Learning Objective 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

In the mathematics of copulation, a. b. c. d. e.

ovaries + testes = zygote Y + Y = zygote ovum + sperm = zygote gonads X testes = scrotum X minus Y = infertility

Answer: C Difficulty Level: Moderate Topic: Glands Skill Level: Remember the Facts Learning Objective 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which of the following is a gonad? a. b. c. d. e.

vagina ovary adrenal gland sperm pancreas

Which statement about chromosomes is correct? a. b. c. d. e.

No sperm cells have Y chromosomes. All sperm cells have Y chromosomes. All sperm cells have X chromosomes. No sperm cells have X chromosomes. All sperm cells have 23 chromosomes.

Answer: E Difficulty Level: Difficult Topic: Glands Skill Level: Remember the Facts Learning Objective 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

In genetic males, one sex chromosome is an X chromosome and the other is a. b. c. d. e.

an XX chromosome. a Y chromosome. a large X chromosome. an H-Y chromosome. a small X (―x‖) chromosome.

All biological females a. b. c. d. e.

have more than one X sex chromosome. have both an X and a Y sex chromosome. lack an X sex chromosome. show an XXY chromosomal pattern. have three X chromosomes.

13.

Most hormones fit into one of three categories: a. b. c. d. e.

complex carbohydrates, sugars, or proteins. amino acid derivatives, peptides and proteins, or steroids. peptide chains, saccharide chains, or amino acids. exocrine, endocrine, or androgens. peptides, polypeptides, or proteins.

Answer: B Difficulty Level: Moderate Topic: Hormones Skill Level: Remember the Facts Learning Objective 13.2 Describe the three classes of hormones and then describe three classes of gonadal hormones. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

Steroid hormones a. b. c. d. e.

are synthesized from liposine. play a major role in sexual development. cannot penetrate cell membranes. are chains of amino acids. are also called ―long-chain‖ hormones.

15.

The most common estrogen is a. b. c. d. e.

estradiol. progestin. progesterone. testosterone. androstenedione.

Answer: A Difficulty Level: Easy Topic: Hormones Skill Level: Remember the Facts Learning Objective 13.2 Describe the three classes of hormones and then describe three classes of gonadal hormones. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

Two of the major classes of gonadal steroid hormones are a. b. c. d. e.

androgens and estrogens. testosterones and estradiols. progesterones and estradiols. progesterones and testosterones. testosterones and minestrones.

17.

Testosterone is a. b. c. d. e.

a progestin. an androgen. an estrogen. an estradiol. a progesterone.

Answer: B Difficulty Level: Easy Topic: Hormones Skill Level: Remember the Facts Learning Objective 13.2 Describe the three classes of hormones and then describe three classes of gonadal hormones. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

The three main classes of gonadal steroid hormones are a. b. c. d. e.

testosterones, estrogens, and progestins. progesterones, androgens, and estradiols. estradiols, estrogens, and androgens. progestins, estrogens, and androgens. testosterones, estrogens, and minestrones.

Answer: D Difficulty Level: Moderate Topic: Hormones Skill Level: Remember the Facts Learning Objective 13.2 Describe the three classes of hormones and then describe three classes of gonadal hormones. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

Which class of hormones is released by both the testes and the ovaries? a. b. c. d. e.

epinephrine androgens short-chain peptides tyrosine long-chain peptides

All of the sex steroids that are released by the gonads are also released by the a. b. c. d. e.

sweat glands. adrenal cortex. pituitary. anterior pituitary. adrenal medulla.

21.

What is the primary function of the adrenal cortex? a. b. c. d. e.

release of testosterone into the testes absorption of progestins from the bloodstream inhibition of progesterone release regulation of glucose and salt levels in the blood release of estradiol into the ovaries

Answer: D Difficulty Level: Difficult Topic: Hormones Skill Level: Remember the Facts Learning Objective 13.2 Describe the three classes of hormones and then describe three classes of gonadal hormones. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22.

A tropic hormone is any hormone that a. b. c. d. e.

increases reproductive behavior. stimulates or suppresses the release of posterior pituitary hormones. is released by the pituitary gland. stimulates or suppresses the release of other hormones. influences the ovaries and testes.

Answer: D Difficulty Level: Moderate Topic: The Pituitary Skill Level: Remember the Facts Learning Objective 13.3 Explain why the pituitary is sometimes called the master gland and describe its anatomy. Discuss the female vs. male patterns of gonadal and gonadotropic hormone release and explain the evidence that discounted a role for the anterior pituitary in controlling those patterns of release. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

The anterior pituitary releases a. b. c. d. e.

estrogen. tropic hormones. testosterone. releasing factors. vasopressin.

Answer: B Difficulty Level: Moderate Topic: The Pituitary Skill Level: Remember the Facts Learning Objective 13.3 Explain why the pituitary is sometimes called the master gland and describe its anatomy. Discuss the female vs. male patterns of gonadal and gonadotropic hormone release and explain the evidence that discounted a role for the anterior pituitary in controlling those patterns of release. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 24.

Female gonadal hormone levels are __________ . a. b. c. d. e.

steady controlled by the female anterior pituitary cyclical controlled by the female menstrual cycle unpredictable

Answer: C Difficulty Level: Easy Topic: The Pituitary Skill Level: Remember the Facts Learning Objective 13.3 Explain why the pituitary is sometimes called the master gland and describe its anatomy. Discuss the female vs. male patterns of gonadal and gonadotropic hormone release and explain the evidence that discounted a role for the anterior pituitary in controlling those patterns of release. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

The anterior pituitary develops from a small outgrowth of fetal tissue a. b. c. d. e.

of the type that eventually develops into the roof of the mouth. found in the thalamus. that first appears in the posterior pituitary gland. that migrates from hypothalamic tissue. that breaks off from adrenal tissue.

Answer: A Difficulty Level: Difficult Topic: The Pituitary Skill Level: Remember the Facts Learning Objective 13.3 Explain why the pituitary is sometimes called the master gland and describe its anatomy. Discuss the female vs. male patterns of gonadal and gonadotropic hormone release and explain the evidence that discounted a role for the anterior pituitary in controlling those patterns of release. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 26.

Besides the testes, which endocrine gland could be said to dangle? a. b. c. d. e.

pituitary hypothalamus adrenal medulla thyroid adrenal cortex

Answer: A Difficulty Level: Easy Topic: The Pituitary Skill Level: Remember the Facts Learning Objective 13.3 Explain why the pituitary is sometimes called the master gland and describe its anatomy. Discuss the female vs. male patterns of gonadal and gonadotropic hormone release and explain the evidence that discounted a role for the anterior pituitary in controlling those patterns of release. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

Unlike the posterior pituitary, the anterior pituitary a. b. c. d. e.

receives no neural input. has no blood vessels. releases hormones. releases no hormones. is suspended from the pituitary stalk.

Answer: A Difficulty Level: Moderate opic: Control of the Pituitary Skill Level: Remember the Facts Learning Objective 13.4 Explain how the anterior and posterior pituitary are controlled. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 28.

The master gland has its own master; where is it? a. b. c. d. e.

pituitary gland hypothalamus anterior pituitary posterior pituitary pineal gland

Answer: B Difficulty Level: Moderate Topic: Control of the Pituitary Skill Level: Remember the Facts Learning Objective 13.4 Explain how the anterior and posterior pituitary are controlled. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

The anterior pituitary receives substantial neural input from a. b. c. d. e.

the amygdala. the hypothalamus. the posterior pituitary. the thalamus. no identifiable neural structure.

Answer: E Difficulty Level: Moderate Topic: Control of the Pituitary Skill Level: Remember the Facts Learning Objective 13.4 Explain how the anterior and posterior pituitary are controlled. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 30.

The hormones involved in the hypothalamic control of the posterior pituitary gland are a. b. c. d. e.

androgens and estrogens. vasopressin and estradiol. peptide hormones. oxytocin and testosterone. supraoptic releasing factor (SRF) and stalk-stimulating agent (SSA).

Answer: C Difficulty Level: Difficult Topic: Control of the Pituitary Skill Level: Remember the Facts Learning Objective 13.4 Explain how the anterior and posterior pituitary are controlled. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

Located just above the pituitary gland is the a. b. c. d. e.

hypothalamus. pineal gland. penile gland. thyroid gland. pineal gland.

Answer: A Difficulty Level: Easy Topic: Control of the Pituitary Skill Level: Remember the Facts Learning Objective 13.4 Explain how the anterior and posterior pituitary are controlled. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 32.

Metaphorically speaking, which gland is the master gland? a. b. c. d. e.

thyroid anterior pituitary posterior pituitary pineal adrenal

Answer: B Difficulty Level: Easy Topic: Control of the Pituitary Skill Level: Remember the Facts Learning Objective 13.4 Explain how the anterior and posterior pituitary are controlled. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

Although the pituitary is often referred to as the master gland, strictly speaking the master gland is the a. b. c. d. e.

thymus gland. anterior pituitary. posterior pituitary. adrenal cortex. pineal gland.

Which statement about hormones is correct? a. b. c. d. e.

Vasopressin stimulates contractions of the uterus and the release of oxytocin. Vasopressin is synthesized in the posterior pituitary. The release of oxytocin is stimulated by hypothalamic releasing factors. Oxytocin and vasopressin are different names for the same hormone. Oxytocin and vasopressin are synthesized in the hypothalamus.

Answer: E Difficulty Level: Difficult Topic: Control of the Pituitary Skill Level: Remember the Facts Learning Objective 13.4 Explain how the anterior and posterior pituitary are controlled. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

The __________ supplies the posterior pituitary with vasopressin and oxytocin. a. b. c. d. e.

supraoptic nucleus paraventricular nucleus anterior pituitary adrenal cortex adrenal medulla

Answer: A Difficulty Level: Moderate Topic: Control of the Pituitary Skill Level: Remember the Facts Learning Objective 13.4 Explain how the anterior and posterior pituitary are controlled. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36.

Vasopressin and oxytocin are synthesized in the a. b. c. d. e.

hypothalamus. posterior pituitary. anterior pituitary. adrenal glands. thyroid.

37.

The axons of both paraventricular nucleus and supraoptic nucleus neurons terminate in the a. b. c. d. e.

posterior pituitary. anterior pituitary. hypothalamus. gonads. adrenal cortex.

The hypothalamus controls the anterior pituitary via the a. b. c. d. e.

fornix. adrenals. medial forebrain bundle. hypothalamopituitary portal system. thyroid.

Answer: D Difficulty Level: Moderate Topic: Control of the Pituitary Skill Level: Remember the Facts Learning Objective 13.4 Explain how the anterior and posterior pituitary are controlled. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Selectively cutting the portal veins of the pituitary stalk temporarily disrupts the release of a. b. c. d. e.

hypothalamic hormones. posterior pituitary hormones. anterior pituitary hormones. testosterone into the bloodstream. progestins.

A portal vein is any vein a. b. c. d. e.

in the pituitary stalk or ―porta.‖ that carries blood toward the pituitary. that connects one capillary network with another. that carries blood away from the hypothalamus. that leads to a large chamber.

41.

Releasing hormones are synthesized in the a. b. c. d. e.

amygdala. hypothalamus. hippocampus. pituitary. gonads.

Answer: B Difficulty Level: Easy Topic: Discovery of Hypothalamic Releasing Hormones Skill Level: Remember the Facts Learning Objective 13.5 Describe the research that led to the discovery of the hypothalamic releasing hormones. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 42.

Releasing hormones are released into the a. b. c. d. e.

gonads. posterior pituitary. hypothalamopituitary portal system. ventricles. adrenal cortex.

Answer: C Difficulty Level: Moderate Topic: Discovery of Hypothalamic Releasing Hormones Skill Level: Remember the Facts Learning Objective 13.5 Describe the research that led to the discovery of the hypothalamic releasing hormones. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Releasing hormones control the release of a. b. c. d. e.

estrogens. androgens. progestins. tropic hormones. releasing factors.

Answer: D Difficulty Level: Difficult Topic: Discovery of Hypothalamic Releasing Hormones Skill Level: Remember the Facts Learning Objective 13.5 Describe the research that led to the discovery of the hypothalamic releasing hormones. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44.

The first releasing hormone to be isolated was a. b. c. d. e.

gonadotropin releasing hormone. thyrotropin releasing hormone. follicle stimulating hormone. luteinizing hormone. growth hormone releasing factor.

Answer: B Difficulty Level: Moderate Topic: Discovery of Hypothalamic Releasing Hormones Skill Level: Remember the Facts Learning Objective 13.5 Describe the research that led to the discovery of the hypothalamic releasing hormones. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

Thyrotropin is released by the a. b. c. d. e.

thyroid gland. hypothalamus. anterior pituitary. posterior pituitary. adrenal cortex.

Gonadotropin-releasing hormone stimulates the release of __________ from the anterior pituitary. a. b. c. d. e.

follicle-stimulating hormone oxytocin thyrotropin testosterone epinephrine

Answer: A Difficulty Level: Difficult Topic: Discovery of Hypothalamic Releasing Hormones Skill Level: Remember the Facts Learning Objective 13.5 Describe the research that led to the discovery of the hypothalamic releasing hormones. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

Both follicle-stimulating hormone and luteinizing hormone are a. b. c. d. e.

releasing hormones. releasing factors. gonadotropins. posterior pituitary hormones. gonadal hormones.

There are often large minute-to-minute fluctuations in the levels of a person’s circulating hormones. These fluctuations are often the result of a. b. c. d. e.

pulsatile hormone release. negative feedback. positive feedback. testosterone. the adrenal medulla.

Answer: A Difficulty Level: Easy Topic: Discovery of Hypothalamic Releasing Hormones Skill Level: Remember the Facts Learning Objective 13.6 Describe three different types of signals that regulate hormone release. Also, describe how hormones are released over time and the effect this pattern of release has on levels of circulating hormones. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

What is the correct sequence of structures, from overall-to-specific control, involved in the regulation of gonadal hormones? a. b. c. d. e.

hypothalamus – posterior pituitary -- gonads – body tissues gonads– hypothalamus – anterior pituitary -- body tissues body tissues – hypothalamus – posterior pituitary -- gonads hypothalamus – anterior pituitary -- gonads – body tissues anterior pituitary -- hypothalamus –gonads – body tissues

Answer: D Difficulty Level: Easy Topic: Summary Model of Gonadal Endocrine Regulation Skill Level: Remember the Facts Learning Objective 13.7 Summarize the model of gonadal endocrine regulation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 50.

The cortices of the primordial gonads have the potential to develop into a. b. c. d. e.

ovaries. the female sex ducts. the frenulum. testes. the Wolffian system.

Answer: A Difficulty Level: Moderate Topic: Sexual Differentiation Skill Level: Remember the Facts Learning Objective 13.8 Describe the development of the internal and external reproductive organs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

The Sry gene on the Y sex chromosome triggers the synthesis of a. b. c. d. e.

testosterone. the Müllerian system. the primordial gonads. Sry protein. estradiol.

Answer: D Difficulty Level: Moderate Topic: Sexual Differentiation Skill Level: Remember the Facts Learning Objective 13.8 Describe the development of the internal and external reproductive organs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 52.

Sry protein triggers the development of the medullas of the primordial gonads into a. b. c. d. e.

testes. a Müllerian system. the penis. ovaries. a Wolffian system.

53.

In the absence of Sry protein, the a. b. c. d. e.

cortex of a primordial gonad develops into an ovary. medulla of a primordial gonad develops into a testis. Müllerian system develops into male ducts. cortex of a primordial gonad develops into a testis. medulla of a primordial gonad develops into an ovary.

Sperm cells move to the seminal vesicles through the a. b. c. d. e.

Wolffian tube. Müllerian tube. vas deferens. fallopian tubes. H-Y antigen axons.

Answer: C Difficulty Level: Difficult Topic: Sexual Differentiation Skill Level: Remember the Facts Learning Objective 13.8 Describe the development of the internal and external reproductive organs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

Only the upper portion of the __________ is part of the Müllerian system. a. b. c. d. e.

vas deferens vagina fallopian tubes uterus penis

Answer: B Difficulty Level: Difficult Topic: Sexual Differentiation Skill Level: Remember the Facts Learning Objective 13.8 Describe the development of the internal and external reproductive organs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 56.

During the third month of male fetal development, the testes secrete substantial amounts of testosterone and a. b. c. d. e.

estradiol. Müllerian-inhibiting substance. releasing factors. tropic hormones. Wolffian-inhibiting substance.

Answer: B Difficulty Level: Moderate Topic: Sexual Differentiation Skill Level: Remember the Facts Learning Objective 13.8 Describe the development of the internal and external reproductive organs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

When she matures, a genetic female fetus injected with testosterone during the third month of development could very well have a. b. c. d. e.

no internal reproductive ducts. both male and female internal reproductive ducts. male internal reproductive ducts, but no female ducts. two complete sets of female internal reproductive ducts. copious quantities of Müllerian-inhibiting substance.

Who is likely to develop female internal reproductive ducts? a. b. c. d. e.

female fetuses, ovariectomized female fetuses, and orchidectomized male fetuses male fetuses or gonadectomized female fetuses female fetuses and ovariectomized male fetuses gonadectomized female fetuses and ovariectomized male fetuses male fetuses, ovariectomized female fetuses, and gonadectomized male fetuses

Answer: A Difficulty Level: Difficult Topic: Sexual Differentiation Skill Level: Remember the Facts Learning Objective 13.8 Describe the development of the internal and external reproductive organs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

Which term refers specifically to the removal of the testes? a. b. c. d. e.

orchidectomy ovariectomy gonadectomy castration testectomy.

A female whose ovaries have been removed is said to be a. b. c. d. e.

orchidectomized. urethramized. gonadectomized. reprodectomized. genidectomized.

Answer: C Difficulty Level: Moderate Topic: Sexual Differentiation Skill Level: Remember the Facts Learning Objective 13.8 Describe the development of the internal and external reproductive organs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

The external reproductive organs of males and females develop a. b. c. d. e.

from different tissue. from the same bipotential tissue. under environmental control. under direct genetic control. under estrogenic control.

The male and female genitals develop from the a. b. c. d. e.

Wolffian system. Müllerian system. Wolffian and Müllerian systems, respectively. the same bipotential precursor. Müllerian and Wolffian systems, respectively.

63.

Which male structure develops from the same fetal tissue as does the labia majora? a. b. c. d. e.

scrotum shaft of the penis head of the penis frenulum labia minora

Which development represents a secondary sex characteristic? a. b. c. d. e.

formation of the clitoral hood in females growth of testes in adolescent girls growth of labioscrotal swellings in adolescent boys growth of breasts in adolescent girls formation of the scrotum in males

Answer: D Difficulty Level: Easy Topic: Puberty: Hormones and Development of Secondary Sex Characteristics Skill Level: Remember the Facts Learning Objective 13.9 Describe the male and female secondary sex characteristics and the role of hormones in their development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Generally speaking, feminization of the body at puberty a. b. c. d. e.

occurs automatically unless testosterone is present. is stimulated by a high ratio of androgens to estrogens. is stimulated by a high ratio of estrogens to androgens. can be blocked by hormones but is not stimulated by them. occurs automatically even if testosterone is present in large amounts.

Answer: C Difficulty Level: Moderate Topic: Puberty: Hormones and Development of Secondary Sex Characteristics Skill Level: Remember the Facts Learning Objective 13.9 Describe the male and female secondary sex characteristics and the role of hormones in their development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 66.

Which secondary sex characteristic is induced by an androgen other than testosterone? a. b. c. d. e.

the female pattern of pubic hair growth increased muscularity chest hair the male pattern of pubic hair growth enlargement of breasts

Answer: A Difficulty Level: Moderate Topic: Puberty: Hormones and Development of Secondary Sex Characteristics Skill Level: Remember the Facts Learning Objective 13.9 Describe the male and female secondary sex characteristics and the role of hormones in their development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

At puberty, the growth of female pubic hair and axillary hair is stimulated by a. b. c. d. e.

androstenedione. testosterone. minestrone. estradiol. growth hormone.

Answer: A Difficulty Level: Easy Topic: Puberty: Hormones and Development of Secondary Sex Characteristics Skill Level: Remember the Facts Learning Objective 13.9 Describe the male and female secondary sex characteristics and the role of hormones in their development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 68.

Human male brains and human female brains a. b. c. d. e.

differ substantially in size. differ slightly in size, but appear to be anatomically identical. are the same size. differ in size very slightly, but differ greatly in function. are the same size, but function differently.

Answer: A Difficulty Level: Moderate Topic: Sex Differences in the Brain Skill Level: Remember the Facts Learning Objective 13.10 Describe the evolution of research and thinking about sex differences in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

Human male brains tend to be __________ . compared to human female brains. a. b. c. d. e.

15 percent smaller 15 percent larger much more myelinated 1 percent larger 1 percent smaller

Answer: B Difficulty Level: Easy Topic: Sex Differences in the Brain Skill Level: Remember the Facts Learning Objective 13.10 Describe the evolution of research and thinking about sex differences in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 70.

Early studies of functional sex differences in mammalian brains inadvertently highlighted the role of __________ in gonadotropin regulation. a. b. c. d. e.

tyrosine inhibition of short-chain peptides inhibition of long-chain peptides pubertal androgens perinatal androgens

Answer: E Difficulty Level: Difficult Topic: Sex Differences in the Brain Skill Level: Remember the Facts Learning Objective 13.10 Describe the evolution of research and thinking about sex differences in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

The first functional sex difference that was identified in mammalian brains was a. b. c. d. e.

brain size differences across species. the presence of the Wolffian system. aromatization hypothesis. the factors that inhibit amino acid production. the factors that control gonadotropin release.

Which statement correctly describes our current understanding of differences in the structure of human female and human male brains? a. b. c. d. e.

Male and female brains are identical. Some suggestions of differences have been reported, but none of the differences has proven to be replicable. Many structural differences have been documented. The female frontal cortex is substantially larger than the male counterpart. The male frontal cortex has an extra layer.

Answer: C Difficulty Level: Easy Topic: Sex Differences in the Brain Skill Level: Remember the Facts Learning Objective 13.10 Describe the evolution of research and thinking about sex differences in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

All gonadal sex hormones are a. b. c. d. e.

produced in the hypothalamus. short-chain peptides. derived from cholesterol. long-chain proteins. long-chain peptides.

Answer: C Difficulty Level: Moderate Topic: Sex Differences in the Brain Skill Level: Remember the Facts Learning Objective 13.10 Describe the evolution of research and thinking about sex differences in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 74.

There is good evidence in some species that testosterone does not masculinize the brain directly; rather, it is first converted to estradiol, which then masculinizes the brain. This hypothesis is called the __________ hypothesis. a. b. c. d. e.

dihydrotestosterone aromatization alpha fetoprotein cholesterol dimorphic

75.

The aromatization hypothesis proposes that a. b. c. d. e.

alpha fetoprotein deactivates testosterone. dihydrotestosterone has no masculinizing effect. estradiol created in the brains of developing males from testosterone masculinizes their brains. estradiol created in the brains of developing females from testosterone feminizes their brains. testosterone created in the brains of developing females from estradiol feminizes their brains.

Alpha fetoprotein a. b. c. d. e.

is present in the blood of neonatal rats. readily penetrates the blood–brain barrier. activates circulating estradiol. is toxic in most species. plays a clear role in human masculinization.

77.

In some species, female fetuses are protected from the masculinizing effects of their mother’s estradiol by a. b. c. d. e.

estrogens. alpha fetoprotein. the blood–brain barrier. diethylstilbestrol. lordosis.

Answer: B Difficulty Level: Difficult Topic: Sex Differences in the Brain Skill Level: Remember the Facts Learning Objective 13.10 Describe the evolution of research and thinking about sex differences in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 78.

Which statement about brain differentiation is correct, according to current findings? a. b. c. d. e.

The sexual dimorphism of the mammalian brain depends entirely on the presence or absence of testosterone; genes play no direct role. The program of mammalian female brain development unfolds normally in the absence of estradiol or other hormones. There is a single mechanism that accounts for all differences between the brains of male and female mammals. Sex differences found in the brains of other species are not found in the brains of humans; there are no reliable anatomical or functional human brain differences. Brains are not masculinized or feminized as a whole; sex differences develop independently in different regions at different times through different mechanisms.

79.

In the evaluation of the effects of various hormone treatments on reproductive behavior, it is important to distinguish between ―feminize‖ and ―demasculinize‖ because they a. b. c. d. e.

are often the same. do not always go together. are the opposite of masculinize and defeminize. represent identical processes. have not been demonstrated in humans.

Answer: B Difficulty Level: Moderate Topic: Development of Sex Differences in Behavior Skill Level: Remember the Facts Learning Objective 13.11 Describe the results of studies of sex differences in behavior in humans and nonhumans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 80.

In humans, only __________ can be clearly identified as sexual dimorphisms. a. b. c. d. e.

reproduction-related behaviors structural brain differences the development of sex organs social behaviors anatomical brain differences

Answer: A Difficulty Level: Moderate Topic: Development of Sex Differences in Behavior Skill Level: Remember the Facts Learning Objective 13.11 Describe the results of studies of sex differences in behavior in humans and nonhumans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

Complete androgen insensitivity syndrome occurs in roughly __________ genetic male births. a. b. c. d. e.

1 in 2,000 1 in 5,000 1 in 60,000 1 in 100,000 1 in 300,000

Answer: C Difficulty Level: Moderate Topic: Exceptional Cases of Human Sexual Development Skill Level: Remember the Facts Learning Objective 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 82.

Why do the testes not descend from the body cavity in people with androgen insensitivity syndrome? a. b. c. d. e.

The testes are not present in this syndrome. There is no place for them to descend to. The testes are shriveled and misshapen. They are adhered to the lining of the uterine wall. The testes are enlarged, usually to triple the normal size.

Answer: B Difficulty Level: Moderate Topic: Exceptional Cases of Human Sexual Development Skill Level: Remember the Facts Learning Objective 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

Individuals with androgen insensitivity syndrome do not develop normal internal female reproductive ducts because their a. b. c. d. e.

ovaries release Sry protein. ovaries release Wolffian-inhibiting substance. testes release Müllerian-inhibiting substance. testes release androgens. ovaries release estrogens.

Adrenogenital syndrome affects approximately __________ people in the population. a. b. c. d. e.

1 in 10,000 1 in 6,000 1 in 4,000 1 in 400 1 in 100

Answer: A Difficulty Level: Easy Topic: Exceptional Cases of Human Sexual Development Skill Level: Remember the Facts Learning Objective 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

If identified at birth in a genetic female, adrenogenital syndrome is typically treated by early a. b. c. d. e.

surgical correction of any abnormalities of the genitals. removal of cortisol. administration of testosterone. removal of the Wolffian system. administration of tyrosine.

Answer: A Difficulty Level: Difficult Topic: Exceptional Cases of Human Sexual Development Skill Level: Remember the Facts Learning Objective 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 86.

Adrenogenital syndrome is associated with a. b. c. d. e.

overstimulation of the Wolffian system during prenatal development. the presence of too much cortisol in the body. ambiguous reproductive organs in many genetic females. demasculinization. clear deficiencies in the sexual development of males.

87.

Which statement is true regarding untreated genetic females with adrenogenital syndrome? a. b. c. d. e.

Their bodies may be unpredictably masculinized or feminized at puberty. They have low circulating levels of adrenal androgens. They have high circulating levels of adrenal cortisol. At birth, they inevitably look like normal males. They develop into sexually mature females at puberty.

Answer: A Difficulty Level: Moderate Topic: Exceptional Cases of Human Sexual Development Skill Level: Remember the Facts Learning Objective 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 88.

John Money documented a famous case of ablatio penis, which was initially used to argue that a. b. c. d. e.

social learning dominates expectations when it comes to gender identity. social learning dominates genes when it comes to gender identity. genes dominate social learning when it comes to gender identity. hormones dominate social learning when it comes to gender identity. sexual development is solely a genetic and hormonal process.

Answer: B Difficulty Level: Easy Topic: Exceptional Cases of Human Sexual Development Skill Level: Remember the Facts Learning Objective 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

In John Money’s 1975 report on patient David Reimer, he claimed that this person with ablatio penis had developed as a a. b. c. d. e.

normal boy. normal girl. hermaphrodite. transvestite. lesbian.

Why do exceptional cases of human sexual development call into question mamawawa? a. b. c. d. e.

In all such cases only genetic males are affected. They illustrate that gender identity is a social construction. In all such cases only genetic females are affected. They indicate that the initialism should really be ―maamwwama.‖ In almost all cases, the people in question were female in some respects and male in other respects.

Answer: E Difficulty Level: Easy Topic: Exceptional Cases of Human Sexual Development Skill Level: Remember the Facts Learning Objective 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

Which organ has the greatest impact in determining psychosocial development? a. b. c. d. e.

the penis the ovaries the brain the testes the vagina

The famous case of David Reimer suggests that surgically modifying a person’s sex a. b. c. d. e.

in infancy should be curtailed. after puberty should be curtailed. should be curtailed. should be curtailed in males. should be curtailed in females.

93.

Early research investigating the effects of orchidectomy demonstrated that it a. b. c. d. e.

immediately eliminates the ability of all patients to achieve an erection. immediately eliminates the sexual motivation of all patients. reduces the recidivism rate of sex offenders. immediately eliminates interest in sexual activity in all patients. gradually reduces vaginal lubrication during adolescence.

Answer: C Difficulty Level: Moderate Topic: Male Sexual Behavior and Gonadal Hormones Skill Level: Remember the Facts Learning Objective 13.13 Describe the role of gonadal hormones in male sexual behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 94.

Castrating adult human males usually produces a(n) a. b. c. d. e.

decrease in their sexual motivation. increase in the ability to achieve an erection. notable but brief increase in physical strength. proliferation of pubic hair. spike in the release of testosterone.

Answer: A Difficulty Level: Easy Topic: Male Sexual Behavior and Gonadal Hormones Skill Level: Remember the Facts Learning Objective 13.13 Describe the role of gonadal hormones in male sexual behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

One particularly puzzling observation about the effects of orchidectomy in adult males is the a. b. c. d. e.

loss of sexual potency. vastly different rates at which sexual activity declines. fact that some males still get married. fact that sterility is inevitable. fact that sterility is rare.

Answer: B Difficulty Level: Moderate Topic: Male Sexual Behavior and Gonadal Hormones Skill Level: Remember the Facts Learning Objective 13.13 Describe the role of gonadal hormones in male sexual behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 96.

Orchidectomy usually produces impotence, which is eliminated by replacement injections of a. b. c. d. e.

testosterone. estradiol. androstenedione. progesterone. minestrone.

97.

Testosterone replacement injections administered to adult orchidectomized males usually a. b. c. d. e.

render them impotent. eliminate their sterility. decrease their muscularity. enable them to achieve an erection. decrease their sex drive.

Answer: D Difficulty Level: Easy Topic: Male Sexual Behavior and Gonadal Hormones Skill Level: Remember the Facts Learning Objective 13.13 Describe the role of gonadal hormones in male sexual behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 98.

Testosterone injections administered to healthy males often increase a. b. c. d. e.

their attraction to other males. the proportion of multiple births. the size of their penises. their sex drive. nothing related to sex drive or sexual behavior.

Answer: E Difficulty Level: Difficult Topic: Male Sexual Behavior and Gonadal Hormones Skill Level: Remember the Facts Learning Objective 13.13 Describe the role of gonadal hormones in male sexual behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

Dihydrotestosterone is a. b. c. d. e.

a synthetic chemical that is identical to testosterone. a nonaromatizable androgen. an aromatizable androgen. readily converted to estradiol. a long-chain peptide.

In sexually mature female rats and guinea pigs, each estrous cycle is about a. b. c. d. e.

12 hours long. 4 days long. 2 weeks long. 4 weeks long. 8 weeks long.

Answer: B Difficulty Level: Moderate Topic: Female Sexual Behavior and Gonadal Hormones Skill Level: Remember the Facts Learning Objective 13.14 Describe the role of gonadal hormones in female sexual behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

A consequence of ovariectomy in adult human females is a. b. c. d. e.

reduced sexual desire. increased menstruation. elimination of the sex drive. an increase in the frequency of sexual fantasies. increase in vaginal lubrication.

Answer: A Difficulty Level: Moderate Topic: Female Sexual Behavior and Gonadal Hormones Skill Level: Remember the Facts Learning Objective 13.14 Describe the role of gonadal hormones in female sexual behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 102.

There is evidence that the hormone that influences sexual motivation in females is a. b. c. d. e.

testosterone. estradiol. progesterone. an estrogen. cortisol.

Answer: A Difficulty Level: Easy Topic: Female Sexual Behavior and Gonadal Hormones Skill Level: Remember the Facts Learning Objective 13.14 Describe the role of gonadal hormones in female sexual behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

In laboratory experiments, ovariectomized female rats are often rendered receptive by injections of a. b. c. d. e.

testosterone and estradiol. estradiol and progesterone. progesterone and testosterone. estradiol and estrogen. testosterone and androgen.

Answer: B Difficulty Level: Difficult Topic: Female Sexual Behavior and Gonadal Hormones Skill Level: Remember the Facts Learning Objective 13.14 Describe the role of gonadal hormones in female sexual behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 104.

Castrating sexually mature female rats a. b. c. d. e.

decreases their receptivity over the ensuing months. decreases their proceptivity over the ensuing months. rapidly increases their proceptivity. rapidly eliminates their receptivity and proceptivity. rapidly increases their receptivity.

Answer: D Difficulty Level: Moderate Topic: Female Sexual Behavior and Gonadal Hormones Skill Level: Remember the Facts Learning Objective 13.14 Describe the role of gonadal hormones in female sexual behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

The current research evidence regarding hormones and human female sexual behavior indicates that a. b. c. d. e.

estradiol must be present for any sexual behavior to occur. testosterone is the primary hormone responsible for increasing female sexual fantasies, but not necessarily sexual behavior. both estradiol and testosterone are implicated, at least in some cases. testosterone has no effect in reinstating sexual desire in overiectomized human females. sexual desire is controlled by estradiol, whereas sexual pleasure is controlled by testosterone.

Answer: C Difficulty Level: Moderate Topic: Female Sexual Behavior and Gonadal Hormones Skill Level: Remember the Facts Learning Objective 13.14 Describe the role of gonadal hormones in female sexual behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 106.

Which statement about anabolic steroids is correct? a. b. c. d. e.

They are chemically similar to estradiol. They are less effective than testosterone in promoting muscle development. They often increase male sex drive. They often induce testicular atrophy. They have a calming or sedative effect in most users.

Answer: D Difficulty Level: Moderate Topic: Anabolic Steroid Abuse Skill Level: Remember the Facts Learning Objective 13.15 Describe the dangers associated with anabolic steroid use. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

107.

Although there are few controlled studies of anabolic steroid use, it seems clear that anabolic steroids can a. b. c. d. e.

decrease muscularity. improve athletic performance. increase sexual motivation. bypass the liver when in the bloodstream. increase sexual performance.

Answer: B Difficulty Level: Moderate Topic: Anabolic Steroid Abuse Skill Level: Remember the Facts Learning Objective 13.15 Describe the dangers associated with anabolic steroid use. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 108.

Testicular atrophy, gynecomastia, amenorrhea, sterility, hirsutism, cancer, acne, and muscle spasms are all potential symptoms of a. b. c. d. e.

androgenic insensitivity. anabolic steroid use. hyperthyroidism. adrenogenital syndrome. ablatio penis.

Answer: B Difficulty Level: Easy Topic: Anabolic Steroid Abuse Skill Level: Remember the Facts Learning Objective 13.15 Describe the dangers associated with anabolic steroid use. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

It is virtually impossible to study sexual ___________ in humans using conventional brain imaging technology. a. b. c. d. e.

imagery intercourse motivation thinking arousal

Answer: B Difficulty Level: Moderate Topic: Four Brain Structures Associated with Sexual Activity Skill Level: Remember the Facts Learning Objective 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 110.

Which brain structure is known to play a primary role in human sexual behavior? a. b. c. d. e.

cerebellum mammillary bodies basal ganglia ventral striatum medulla

Answer: D Difficulty Level: Moderate Topic: Four Brain Structures Associated with Sexual Activity Skill Level: Remember the Facts Learning Objective 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

In the context of human sexual behavior, the _________ is thought to control the most complex aspects. a. b. c. d. e.

hippocampus cortex hypothalamus limbic system amygdala

The __________ are found in the preoptic area, and they are larger in male rats than in female rats. a. b. c. d. e.

lateral geniculate nuclei testes sexually dimorphic nuclei scrota suprachiasmatic nuclei

Answer: C Difficulty Level: Easy Topic: Four Brain Structures Associated with Sexual Activity Skill Level: Remember the Facts Learning Objective 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

113.

The sexually dimorphic nuclei are well known to researchers because they a. b. c. d. e.

manufacture gonadotropin-releasing factor. are larger in male rats than in female rats. control vasopressin release. control sexual behavior. are located in the hypothalamus.

Answer: B Difficulty Level: Easy Topic: Four Brain Structures Associated with Sexual Activity Skill Level: Remember the Facts Learning Objective 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 114.

Which hormone normally triggers the growth of the sexually dimorphic nuclei in male neonatal rats? a. b. c. d. e.

estradiol aromatized from testosterone androstenedione progesterone vasopressin testosterone

Answer: A Difficulty Level: Difficult Topic: Four Brain Structures Associated with Sexual Activity Skill Level: Remember the Facts Learning Objective 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

115.

Destruction of the medial preoptic area a. b. c. d. e.

abolishes male copulatory behavior. increases male copulatory behavior. abolishes female copulatory behavior. increases female copulatory behavior. has no effect on male copulatory behavior.

Answer: A Difficulty Level: Moderate Topic: Four Brain Structures Associated with Sexual Activity Skill Level: Remember the Facts Learning Objective 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 116.

The medial preoptic area is located in the a. b. c. d. e.

ventral striatum. amygdala. occipital lobe. central fissure. hypothalamus.

Answer: E Difficulty Level: Easy Topic: Four Brain Structures Associated with Sexual Activity Skill Level: Remember the Facts Learning Objective 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

117.

Female rats that have had their ventromedial nuclei estrogen receptors selectively inactivated a. b. c. d. e.

show sexual mounting behaviors that are typically associated with male rats. do not show lordosis, a behavior typically associated with sexual receptivity. display hyperphagia, adipsia, and alopecia. display hyperlordosis in the presence of a male rat. show insatiable sexual activity in the presence of three or more mates.

Answer: B Difficulty Level: Difficult Topic: Four Brain Structures Associated with Sexual Activity Skill Level: Remember the Facts Learning Objective 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 118.

Which syndrome hinted that the amygdala plays an important role in human sexual behavior? a. b. c. d. e.

Kluver-Bucy syndrome ablatio penis Moebius syndrome Prader-Willi syndrome autism spectrum disorder

Answer: A Difficulty Level: Easy Topic: Four Brain Structures Associated with Sexual Activity Skill Level: Remember the Facts Learning Objective 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

119.

People who are sexually attracted to both females and males are characterized as __________ . a. b. c. d. e.

hypersexual heterosexual gay bisexual transsexual

Answer: D Difficulty Level: Easy Topic: Sexual Orientation Skill Level: Remember the Facts Learning Objective 13.17 Describe the results of the two studies on the genetics of sexual orientation by Bailey and Pillard (1991, 1993) and describe the fraternal birth order effect and why it is thought to occur. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 120.

J. Michael Bailey and Richard Pillard studied a group of gay men who had twin brothers. They found that ________________ were gay. a. b. c. d. e.

52 percent of the monozygotic twin brothers and 22 percent of the dizygotic twin brothers 100 percent of the monozygotic twin brothers and 0 percent of the dizygotic twin brothers 52 percent of the twin brothers and 22 percent of the male siblings 30 percent of the monozygotic twin brothers and 20 percent of the half brothers 92 percent of the monozygotic twin brothers and 52 percent of the dizygotic twin brothers

Answer: A Difficulty Level: Moderate Topic: Sexual Orientation Skill Level: Remember the Facts Learning Objective 13.17 Describe the results of the two studies on the genetics of sexual orientation by Bailey and Pillard (1991, 1993) and describe the fraternal birth order effect and why it is thought to occur. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

121.

Sexual orientation is best characterized as a(n) a. b. c. d. e.

conscious choice. societal mandate. unconscious choice. dimorphism. process of discovery.

Answer: E Difficulty Level: Moderate Topic: Sexual Orientation Skill Level: Remember the Facts Learning Objective 13.17 Describe the results of the two studies on the genetics of sexual orientation by Bailey and Pillard (1991, 1993) and describe the fraternal birth order effect and why it is thought to occur. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 122.

If a gay male were gonadectomized and then given extremely large replacement injections of testosterone, his primary sexual orientation would be a. b. c. d. e.

gay. heterosexual. bisexual. asexual. antisexual.

123.

When male animals of many species have had their early sex hormones modified, it is not uncommon to later see them engaging in a. b. c. d. e.

acts of hypersexuality. female-typical sexual behavior. acts of unbridled aggression against other males of that species. sexual behavior that is typical for males of that species. aggressive acts directed toward males of similar, but distinct, species.

Answer: B Difficulty Level: Moderate Topic: Sexual Orientation Skill Level: Remember the Facts Learning Objective 13.17 Describe the results of the two studies on the genetics of sexual orientation by Bailey and Pillard (1991, 1993) and describe the fraternal birth order effect and why it is thought to occur. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 124.

Same-sex sexual preferences have been induced in several species by perinatal a. b. c. d. e.

castration of males. castration of females. testosterone injections in males. estradiol injections in females. cortisol injections in both females and males.

Answer: A Difficulty Level: Difficult Topic: Sexual Orientation Skill Level: Remember the Facts Learning Objective 13.17 Describe the results of the two studies on the genetics of sexual orientation by Bailey and Pillard (1991, 1993) and describe the fraternal birth order effect and why it is thought to occur. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

125.

The probability of a human male being gay increases as a function of the number of older brothers he has, an observation that a. b. c. d. e.

illustrates the dominance of genetic factors. is summarized by the maternal immune hypothesis. is the basis of the fraternal birth order effect. is the central argument of the maternal birth order hypothesis. this behavior results from a viral infection.

Answer: C Difficulty Level: Easy Topic: Sexual Orientation Skill Level: Remember the Facts Learning Objective 13.17 Describe the results of the two studies on the genetics of sexual orientation by Bailey and Pillard (1991, 1993) and describe the fraternal birth order effect and why it is thought to occur. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 126.

In a key study, women whose mothers had been exposed to a synthetic estrogen (diethylstilbestrol) during pregnancy reported a. b. c. d. e.

being predominantly gay. being exclusively heterosexual in their orientation. being more sexually attracted to females than usual. a lifelong absence of sexual desire. engaging in same-sex sexual behavior but having opposite-sex sexual fantasies.

Answer: C Difficulty Level: Difficult Topic: Sexual Orientation Skill Level: Remember the Facts Learning Objective 13.17 Describe the results of the two studies on the genetics of sexual orientation by Bailey and Pillard (1991, 1993) and describe the fraternal birth order effect and why it is thought to occur. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

127.

Sexual attraction develops a. b. c. d. e.

with the onset of puberty. before the onset of puberty. after the onset of puberty. in infancy. following puberty.

Answer: B Difficulty Level: Difficult Topic: What Triggers the Development of Sexual Attraction? Skill Level: Remember the Facts Learning Objective 13.18 Describe the hypothesized role of adrenal cortex steroids in the emergence of sexual attraction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 128.

Most of the research investigating neuroanatomical, neurophysiological, neuropsychological, or hormonal response differences in sexual attraction has focused on comparisons between a. b. c. d. e.

gay men and heterosexual men. bisexual men and heterosexual women. gay men and bisexual women. asexual men and lesbians. gay men and lesbians.

Answer: A Difficulty Level: Easy Topic: What Differences in the Brain Can Account for Differences in Sexual Attraction? Skill Level: Remember the Facts Learning Objective 13.19 Describe the famous study of LeVay (1991) and two major problems with its finding. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

129.

The first step in male-to-female sexual reassignments is a. b. c. d. e.

psychiatric assessment and counseling. estrogen treatment. orchidectomy. mastectomy. removing the penis.

Answer: A Difficulty Level: Easy Topic: Gender Identity Skill Level: Remember the Facts Learning Objective 13.20 Define gender identity, explain what is meant by ―gender dysphoria,‖ and describe the process of surgical sexual reassignment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 130.

Transgender persons have a body type that is __________ and a sexual orientation that is __________ . a. b. c. d. e.

inconsistent with their gender identity; based on same-sex attraction consistent with their gender identity; based on same-sex attraction inconsistent with their gender identity; exclusively heterosexual consistent with their gender identity; independently determined inconsistent with their gender identity; independently determined

Answer: E Difficulty Level: Moderate Topic: Independence of Sexual Orientation and Gender Identity Skill Level: Remember the Facts Learning Objective 13.21 Sexual attraction, gender identity, and body type are independent. Explain and give an example. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

FILL-IN-THE-BLANK QUESTIONS 1.

Sweat glands are __________ glands.

Answer: exocrine Difficulty Level: Moderate Topic: Glands Skill Level: Remember the Facts Learning Objective 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

__________ glands are ductless glands, which release hormones into the circulatory system.

Answer: Endocrine Difficulty Level: Easy Topic: Glands Skill Level: Remember the Facts Learning Objective 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 3.

Egg and sperm cells combine to form a cell called a __________.

Answer: zygote Difficulty Level: Easy Topic: Glands Skill Level: Remember the Facts Learning Objective 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

__________ hormones are short chains of amino acids.

Answer: Peptide Difficulty Level: Moderate Topic: Hormones Skill Level: Remember the Facts Learning Objective 13.2 Describe the three classes of hormones and then describe three classes of gonadal hormones. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

__________ hormones can readily penetrate cell membranes because their molecules are small and fat soluble.

Answer: Steroid Difficulty Level: Easy Topic: Hormones Skill Level: Remember the Facts Learning Objective 13.2 Describe the three classes of hormones and then describe three classes of gonadal hormones. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

The most prevalent __________ is estradiol.

Answer: estrogen Difficulty Level: Easy Topic: Hormones Skill Level: Remember the Facts Learning Objective 13.2 Describe the three classes of hormones and then describe three classes of gonadal hormones. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 7.

__________ steroid hormone is released by the ovaries and not also by the testes.

Answer: No Difficulty Level: Difficult Topic: Hormones Skill Level: Remember the Facts Learning Objective 13.2 Describe the three classes of hormones and then describe three classes of gonadal hormones. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

All of the steroid hormones released by the gonads are also released by the __________ cortex.

Answer: adrenal Difficulty Level: Difficult Topic: Hormones Skill Level: Remember the Facts Learning Objective 13.2 Describe the three classes of hormones and then describe three classes of gonadal hormones. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

The pituitary dangles from a stalk connected to the __________.

Answer: hypothalamus Difficulty Level: Easy Topic: The Pituitary Skill Level: Remember the Facts Learning Objective 13.3 Explain why the pituitary is sometimes called the master gland and describe its anatomy. Discuss the female vs. male patterns of gonadal and gonadotropic hormone release and explain the evidence that discounted a role for the anterior pituitary in controlling those patterns of release. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

A __________ vein is any vein that connects one capillary network with another.

Answer: portal Difficulty Level: Difficult Topic: The Pituitary Skill Level: Remember the Facts Learning Objective 13.3 Explain why the pituitary is sometimes called the master gland and describe its anatomy. Discuss the female vs. male patterns of gonadal and gonadotropic APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

The __________ of the primordial gonads develop into testes.

Answer: medullas Difficulty Level: Difficult opic: Sexual Differentiation Skill Level: Remember the Facts Learning Objective 13.8 Describe the development of the internal and external reproductive organs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

The specific term for surgical removal of the testes is __________.

Answer: orchidectomy Difficulty Level: Moderate Topic: Sexual Differentiation Skill Level: Remember the Facts Learning Objective 13.8 Describe the development of the internal and external reproductive organs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

The growth of human axillary hair at puberty is stimulated by the hormone __________.

Answer: androstenedione Difficulty Level: Difficult Topic: Puberty: Hormones and Development of Secondary Sex Characteristics Skill Level: Remember the Facts Learning Objective 13.9 Describe the male and female secondary sex characteristics and the role of hormones in their development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

In some species, testosterone is thought to be converted to estradiol, which then masculinizes the brain. This is called the __________ hypothesis.

Answer: aromatization Difficulty Level: Difficult Topic: Sex Differences in the Brain Learning Objective 13.10 Describe the evolution of research and thinking about sex differences in the brain. Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

__________ is the intromission-facilitating arched-back posture of female rodent sexual receptivity.

Answer: Lordosis Difficulty Level: Moderate Topic: Development of Sex Differences in Behavior Skill Level: Remember the Facts Learning Objective 13.11 Describe the results of studies of sex differences in behavior in humans and nonhumans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

A behavior or structure that appears in two distinct classes is called a __________ .

Answer: sexual dimorphism Difficulty Level: Moderate Topic: Development of Sex Differences in Behavior Skill Level: Remember the Facts Learning Objective 13.11 Describe the results of studies of sex differences in behavior in humans and nonhumans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

Sparse pubic and axillary hair is a symptom of __________.

Answer: androgenic insensitivity syndrome Difficulty Level: Moderate Topic: Exceptional Cases of Human Sexual Development Skill Level: Remember the Facts Learning Objective 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

Dihydrotestosterone is a __________ androgen, which means that it cannot be converted to estradiol.

Answer: nonaromatizable Difficulty Level: Difficult Topic: Male Sexual Behavior and Gonadal Hormones Skill Level: Remember the Facts Learning Objective 13.13 Describe the role of gonadal hormones in male sexual behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

The __________ nuclei of the preoptic hypothalamus are larger in male rats than female rats.

Answer: sexually dimorphic Difficulty Level: Moderate Topic: Four Brain Structures Associated with Sexual Activity Skill Level: Remember the Facts Learning Objective 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

The __________ area of the hypothalamus seems to control the motivation to engage in male copulatory behavior.

Answer: medial preoptic Difficulty Level: Difficult Topic: Four Brain Structures Associated with Sexual Activity Skill Level: Remember the Facts Learning Objective 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 21.

Many transgender persons face a strong intrapsychic conflict called __________ .

Answer: gender dysphoria Difficulty Level: Difficult Topic: ender Identity Skill Level: Remember the Facts Learning Objective 13.20 Define gender identity, explain what is meant by ―gender dysphoria,‖ and describe the process of surgical sexual reassignment. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY AND OTHER MULTIPLE-MARK QUESTIONS 1.

Explain how the neuroendocrine system regulates the release of hormones from the gonads. Illustrate with a diagram of the regulatory model.

Answer: 30% for a discussion of how the hypothalamus regulates the anterior pituitary 30% for a discussion of how the anterior pituitary regulates the gonads 20% for a discussion of the concept of feedback 20% for a reasonable illustration Difficulty Level: Moderate Topic: Neuroendocrine System Skill Level: Remember the Facts Learning Objective 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Describe the sexual differentiation of the gonads, internal reproductive ducts, and external reproductive organs. Compare and contrast the mechanisms involved in these processes.

Answer: 25% for describing differentiation of the gonads 25% for describing differentiation of the internal reproductive ducts 25% for describing differentiation of the external reproductive organs 25% for comparing and contrasting the three mechanisms Difficulty Level: Moderate Topic: Sexual Differentiation Skill Level: Remember the Facts Learning Objective 13.8 Describe the development of the internal and external reproductive organs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Describe and discuss sexual dimorphisms of the mammalian brain. How do they develop? Include cyclic gonadotropin release, the sexually dimorphic nucleus, and the aromatization hypothesis in your answer.

Answer: 25% for describing differentiation of the pattern of gonadotropin release 25% for describing differentiation of the sexually dimorphic nucleus 25% for describing the aromatization hypothesis 25% for discussion, emphasizing the lack of the functional consequences of brain differentiation Difficulty Level: Difficult Topic: Sex Differences in the Brain Skill Level: Remember the Facts Learning Objective 13.10 Describe the evolution of research and thinking about sex differences in the brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

Describe the symptoms and mechanism of complete androgen insensitivity syndrome. Explain the hormonal mechanism underlying the development of these symptoms.

Answer: 40% for describing the syndrome and its mechanism 60% for describing the development of the gonads, internal reproductive ducts, external reproductive organs, and secondary sex characteristics Difficulty Level: Easy Topic: Exceptional Cases of Human Sexual Development Skill Level: Remember the Facts Learning Objective 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Discuss the case of David Reimer, the twin who lost his penis. How was his condition treated? Was the treatment effective? What can we learn from this case? Describe two major points.

Answer: 20% for describing the cause of his problem 40% for describing the treatment and its effects 40% for describing two main points that can be learned from the case Difficulty Level: Moderate Topic: Exceptional Cases of Human Sexual Development Skill Level: Remember the Facts Learning Objective 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. .

Summarize the role of four brain structures in mammalian sexual behavior, emphasizing the evidence that highlights and supports their important role in this area.

Answer: 25% for discussing the cortex 25% for discussing the hypothalamus 25% for discussing the amygdala 25% for discussing the ventral striatum Difficulty Level: Difficult Topic: Four Brain Structures Associated with Sexual Activity Skill Level: Remember the Facts Learning Objective 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Discuss variations of gender identity and sexual orientation. How are they related? What do we know about the causes and mechanisms that determine one’s gender identity or sexual orientation?

Answer: 30% for describing variations in sexual orientation 30% for describing variations in gender identity 10% for discussing their independence 30% for discussing the possible role of early hormone exposure and the fraternal birth order effect Difficulty Level: Moderate Topic: Sexual Orientation and Gender Identity Skill Level: Remember the Facts Learning Objective 13.17 Describe the results of the two studies on the genetics of sexual orientation by Bailey and Pillard (1991, 1993) and describe the fraternal birth order effect and why it is thought to occur. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. REVEL QUIZ QUESTIONS The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Assignment: Quiz: Neuroendocrine System EOM_13.1.1 Question: Exocrine glands release their chemicals into _________, which carry them to their targets. Endocrine glands release their chemicals directly into __________________. a. the posterior pituitary; the anterior pituitary b. the anterior pituitary; the posterior pituitary c. the circulatory system; ducts d. ducts; the circulatory system Answer: D Consider This: One of the two gland types is ductless. LO 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. Learning Objective: 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. Skill Level: Analyze It Difficulty Level: Moderate EOM_13.1.2

Question: After copulation, a sperm cell may fertilize an ovum to form a cell called a(n): a. embryo. b. fetus. c. zygote. d. child cell. Answer: C Consider This: The newly fertilized cell contains a full set of chromosomes—half from the mother and half from the father. LO 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. Learning Objective: 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_13.1.3 Question: __________________ is a pituitary tropic hormone that travels through the circulatory system to the gonads, where it stimulates the release of gonadal hormones. a. Gonadotropin b. Oxytocin c. Vasopressin d. Testosterone Answer: A Consider This: Most of the hormones of the pituitary gland are tropic hormones. LO 13.3 Explain why the pituitary is sometimes called the master gland and describe its anatomy. Discuss the female vs. male patterns of gonadal and gonadotropic hormone release and explain the evidence that discounted a role for the anterior pituitary in those patterns of release. Learning Objective: 13.3 Explain why the pituitary is sometimes called the master gland and describe its anatomy. Discuss the female vs. male patterns of gonadal and gonadotropic hormone release and explain the evidence that discounted a role for the anterior pituitary in those patterns of release. Skill Level: Remember the Facts Difficulty Level: Easy EOM_13.1.4 Question: Hormones are carried from the hypothalamus to the anterior pituitary via the: a. paraventricular nuclei. b. hypothalamopituitary portal system. c. vasomotor system. d. tubuloglomerular feedback system. Answer: B

Consider This: One of the hormones that is carried through this structure/system is gonadotropinreleasing hormone. LO 13.4 Explain how the anterior and posterior pituitary are controlled. Learning Objective: 13.4 Explain how the anterior and posterior pituitary are controlled. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_13.1.5 Question: One consequence of ________________ is that there are often large minute-to-minute fluctuations in the levels of circulating hormones. a. the stress response b. neural signals c. exocrine function d. pulsatile hormone release Answer: D Consider This: Hormones are discharged several times per day in large surges, which typically last no more than a few minutes. LO 13.6 Describe three different types of signals that regulate hormone release. Also, describe how hormones are released over time and the effect this pattern of release has on levels of circulating hormones. Learning Objective: 13.6 Describe three different types of signals that regulate hormone release. Also, describe how hormones are released over time and the effect this pattern of release has on levels of circulating hormones. Skill Level: Understand the Concepts Difficulty Level: Moderate

Assignment: Quiz: Hormones and Sexual Development of the Body EOM_13.2.1 Question: In the seventh week after conception, the ___________ gene on the Y chromosome of the male triggers the synthesis of ____________ protein. a. Sry; Sry b. Sry; testicular c. testicular; testicular d. ovarian; ovarian Answer: A Consider This: This protein causes the medulla of each primordial gonad to grow and to develop into a testis. LO 13.8 Describe the development of the internal and external reproductive organs. Learning Objective: 13.8 Describe the development of the internal and external reproductive organs. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_13.2.2 Question: If Sry protein were injected into a genetic female fetus 6 weeks after conception, the fetus would develop into a genetic _____ with ______. a. female; ovaries b. female; testes c. female; neither testes nor ovaries d. male; ovaries Answer: B Consider This: The Sry protein initiates the male pattern of development. LO 13.8 Describe the development of the internal and external reproductive organs. Learning Objective: 13.8 Describe the development of the internal and external reproductive organs. Skill Level: Apply What You Know Difficulty Level: Moderate

EOM_13.2.3 Question: In the third month of male fetal development, the developing testes secrete: a. Müllerian-inhibiting substance. b. estradiol. c. progesterone. d. oxytocin. Answer: A Consider This: One of the effects of this secreted substance is to cause the testes to descend into the scrotum. LO 13.8 Describe the development of the internal and external reproductive organs. Learning Objective: 13.8 Describe the development of the internal and external reproductive organs. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_13.2.4 Question: Surgical removal of the gonads—either the testes or the ovaries—is called: a. ovariectomy. b. oophorectomy. c. castration. d. orchidectomy. Answer: C Consider This: Gonadectomy is synonymous with this term. LO 13.8 Describe the development of the internal and external reproductive organs. Learning Objective: 13.8 Describe the development of the internal and external reproductive organs. Skill Level: Remember the Facts 1107 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Easy

EOM_13.2.5 Question: ____________________ triggers the growth of pubic and axillary hair in females. a. Growth hormone b. Testosterone c. Estradiol d. Androstenedione Answer: D Consider This: This is an androgen that is released primarily by the adrenal cortex. LO 13.9 Describe the male and female secondary sex characteristics and the role of hormones in their development. Learning Objective: 13.9 Describe the male and female secondary sex characteristics and the role of hormones in their development. Skill Level: Remember the Facts Difficulty Level: Easy

Assignment: Quiz: Sexual Development of Brain and Behavior EOM_13.3.1 Question: In the classic experiments of Pfeiffer, gonadectomizing neonatal rats of either genetic sex caused them to develop into adults with the ____________________________. In contrast, transplantation of testes into gonadectomized or intact female neonatal rats caused them to develop into adults with the ________________________. a. female cyclic pattern of gonadotropin release; steady male pattern of gonadotropin release b. steady male pattern of gonadotropin release; female cyclic pattern of gonadotropin release c. female cyclic pattern of oxytocin release; steady male pattern of oxytocin release d. steady male pattern of oxytocin release; female cyclic pattern of oxytocin release Answer: A Consider This: From his experiments, Pfeiffer concluded that the female cyclic pattern of gonadotropin release develops unless the preprogrammed female cyclicity is overridden. LO 13.10 Describe the evolution of research and thinking about sex differences in the brain. Learning Objective: 13.10 Describe the evolution of research and thinking about sex differences in the brain. Skill Level: Analyze It Difficulty Level: Difficult

EOM_13.3.2

Question: Aromatization refers to the process of converting ______________ to ________________. a. testosterone; estradiol b. testosterone; androstenedione c. androstenedione; testosterone d. estradiol; testosterone Answer: A Consider This: The enzyme aromatase is responsible for this conversion. LO 13.10 Describe the evolution of research and thinking about sex differences in the brain. Learning Objective: 13.10 Describe the evolution of research and thinking about sex differences in the brain. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_13.3.3 Question: Although research on the development of sex differences in the brain is still in its infancy, one important principle has emerged: a. Brains are either masculine or feminine. b. There are no substantial differences between the brains of human males and females. c. Brains are not masculinized or feminized as a whole. d. All differences between the brains of human males and females are controlled by neonatal hormones. Answer: C Consider This: Sex differences develop independently in different parts of the brain at different points in time and by different mechanisms. LO 13.10 Describe the evolution of research and thinking about sex differences in the brain. Learning Objective: 13.10 Describe the evolution of research and thinking about sex differences in the brain. Difficulty Level: Moderate

EOM_13.3.4 Question: Perinatal exposure to testosterone often __________________ a genetic female’s adult reproductive behavior. a. feminizes and demasculinizes b. masculinizes and defeminizes c. masculinizes and feminizes d. defeminizes and demasculinizes Answer: B Consider This: Adult female guineas pigs that had been exposed to testosterone during the perinatal period displayed less lordosis following injections of progesterone and estradiol. LO 13.11 Describe the results of studies of sex differences in behavior in humans and nonhumans.

Learning Objective: 13.11 Describe the results of studies of sex differences in behavior in humans and nonhumans. Skill Level: Analyze It Difficulty Level: Difficult

EOM_13.3.5 Question: Which condition is MORE likely in human males than females? a. anxiety b. depression c. Alzheimer’s disease d. dyslexia Answer: D Consider This: This particular condition is three times more prevalent in males. LO 13.11 Describe the results of studies of sex differences in behavior in humans and nonhumans. Learning Objective: 13.11 Describe the results of studies of sex differences in behavior in humans and nonhumans. Skill Level: Remember the Facts Difficulty Level: Easy

Assignment: Quiz: Three Cases of Exceptional Human Sexual Development EOM_13.4.1 Question: Androgen insensitivity syndrome results from: a. a lack of circulating androgens. b. a mutation of the gene for the androgen receptor. c. excessive estrogen levels. d. aromatization. Answer: B Consider This: People with androgen insensitivity syndrome have androgen receptors that are totally unresponsive. LO 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. Learning Objective: 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_13.4.2 Question: Which of these is the MOST common atypical form of sexual development? a. androgen insensitivity syndrome b. adrenogenital syndrome c. ablatio penis 1110 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

d. ablatio clitoris Answer: B Consider This: It is caused by a congenital deficiency in the release of the hormone cortisol from the adrenal cortex. LO 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. Learning Objective: 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_13.4.3 Question: Which condition results from a congenital deficiency in the release of the hormone cortisol from the adrenal cortex? a. androgen insensitivity syndrome b. adrenogenital syndrome c. ablatio penis d. hypocortisolimia Answer: B Consider This: It is associated with the excessive release of adrenal androgens. LO 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. Learning Objective: 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_13.4.4 Question: According to John Money, the outcome of the David Reimer case strongly supported the _____________ theory of gender identity. a. organizational b. activational c. penis-presence d. social-learning Answer: D Consider This: A long-term follow-up study of the David Reimer case by impartial experts painted a very different picture than the one reported by John Money. LO 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. Learning Objective: 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. Skill Level: Understand the Concepts Difficulty Level: Moderate 1111 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOM_13.4.5 Question: Long-term follow-up studies of David Reimer came to conclusions that contradicted John Money’s earlier conclusions. These follow-up studies found that from an early age, David: a. felt like a girl. b. tended to prefer boys’ activities and games. c. displayed great interest in dolls, cooking, or other conventional female activities. d. was attracted to males. Answer: B Consider This: David Reimer’s case suggests that the clinical practice of surgically modifying a baby’s sex should be curtailed. LO 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. Learning Objective: 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. Skill Level: Understand the Concepts Difficulty Level: Moderate

Assignment: Quiz: Effects of Gonadal Hormones on Adults EOM_13.5.1 Question: An important generalization drawn from Bremer’s (1959) classic study is that inhuman males, castration always leads to: a. an immediate reduction in sexual interest but no changes in behaviors. b. a reduction in sexual interest and behavior. c. a total elimination of sexual interest and behavior. d. no major reductions in sexual interest and behavior. Answer: B Consider This: A second generalization from the same study was that the rate and degree of loss in sexual interest and behavior are variable. LO 13.13 Describe the role of gonadal hormones in male sexual behavior. Learning Objective: 13.13 Describe the role of gonadal hormones in male sexual behavior. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_13.5.2 Question: Because testosterone is the major testicular hormone, the major symptoms of orchidectomy have been attributed to the loss of testosterone. The therapeutic effects of _______________ have confirmed this assumption. a. lordosis b. replacement injections c. castration 1112 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

d. surgical reconstruction of the gonads Answer: B Consider This: Some amount of testosterone is necessary for male sexual behavior. LO 13.13 Describe the role of gonadal hormones in male sexual behavior. Learning Objective: 13.13 Describe the role of gonadal hormones in male sexual behavior. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_13.5.3 Question: In sexually mature female rats and guinea pigs, ________ is a period of 12 to 18 hours during which the female is fertile, receptive, proceptive, and sexually attractive. a. ovulation b. amenorrhea c. hirsutism d. estrus Answer: D Consider This: Surges of estrogens and progesterone initiate this period. LO 13.14 Describe the role of gonadal hormones in female sexual behavior. Learning Objective: 13.14 Describe the role of gonadal hormones in female sexual behavior. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_13.5.4 Question: With respect to hormones, the sexual drive of human females seems to reflect: a. both estradiol and testosterone b. estradiol but not testosterone c. testosterone but not estradiol d. neither testosterone nor estradiol Answer: A Consider This: Research investigating the hormonal basis of female sexual motivation tells a complex story. LO 13.14 Describe the role of gonadal hormones in female sexual behavior. Learning Objective: 13.14 Describe the role of gonadal hormones in female sexual behavior. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_13.5.5 Question: Males taking anabolic steroids often experience: a. gynecomastia. b. testicular growth. c. androgenesis. 1113 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

d. amenorrhea. Answer: A Consider This: This effect presumably results from the aromatization of anabolic steroids to estrogens. LO 13.15 Describe the dangers associated with anabolic steroid use. Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 13.15 Describe the dangers associated with anabolic steroid use.

Assignment: Quiz: Brain Mechanisms of Sexual Behavior EOM_13.6.1 Question: In humans, activity in the ______________ is suppressed during orgasm. a. amygdala b. prefrontal cortex c. hypothalamus d. striatum Answer: B Consider This: The amygdalae seem to play a role in the identification of potential mating partners. LO 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. Learning Objective: 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_13.6.2 Question: Gorski and his colleagues (1978) discovered a nucleus in the ____________ of the rat hypothalamus that was several times larger in males. They called this nucleus the _________________ nucleus. a. lateral preoptic area; male b. ventromedial nucleus; male c. medial preoptic area; sexually dimorphic d. dorsal nucleus; sexually dimorphic Answer: C Consider This: At birth, this nucleus is the same size in male and female rats. LO 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. Learning Objective: 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. Skill Level: Remember the Facts Difficulty Level: Easy

Question: The __________________ of the rat hypothalamus contains circuits that appear to be critical for female sexual behavior. a. lateral preoptic area b. dorsolateral nucleus c. dorsomedial nucleus d. ventromedial nucleus Answer: D Consider This: Female rats with bilateral lesions to this part of the hypothalamus do not display lordosis. LO 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. Learning Objective: 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_13.6.4 Question: In humans, Klüver-Bucy syndrome involves: a. heightened affect. b. hyposexuality. c. sexual advances to inappropriate objects or people. d. binge eating. Answer: C Consider This: The syndrome results from bilateral lesions to the amygdala. LO 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. Learning Objective: 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_13.6.5 Question: Activity in the ____________ is commonly associated with the anticipation and experience of sex and other forms of pleasure. a. ventral striatum b. amygdala c. hypothalamus d. prefrontal cortex Answer: A Consider This: This area of the brain is activated in human volunteers by sexually provocative visual images. LO 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. Learning Objective: 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. 1115 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Skill Level: Remember the Facts Difficulty Level: Easy

Assignment: Quiz: Sexual Orientation and Gender Identity EOM_13.7.1 Question: The perinatal castration of males has increased their preference as adults for ___________ sex partners. Prenatal testosterone exposure in females has increased their preference as adults for ___________ sex partners. a. male; female b. male; male c. female; female d. female; male Answer: A Consider This: The evidence supporting the influence of perinatal hormones on human sexual orientation is sparse. LO 13.17 Describe the results of the two studies on the genetics of sexual orientation by Bailey and Pillard (1991, 1993) and describe the fraternal birth order effect and why it is thought to occur. Learning Objective: 13.17 Describe the results of the two studies on the genetics of sexual orientation by Bailey and Pillard (1991, 1993) and describe the fraternal birth order effect and why it is thought to occur. Skill Level: Analyze It Difficulty Level: Moderate

EOM_13.7.2 Question: Ehrhardt and colleagues (1985) interviewed adult human females whose mothers had been exposed to _________________ during pregnancy. The females’ responses indicated that they were significantly more sexually attracted to _____________ than was a group of matched controls. a. diethylstilbestrol; males b. diethylstilbestrol; females c. testosterone; males d. testosterone; females Answer: B Consider This: Perinatal estrogen exposure has a very weak effect on sexual orientation in humans. LO 13.17 Describe the results of the two studies on the genetics of sexual orientation by Bailey and Pillard (1991, 1993) and describe the fraternal birth order effect and why it is thought to occur. Learning Objective: 13.17 Describe the results of the two studies on the genetics of sexual orientation by Bailey and Pillard (1991, 1993) and describe the fraternal birth order effect and why it is thought to occur. Skill Level: Remember the Facts Difficulty Level Easy: 1116 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOM_13.7.3 Question: The __________________ refers to the finding that the probability of a human male being gay increases as a function of the number of older brothers he has. a. maternal birth order effect b. older brother effect c. fraternal birth order effect d. maternal immune hypothesis Answer: C Consider This: The probability of a human male being gay increases by 33.3 percent for every older brother he has. LO 13.17 Describe the results of the two studies on the genetics of sexual orientation by Bailey and Pillard (1991, 1993) and describe the fraternal birth order effect and why it is thought to occur. Learning Objective: 13.17 Describe the results of the two studies on the genetics of sexual orientation by Bailey and Pillard (1991, 1993) and describe the fraternal birth order effect and why it is thought to occur. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_13.7.4 Question: The timing of the emergence of sexual attraction suggests that it may be stimulated by the release of: a. progesterone. b. estradiol. c. testosterone. d. adrenal steroids. Answer: D Consider This: The emergence of sexual attraction occurs at about the age of 10. LO 13.18 Describe the hypothesized role of adrenal cortex steroids in the emergence of sexual attraction. Learning Objective: 13.18 Describe the hypothesized role of adrenal cortex steroids in the emergence of sexual attraction. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_13.7.5 Question: The existence of differences in sexual orientation and transgenderism is a challenge to the: a. mamawawa. b. maternal immune hypothesis. c. importance of testosterone in determining male sexual behavior. 1117 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

d. study by LeVay (1991). Answer: A Consider This: Sexual attraction, gender identity, and body type are not necessarily related. LO 13.21 Sexual attraction, gender identity, and body type are independent. Explain and give an example. Learning Objective: 13.21 Sexual attraction, gender identity, and body type are independent. Explain and give an example. Skill Level: Understand the Concepts Difficulty Level: Moderate

Assignment: Chapter 13 Quiz: Hormones and Sex EOC_13.1 Question: The ovaries and testes are: a. zygotes. b. exocrine glands. c. gonads. d. oocytes. Answer: C Consider This: The primary function of the ovaries and testes is to produce ova and sperm cells, respectively. LO 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. Learning Objective: 13.1 Explain the distinction between exocrine glands and endocrine glands, describe the functions of the gonads, and distinguish between the X chromosome and the Y chromosome. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_13.2 Question: Gonadotropin is released by the a. anterior pituitary. b. posterior pituitary. c. hypothalamus. d. gonads. Answer: A Consider This: This hormone stimulates the release of gonadal hormones. LO 13.3 Explain why the pituitary is sometimes called the master gland and describe its anatomy. Discuss the female vs. male patterns of gonadal and gonadotropic hormone release and explain the evidence that discounted a role for the anterior pituitary in those patterns of release. Learning Objective: 13.3 Explain why the pituitary is sometimes called the master gland and describe its anatomy. Discuss the female vs. male patterns of gonadal and gonadotropic hormone

release and explain the evidence that discounted a role for the anterior pituitary in those patterns of release. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_13.3 Question: Releasing hormones are released by the: a. anterior pituitary. b. posterior pituitary. c. hypothalamus. d. gonads. Answer: C Consider This: The structure that releases these releasing hormones is situated close to the structure that releases gonadotropin. LO 13.5 Describe the research that led to the discovery of the hypothalamic releasing hormones. Learning Objective: 13.5 Describe the research that led to the discovery of the hypothalamic releasing hormones. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_13.4 Question: Pulsatile is often used to describe: a. a pattern of hormone release into the blood. b. vaginal lubrication. c. the pattern of the sperm production cycle. d. ejaculation. Answer: A Consider This: Pulsatile typically refers to something that is discharged several times per day in large surges, which typically last no more than a few minutes. LO 13.6 Describe three different types of signals that regulate hormone release. Also, describe how hormones are released over time and the effect this pattern of release has on levels of circulating hormones. Learning Objective: 13.6 Describe three different types of signals that regulate hormone release. Also, describe how hormones are released over time and the effect this pattern of release has on levels of circulating hormones. Skill Level: Understand the Concepts Difficulty Level: Moderate

b. castration c. gonadectomy d. ovariectomy Answer: A Consider This: The correct term is not a broad one for the removal of the gonads generally. LO 13.8 Describe the development of the internal and external reproductive organs. Learning Objective: 13.8 Describe the development of the internal and external reproductive organs. Skill Level: Analyze It Difficulty Level: Difficult EOC_13.6 Question: In the third month of the fetal development of genetic males, the newly created testes release testosterone and: a. estradiol. b. androstenedione. c. prolactin. d. Müllerian-inhibiting substance. Answer: D Consider This: One of the effects of this substance is to cause the testes to descend into the scrotum. LO 13.8 Describe the development of the internal and external reproductive organs. Learning Objective: 13.8 Describe the development of the internal and external reproductive organs. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_13.7 Question: The main hormonal trigger for the development of a female reproductive system is: a. exposure to estradiol. b. exposure to testosterone. c. lack of exposure to aromatase. d. lack of exposure to testosterone. Answer: D Consider This: The development of a female reproductive system is determined by what isn’t present rather than by what is present. LO 13.8 Describe the development of the internal and external reproductive organs. Learning Objective: 13.8 Describe the development of the internal and external reproductive organs. Skill Level: Understand the Concepts Difficulty Level: Moderate

Question: In the absence of the Sry protein, the cortical cells of the primordial gonads develop into: a. testes. b. the Wolffian system. c. ovaries. d. the uvula. Answer: C Consider This: The Sry gene on the Y chromosome triggers the synthesis of Sry protein. LO 13.8 Describe the development of the internal and external reproductive organs. Learning Objective: 13.8 Describe the development of the internal and external reproductive organs. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_13.9 Question: Adrenogenital syndrome typically has severe consequences for: a. rodents but not primates. b. Caucasians but not other ethnic groups. c. genetic females but not genetic males. d. genetic males but not genetic females. Answer: C Consider This: Adrenogenital syndrome is caused by congenital adrenal hyperplasia—a congenital deficiency in the release of the hormone cortisol from the adrenal cortex, which results in compensatory adrenal hyperactivity and the excessive release of adrenal androgens. LO 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. Learning Objective: 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. Skill Level: Analyze It Difficulty Level: Moderate

EOC_13.10 Question: Hormones have two kinds of effects on behavior: developmental and: a. spiritual. b. chemical. c. activational. d. physiological. Answer: C Consider This: An example of the second kind of hormonal effect would include effects of hormones on the reproduction-related behavior of sexually mature adults. LO 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. 1121 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Learning Objective: 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. Skill Level: Analyze It Difficulty Level: Moderate EOC_13.11 Question: Sparse pubic and underarm hair is characteristic of: a. intersexuals. b. ablatio penis. c. adrenogenital syndrome. d. androgen insensitivity syndrome. Answer: D Consider This: Persons with the complete form have been found to be almost indistinguishable from typical genetic females. LO 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. Learning Objective: 13.12 Explain what androgen insensitivity syndrome, adrenogenital syndrome, and ablatio penis have taught us about human sexual development. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_13.12 Question: In primates, bilateral destruction of the amygdala often causes _____ syndrome. a. William’s b. Kluver-Bucy c. androgen insensitivity d. adrenogenital Answer: B Consider This: Humans with this situation display flat affect, hypersexuality, and a complete inability to limit their sexual advances to appropriate partners or locations. LO 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. Learning Objective: 13.16 Describe the roles of the cortex, hypothalamus, amygdala, and ventral striatum in sexual activity. Skill Level: Remember the Facts Difficulty Level: Easy EOC_13.13 Question: The maternal immune hypothesis has been proposed to explain: a. male homosexuality. b. female homosexuality. c. gender identity. d. the fraternal birth order effect. Answer: D 1122 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Consider This: This hypothesis proposes that the mother’s immune system might deactivate masculinizing hormones in some of her sons. LO 13.17 Describe the results of the two studies on the genetics of sexual orientation by Bailey and Pillard (1991, 1993) and describe the fraternal birth order effect and why it is thought to occur. LO 13.17 Describe the results of the two studies on the genetics of sexual orientation by Bailey and Pillard (1991, 1993) and describe the fraternal birth order effect and why it is thought to occur. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_13.14 Question: LeVay (1991) found a difference between the brains of gay human males and straight males in: a. the prefrontal cortex. b. a nucleus of the hypothalamus. c. the right amygdala. d. the left caudate. Answer: B Consider This: The structure in question produces releasing hormones. LO 13.19 Describe the famous study of LeVay (1991) and two major problems with its finding. Learning Objective: 13.19 Describe the famous study of LeVay (1991) and two major problems with its finding. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_13.15 Question: Whether someone is considered to be gay, straight, bisexual, or asexual is a function of their: a. gender identity. b. sexual orientation. c. sex chromosomes. d. maternal birth order. Answer: B Consider This: Gender identity, sexual orientation, and body type are independent from one another. LO 13.21 Sexual attraction, gender identity, and body type are independent. Explain and give an example. Learning Objective: 13.21 Sexual attraction, gender identity, and body type are independent. Explain and give an example. Skill Level: Remember the Facts Difficulty Level: Easy

CHAPTER 14 SLEEP, DREAMING, AND CIRCADIAN RHYTHMS: HOW MUCH DO YOU NEED TO SLEEP? T o t a l A s s e s s m e n t G u i d e (T.A.G.) Topic Stages of Sleep

Dreaming

Why Do We Sleep, and Why Do We Sleep When We Do?

Effects of Sleep Deprivation

Circadian Sleep Cycles

Four Areas of the Brain Involved in Sleep

Drugs That Affect Sleep

Sleep Disorders

Effects of Long-Term Sleep Reduction

Remember the Facts 1-21

Understand the Concepts

1-4 1, 2 22-32 5 33-42 6, 7 3 43-74 8-11 4 75-98 12-14 5, 6 99-111 15, 16 7 112-124 17 125-146 18-20 8 147-157 21 9

Apply What You Know

MULTIPLE CHOICE QUESTIONS 1.

The case of Miss M., the woman who wouldn’t sleep, is intriguing because a. b. c. d. e.

although she slept little, she appeared to be healthy, productive, and welladjusted. her lack of sleep had rendered her neurotic. she had, with considerable effort, trained herself not to sleep. her lack of sleep caused her to experience vivid hallucinations during the day. brain damage had left her unable to sleep.

Answer: A Difficulty Level: Easy Topic: Introduction Skill Level: Remember the Facts Learning Objective 14.1 Describe the three standard physiological measures of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Miss M., the woman who wouldn’t sleep, actually did sleep, but only for a. b. c. d. e.

an average of 35 fifteen-minute periods scattered across a 24-hour day. 8 hours each night. two days consecutively, followed by five days of no sleep. 20 minutes each afternoon. approximately 1 hour each night.

Answer: E Difficulty Level: Easy Topic: Introduction Skill Level: Remember the Facts Learning Objective 14.1 Describe the three standard physiological measures of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The EOG is a measure of a. b. c. d. e.

the first-night phenomenon. eye movement. eye-muscle tension. stage 1 EEG. glandular secretions.

Answer: B Difficulty Level: Moderate Topic: Three Standard Psychophysiological Measures of Sleep Skill Level: Remember the Facts Learning Objective 14.1 Describe the three standard physiological measures of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

The first night-phenomenon is often experienced a. b. c. d. e.

by brides on their wedding night. by grooms on their wedding night. on the first night of sleep deprivation. on the first night after sleep deprivation. on a volunteer’s first night of sleep in a laboratory.

Answer: E Difficulty Level: Easy Topic: Three Standard Psychophysiological Measures of Sleep Skill Level: Remember the Facts Learning Objective 14.1 Describe the three standard physiological measures of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Volunteers in sleep experiments are normally habituated to the sleep laboratory for a few nights before the commencement of any formal testing a. b. c. d. e.

to get rid of excess alpha activity. to increase the amount of alpha activity. because the first night of sleep in a laboratory is often fitful. to get rid of delta sleep. to increase the levels of stage 2 EEG.

Answer: C Difficulty Level: Easy Topic: Three Standard Psychophysiological Measures of Sleep Skill Level: Remember the Facts Learning Objective 14.1 Describe the three standard physiological measures of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

The 8-to-12 Hz EEG waves that are associated with relaxed wakefulness and often occur just before sleep are called a. b. c. d. e.

alpha waves. delta waves. K complexes. sleep spindles. REM waves.

Answer: A Difficulty Level: Easy Topic: Three Stages of Sleep EEG Skill Level: Remember the Facts Learning Objective 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

As we fall asleep, a. b. c. d. e.

alpha activity begins. EMG activity suddenly increases. alpha activity ceases. REMs begin to occur. REMs suddenly stop.

Answer: C Difficulty Level: Easy Topic: Three Stages of Sleep EEG Skill Level: Remember the Facts Learning Objective 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

The first EEG stage of a night’s sleep is a. b. c. d. e.

alpha. initial stage 1. stage 3. emergent stage 1. stage 2.

Answer: B Difficulty Level: Easy Topic: Three Stages of Sleep EEG Skill Level: Remember the Facts Learning Objective 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which sleep stage is characterized by a low-amplitude, high-frequency sleep EEG signal that is similar to that observed during active wakefulness? a. b. c. d. e.

stage 1 sleep spindle stage stage 2 stage 3 stage 4

Answer: A Difficulty Level: Moderate Topic: Three Stages of Sleep EEG Skill Level: Remember the Facts Learning Objective 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

Sleep spindles and K complexes are characteristic of a. b. c. d. e.

SWS. stage 2 sleep. REM sleep. delta sleep. stage 3 sleep.

Answer: B Difficulty Level: Moderate Topic: Three Stages of Sleep EEG Skill Level: Remember the Facts Learning Objective 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Sleep spindles and K complexes are characteristic of which stage of sleep? a. b. c. d. e.

initial stage 1 stage 2 stage 3 emergent stage 1 REM

Answer: B Difficulty Level: Difficult Topic: Three Stages of Sleep EEG Skill Level: Remember the Facts Learning Objective 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

K complexes and sleep spindles a. b. c. d. e.

are not seen during the first-night phenomenon. are EOG waves. are EEG waves. are ETC waves. are present in stage 4 sleep.

Answer: C Difficulty Level: Difficult Topic: Three Stages of Sleep EEG Skill Level: Remember the Facts Learning Objective 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

After a person falls asleep at night, the 3rd stage of sleep EEG that is normally observed is a. b. c. d. e.

emergent stage 1. stage 3. stage 2. initial stage 1. REM.

Delta waves, the largest EEG sleep waves, occur during a. b. c. d. e.

initial stage 1 EEG sleep. stage 2 EEG sleep. stage 3 EEG sleep. emergent stage 1 EEG sleep. stage 2 paradoxical sleep.

Answer: C Difficulty Level: Moderate Topic: Three Stages of Sleep EEG Skill Level: Remember the Facts Learning Objective 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

The stage of sleep EEG that follows the second bout of stage 2 sleep during a normal night’s sleep is a. b. c. d. e.

emergent stage 3. initial stage 1. emergent stage 1. emergent stage 2. stage 3.

Each cycle of sleep during a typical night tends to be about a. b. c. d. e.

5 minutes long. 20 minutes long. 35 minutes long. 90 minutes long. 140 minutes long.

Answer: D Difficulty Level: Moderate Topic: Three Stages of Sleep EEG Skill Level: Remember the Facts Learning Objective 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

REMs are associated with a. b. c. d. e.

initial stage 1 EEG. increased EMG activity in the core muscles. stage 3 EEG. emergent stage 1 EEG. the first-night phenomenon.

During REM sleep, there a. b. c. d. e.

is a general increase in muscle tension in the muscles of the body core. is little EMG activity in the muscles of the body core. are occasional bursts of delta activity. are occasional bursts of EMG activity from the cortex. is hyperactivation of the musculature.

19.

Which change signals the beginning of REM sleep? a. b. c. d. e.

an increase in EEG amplitude an increase in the tension of the muscles of the body core a decrease in the oxygen consumption of the brain an increase in the irregularity of the pulse a decrease in EEG frequency

Which term does not belong with the others? a. b. c. d. e.

dreaming emergent stage 1 EEG REM initial stage 1 EEG loss of core muscle tone

21.

During REM sleep, changes in autonomic nervous system activity suggest a. b. c. d. e.

arousal. unresponsiveness. increased relaxation. neural inactivity. coma.

The association of REM sleep and dreaming was discovered in the early 1950s in the laboratory run by a. b. c. d. e.

Julian Gold. Nathaniel Kleitman. John Allan Hobson. Richard Ferber. William C. Dement.

Answer: B Difficulty Level: Difficult Topic: Discovery of the Relationship between REM Sleep and Dreaming Skill Level: Remember the Facts Learning Objective 14.3 Describe the discovery of the relationship between REM sleep and dreaming. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

Dreaming appears to occur most commonly during a. b. c. d. e.

REM sleep. delta sleep. initial stage 1 EEG. periods during which muscle tension in core muscles is high. emergent stage 2 sleep.

Answer: A Difficulty Level: Easy Topic: Discovery of the Relationship between REM Sleep and Dreaming Skill Level: Remember the Facts Learning Objective 14.3 Describe the discovery of the relationship between REM sleep and dreaming. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 24.

In Nathaniel Kleitman’s initial report on the relation between dream recall and REM sleep, what proportion of awakenings from REM sleep led to dream reports? a. b. c. d. e.

100 percent 80 percent 60 percent 40 percent 20 percent

25.

People who claim to be nondreamers a. b. c. d. e.

have much less REM sleep than other people. rarely have penile erections. sometimes recall dreams if awakened during REM sleep. typically have more REM sleep than other people. are often found to be suffering from unilateral brain damage.

Answer: C Difficulty Level: Moderate Topic: Testing Common Beliefs About Dreaming Skill Level: Remember the Facts Learning Objective 14.4 Describe five common beliefs about dreaming and assess their validity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 26.

The duration of dreams is a. b. c. d. e.

four times faster than real time. consistent with real-time waking execution of the same behaviors. three times faster than real time. slightly slower than real time. double time; what takes a minute in waking life takes two minutes in a dream.

Answer: D Difficulty Level: Moderate Topic: Testing Common Beliefs About Dreaming Skill Level: Remember the Facts Learning Objective 14.4 Describe five common beliefs about dreaming and assess their validity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

Somnambulism typically occurs during a. b. c. d. e.

slow-wave sleep. dreaming. emergent stage 1 sleep. all of the above initial stage 1 sleep.

Answer: A Difficulty Level: Moderate Topic: Testing Common Beliefs About Dreaming Skill Level: Remember the Facts Learning Objective 14.4 Describe five common beliefs about dreaming and assess their validity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 28.

Does REM sleep = dreaming? a. b. c. d. e.

Yes; the direction and duration of rapid eye movements is only predictable during a dream. Yes; the two terms are synonymous. No; there is no evidence that REM is associated with periods of dreaming. No; dreams can also occur during NREM sleep. Yes; abolishing REM sleep also abolishes all dreaming.

Answer: D Difficulty Level: Easy Topic: Does REM Sleep = Dreaming? Skill Level: Remember the Facts Learning Objective 14.5 Understand the relationship between REM sleep, NREM sleep, and dreaming. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29. Reggie was sound asleep in bed, dreaming that he was at a party when he won the $500 million dollar lottery spin. As everyone was screaming, jumping up and down, and celebrating, Reggie had the strangest sensation that he was actually dreaming the whole event. As it turns out, unfortunately, he was right. What principle explains this experience? a. b. c. d. e.

manifest content sentient dreaming conscious dreaming lucid dreaming latent content

Answer: D Difficulty Level: Easy Topic: Lucid Dreaming Skill Level: Remember the Facts Learning Objective 14.6 Define lucid dreaming and discuss the research that supports its existence. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 30. In his dreams, Mario is a child crawling through a dark tunnel looking for something he has lost. Hearing about this, a psychologist remarks, ―Oh, clearly Mario has repressed an early sexual attraction to his mother, and the tunnel symbolizes her vagina.‖ Which theory of dreams does the psychologist likely subscribe to? a. b. c. d. e.

activation-synthesis model Freudian psychoanalytic theory evolutionary theory of dreams N/R disruption hypothesis the protoconsciousness hypothesis

Answer: B Difficulty Level: Easy Topic: Why Do We Dream What We Do? Skill Level: Remember the Facts Learning Objective 14.7 Discuss the issue associated with studying dream content and describe findings related to what can influence dream content. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

According to J. Allan Hobson’s activation-synthesis theory of dreaming, dream content reflects a. b. c. d. e.

repressed feelings of inferiority. random brain stem activity and the cortex’s inherent tendency to try to make sense of these ambiguous signals. an interplay between the thalamus and hypothalamus. lucid impulses acting on repressed discharges. REM activity in conflict with alpha.

Answer: B Difficulty Level: Moderate Topic: Why Do We Dream? Skill Level: Remember the Facts Learning Objective 14.8 Compare and contrast three different theories of why we dream. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 32.

Which type of brain lesion produces a cessation of dreaming? a. b. c. e.

bilateral ablation of the hypothalamic nucleus unilateral lesioning of the anterior occipital cortex bilateral ablation of the amygdalad. bilateral lesioning of the temporo-parieto junction unilateral lesioning of the lateral prefrontal cortex

Answer: D Difficulty Level: Difficult Topic: The Dreaming Brain Skill Level: Remember the Facts Learning Objective 14.9 Identify three brain areas that have been implicated in dreaming. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

Adaptation theories of sleep assume that we are programmed to sleep at night a. b. c. d. e.

only if we expend energy during the day. only if we expend more energy than we consume during the day. only if we do not sleep during the day. regardless of what we do during the day. only if we eat three times per day.

Answer: D Difficulty Level: Moderate Topic: Two Kinds of Theories of Sleep Skill Level: Remember the Facts Learning Objective 14.10 Describe the two kinds of theories of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34.

Most mammals and birds a. b. c. d. e.

sleep in a manner similar to reptiles. experience sleep that is similar to human sleep. sleep in a manner similar to insects. sleep in a direct proportion of 1:1.61 hours to body mass. sleep in a manner similar to fish.

Answer: D Difficulty Level: Moderate Topic: Comparative Analysis of Sleep Skill Level: Remember the Facts Learning Objective 14.11 Explain four conclusions that have resulted from the comparative analysis of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

Which animals spend about 14 hours per day sleeping? a. b. c. d. e.

cows horses giant sloths cats deer

About how many hours a day do horses typically sleep? a. b. c. d. e.

10 5.5 8 2 14

37.

The fact that most birds and mammals sleep, even if it puts them at risk from predators, suggests that a. b. c. d. e.

sleep serves an important physiological function. sleep serves a cognitive function. humans should sleep as much as they can. sleep and dreaming are synonymous. sleep is a poor evolutionary adaptation.

Answer: A Difficulty Level: Moderate Topic: Comparative Analysis of Sleep Skill Level: Remember the Facts Learning Objective 14.11 Explain four conclusions that have resulted from the comparative analysis of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 38.

The comparative investigation of sleep has led to the important conclusion that a. b. c. d. e.

sleep serves no apparent physiological function. the function of sleep is not some special higher-order cognitive function. sleep is required in large quantities across species. the amount of time that a particular species sleeps is directly related to energy expenditure. sleep duration is unrelated to susceptibility to predation.

Answer: B Difficulty Level: Moderate Topic: Comparative Analysis of Sleep Skill Level: Remember the Facts Learning Objective 14.11 Explain four conclusions that have resulted from the comparative analysis of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Which theory of sleep does the best job of explaining why there are such large differences in the amount of time that the members of various mammalian species spend sleeping? a. b. c. d. e.

recuperative theory Freudian theory adaptation theory activation-synthesis theory Kleitman/Sandman theory

Answer: C Difficulty Level: Moderate Topic: Comparative Analysis of Sleep Skill Level: Remember the Facts Learning Objective 14.11 Explain four conclusions that have resulted from the comparative analysis of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 40.

The large between-species differences in sleep time suggest that sleep a. b. c. d. e.

improves cognitive function. improves emotional function. serves a higher-order cognitive function. is not necessarily needed in large quantities. serves an important social function.

41.

Species that sleep a lot tend to a. b. c. d. e.

be more active. have higher body temperatures. be small. be protected from predation when they sleep. be amphibious.

Answer: D Difficulty Level: Difficult Topic: Comparative Analysis of Sleep Skill Level: Remember the Facts Learning Objective 14.11 Explain four conclusions that have resulted from the comparative analysis of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 42.

The fact that giant sloths sleep 20 hours per day is a strong argument a. b. c. d. e.

against the adaptation theory of sleep. for the recuperation theory of sleep. against the theory that sleep is a compensatory reaction to energy expenditure. in support of the activation-synthesis model. for cross-species commonality in sleep patterns.

Answer: C Difficulty Level: Difficult Topic: Comparative Analysis of Sleep Skill Level: Remember the Facts Learning Objective 14.11 Explain four conclusions that have resulted from the comparative analysis of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Most studies and personal experiences of sleep deprivation are confounded by a. b. c. d. e.

the co-occurrence of stress. the absence of dreaming. abnormal energy deficits. unpredictable circadian rhythms. the presence of sleepwalking.

Answer: A Difficulty Level: Difficult Topic: Interpretation of the Effects of Sleep Deprivation: The Stress Problem Skill Level: Remember the Facts Learning Objective 14.12 Explain how stress can often be a confounding variable when considering the effects of sleep deprivation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44.

A prediction of many recuperation theories of sleep is that a. b. c. d. e.

long periods of wakefulness will produce physiological and behavioral disturbances. the disturbances produced by sleep deprivation will lessen as the deprivation continues. after a period of sleep deprivation, the missed sleep will not be regained. dream disruption is more consequential than sleep disruption. true sleep deprivation does not last for more than 4 hours in a given night.

Answer: A Difficulty Level: Easy Topic: Predictions of Recuperation Theories about Sleep Deprivation Skill Level: Remember the Facts Learning Objective 14.13 List the three predictions that recuperation theories make about the effects of sleep deprivation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

In Nathaniel Kleitman’s classic study of sleep deprivation, student volunteers a. b. c. d. e.

grew steadily more alert as the period of deprivation grew longer. tended to have ―waking dreams‖ in which they enacted bizarre behaviors in the laboratory. reported seeing hallucinations after only two nights of sleep deprivation. made increasingly disturbing threats against the life and well-being of the experimenters’ families after 8 days of deprivation. tended to become sleepy at about 3:00 a.m. each of the first several days.

Answer: E Difficulty Level: Difficult Topic: Two Classic Sleep-Deprivation Case Studies Skill Level: Remember the Facts Learning Objective 14.14 Describe two classic sleep-deprivation case studies. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 46.

In the entire week after being totally deprived of sleep for 11 days, Randy Gardner slept a total of about __________ hours longer than his usual nightly average. a. b. c. d. e.

6 16 24 34 58

Answer: A Difficulty Level: Difficult Topic: Two Classic Sleep-Deprivation Case Studies Skill Level: Remember the Facts Learning Objective 14.14 Describe two classic sleep-deprivation case studies. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

Most sleep-deprivation studies have assessed its impact on human a. b. c. d. e.

strength and endurance. mood and cognition. reading ability. social skills. autobiographical memory.

Answer: D Difficulty Level: Moderate Topic: Studies of Sleep Deprivation in Humans Skill Level: Remember the Facts Learning Objective 14.15 Describe the major effects of sleep deprivation in humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 48.

Loss of 3 or 4 hours of sleep for one night has been found to reliably a. b. c. d. e.

disrupt performance on intelligence tests. disturb mood. disrupt motor performance. reduce strength. have no effect on daily behavior.

Answer: B Difficulty Level: Difficult Topic: Studies of Sleep Deprivation in Humans Skill Level: Remember the Facts Learning Objective 14.15 Describe the major effects of sleep deprivation in humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

Which outcome is most likely to occur after the loss of a small amount of sleep? a. b. c. d. e.

disruption of motor performance microsleeps disturbances of vigilance deficits on complex cognitive tests reduction of physical strength

Answer: C Difficulty Level: Moderate Topic: Studies of Sleep Deprivation in Humans Skill Level: Remember the Facts Learning Objective 14.15 Describe the major effects of sleep deprivation in humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 50.

Compared to the others, which of outcome is least likely to result from sleep deprivation? a. b. c. d. e.

mood disturbances disruptions in executive function reductions in vigilance diminished physical performance increased sleepiness

Answer: D Difficulty Level: Difficult Topic: Studies of Sleep Deprivation in Humans Skill Level: Remember the Facts Learning Objective 14.15 Describe the major effects of sleep deprivation in humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

Compared to the others, the performance of which task is most likely to be disrupted by sleep deprivation? a. b. c. d. e.

sprinting weight lifting watching a radar screen for occasional unpredictable blips solving a series of basic geometric problems solving a series of simple mathematical problems

Answer: C Difficulty Level: Difficult Topic: Studies of Sleep Deprivation in Humans Skill Level: Remember the Facts Learning Objective 14.15 Describe the major effects of sleep deprivation in humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 52.

A decline in immune function following sleep deprivation a. b. c. d. e.

bears a direct causal relationship to heightened susceptibility to infection. has not been documented in such studies. is irreversible, and therefore presents a major dangerous consequence of sleep deprivation. tends to take a period of 6 months to 2 years to become reestablished. does not necessarily mean that a person will be more susceptible to infection.

Answer: E Difficulty Level: Moderate Topic: Studies of Sleep Deprivation in Humans Skill Level: Remember the Facts Learning Objective 14.15 Describe the major effects of sleep deprivation in humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

In studies of the effects of sleep deprivation in humans, the tasks that sleep-deprived volunteers are most likely to perform poorly on are those that a. b. c. d. e.

are boring, easy, and require continuous attention. involve critical thinking. involve high-level logical deduction. test verbal ability. test mathematical ability.

Answer: A Difficulty Level: Moderate Topic: Studies of Sleep Deprivation in Humans Skill Level: Remember the Facts Learning Objective 14.15 Describe the major effects of sleep deprivation in humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 54.

Which effect usually occurs in humans after periods of sleep deprivation lasting longer than 24 hours? a. b. c. d. e.

an increased risk of developing schizophrenia lasting reductions in cortical activity chronic hormone imbalances chronic cardiac irregularities sleepiness

55.

Sleep deprivation lasting several days usually produces a. b. c. d. e.

chronic psychosis. microsleeps. neuronal fatigue. chronic tremor. delusional thinking.

Answer: B Difficulty Level: Moderate Topic: Studies of Sleep Deprivation in Humans Skill Level: Remember the Facts Learning Objective 14.15 Describe the major effects of sleep deprivation in humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 56.

Microsleeps are usually about __________ long. a. b. c. d. e.

3 seconds 25 seconds 1 minute 5 minutes 7 minutes

57.

During microsleeps, people a. b. c. d. e.

fall down if they are standing. become more responsive to external stimuli. display a sleep EEG. immediately enter emergent stage 3 sleep. immediately enter initial stage 4 sleep.

The carousel apparatus has been used to study sleep deprivation in a. b. c. d. e.

rats. adult humans. children. horses. monkeys.

Answer: A Difficulty Level: Easy Topic: Sleep-Deprivation Studies of Laboratory Animals Skill Level: Remember the Facts Learning Objective 14.16 Describe the key studies of sleep deprivation in laboratory animals. Provide a critique of the carousel apparatus as a method of sleep deprivation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

The carousel apparatus has been used to a. b. c. d. e.

deprive children of sleep. selectively deprive horses of REM sleep. selectively deprive monkeys of SWS sleep. deprive rats of sleep. deprive both experimental and yoked control rats of the same total amount of sleep but different amounts of REM sleep.

Answer: D Difficulty Level: Moderate Topic: Sleep-Deprivation Studies of Laboratory Animals Skill Level: Remember the Facts Learning Objective 14.16 Describe the key studies of sleep deprivation in laboratory animals. Provide a critique of the carousel apparatus as a method of sleep deprivation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 60.

The carousel apparatus is used to study a. b. c. d. e.

sleep deprivation. REM deprivation. stage 3 sleep. dreaming. learning and memory.

Answer: A Difficulty Level: Moderate Topic: Sleep-Deprivation Studies of Laboratory Animals Skill Level: Remember the Facts Learning Objective 14.16 Describe the key studies of sleep deprivation in laboratory animals. Provide a critique of the carousel apparatus as a method of sleep deprivation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

The main advantage of the carousel apparatus is that a. b. c. d. e.

it is fun. it can be used with any species. it is circular. the yoked control procedure is an integral part of it. it deprives the subjects of only REM sleep.

The effects of the carousel apparatus are difficult to interpret because a. b. c. d. e.

it can deprive rats of only a small amount of sleep. the volunteers have to sleep in wet pajamas, thereby increasing irritability. in addition to producing sleep deprivation, it produces confounding stress. it prevents microsleeps. the yoked control subjects experience much more stress than do the experimental subjects.

Answer: C Difficulty Level: Moderate Topic: Sleep-Deprivation Studies of Laboratory Animals Skill Level: Remember the Facts Learning Objective 14.16 Describe the key studies of sleep deprivation in laboratory animals. Provide a critique of the carousel apparatus as a method of sleep deprivation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

Most selective sleep-deprivation studies have been studies of __________ deprivation. a. b. c. d. e.

REM-sleep NREM-sleep stage 2 sleep stage 3 sleep slow-wave sleep

Answer: A Difficulty Level: Easy Topic: REM-Sleep Deprivation Skill Level: Remember the Facts Learning Objective 14.17 Describe the effects of REM-sleep deprivation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 64.

After an entire week of REM-sleep deprivation, about how many times in one night did volunteers have to be awakened to prevent them from experiencing bouts of REM sleep? a. b. c. d. e.

0 5 17 25 67

Answer: E Difficulty Level: Difficult Topic: REM-Sleep Deprivation Skill Level: Remember the Facts Learning Objective 14.17 Describe the effects of REM-sleep deprivation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Volunteers who are allowed to sleep without interruption after several nights of REM deprivation tend to get a. b. c. d. e.

almost no REM sleep. less REM sleep than usual. their normal amount of REM sleep. significantly more REM sleep than usual. sleep that consists entirely of REM sleep for several nights.

Answer: D Difficulty Level: Easy Topic: REM-Sleep Deprivation Skill Level: Remember the Facts Learning Objective 14.17 Describe the effects of REM-sleep deprivation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 66.

Following the completion of one week of REM-sleep deprivation, volunteers a. b. c. d. e.

normally sleep for about 16 hours and then awaken refreshed. gradually increase the amount of REM sleep that they have each night until they get back to their original baseline. have a greater than usual proportion of REM sleep for 2 or 3 nights. often display psychosis for 2 or 3 days and report particularly lucid dreams. never return to their pre-disruption patterns of REM activity.

Answer: C Difficulty Level: Moderate Topic: REM-Sleep Deprivation Skill Level: Remember the Facts Learning Objective 14.17 Describe the effects of REM-sleep deprivation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

Strong evidence that REM-sleep is not essential for memory comes from the study of patients a. b. c. d. e.

with brain damage. after electroconvulsive shock. who can’t sleep. who get little or no REM sleep because they regularly take antidepressant drugs. who get little or no sleep because they are narcotic addicts.

Answer: D Difficulty Level: Moderate Topic: REM-Sleep Deprivation Skill Level: Remember the Facts Learning Objective 14.17 Describe the effects of REM-sleep deprivation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 68.

The default theory is a theory of a. b. c. d. e.

slow-wave sleep. REM sleep. sleep deprivation. dreaming. insomnia.

Answer: B Difficulty Level: Moderate Topic: REM-Sleep Deprivation Skill Level: Remember the Facts Learning Objective 14.17 Describe the effects of REM-sleep deprivation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

According to the default theory, REM sleep and a. b. c. d. e.

slow-wave sleep are similar. delta sleep are similar. wakefulness are similar. dreaming rarely occur together in psychotic patients. dreaming rarely occur together in children.

Answer: C Difficulty Level: Difficult Topic: REM-Sleep Deprivation Skill Level: Remember the Facts Learning Objective 14.17 Describe the effects of REM-sleep deprivation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 70.

One of the most important properties of sleep is that its efficiency increases in response to a. b. c. d. e.

sleep reduction. cognitive overload. stimulation by low levels of natural light. tricyclic antidepressant medication. persistent stress.

Answer: A Difficulty Level: Moderate Topic: Sleep Deprivation Increases the Efficiency of Sleep Skill Level: Remember the Facts Learning Objective 14.18 Describe six pieces of evidence that indicate that less sleep is associated with more efficient sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

Slow-wave sleep seems to play a particularly important a. b. c. d. e.

restorative role. psychological role. circadian role. physiological role. mnemonic role.

Answer: A Difficulty Level: Easy Topic: Sleep Deprivation Increases the Efficiency of Sleep Skill Level: Remember the Facts Learning Objective 14.18 Describe six pieces of evidence that indicate that less sleep is associated with more efficient sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 72.

Volunteers regain little of their lost sleep after a period of sleep deprivation, but they regain much of their lost a. b. c. d. e.

slow-wave sleep. dream time. REM sleep. initial stage 1 sleep. stage 4 sleep.

73.

Slow-wave sleep seems to play a particularly important role in the restorative effects of sleep, as evidenced by the observation that a. b. c. d. e.

people regain only a small portion of their lost slow-wave sleep after a period of deprivation. most long sleepers get a higher proportion of slow-wave sleep than short sleepers. volunteers who have reduced the amount that they sleep each night have often accomplished this mainly by substantially reducing slow-wave sleep. REM rebound directly contributes to increased slow-wave sleep. stage 1, emergent stage 3, and emergent stage 4 sleep all show significant increases in duration after a period of sleep deprivation.

Answer: A Difficulty Level: Difficult Topic: Sleep Deprivation Increases the Efficiency of Sleep Skill Level: Remember the Facts Learning Objective 14.18 Describe six pieces of evidence that indicate that less sleep is associated with more efficient sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 74.

The finding that sleep is more efficient in people who regularly sleep less is noteworthy because it indicates that a. b. c. d. e.

sleep-deprivation studies can reveal how much sleep people actually need only if the volunteers who are being studied are efficient sleepers to begin with. sleep is a positive incentive. sleep is made more efficient through a process of applying reinforcements and punishments. REM sleep is fundamentally recuperative. sleep can be conditioned.

75.

The most influential circadian zeitgeber is the a. b. c. d. e.

hippocampus. light-dark cycle. amygdala. free-running period. hyrax.

Answer: B Difficulty Level: Easy Topic: Circadian Rhythms Skill Level: Remember the Facts Learning Objective 14.19 Describe the circadian sleep–wake cycle and the role of zeitgebers in maintaining circadian rhythms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 76.

Which situation can entrain the circadian sleep–wake cycles of hamsters living under constant lighting conditions? a. b. c. d. e.

random daily bouts of social interaction regular daily meals random daily bouts of exercise regular administration of punishment random daily bouts of human contact

Answer: B Difficulty Level: Difficult Topic: Circadian Rhythms Skill Level: Remember the Facts Learning Objective 14.19 Describe the circadian sleep–wake cycle and the role of zeitgebers in maintaining circadian rhythms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

Under typical living conditions, most of our entrained circadian cycles are about a. b. c. d. e.

23.1 hours long. 23.5 hours long. 24.0 hours long. 24.5 hours long. 25.2 hours long.

Answer: C Difficulty Level: Easy Topic: Circadian Rhythms Skill Level: Remember the Facts Learning Objective 14.19 Describe the circadian sleep–wake cycle and the role of zeitgebers in maintaining circadian rhythms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 78.

Circadian cycles without zeitgebers are said to be a. b. c. d. e.

free-running spurts. free-running. desynchronized. diurnal. entrained.

Answer: B Difficulty Level: Moderate Topic: Free-Running Circadian Sleep–Wake Cycles Skill Level: Remember the Facts Learning Objective 14.20 Describe free-running rhythms and internal desynchronization and explain why they are incompatible with recuperation theories of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

A free-running rhythm is a rhythm without any external a. b. c. d. e.

light. light-dark cycles. desynchronization. zeitgebers. jet lag.

Answer: D Difficulty Level: Moderate Topic: Free-Running Circadian Sleep–Wake Cycles Skill Level: Remember the Facts Learning Objective 14.20 Describe free-running rhythms and internal desynchronization and explain why they are incompatible with recuperation theories of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 80.

Free-running periods of sleep-wake cycles are a. b. c. d. e.

the pauses between free-running cycles. invariably lengthened by zeitgebers. invariably shortened by zeitgebers. usually longer than 24 hours. usually shorter than 24 hours.

81.

The fact that most people sleep almost exactly the same amount each day under freerunning conditions, despite large day-to-day variations in physical and mental activity, provides strong support for the dominance of a. b. c. d. e.

recuperative factors in the regulation of sleep. circadian factors in the regulation of sleep. light cycles in the regulation of sleep. light cycles in the regulation of wakefulness. temperature in the regulation of sleep.

Under free-running conditions, longer periods of wakefulness are usually followed by a. b. c. d. e.

shorter periods of sleep. longer periods of sleep. sleep with no REM. sleep inertia. restless legs.

Answer: A Difficulty Level: Difficult Topic: Free-Running Circadian Sleep–Wake Cycles Skill Level: Remember the Facts Learning Objective 14.20 Describe free-running rhythms and internal desynchronization and explain why they are incompatible with recuperation theories of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

Under normal living conditions, most people sleep during a. b. c. d. e.

body temperature homeostasis. internal desynchronization. free-running temperature cycles. the falling phase of the circadian body-temperature cycle. the rising phase of the circadian body-temperature cycle.

Answer: D Difficulty Level: Difficult Topic: Free-Running Circadian Sleep–Wake Cycles Skill Level: Remember the Facts Learning Objective 14.20 Describe free-running rhythms and internal desynchronization and explain why they are incompatible with recuperation theories of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 84.

The main evidence that circadian sleep-wake and body-temperature cycles are not causally related is that they a. b. c. d. e.

are always internally desynchronized. frequently become internally desynchronized under normal living conditions. sometimes become internally desynchronized under free-running conditions. usually have different free-running periods. are negatively correlated.

Answer: C Difficulty Level: Difficult Topic: Free-Running Circadian Sleep–Wake Cycles Skill Level: Remember the Facts Learning Objective 14.20 Describe free-running rhythms and internal desynchronization and explain why they are incompatible with recuperation theories of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

East-bound airline flights a. b. c. d. e.

slow down most zeitgebers. cause phase advances. cause phase delays. delay the falling phase of a zeitgeber. briefly ―pause‖ the sleep–wake cycle.

Answer: B Difficulty Level: Moderate Topic: Jet Lag and Shift Work Skill Level: Remember the Facts Learning Objective 14.21 Describe the disruptive effects of jet lag and shift work on circadian rhythmicity and how one can minimize such effects. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 86.

Which traveler would experience a phase delay after her or his trip? a. b. c. d. e.

Casey, who is flying from Berlin to California Kim, who is flying from Boston to London Marcello, who is flying from New York to Paris Rocky, who is flying from Minnesota to Mexico City Mary, who is flying from South Carolina to Copenhagen

Answer: A Difficulty Level: Difficult Topic: Jet Lag and Shift Work Skill Level: Remember the Facts Learning Objective 14.21 Describe the disruptive effects of jet lag and shift work on circadian rhythmicity and how one can minimize such effects. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

87.

Companies that employ shift workers have improved productivity and job satisfaction by a. b. c. d. e.

scheduling only phase advances. scheduling only phase delays. accelerating the zeitgebers. desynchronizing the zeitgebers. desynchronizing body temperature.

There is good evidence that the internal circadian clock is located in the a. b. c. d. e.

suprachiasmatic nuclei. raphé nuclei. caudal reticular formation basal forebrain. optic nerves.

Answer: A Difficulty Level: Moderate Topic: A Circadian Clock in the Suprachiasmatic Nuclei Skill Level: Remember the Facts Learning Objective 14.22 Describe the research that led to the discovery of a circadian clock in the suprachiasmatic nucleus (SCN) of the hypothalamus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

Bilateral lesions of the __________ selectively disrupt circadian cycles. a. b. c. d. e.

suprachiasmatic nuclei lateral hypothalamus lateral preoptic area reticular activating system subfornical organ

Answer: A Difficulty Level: Easy Topic: A Circadian Clock in the Suprachiasmatic Nuclei Skill Level: Remember the Facts Learning Objective 14.22 Describe the research that led to the discovery of a circadian clock in the suprachiasmatic nucleus (SCN) of the hypothalamus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 90.

In the neurotransplantation experiment conducted by Martin R. Ralph and his colleagues, the suprachiasmatic nuclei (SCN) were transplanted from the fetuses of mutant hamsters that had abnormally brief free-running sleep-wake cycles into normal adult hamsters whose sleep-wake cycles had been abolished by SCN lesions. The transplants initiated __________ sleep-wake cycles in the recipients. a. b. c. d. e.

24-hour 24-hour free-running 25.5-hour free-running 20-hour free-running reversed

Answer: D Difficulty Level: Difficult Topic: A Circadian Clock in the Suprachiasmatic Nuclei Skill Level: Remember the Facts Learning Objective 14.22 Describe the research that led to the discovery of a circadian clock in the suprachiasmatic nucleus (SCN) of the hypothalamus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

The entrainment of circadian rhythms by visual zeitgebers is mediated by a. b. c. d. e.

part of the cingulate gyrus. the retinohypothalamic tract. a rare type of skin receptor cell. the temporal lobe. the posterior nucleus of the amygdala.

Answer: C Difficulty Level: Moderate Topic: Neural Mechanisms of Entrainment Skill Level: Remember the Facts Learning Objective 14.23 Explain the mechanism by which SCN neurons are entrained by the 24-hour light–dark cycles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 92.

The diurnal light-dark cycle entrains the sleep–wake cycle via the a. b. c. d. e.

REM-sleep circuits. cortex. retinohypothalamic tracts. caudal brain stem. reticular formation.

93.

Cutting the optic nerves before they reach the optic chiasm a. b. c. d. e.

also severs the corpus callosum. damages the fornix. eliminates all circadian rhythms. eliminates the ability of light to entrain circadian rhythms. eliminates sleep.

Answer: D Difficulty Level: Moderate Topic: Neural Mechanisms of Entrainment Skill Level: Remember the Facts Learning Objective 14.23 Explain the mechanism by which SCN neurons are entrained by the 24-hour light–dark cycles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 94.

There is more than one circadian clock, a conclusion supported by the finding that bilateral lesions of the a. b. c. d. e.

suprachiasmatic nuclei abolish all circadian rhythms. suprachiasmatic nuclei do not abolish circadian rhythms. raphé nucleus abolish sleep. raphé nucleus abolish wakefulness. suprachiasmatic nuclei abolish sleep.

Answer: B Difficulty Level: Moderate Topic: Neural Mechanisms of Entrainment Skill Level: Remember the Facts Learning Objective 14.23 Explain the mechanism by which SCN neurons are entrained by the 24-hour light–dark cycles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

The first circadian gene to be discovered in mammals was called a. b. c. d. e.

clock. alarm. circa. tau. invert.

Answer: D Difficulty Level: Moderate Topic: Genetics of Circadian Rhythms Skill Level: Remember the Facts Learning Objective 14.24 Understand the genetics of circadian rhythms and the important discoveries that have resulted from the discovery of circadian genes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 96.

The first mammalian circadian gene to have its structure characterized was called a. b. c. d. e.

tau. clock. alarm. circa. chirp.

Answer: B Difficulty Level: Moderate Topic: Genetics of Circadian Rhythms Skill Level: Remember the Facts Learning Objective 14.24 Understand the genetics of circadian rhythms and the important discoveries that have resulted from the discovery of circadian genes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

Clock is a circadian gene discovered in a. b. c. d. e.

mice. sunflowers. weasels. humans. monkeys.

Answer: A Difficulty Level: Moderate Topic: Genetics of Circadian Rhythms Skill Level: Remember the Facts Learning Objective 14.24 Understand the genetics of circadian rhythms and the important discoveries that have resulted from the discovery of circadian genes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 98.

Cells of the suprachiasmatic nuclei display circadian cycles of a. b. c. d. e.

gene expression. osmosis. sleep. degeneration. regeneration.

Answer: A Difficulty Level: Difficult Topic: Genetics of Circadian Rhythms Skill Level: Remember the Facts Learning Objective 14.24 Understand the genetics of circadian rhythms and the important discoveries that have resulted from the discovery of circadian genes. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

Studies of encephalitis lethargica suggested that the __________ promotes wakefulness a. b. c. d. e.

posterior hypothalamus preoptic area basal forebrain anterior hypothalamus posterior pituitary gland

Answer: A Difficulty Level: Difficult Topic: Two Areas of the Hypothalamus Involved in Sleep Skill Level: Remember the Facts Learning Objective 14.25 Describe the research that led to the identification of the anterior and posterior hypothalamus as brain regions involved in the regulation of sleep and wakefulness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 100.

Studies of encephalitis lethargica suggested that the a. b. c. d. e.

posterior hypothalamus promotes sleep. posterior hypothalamus promotes wakefulness. basal forebrain promotes REM sleep. basal forebrain inhibits REM sleep. pineal gland produces the sleep–wake cycle.

Answer: B Difficulty Level: Difficult Topic: Two Areas of the Hypothalamus Involved in Sleep Skill Level: Remember the Facts Learning Objective 14.25 Describe the research that led to the identification of the anterior and posterior hypothalamus as brain regions involved in the regulation of sleep and wakefulness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

Studies of __________ provided early evidence that the anterior hypothalamus is involved in sleep. a. b. c. d. e.

insomnia narcolepsy encephalitis lethargica catalepsy multiple sclerosis

Answer: C Difficulty Level: Moderate Topic: Two Areas of the Hypothalamus Involved in Sleep Skill Level: Remember the Facts Learning Objective 14.25 Describe the research that led to the identification of the anterior and posterior hypothalamus as brain regions involved in the regulation of sleep and wakefulness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 102.

The cortical EEG of cerveau isolé cats is indicative of a. b. c. d. e.

almost continuous slow-wave sleep. almost continuous REM sleep. alternating periods of slow-wave sleep and REM sleep. alternating periods of sleep and wakefulness. the arousing effects of reticular formation damage.

Answer: A Difficulty Level: Difficult Topic: Reticular Formation and Sleep Skill Level: Remember the Facts Learning Objective 14.26 Describe the research that led to the identification of the reticular formation as a brain region involved in the regulation of sleep and wakefulness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

The EEG of a cerveau isolé cat is desynchronized only during a. b. c. d. e.

sleep. wakefulness. intense visual or olfactory stimuli. forepaw activity. stalking movements.

Answer: C Difficulty Level: Difficult Topic: Reticular Formation and Sleep Skill Level: Remember the Facts Learning Objective 14.26 Describe the research that led to the identification of the reticular formation as a brain region involved in the regulation of sleep and wakefulness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 104.

Desynchronized EEG is characterized by a. b. c. d. e.

low amplitude, high frequency. low frequency. high amplitude. high amplitude, high frequency. no amplitude, high frequency.

Answer: A Difficulty Level: Moderate Topic: Reticular Formation and Sleep Skill Level: Remember the Facts Learning Objective 14.26 Describe the research that led to the identification of the reticular formation as a brain region involved in the regulation of sleep and wakefulness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

The encephale isolé preparation is produced by transecting the a. b. c. d. e.

brain stem just rostral to the superior colliculus. caudal brain stem. brain stem between the colliculi. parietal lobe. corpus callosum.

Answer: B Difficulty Level: Difficult Topic: Reticular Formation and Sleep Skill Level: Remember the Facts Learning Objective 14.26 Describe the research that led to the identification of the reticular formation as a brain region involved in the regulation of sleep and wakefulness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 106.

The EEG of the encephale isolé preparation is almost continuously a. b. c. d. e.

low-amplitude, high-frequency. low-amplitude, low-frequency. high-amplitude, low-frequency. high-amplitude, high-frequency. typical of a normal sleep–wake cycle.

Answer: E Difficulty Level: Difficult Topic: Reticular Formation and Sleep Skill Level: Remember the Facts Learning Objective 14.26 Describe the research that led to the identification of the reticular formation as a brain region involved in the regulation of sleep and wakefulness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

107.

Partial transections of the brain stem at the collicular level do not disrupt the normal sleep–wake cycle of cortical EEG unless the transections include the a. b. c. d. e.

hypothalamus. cerebellum. substantia nigra. reticular formation. diencephalon.

Answer: D Difficulty Level: Difficult Topic: Reticular Formation and Sleep Skill Level: Remember the Facts Learning Objective 14.26 Describe the research that led to the identification of the reticular formation as a brain region involved in the regulation of sleep and wakefulness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 108.

Electrical stimulation of the __________ awakens sleeping cats. a. b. c. d. e.

anterior hypothalamus cerebellum diencephalon reticular formation basal forebrain

Answer: D Difficulty Level: Moderate Topic: Reticular Formation and Sleep Skill Level: Remember the Facts Learning Objective 14.26 Describe the research that led to the identification of the reticular formation as a brain region involved in the regulation of sleep and wakefulness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

Because REM sleep is similar to wakefulness in several respects, it makes sense that REM sleep circuits are controlled by a structure involved in maintaining wakefulness; namely, the a. b. c. d. e.

thalamus. basal forebrain. reticular activating system. cerveau isolé. isolé somnolent.

Answer: C Difficulty Level: Moderate Topic: Reticular Formation and Sleep Skill Level: Remember the Facts Learning Objective 14.26 Describe the research that led to the identification of the reticular formation as a brain region involved in the regulation of sleep and wakefulness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 110.

The various phenomena of REM sleep appear to be controlled by circuits scattered throughout the a. b. c. d. e.

basal forebrain. posterior hypothalamus. caudal reticular formation. midbrain. colliculi.

Answer: C Difficulty Level: Moderate Topic: Reticular REM-Sleep Nuclei Skill Level: Remember the Facts Learning Objective 14.27 Discuss how REM sleep is controlled by the reticular formation and what implications this has for understanding the neural mechanisms of behavior. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

111.

After several nights of REM-sleep deprivation, penile erections often a. b. c. d. e.

do not occur during sleep. become difficult to achieve during wakefulness. begin to occur during slow-wave sleep. make it difficult to get back to sleep. lead to nocturnal emissions.

There are three classes of drugs that influence sleep: hypnotics, antihypnotics, and a third class that a. b. c. d. e.

is derived from benzodiazepines. includes melatonin. comprises drugs that decrease circadian rhythmicity of sleep. is highly regulated by most governments. can produce a coma in 25 percent of users.

Answer: B Difficulty Level: Moderate Topic: Hypnotic Drugs Skill Level: Remember the Facts Learning Objective 14.28 Describe three classes of hypnotic drugs. Compare and contrast them in terms of their efficacy and side effects. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

113.

Which substance is commonly prescribed as a hypnotic drug? a. b. c. d. e.

barbiturates tricyclic antidepressants benzodiazepines serotonin antagonists melatonin

Answer: C Difficulty Level: Easy Topic: Hypnotic Drugs Skill Level: Remember the Facts Learning Objective 14.28 Describe three classes of hypnotic drugs. Compare and contrast them in terms of their efficacy and side effects. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 114.

Which problem is associated with the long-term use of benzodiazepines to treat insomnia? a. b. c. d. e.

lack of tolerance to the drug reduction of life expectancy decreased duration of NREM2 sleep next-day hyperalertness lengthened cycles of emergent stage 4 sleep

Answer: B Difficulty Level: Easy Topic: Hypnotic Drugs Skill Level: Remember the Facts Learning Objective 14.28 Describe three classes of hypnotic drugs. Compare and contrast them in terms of their efficacy and side effects. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

115.

Injections of the serotonin precursor 5-hydroxytryptophan a. b. c. d. e.

reverse the insomnia produced in cats or rats by the serotonin antagonist PCPA. reverse the sleep increases produced in mice by PCPA. are effective in the treatment of human insomnia. are effective in the treatment of human hypersomnia. reverse the increases in delta sleep produced in volunteers by sleep reduction.

Answer: A Difficulty Level: Difficult Topic: Hypnotic Drugs Skill Level: Remember the Facts Learning Objective 14.28 Describe three classes of hypnotic drugs. Compare and contrast them in terms of their efficacy and side effects. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 116.

Which statement about sleep-related drugs is correct? a. b. c. d. e.

Drugs that increase the activity of catecholamine neurotransmitters are hypnotics. Cocaine, amphetamine, and tricyclic antidepressants are antihypnotic drugs. Antihypnotics suppress REM sleep to a lesser extent than they do the other phases of sleep. Stimulant drugs are classified as hypnotics. Norepinephrine, acetylcholine, and serotonin are catecholamines.

Answer: B Difficulty Level: Moderate Topic: Antihypnotic Drugs Skill Level: Remember the Facts Learning Objective 14.29 Describe three classes of antihypnotic drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

117.

Melatonin is released by the a. b. c. d. e.

pituitary gland. pineal gland. thyroid gland. adrenal medulla. hypothalamus.

Answer: B Difficulty Level: Easy Topic: Melatonin Skill Level: Remember the Facts Learning Objective 14.30 Understand the relationship between the pineal gland and melatonin, and how melatonin affects sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 118.

Melatonin is synthesized from a. b. c. d. e.

serotonin. acetylcholine. glutamate. GABA. dopamine.

Answer: A Difficulty Level: Moderate Topic: Melatonin Skill Level: Remember the Facts Learning Objective 14.30 Understand the relationship between the pineal gland and melatonin, and how melatonin affects sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

119.

The pineal gland is located on the midline just below the posterior portion of the a. b. c. d. e.

corpus callosum. hypothalamus. cerebellum. amygdala. hippocampus.

The pineal gland is located just ventral to the a. b. c. d. e.

corpus callosum. pituitary gland. suprachiasmatic nucleus. posterior thalamus. amygdala.

121.

The melatonin taken orally as medication is a. b. c. d. e.

synthesized from dopamine. exogenous. endogenous. meta-analytic. hypoallergenic.

Answer: B Difficulty Level: Moderate Topic: Melatonin Skill Level: Remember the Facts Learning Objective 14.30 Understand the relationship between the pineal gland and melatonin, and how melatonin affects sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 122.

In view of the evidence, the widespread practice of taking melatonin to promote sleep is a. b. c. d. e.

dangerous and should be stopped. definitely a waste of time. likely to be of no more than minor benefit. almost certain to have major sleep benefits in most people. almost certain to have major sleep benefits in people suffering from insomnia.

Answer: C Difficulty Level: Difficult Topic: Melatonin Skill Level: Remember the Facts Learning Objective 14.30 Understand the relationship between the pineal gland and melatonin, and how melatonin affects sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

123.

Evidence indicates that melatonin may function as a a. b. c. d. e.

stimulant. chronobiotic. catecholamine. neurotransmitter. probiotic.

Drugs that are sleep-promoting are described as a. b. c. d. e.

soporific. beatific. fragelistic. morbific. cabalistic.

125.

Disorders of excessive sleep or sleepiness are classified as a. b. c. d. e.

insomnia. hypersomnia. iatrogenic. hyposomnia. REM-sleep disorders.

Answer: B Difficulty Level: Easy Topic: Sleep Disorders Skill Level: Remember the Facts Learning Objective 14.32 Describe the symptoms of narcolepsy and the role of orexin (hypocretin) in this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 126.

In various surveys, approximately __________ of the respondents report sleep-related problems. a. b. c. d. e.

1 percent 2 percent 5 percent 9 percent 30 percent

Answer: E Difficulty Level: Moderate Topic: Sleep Disorders Skill Level: Remember the Facts Learning Objective 14.31 Describe four causes of insomnia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

127.

Many cases of insomnia appear to be a. b. c. d. e.

recuperative. iatrogenic. circadian. cataplexic. psychotic.

Answer: B Difficulty Level: Easy Topic: Insomnia Skill Level: Remember the Facts Learning Objective 14.31 Describe four causes of insomnia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 128.

Paradoxically, insomnia is often caused by a. b. c. d. e.

anxiety. depression. hypnotic drugs. addiction to stimulant drugs. sleep deprivation.

Answer: C Difficulty Level: Easy Topic: Insomnia Skill Level: Remember the Facts Learning Objective 14.31 Describe four causes of insomnia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

129.

A large group of patients who sought treatment for insomnia were found in one study to sleep __________ hours per night. a. b. c. d. e.

2.5 3.5 4.5 5.5 6.5

Answer: E Difficulty Level: Moderate Topic: Insomnia Skill Level: Remember the Facts Learning Objective 14.31 Describe four causes of insomnia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 130.

The practice of diagnosing people as neurotic pseudoinsomniacs stopped when it was discovered that many people a. b. c. d. e.

who complain of insomnia sleep for over 6.5 hours per night. who complain of insomnia sleep most of the night but unknowingly suffer from sleep apnea, nocturnal myoclonus, or some other sleep-disturbing disorder. become neurotic because of their insomnia, but not vice versa. become an insomniac as a result of their neuroses, but not vice versa. who complain of insomnia get little sleep.

Answer: B Difficulty Level: Moderate Topic: Insomnia Skill Level: Remember the Facts Learning Objective 14.31 Describe four causes of insomnia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

131.

Paradoxically, people suffering from sleep apnea are often diagnosed as suffering from either insomnia or a. b. c. d. e.

restless legs. nocturnal myoclonus. hypersomnia. clonic atonia. somnambulism.

Answer: C Difficulty Level: Difficult Topic: Insomnia Skill Level: Remember the Facts Learning Objective 14.31 Describe four causes of insomnia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 132.

A condition in which a person’s sleep is repeatedly disrupted by the inability to breathe is called a. b. c. d. e.

narcolepsy. iatrogenic. sleep apnea. SIDS. cataplexy.

133.

Sleep apnea commonly results from a. b. c. d. e.

a failure of the peripheral nervous system to inhibit respiration. obstruction of the breathing passage by muscle paralysis. obstruction of the breathing passage by atonia. excessive use of stimulant drugs. restless leg syndrome.

Compared to the others, who is at greatest risk for sleep apnea? a. b. c. d. e.

Richie, a 65-year-old obese man who is generally sedentary Yulya, a 9-year-old girl who is on a swim team Derek, a 25-year-old man who exercises daily Gia, a 13-year-old girl who is sedentary Ronnie, a 32-year-old woman who exercises daily

Answer: A Difficulty Level: Moderate Topic: Insomnia Skill Level: Remember the Facts Learning Objective 14.31 Describe four causes of insomnia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

135.

One of the most effective treatments for insomnia is a. b. c. d. e.

hyperalertness therapy. administration of benzodiazepines. melatonin. sleep restriction therapy. vigilance sensitivity therapy.

Answer: D Difficulty Level: Easy Topic: Insomnia Skill Level: Remember the Facts Learning Objective 14.31 Describe four causes of insomnia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 136.

Narcolepsy is most often considered to be a disorder of a. b. c. d. e.

insomnia. hypersomnia. myoclonus. restless legs. sleep apnea.

Answer: B Difficulty Level: Easy Topic: Hypersomnia Skill Level: Remember the Facts Learning Objective 14.32 Describe the symptoms of narcolepsy and the role of orexin (hypocretin) in this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

137.

Professor Sardonicus sometimes falls asleep in the middle of having a discussion. She would likely be diagnosed as having a. b. c. d. e.

insomnia. narcolepsy. cataplexy. epilepsy. SIDS.

Cataplexy is common in cases of a. b. c. d. e.

narcolepsy. insomnia. anxiety. pseudoinsomnia. nocturnal myoclonus.

Answer: A Difficulty Level: Easy Topic: Hypersomnia Skill Level: Remember the Facts Learning Objective 14.32 Describe the symptoms of narcolepsy and the role of orexin (hypocretin) in this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

139.

When they fall asleep, people with narcolepsy immediately a. b. c. d. e.

wake up. snore. go into REM sleep. display cataplexy. go into slow-wave sleep.

Answer: C Difficulty Level: Moderate Topic: Hypersomnia Skill Level: Remember the Facts Learning Objective 14.32 Describe the symptoms of narcolepsy and the role of orexin (hypocretin) in this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 140.

A vivid dreamlike state during wakefulness, often just as one awakens or falls asleep, is called a. b. c. d. e.

a hypnagogic hallucination. cataplexy. sleep paralysis. narcolepsy. sleep apnea.

141.

Our current understanding of the molecular mechanisms of narcolepsy is largely attributable to the study of a. b. c. d. e.

Lithuanian soccer players. Canadian neuroscientists. Spanish physiologists. mutant rats. a strain of dogs.

Answer: E Difficulty Level: Easy Topic: Hypersomnia Skill Level: Remember the Facts Learning Objective 14.32 Describe the symptoms of narcolepsy and the role of orexin (hypocretin) in this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 142.

There are reduced levels of __________ in the brains of people with narcolepsy. a. b. c. d. e.

serotonin orexin dopamine cataplexins cerebrospinal fluid

Answer: B Difficulty Level: Moderate Topic: Hypersomnia Skill Level: Remember the Facts Learning Objective 14.32 Describe the symptoms of narcolepsy and the role of orexin (hypocretin) in this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

143.

Orexin is synthesized by neurons in the a. b. c. d. e.

posterior hypothalamus. thalamus. suprachiasmatic nucleus. anterior diencephalon. reticular activating system.

Answer: A Difficulty Level: Moderate Topic: Hypersomnia Skill Level: Remember the Facts Learning Objective 14.32 Describe the symptoms of narcolepsy and the role of orexin (hypocretin) in this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 144.

One neuropsychological patient had virtually no REM sleep following a brain injury, and he a. b. c. d. e.

became neurotic. developed hypersomnia. did not seem to be adversely affected. had disturbing dreams during SWS. became suicidal.

Answer: C Difficulty Level: Moderate Topic: REM-Sleep-Related Disorders Skill Level: Remember the Facts Learning Objective 14.33 Describe one REM-sleep-related disorder and its presumed neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

145.

REM-sleep behavior disorder is common among people diagnosed with a. b. c. d. e.

Moebius syndrome. Addison’s disease. Huntington’s disease. Parkinson’s disease. Prader-Willi syndrome.

Answer: D Difficulty Level: Difficult Topic: REM-Sleep-Related Disorders Skill Level: Remember the Facts Learning Objective 14.33 Describe one REM-sleep-related disorder and its presumed neural mechanisms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 146.

REM sleep without core muscle atonia is classified as a. b. c. d. e.

REM-sleep emergent disorder. cerveau isolé. REM-sleep behavior disorder. caudal reticular disease. REM-sleep fictitious disorder.

147.

In a large, wellconducted comparison between long sleepers and short sleepers, Catherine Fichten and her colleagues found that the short sleepers a. b. c. d. e.

sleep less. suffered from more mental illness. had poorer memories. had shorter life expectancies. had diminished height.

Answer: A Difficulty Level: Easy Topic: Differences between Short and Long Sleepers Skill Level: Remember the Facts Learning Objective 14.34 List the main differences between short and long sleepers. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 148.

In one study, volunteers gradually reduced the number of hours that they slept each night, until they felt that they had reached their limit. On the average, this limit was approximately a. b. c. d. e.

45 minutes. 2 hours. 5 hours. 6.5 hours. 7 hours.

Answer: C Difficulty Level: Moderate Topic: Long-Term Reduction of Nightly Sleep Skill Level: Remember the Facts Learning Objective 14.35 Describe the results of studies of long-term reduction of nightly sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

149.

In one study, 8 volunteers reduced their sleep by 30 minutes per night until they did not want to reduce it further. A major finding was that a. b. c. d. e.

only 1 person managed to reduce their sleep to 5 hours per night. 7 people managed to reduce their sleep to 4.5 hours per night. the volunteers experienced no significant daytime sleepiness. the volunteers were still sleeping between 7 and 18 hours less per week when they were tested 1 year after the experiment ended. the experiment concluded abruptly after only 2 weeks of irritable sleeplessness.

Answer: D Difficulty Level: Difficult Topic: Long-Term Reduction of Nightly Sleep Skill Level: Remember the Facts Learning Objective 14.35 Describe the results of studies of long-term reduction of nightly sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 150.

A polyphasic sleep cycle is one in which the individual regularly sleeps a. b. c. d. e.

once every 24 hours. once every 24 hours, but sometimes in the day and sometimes in the night. more than once every 24 hours. three times or more every 24 hours. in two or more different advanced phases.

Answer: C Difficulty Level: Moderate Topic: Long-Term Sleep Reduction by Napping Skill Level: Remember the Facts Learning Objective 14.36 Describe the results of studies of long-term reduction of sleep by napping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

151.

Research has shown that naps have recuperative powers out of proportion with their a. b. c. d. e.

power. frequency. brevity. positive incentive value. EEG evidence.

Interest in the efficiency of polyphasic sleep was stimulated by stories of a. b. c. d. e.

Leonardo da Vinci. Michelangelo Buonarroti. Titian Vecelli. Rene Magritte. Pablo Picasso.

Answer: A Difficulty Level: Easy Topic: Long-Term Sleep Reduction by Napping Skill Level: Remember the Facts Learning Objective 14.36 Describe the results of studies of long-term reduction of sleep by napping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

153.

On Leonardo’s polyphasic sleep cycle, he functioned well on __________ hours of polyphasic sleep per day. a. b. c. d. e.

1.5 4.5 5.5 6.5 7.5

Answer: A Difficulty Level: Moderate Topic: Long-Term Sleep Reduction by Napping Skill Level: Remember the Facts Learning Objective 14.36 Describe the results of studies of long-term reduction of sleep by napping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 154.

Many people feel temporarily groggy when waking from a nap. This is called a. b. c. d. e.

nap aftereffect. sleep inertia. nap hypnagogia. sleep paralysis. nap apnea.

Answer: B Difficulty Level: Difficult Topic: Long-Term Sleep Reduction by Napping Skill Level: Remember the Facts Learning Objective 14.36 Describe the results of studies of long-term reduction of sleep by napping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

155.

Correlational evidence from large-scale epidemiological studies suggests that sleeping __________ per night dramatically increases mortality rate. a. b. c. d. e.

more than 9 hours only 7 hours less than 10 hours from 5 to 7 hours 8 hours

Answer: A Difficulty Level: Easy Topic: Effects of Shorter Sleep Times on Health Skill Level: Remember the Facts Learning Objective 14.37 Recognize how shorter sleep times relate to longevity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 156.

The sleep times of most people in hunter-gatherer societies is about __________ hours per day. a. b. c. d. e.

3.0 to 4.0 5.7 to 7.1 7.6 to 8.3 8.9 to 12.7 10.1 to 11.2

Answer: B Difficulty Level: Difficult Topic: Effects of Shorter Sleep Times on Health Skill Level: Remember the Facts Learning Objective 14.37 Recognize how shorter sleep times relate to longevity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

157.

After reviewing the research literature on nightly sleep reduction and trying it himself, one of the authors of your text concluded that a. b. c. d. e.

most people need at least 8 hours of sleep per night. many people can reduce their sleep to about 5.5 hours per night with no serious adverse effects other than daytime sleepiness when they are sedentary. there is no need to sleep, and there are no negative consequences of sleep reduction. sleep is primarily recuperative, and we should always get as much sleep as we can, especially if a doctor tells us to. all people should sleep 5.5 hours per night.

Answer: B Difficulty Level: Moderate Topic: Effects of Shorter Sleep Times on Health Skill Level: Remember the Facts Learning Objective 14.37 Recognize how shorter sleep times relate to longevity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. FILL-IN-THE-BLANK QUESTIONS 1.

__________ waves are the 8-to-12-Hz EEG waves that are often associated with relaxed wakefulness.

Answer: Alpha Difficulty Level: Moderate Topic: Three Stages of Sleep EEG Skill Level: Remember the Facts Learning Objective 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Normally, the fourth stage of sleep EEG to be reached after a person falls asleep at night is stage __________.

Answer: 2 Difficulty Level: Difficult Topic: Three Stages of Sleep EEG Skill Level: Remember the Facts Learning Objective 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Stage 3 sleep EEG is characterized by a predominance of __________ waves.

Answer: delta Difficulty Level: Moderate Topic: Three Stages of Sleep EEG Skill Level: Remember the Facts Learning Objective 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

REMs are associated with __________ stage 1 EEG.

Answer: emergent Difficulty Level: Easy Topic: Three Stages of Sleep EEG Skill Level: Remember the Facts Learning Objective 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Somnambulism usually occurs during __________ sleep.

Answer: slow-wave Difficulty Level: Moderate Topic: Testing Common Beliefs About Dreaming Skill Level: Remember the Facts Learning Objective 14.4 Describe five common beliefs about dreaming and assess their validity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

__________ theories of sleep presume that being awake somehow disrupts the homeostasis of the body, and sleep is required to restore it.

Answer: Recuperation Difficulty Level: Moderate Topic: Two Kinds of Theories of Sleep Skill Level: Remember the Facts Learning Objective 14.10 Describe the two kinds of theories of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Sleep-deprived people sometimes experience __________, brief periods during which their eyelids droop, and they become less responsive to external stimuli, even though they remain sitting or standing.

Answer: microsleeps Difficulty Level: Easy Topic: Two Kinds of Theories of Sleep Skill Level: Remember the Facts Learning Objective 14.10 Describe the two kinds of theories of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

The __________ apparatus has been used to study the effects of sleep deprivation in rats.

Answer: carousel Difficulty Level: Moderate Topic: Sleep Deprivation Studies of Laboratory Animals Skill Level: Remember the Facts Learning Objective 14.16 Describe the key studies of sleep deprivation in laboratory animals. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

The advantage of the carousel apparatus is that the __________ control procedure is an integral part of it.

Answer: yoked Difficulty Level: Difficult Topic: Sleep Deprivation Studies of Laboratory Animals Skill Level: Remember the Facts Learning Objective 14.16 Describe the key studies of sleep deprivation in laboratory animals. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

Some antidepressant drugs can block __________ sleep for years without having obvious adverse effects.

Answer: REM Difficulty Level: Difficult Topic: REM-Sleep Deprivation Skill Level: Remember the Facts Learning Objective 14.17 Describe the effects of REM-sleep deprivation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

The __________ theory of REM sleep suggests that REM sleep and wakefulness serve similar functions.

Answer: default Difficulty Level: Difficult Topic: REM-Sleep Deprivation Skill Level: Remember the Facts Learning Objective 14.17 Describe the effects of REM-sleep deprivation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

__________ circadian cycles are those without zeitgebers.

Answer: Free-running Difficulty Level: Moderate Topic: Free-Running Circadian Sleep-Wake Cycles Skill Level: Remember the Facts Learning Objective 14.20 Describe free-running rhythms and internal desynchronization and explain why they are incompatible with recuperation theories of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

The major internal circadian clock is located in the __________ nuclei.

Answer: suprachiasmatic Difficulty Level: Moderate Topic: A Circadian Clock in the Suprachiasmatic Nuclei Skill Level: Remember the Facts Learning Objective 14.22 Describe the research that led to the discovery of a circadian clock in the suprachiasmatic nucleus (SCN) of the hypothalamus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

Specialized __________ cells function as receptors for gradual changes in illumination. These receptors contain melanopsin and play a role in regulating circadian cycles.

Answer: retinal ganglion Difficulty Level: Difficult Topic: Neural Mechanisms of Entrainment Skill Level: Remember the Facts Learning Objective 14.23 Explain the mechanism by which SCN neurons are entrained by the 24-hour light-dark cycles. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Studies of encephalitis lethargica provided the first evidence that the posterior __________ and surrounding area plays a role in the maintenance of wakefulness.

Answer: hypothalamus Difficulty Level: Easy Topic: Two Areas of the Hypothalamus Involved in Sleep Skill Level: Remember the Facts Learning Objective 14.25 Describe the research that led to the identification of the anterior and posterior hypothalamus as brain regions involved in the regulation of sleep and wakefulness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

REM sleep is controlled by circuits in the caudal __________ of the brain stem.

Answer: reticular formation (or reticular activating system) Difficulty Level: Easy Topic: Two Areas of the Hypothalamus Involved in Sleep Skill Level: Remember the Facts Learning Objective 14.25 Describe the research that led to the identification of the anterior and posterior hypothalamus as brain regions involved in the regulation of sleep and wakefulness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

Although there are serious problems associated with the chronic use of this class of drugs, __________ are commonly prescribed for difficulties in sleeping.

Answer: benzodiazepines Difficulty Level: Moderate Topic: Hypnotics Skill Level: Remember the Facts Learning Objective 14.28 Describe three classes of hypnotic drugs. Compare and contrast them in terms of their efficacy and side effects. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

Many cases of insomnia are caused by drugs prescribed by physicians. Disorders caused by physicians are termed __________.

Answer: iatrogenic Difficulty Level: Difficult Topic: Insomnia Skill Level: Remember the Facts Learning Objective 14.31 Describe four causes of insomnia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

A condition in which sleep is continually disrupted by a cessation of breathing is __________.

Answer: sleep apnea Difficulty Level: Easy Topic: Insomnia Skill Level: Remember the Facts Learning Objective 14.31 Describe four causes of insomnia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

When people with narcolepsy fall asleep, they often go directly into __________.

Answer: REM sleep Difficulty Level: Easy Topic: Hypersomnia Skill Level: Remember the Facts Learning Objective 14.32 Describe the symptoms of narcolepsy and the role of orexin (hypocretin) in this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 21.

The feeling of grogginess that is sometimes experienced upon awaking is called sleep ___________.

Answer: inertia Difficulty Level: Easy Topic: Long-Term Sleep Reduction by Napping Skill Level: Remember the Facts Learning Objective 14.36 Describe the results of studies of long-term reduction of sleep by napping. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY AND OTHER MULTIPLE-MARK QUESTIONS 1.

Describe the physiological and behavioral changes that occur during a typical night’s sleep. Be sure to describe their typical time course.

Answer: 40% for describing the stages of sleep EEG 40% for describing the physiological and behavioral correlations of the EEG stages 20% for describing the time course of a typical night’s sleep Difficulty Level: Easy Topic: Stages of Sleep Skill Level: Remember the Facts Learning Objective 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Describe the physiological correlates of dreaming. What has the study of these correlates taught us about dreaming? Describe two key studies in this area as part of your answer.

Answer: 40% for describing the correlates of dreaming 40% for describing things that research has shown about dreaming 20% for describing key studies Difficulty Level: Easy Topic: Dreaming Skill Level: Remember the Facts Learning Objective 14.4 Describe five common beliefs about dreaming and assess their validity. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 3.

Describe two theoretical perspectives on the purpose of sleep. Which perspective is supported by comparative studies of sleep?

Answer: 25% for describing the recuperation perspective 25% for describing the adaptation perspective 50% for an analysis of comparative studies of sleep Difficulty Level: Moderate Topic: Two Kinds of Theories of Sleep Skill Level: Remember the Facts Learning Objective 14.10 Describe the two kinds of theories of sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Describe the major results of sleep-deprivation research. Compare these results with the predictions of recuperation theories of sleep.

Answer: 50% for describing the three major predictions that recuperation theories of sleep make about sleep deprivation 50% for describing the results of sleep-deprivation studies, particularly those related to the three predictions Difficulty Level: Moderate Topic: Effects of Sleep Deprivation Skill Level: Remember the Facts Learning Objective 14.15 Describe the major effects of sleep deprivation in humans. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Describe three major discoveries about circadian rhythms. Explain why these particular discoveries are so important.

Answer: 75% for describing three important discoveries 25% for explaining why these three are particularly important Difficulty Level: Moderate Topic: Circadian Sleep Cycles Skill Level: Remember the Facts Learning Objective 14.19 Describe the circadian sleep–wake cycle and the role of zeitgebers in maintaining circadian rhythms. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

Describe the neural and molecular mechanisms of the circadian clock and the research that led to their discovery.

Answer: 40% for describing the suprachiasmatic nuclei and relevant research 30% for describing the retinohypothalamic tracts and relevant research 30% for describing the genetic mechanisms of circadian rhythms and the related research Difficulty Level: Difficult Topic: Circadian Sleep Cycles Skill Level: Remember the Facts Learning Objective 14.22 Describe the research that led to the discovery of a circadian clock in the suprachiasmatic nucleus (SCN) of the hypothalamus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Identify two areas of the brain that are involved in the regulation of sleep. What is thought to be the function of each area? Be sure to describe the evidence that has implicated them.

Answer: 30% for identifying the two sleep areas 30% for identifying the putative function of each area 40% for describing relevant research Difficulty Level: Difficult Topic: Four Areas of the Brain Involved in Sleep Skill Level: Remember the Facts Learnng Objective 14.25 Describe the research that led to the identification of the anterior and posterior hypothalamus as brain regions involved in the regulation of sleep and wakefulness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Describe narcolepsy and its neural and molecular mechanisms. What symptoms tend to be related to the disorder? In your answer, be sure to describe relevant research on narcolepsy.

Answer: 30% for describing narcolepsy 30% for discussing cataplexy, sleep paralysis, and hypnagogic hallucinations 40% for discussing the role of REM sleep, orexin, and related research Difficulty Level: Moderate Topic: Hypersomnia Skill Level: Remember the Facts Learning Objective 14.32 Describe the symptoms of narcolepsy and the role of orexin (hypocretin) in this disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Describe the results of long-term sleep-reduction experiments. Discuss both monophasic and polyphasic sleep. How are sleep times related to health and longevity? What do these lines of research indicate about the need for sleep?

Answer: 30% for discussing the effects of long-term sleep reduction 20% for discussing research on polyphasic sleep 20% for discussing research on the relation between sleep times and health 30% for reaching a thoughtful conclusion based on the evidence Difficulty Level: Easy Topic: Effects of Long-Term Sleep Reduction Skill Level: Remember the Facts Learning Objective 14.35 Describe the results of studies of long-term reduction of nightly sleep. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. REVEL QUIZ QUESTIONS The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Quiz: Stages of Sleep EOM_14.1.1 Question: Iyesha is participating in a sleep experiment. Currently, EEG recordings indicate periods of sleep dominated by low-voltage, fast waves similar to those in nonsleeping individuals. Simultaneously, ______ recordings are showing a loss of muscle activity in the neck, whereas _____ recordings reveal rapid eye movements. a. electromyogram (EEG); electrocardiogram (EKG) b. electrocardiogram (EKG); electrooculogram (EOG) c. electrooculogram (EOG); electromyogram (EMG) d. electromyogram (EMG); electrooculogram (EOG) Answer: D Consider This: Brain wave patterns, eye movements, and muscle activity are commonly measured. LO 14.1 Describe the three standard physiological measures of sleep. Learning Objective: 14.1 Describe the three standard physiological measures of sleep. Skill Level: Apply What You Know Difficulty Level: Moderate

EOM_14.1.2 Question: Physiologically, during specific periods of a night’s sleep, _______ are accompanied by _______. a. rapid eye movements; increased activity of the neck muscles. b. high-voltage, slow brain waves; rapid eye movements c. low-voltage, fast brain waves; a loss of activity in the neck muscles d. low-voltage, fast brain waves; increased activity in the neck muscles Answer: C Consider This: Low-voltage, fast brain waves are similar to those seen in nonsleepers. LO 14.1 Describe the three standard physiological measures of sleep. Learning Objective: 14.1 Describe the three standard physiological measures of sleep. Skill Level: Analyze It Difficulty Level: Moderate EOM_14.1.3 Question: Stage 3 EEG (NREM 3) sleep is characterized by: a. k-complexes. b. sleep spindles. c. lower frequency waves than in the stage 1 EEG. d. higher frequency waves than in the stage 1 EEG. Answer: C Consider This: Stage 3 sleep EEG is defined by a predominance of delta waves. LO 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and nonREM sleep. Learning Objective: 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. Skill Level: Remember the Facts Difficulty Level: Easy EOM_14.1.4 Question: Stage 3 sleep is to stage 2 sleep as ______ are to _____. a. k-complexes; sleep spindles b. alpha waves; delta waves c. delta waves; k-complexes d. sleep spindles; delta waves Answer: C Consider This: Delta waves are the largest and slowest brain waves seen during sleep. LO 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and nonREM sleep. Learning Objective: 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. Skill Level: Analyze It Difficulty Level: Moderate 1213 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOM_14.1.5 Question: Rapid eye movements (REMs) and a loss of tone in the muscles of the body core occur in _____ EEG. a. emergent stage 1 b. initial stage 1 c. stage 2 d. stage 3 Answer: A Consider This: REM first appears in the second hour of a night’s sleep. LO 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. Learning Objective: 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Dreaming EOM_14.2.1 Question: Which of these observations provided the first evidence for an association between REM sleep and dreaming? a. Dreaming is much more prevalent during NREM than first assumed. b. Antidepressants greatly reduce or abolish REM sleep without affecting aspects of dream recall. c. Kleitman and colleagues found that 80 percent of awakenings from REM sleep, but only 7 percent of awakenings from NREM sleep, led to dream recall. d. Cortical lesions can abolish dreaming without affecting REM sleep. Answer: C Consider This: The various physiological measures suggested that REM sleep episodes were emotionally charged. LO 14.3 Describe the discovery of the relationship between REM sleep and dreaming. Learning Objective: 14.3 Describe the discovery of the relationship between REM sleep and dreaming. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_14.2.2 Question: Which of these beliefs about dreaming was found to be correct? a. Sleeptalking usually occurs during REM sleep. b. Sleepwalking usually occurs during REM sleep. c. External stimuli can become incorporated into dreams. d. Most dreams last only an instant. Answer: C Consider This: Recall the experiment where water was sprayed on sleeping volunteers. LO 14.4 Describe five common beliefs about dreaming and assess their validity. Learning Objective: 14.4 Describe five common beliefs about dreaming and assess their validity. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_14.2.3 Question: The text’s discussion suggests that lucid dreaming is: a. a myth. b. rare. c. common. d. ubiquitous. Answer: B Consider This: Recall the results of LaBerge’s 1980s studies, as well as those of survey research. LO 14.6 Define lucid dreaming and discuss the research that supports its existence. Learning Objective: 14.6 Define lucid dreaming and discuss the research that supports its existence. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_14.2.4 Question: The essence of the _______________________ hypothesis is that the information supplied to the cortex during REM sleep is largely random and that the resulting dream is the cortex’s effort to make sense of those random signals. a. random-signal b. activation-synthesis c. unconscious processing d. cortical interpretation Answer: B Consider This: During REM sleep, many brain-stem circuits become active and bombard the cerebral cortex with neural signals. LO 14.8 Compare and contrast three different theories of why we dream. Learning Objective: 14.8 Compare and contrast three different theories of why we dream. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_14.2.5 Question: According to the _____ theory of dreaming, we dream to simulate potentially threatening events. a. Freudian b. activation-synthesis c. evolutionary d. protoconsciousness Answer: C Consider This: By the correct theory, dreaming may enhance our survival by helping us prepare for threats. LO 14.8 Compare and contrast three different theories of why we dream. Learning Objective: 14.8 Compare and contrast three different theories of why we dream. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Why Do We Sleep, and Why Do We Sleep When We Do? EOM_14.3.1 Question: The essence of ________________________ theories of sleep is that being awake disrupts the homeostasis of the body in some way and sleep is required to restore it. a. recuperation b. circadian c. adaptation d. homeostatic Answer: A Consider This: One version of this theory is that sleep serves to clear toxins from the brain and other tissues that accumulate during wakefulness. LO 14.10 Describe the two kinds of theories of sleep. Learning Objective: 14.10 Describe the two kinds of theories of sleep. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_14.3.2 Question: Adaptation theories of sleep focus more on _____________ than on __________________. a. when we sleep; the interpretation of dreams b. the function of sleep; when we sleep c. the function of sleep; the purpose of dreaming d. when we sleep; the function of sleep Answer: D Consider This: These theories propose that humans are evolutionarily programmed to sleep at night. LO 14.10 Describe the two kinds of theories of sleep. Learning Objective: 14.10 Describe the two kinds of theories of sleep. Skill Level: Analyze It Difficulty Level: Moderate EOM_14.3.3 Question: Sleep has been studied in only a small number of species, but the evidence so far suggests that the sleep of most _____________ is like the sleep of most mammals. a. birds b. reptiles c. amphibians d. insects Answer: A Consider This: The sleep of these animals is much like ours: characterized by high-amplitude, low-frequency EEG waves punctuated by periods of low-amplitude, high-frequency waves. LO 14.11 Explain four conclusions that have resulted from the comparative analysis of sleep. Learning Objective: 14.11 Explain four conclusions that have resulted from the comparative analysis of sleep. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_14.3.4 Question: Some _______________ sleep with only half of their brain at a time. a. birds b. marine mammals c. amphibians d. insects Answer: B Consider This: These animals presumably sleep in this manner so that the other half of their brain can control resurfacing for air. LO 14.11 Explain four conclusions that have resulted from the comparative analysis of sleep. Learning Objective: 14.11 Explain four conclusions that have resulted from the comparative analysis of sleep. Skill Level: Remember the Facts Difficulty Level: Easy EOM_14.3.5 Question: One major conclusion that has been reached through the comparative investigation of sleep is that: a. the primary function of sleep is a special, higher-order cognitive function. b. the daily sleep time of each species is related to how fast the animal moves. c. sleep helps animals reprogram their complex brains, and it permits some kind of emotional release to maintain mental health. d. sleep may be essential for survival, but it does not appear to be needed in large quantities. Answer: D Consider This: Some animals need only 2 or 3 hours of sleep per day. LO 14.11 Explain four conclusions that have resulted from the comparative analysis of sleep. Learning Objective: 14.11 Explain four conclusions that have resulted from the comparative analysis of sleep. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Effects of Sleep Deprivation EOM_14.4.1 Question: Researchers in the Sleep Study Laboratory at State University are conducting a study of the effects of sleep deprivation on cognitive performance. In this study, stress is MOST likely a(n) ______ variable. a. independent b. confounding c. control d. dependent Answer: B Consider This: Stress can complicate the interpretation of sleep deprivation studies. LO 14.12 Explain how stress can often be a confounding variable when considering the effects of sleep deprivation. Learning Objective: 14.12 Explain how stress can often be a confounding variable when considering the effects of sleep deprivation. Skill Level: Apply What You Know Difficulty Level: Moderate EOM_14.4.2 Question: After the fourth night, the effects of sleep deprivation on student volunteers in laboratory studies ______, ______ the recuperation theory of sleep. a. plateaued; affirming b. worsened; contradicting c. worsened; affirming d. plateaued; contradicting Answer: D Consider This: The results with student volunteers was surprising. LO 14.14 Describe two classic sleep-deprivation case studies. Learning Objective: 14.14 Describe two classic sleep-deprivation case studies. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_14.4.3 Question: If one sleeps 3 to 4 hours less for one night, one is LEAST likely to be: a. unhappy. b. distracted. c. sleepy. d. illogical. Answer: D Consider This: The effects of sleep deprivation on complex cognitive functions have been inconsistent. LO 14.15 Describe the major effects of sleep deprivation in humans. Learning Objective: 14.15 Describe the major effects of sleep deprivation in humans. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_14.4.4 Question: Following REM deprivation, people: a. neither spend more time in REM sleep, nor initiate REM sleep more often. b. spend more time in REM sleep, but do not initiate REM sleep more often. c. initiate REM sleep more often, but do not spend more time in REM sleep overall. d. not only spend more time in REM sleep, but also initiate REM sleep more often. Answer: D Consider This: People compensate for deprivations in REM sleep. LO 14.17 Describe the effects of REM-sleep deprivation. Learning Objective: 14.17 Describe the effects of REM-sleep deprivation. Skill Level: Analyze It Difficulty Level: Moderate EOM_14.4.5 Question: According to the _______ theory, REM sleep is more adaptive than wakefulness when there are no immediate bodily needs. a. default b. REM adaptation c. recuperation d. adaptation Answer: A Consider This: According to this theory, one of the functions of REM sleep is to prepare organisms for wakefulness in natural environments. LO 14.17 Describe the effects of REM-sleep deprivation. Learning Objective: 14.17 Describe the effects of REM-sleep deprivation. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Circadian Sleep Cycles EOM_14.5.1 Question: Circadian rhythms in constant environments are said to be ________________, and their duration is called the _________________. a. free-running rhythms; free-running period b. free-running periods; free-running duration c. free-running periods; zeitgeber d. unstable; free-running duration Answer: A Consider This: The typical circadian cycle is about 24.2 hours in humans living under constant moderate illumination. LO 14.20 Describe free-running rhythms and internal desynchronization and explain why they are incompatible with recuperation theories of sleep. Learning Objective: 14.20 Describe free-running rhythms and internal desynchronization and explain why they are incompatible with recuperation theories of sleep. Skill Level: Analyze It Difficulty Level: Moderate

EOM_14.5.2 Question: After working the ―second shift‖ from 3 p.m. to 11 p.m., Mariah begins working ―graveyards‖ from 11 p.m. to 7 a.m. The day of Mariah’s first night shift, Mariah’s friend Minnie flies from San Francisco to Paris. When she arrives in Paris, it is 5 p.m. PDT by Minnie’s wristwatch, but 1 a.m. local Paris time. Of the two friends, _______ will have the MOST difficulty adjusting, because she is experiencing a phase ______ in her circadian rhythms. a. Mariah; advance b. Mariah; delay c. Minnie; advance d. Minnie; delay Answer: C Consider This: It is harder to go to sleep and get up earlier than one is used to than it is to go to sleep and get up later. LO 14.21 Describe the disruptive effects of jet lag and shift work on circadian rhythmicity and how one can minimize such effects. Learning Objective: 14.21 Describe the disruptive effects of jet lag and shift work on circadian rhythmicity and how one can minimize such effects. Skill Level: Apply What You Know Difficulty Level: Difficult

EOM_14.5.3 Question: Specific lesions of the __________________________ have been shown to disrupt various circadian cycles. a. posterior hypothalamus b. prefrontal cortex c. basal forebrain d. suprachiasmatic nuclei (SCN) of the medial hypothalamus Answer: D Consider This: Lesions to this structure abolish the circadian periodicity of sleep cycles. LO 14.22 Describe the research that led to the discovery of a circadian clock in the suprachiasmatic nucleus (SCN) of the hypothalamus. Learning Objective: 14.22 Describe the research that led to the discovery of a circadian clock in the suprachiasmatic nucleus (SCN) of the hypothalamus. Skill Level: Remember the Facts Difficulty Level: Easy EOM_14.5.4 Question: The retinohypothalamic tracts leave the optic chiasm and project to the adjacent: a. posterior hypothalamus. b. suprachiasmatic nuclei (SCN). c. orbitofrontal cortex. d. olfactory bulb. Answer: B Consider This: These tracts mediate the ability of light to entrain circadian rhythms. LO 14.23 Explain the mechanism by which SCN neurons are entrained by the 24-hour light–dark cycles. Learning Objective: 14.23 Explain the mechanism by which SCN neurons are entrained by the 24-hour light–dark cycles. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_14.5.5 Question: The first mammalian circadian gene to be identified was ______. The first mammalian circadian gene to have its molecular structure described was ______. a. clock; clock, as well b. clock; tau c. tau; clock d. tau; tau, as well Answer: C Consider This: The identification of circadian genes led to several important discoveries. LO 14.24 Understand the genetics of circadian rhythms and the important discoveries that have resulted from the discovery of circadian genes. Learning Objective: 14.24 Understand the genetics of circadian rhythms and the important discoveries that have resulted from the discovery of circadian genes. Skill Level: Analyze It Difficulty Level: Moderate

Quiz: Four Areas of the Brain EOM_14.6.1 Question: Baron Constantin von Economo discovered the involvement of the posterior hypothalamus and the anterior hypothalamus in human ____________ and _____________, respectively. a. sleep disorders; REM sleep b. sleep; wakefulness c. wakefulness; sleep d. slow-wave sleep; REM sleep Answer: C Consider This: Baron von Economo’s discoveries were based on his post-mortem analysis of patients who had contracted a viral infection of the brain called encephalitis lethargica. LO 14.25 Describe the research that led to the identification of the anterior and posterior hypothalamus as brain regions involved in the regulation of sleep and wakefulness. Learning Objective: 14.25 Describe the research that led to the identification of the anterior and posterior hypothalamus as brain regions involved in the regulation of sleep and wakefulness. Skill Level: Analyze It Difficulty Level: Moderate

EOM_14.6.2 Question: Severing the brain stem between the inferior colliculi and superior colliculi is called a(n) _____________ preparation. a. encéphale isolé b. cerveau isolé c. midcollicular d. tectal Answer: B Consider This: The procedure disconnects the forebrain from ascending sensory input. LO 14.26 Describe the research that led to the identification of the reticular formation as a brain region involved in the regulation of sleep and wakefulness. Learning Objective: 14.26 Describe the research that led to the identification of the reticular formation as a brain region involved in the regulation of sleep and wakefulness. Skill Level: Remember the Facts Difficulty Level: Easy EOM_14.6.3 Question: Electrical stimulation of the _______________ in sleeping cats awakened them and produced a lengthy period of EEG desynchronization. a. posterior hypothalamus b. anterior hypothalamus c. superior colliculus d. reticular formation Answer: D Consider This: The brain region that responded to stimulation is located in three of the divisions of the brain: the mesencephalon, the metencephalon, and the myelencephalon. LO 14.26 Describe the research that led to the identification of the reticular formation as a brain region involved in the regulation of sleep and wakefulness. Learning Objective: 14.26 Describe the research that led to the identification of the reticular formation as a brain region involved in the regulation of sleep and wakefulness. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_14.6.4 Question: REM sleep is controlled by a variety of nuclei scattered throughout the: a. caudal reticular formation. b. anterior hypothalamus. c. superior colliculus. d. inferior colliculus. Answer: A Consider This: Each nucleus is responsible for controlling one of the facets of REM sleep. LO 14.27 Discuss how REM sleep is controlled by the reticular formation and what implications this has for understanding the neural mechanisms of behavior. Learning Objective: 14.27 Discuss how REM sleep is controlled by the reticular formation and what implications this has for understanding the neural mechanisms of behavior. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_14.6.5 Question: REM sleep occurs only when: a. certain forebrain nuclei become active together. b. the anterior and posterior hypothalamus are simultaneously active. c. one particular nucleus in the caudal reticular formation becomes active. d. a network of independent structures becomes active together. Answer: D Consider This: In thinking about the brain mechanisms of behavior, many people incorrectly assume that if there is one name for a behavior, there must be a single structure for it in the brain. LO 14.27 Discuss how REM sleep is controlled by the reticular formation and what implications this has for understanding the neural mechanisms of behavior. Learning Objective: 14.27 Discuss how REM sleep is controlled by the reticular formation and what implications this has for understanding the neural mechanisms of behavior. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Drugs That Affect Sleep EOM_14.7.1 Question: Benzodiazepines (e.g., valium) were developed and tested for the treatment of: a. anxiety. b. bipolar disorders. c. schizophrenia. d. depression. Answer: A Consider This: Although benzodiazepines can be effective therapeutic hypnotic agents in the short term, their prescription for the treatment of chronic sleep difficulties, though common, is ill-advised. LO 14.28 Describe three classes of hypnotic drugs. Compare and contrast them in terms of their efficacy and side effects. Learning Objective: 14.28 Describe three classes of hypnotic drugs. Compare and contrast them in terms of their efficacy and side effects. Skill Level: Remember the Facts Difficulty Level: Easy EOM_14.7.2 Question: Like the benzodiazepines, the imidazopyridines are also: a. serotonin antagonists. b. GABAA agonists. c. serotonin agonists. d. dopamine agonists. Answer: B Consider This: This group of drugs was marketed for the treatment of insomnia. LO 14.28 Describe three classes of hypnotic drugs. Compare and contrast them in terms of their efficacy and side effects. Skill Level: Analyze It Difficulty Level: Difficult Learning Objective: 14.28 Describe three classes of hypnotic drugs. Compare and contrast them in terms of their efficacy and side effects.

EOM_14.7.3 Question: Cocaine-derived stimulants, amphetamine-derived stimulants, and tricyclic antidepressants seem to promote wakefulness by boosting the activity of: a. catecholamines. b. indolamines. c. anandamides. d. hydrazines. Answer: A Consider This: The neurotransmitters norepinephrine, epinephrine, and dopamine are all in this category of neurotransmitters. LO 14.29 Describe three classes of antihypnotic drugs. Learning Objective: 14.29 Describe three classes of antihypnotic drugs. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_14.7.4 Question: _______________ is a hormone synthesized from the neurotransmitter serotonin in the ________________ gland. a. Melatonin; pineal b. GABA; pineal c. Testosterone; pituitary d. Estradiol; pituitary Answer: A Consider This: High levels of this hormone are associated with darkness and sleep. LO 14.30 Understand the relationship between the pineal gland and melatonin and how melatonin affects sleep. Learning Objective: 14.30 Understand the relationship between the pineal gland and melatonin and how melatonin affects sleep. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_14.7.5 Question: Melatonin is considered to be a: a. chronobiotic. b. stimulant. c. catecholamine. d. derivative of dopamine. Answer: A Consider This: This class of drugs adjusts the timing of internal biological rhythms. LO 14.30 Understand the relationship between the pineal gland and melatonin and how melatonin affects sleep. Learning Objective: 14.30 Understand the relationship between the pineal gland and melatonin and how melatonin affects sleep. Skill Level: Analyze It Difficulty Level: Moderate

Quiz: Sleep Disorders EOM_14.8.1 Question: Many cases of insomnia are ______________ because benzodiazepines, which are often prescribed by physicians, are a major cause of insomnia. a. the patient’s own fault b. anxiogenic c. iatrogenic d. anxiolytic Answer: C Consider This: Patients must take larger and larger doses of benzodiazepines as tolerance develops. LO 14.31 Describe four causes of insomnia. Learning Objective: 14.31 Describe four causes of insomnia. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_14.8.2 Question: The prevalence of sleep apnea is MOST likely _____ correlated with high body mass index and ______ correlated with advanced age. a. not; not b. not; positively c. negatively; negatively d. positively; positively Answer: D Consider This: The elderly are at greater risk for sleep apnea. LO 14.31 Describe four causes of insomnia. Learning Objective: 14.31 Describe four causes of insomnia. Skill Level: Analyze It Difficulty Level: Difficult EOM_14.8.3 Question: All else being equal, an individual with narcolepsy sleeps _____ per day, as compared to an individual without narcolepsy. a. less b. the same amount c. slightly more d. much more Answer: C Consider This: Narcolepsy is defined mainly by the inappropriateness of the sleep episodes. LO 14.32 Describe the symptoms of narcolepsy and the role of orexin (hypocretin) in this disorder. Learning Objective: 14.32 Describe the symptoms of narcolepsy and the role of orexin (hypocretin) in this disorder. Skill Level: Analyze It Difficulty Level: Moderate EOM_14.8.4 Question: Orexin is synthesized by neurons in which part of the brain? a. anterior hypothalamus b. posterior hypothalamus c. thalamus d. caudal reticular formation Answer: B Consider This: Orexin is a neuropeptide and is often referred to as hypocretin. LO 14.32 Describe the symptoms of narcolepsy and the role of orexin (hypocretin) in this disorder. Learning Objective: 14.32 Describe the symptoms of narcolepsy and the role of orexin (hypocretin) in this disorder. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_14.8.5 Question: Ophelia is experiencing REM sleep without core-muscle atonia. Ophelia’s condition is known as: a. sleepwalking. b. sleep paralysis. c. slow-wave sleep disorder. d. REM-sleep behavior disorder. Answer: D Consider This: This condition is common in persons with Parkinson’s disease. LO 14.33 Describe one REM-sleep-related disorder and its presumed neural mechanisms. Learning Objective: 14.33 Describe one REM-sleep-related disorder and its presumed neural mechanisms. Skill Level: Apply What You Know Difficulty Level: Moderate

Quiz: 14.9 Effects of Long-Term Sleep Reduction EOM_14.9.1 Question: In their study of long sleepers and short sleepers, Fichten and colleagues concluded that: a. the long sleepers displayed cognitive deficits. b. there were no obvious differences between the two groups other than the differences in sleep times. c. the short sleepers displayed deficits in sustained attention. d. the short sleepers displayed cognitive deficits. Answer: B Consider This: The title of the paper published by Fichten et al. was ―Long Sleepers Sleep More and Short Sleepers Sleep Less.‖ LO 14.34 List the main differences between short and long sleepers. Learning Objective: 14.34 List the main differences between short and long sleepers. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_14.9.2 Question: In an unexpected follow-up 1 year after the end of their gradual long-term sleep reduction study, Friedman and colleagues found that all participants were: a. sleeping less than they had before the study began. b. sleeping more than they had before the study began. c. suffering from mild insomnia. d. still displaying cognitive deficits. Answer: A Consider This: At follow-up, none of the participants was experiencing excessive sleepiness. LO 14.35 Describe the results of studies of long-term reduction of nightly sleep. Learning Objective: 14.35 Describe the results of studies of long-term reduction of nightly sleep. Skill Level: Remember the Facts Difficulty Level: Easy EOM_14.9.3 Question: Most human infants and other mammals display ____________ sleep cycles. a. monophasic b. biphasic c. polyphasic d. perturbed Answer: C Consider This: Some sleepers have more than one sleep period; others have a single sleep period. LO 14.36 Describe the results of studies of long-term reduction of sleep by napping. Learning Objective: 14.36 Describe the results of studies of long-term reduction of sleep by napping. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_14.9.4 Question: When people awaken, they sometimes experience a temporary feeling of grogginess—an effect called: a. slow-wave sleep immersion. b. sleep carryover. c. polyphasic grogginess. d. sleep inertia. Answer: D Consider This: This effect can be seen in people who adopt Leonardo’s sleep pattern but nap longer than they should. LO 14.36 Describe the results of studies of long-term reduction of sleep by napping. Learning Objective: 14.36 Describe the results of studies of long-term reduction of sleep by napping. Skill Level: Remember the Facts Difficulty Level: Easy 1231 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOM_14.9.5 Question: In a study of 104,010 volunteers followed for 10 years, the fewest deaths occurred among people sleeping _____ hours per night a. less than 4 b. between 4 and 5 c. between 5 and 7 d. 8 or more Answer: C Consider This: People who slept little because they were ill, depressed, or under stress were not included in the study. LO 14.37 Recognize how shorter sleep times relate to longevity. Learning Objective: 14.37 Recognize how shorter sleep times relate to longevity. Skill Level: Remember the Facts Difficulty Level: Easy

Chapter 14 Quiz: Sleep, Dreaming, and Circadian Rhythms EOC_14.1 Question: In which stage of sleep do delta waves predominate? a. initial stage 1 b. emergent stage 1 c. stage 2 d. stage 3 Answer: D Consider This: Delta waves predominate during slow-wave sleep. LO 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. Learning Objective: 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_14.2 Question: Which of these patterns of sleep EEG is associated with rapid eye movements? a. initial stage 1 b. emergent stage 1 c. stage 2 d. stage 3 Answer: B Consider This: A loss of tone in the muscles of the body core also accompanies this pattern of sleep EEG. LO 14.2 Describe the three stages of the sleep EEG and explain the difference between REM and non-REM sleep. Learning Objective: 14.2 Describe the three stages of the sleep EEG, and explain the difference between REM and non-REM sleep. Skill Level: Remember the Facts Difficulty Level: Easy EOC_14.3 Question: The essence of recuperation theories of sleep is that being awake disrupts: a. the body’s homeostasis. b. explicit memory. c. implicit memory. d. the balance of activity between the cortex and hypothalamus. Answer: A Consider This: According to these theories, sleep is needed to restore internal physiological stability. LO 14.10 Describe the two kinds of theories of sleep. Learning Objective: 14.10 Describe the two kinds of theories of sleep. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_14.4 Question: How many hours per day do horses usually sleep? a. 2 or 3 b. 9 or 10 c. between 12 and 15 d. 6 or 7 Answer: A Consider This: Large between-species differences in sleep time suggest that although sleep may be essential, it is not necessarily needed in large quantities. LO 14.11 Explain four conclusions that have resulted from the comparative analysis of sleep. Learning Objective: 14.11 Explain four conclusions that have resulted from the comparative analysis of sleep. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_14.5 Question: The results of many sleep-deprivation studies are difficult to interpret because of the confounding effects of: a. sex. b. stress. c. shift work. d. memory loss. Answer: B Consider This: It is difficult to separate the effects of sleep loss from the effects of conditions that may have caused the sleep loss. LO 14.12 Explain how stress can often be a confounding variable when considering the effects of sleep deprivation. Learning Objective: 14.12 Explain how stress can often be a confounding variable when considering the effects of sleep deprivation. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_14.6 Question: Randy Gardner was a: a. student. b. Nobel prize–winning narcolepsy researcher. c. thoroughly studied narcoleptic. d. patient with a tumor in his posterior hypothalamus. Answer: A Consider This: Randy went without sleep for 264 hours and 12 minutes. LO 14.14 Describe two classic sleep-deprivation case studies. Learning Objective: 14.14 Describe two classic sleep-deprivation case studies. Skill Level: Remember the Facts Difficulty Level: Easy EOC_14.7 Question: Following a brief period of sleep deprivation, volunteers are MOST likely to display deficits in the performance of _____________ tasks. a. all memory b. cognitive c. simple monotonous d. short-term memory Answer: C Consider This: Only some cognitive functions appear to be susceptible to the effects of sleep deprivation. LO 14.15 Describe the major effects of sleep deprivation in humans. Learning Objective: 14.15 Describe the major effects of sleep deprivation in humans. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_14.8 Question: The carousel apparatus has been used to: a. entertain sleep-deprived volunteers. b. synchronize zeitgebers. c. synchronize circadian rhythms. d. deprive rodents of sleep. Answer: D Consider This: When using the carousel apparatus, experimenters monitor the sleep of their subjects via EEG. LO 14.16 Describe the key studies of sleep deprivation in laboratory animals. Provide a critique of the carousel apparatus as a method of sleep deprivation. Learning Objective: 14.16 Describe the key studies of sleep deprivation in laboratory animals. Provide a critique of the carousel apparatus as a method of sleep deprivation. Skill Level: Remember the Facts Difficulty Level: Easy EOC_14.9 Question: Circadian rhythms without zeitgebers are said to be: a. entrained. b. free-running. c. desynchronized. d. internal. Answer: B Consider This: Zeitgebers entrain circadian rhythms. LO 14.19 Describe the circadian sleep– wake cycle and the role of zeitgebers in maintaining circadian rhythms. Learning Objective: 14.19 Describe the circadian sleep–wake cycle and the role of zeitgebers in maintaining circadian rhythms. Skill Level: Remember the Facts Difficulty Level: Easy EOC_14.10 Question: Circadian rhythms are exactly 24 hours only when there is a 24-hour: a. zeitgeber. b. phase shift. c. activation synthesis. d. desynchronization. Answer: A Consider This: Zeitgebers are environmental cues that can control the timing of circadian rhythms. LO 14.19 Describe the circadian sleep–wake cycle and the role of zeitgebers in maintaining circadian rhythms. Learning Objective: 14.19 Describe the circadian sleep–wake cycle and the role of zeitgebers in maintaining circadian rhythms. Skill Level: Understand the Concepts Difficulty Level: Moderate 1235 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOC_14.11 Question: The first evidence that there is more than one internal timing mechanism in the body came from the observation of: a. the internal capsule. b. circadian rhythms. c. internal desynchronization. d. the suprachiasmatic nucleus. Answer: C Consider This: In certain sorts of lab studies, participants’ sleep–wake and body-temperature cycles sometimes break away from one another. LO 14.20 Describe free-running rhythms and internal desynchronization and explain why they are incompatible with recuperation theories of sleep. Learning Objective: 14.20 Describe free-running rhythms and internal desynchronization and explain why they are incompatible with recuperation theories of sleep. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_14.12 Question: Which structure mediates the entrainment of circadian rhythms by the light–dark cycle? a. retinohypothalamic tract b. rod c. cone d. reticular formation Answer: A Consider This: Information from this structure leaves the optic chiasm and projects to the adjacent suprachiasmatic nuclei. LO 14.23 Explain the mechanism by which SCN neurons are entrained by the 24-hour light–dark cycles. Learning Objective: 14.23 Explain the mechanism by which SCN neurons are entrained by the 24-hour light–dark cycles. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_14.13 Question: The wakefulness structure in the brain stem is the: a. reticular formation. b. hypothalamus. c. anterior hypothalamus. d. posterior hypothalamus. Answer: A Consider This: Maintaining wakefulness is only one of the functions of the reticular formation nuclei. LO 14.26 Describe the research that led to the identification of the reticular formation as a brain region involved in the regulation of sleep and wakefulness. Learning Objective: 14.26 Describe the research that led to the identification of the reticular formation as a brain region involved in the regulation of sleep and wakefulness. Skill Level: Remember the Facts Difficulty Level: Easy EOC_14.14 Question: Many cases of insomnia are: a. neurotic pseudoinsomnia. b. polyphasic. c. iatrogenic. d. monophasic. Answer: C Consider This: These cases of insomnia tend to be created by the physician’s treatment. LO 14.31 Describe four causes of insomnia. Learning Objective: 14.31 Describe four causes of insomnia. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_14.15 Question: Many people sleep only once in each 24-hour period; however, virtually all human babies and most other mammals: a. sleep longer. b. sleep less. c. sleep mostly at night. d. are polyphasic sleepers. Answer: D Consider This: Research on naps suggests that this type of sleep pattern might be particularly efficient. LO 14.36 Describe the results of studies of long-term reduction of sleep by napping. Learning Objective: 14.36 Describe the results of studies of long-term reduction of sleep by napping. Skill Level: Understand the Concepts Difficulty Level: Moderate

DRUG USE, DRUG ADDICTION, AND THE BRAIN’S REWARD CIRCUITS: CHEMICALS THAT HARM WITH PLEASURE T o t a l A s s e s s m e n t G u i d e (T.A.G.) Topic Basic Principles of Drug Action

Role of Learning in Drug Tolerance

Five Commonly Used Drugs

Comparing the Health Hazards of Commonly Used Drugs Early Biopsychological Research on Addiction

Current Approaches to the Mechanisms of Addiction

Question Type Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay

Remember the Facts 1-24

Understand the Concepts

Apply What You Know

1, 2 1 25-31 3 2 32-84 4-11 4 85, 86

3 87-105 12-15 6 106-126 16-21 5

MULTIPLE CHOICE QUESTIONS 1.

Globally, more than a billion people are addicted to _____________, and more than 100 million are addicted to _____________. a. b. c. d. e.

heroin; marijuana nicotine; alcohol heroin; cocaine heroin; prescription drugs marijuana; heroin

Answer: B Difficulty Level: Moderate Topic: Introduction Skill Level: Remember the Facts Learning Objective 15.1 Compare the various routes of drug administration. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Most laws governing drug abuse were enacted a. b. c. d. e.

in the 1700s. before there was relevant scientific research on the topic. in the 1960s. in consultation with psychopharmacologists. in haste to meet a political goal.

Psychoactive drugs are those that affect a. b. c. d. e.

the activity of the nervous system. diagnosed medical conditions. perception only. psychotic behavior. mood only.

Answer: A Difficulty Level: Moderate Topic: Basic Principles of Drug Action Skill Level: Remember the Facts Learning Objective 15.1 Compare the various routes of drug administration. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

Most drugs that are taken orally enter the bloodstream through the walls of the a. b. c. d. e.

stomach. mouth. intestine. esophagus. lungs.

Answer: C Difficulty Level: Moderate Topic: Drug Administration, Absorption, and Penetration of the Central Nervous System Skill Level: Remember the Facts Learning Objective 15.1 Compare the various routes of drug administration. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

An important advantage of the oral route of drug administration in comparison to other conventional routes is its relative a. b. c. d. e.

predictability. effectiveness. safety. cost-efficiency. universality.

The main disadvantage of the oral route of drug administration is a. b. c. d. e.

indigestion. the binding of drugs to the wall of the stomach. its unpredictability. nausea. that it promotes drug interactions.

Drug injection is common in medical practice because the effects of injected drugs are relatively __________ in comparison to most other conventional routes of drug administration. a. b. c. d. e.

minor slow predictable lasting harmless

Answer: C Difficulty Level: Difficult Topic: Drug Administration, Absorption, and Penetration of the Central Nervous System Skill Level: Remember the Facts Learning Objective 15.1 Compare the various routes of drug administration. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Many chronic drug-addicted individuals come to prefer the __________ route of drug administration. a. b. c. d. e.

oral IM SC IV IP

Answer: D Difficulty Level: Easy Topic: Drug Administration, Absorption, and Penetration of the Central Nervous System Skill Level: Remember the Facts Learning Objective 15.1 Compare the various routes of drug administration. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Which route of drug administration offers the least opportunity to counteract the effects of an overdose? a. b. c. d. e.

IV IM SC through mucus membranes oral

Answer: A Difficulty Level: Moderate Topic: Drug Administration, Absorption, and Penetration of the Central Nervous System Skill Level: Remember the Facts Learning Objective 15.1 Compare the various routes of drug administration. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

Some drugs can be effectively delivered through mucous membranes. One such drug is a. b. c. d. e.

cocaine. heroin. morphine. nicotine. caffeine.

Answer: A Difficulty Level: Easy Topic: Drug Administration, Absorption, and Penetration of the Central Nervous System Skill Level: Remember the Facts Learning Objective 15.1 Compare the various routes of drug administration. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Many chemicals are kept from passing from the circulatory system of the central nervous system into neurons by a. b. c. d. e.

reflexology. the blood–brain barrier. tolerance. the cerebrospinal fluid. withdrawal.

Answer: B Difficulty Level: Easy Topic: Drug Action, Metabolism, and Elimination Skill Level: Remember the Facts Learning Objective 15.2 Explain the ways in which drugs can influence the nervous system and how they are eliminated from the body. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

The conversion of drugs in the body to nonactive chemicals, often by liver enzymes, is referred to as drug a. b. c. d. e.

tolerance. metabolism. withdrawal. blocking. habituation.

13.

A state of decreased sensitivity to a drug as a result of previous exposure to the drug is called a. b. c. d. e.

drug tolerance. drug sensitization. drug withdrawal. physical dependence. psychological dependence.

Answer: A Difficulty Level: Easy Topic: Drug Tolerance, Drug Withdrawal Effects, and Physical Dependence Skill Level: Remember the Facts Learning Objective 15.3 Describe how the body becomes tolerant to drugs and the process of drug withdrawal. Explain what it means to be physically dependent on a drug. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

Drug tolerance is a shift in the dose-response curve a. b. c. d. e.

upward. to the right. to the left. downward. skyward.

Answer: B Difficulty Level: Moderate Topic: Drug Tolerance, Drug Withdrawal Effects, and Physical Dependence Skill Level: Remember the Facts Learning Objective 15.3 Describe how the body becomes tolerant to drugs and the process of drug withdrawal. Explain what it means to be physically dependent on a drug. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Taking one drug can often produce tolerance to other drugs; this kind of tolerance is called a. b. c. d. e.

generalized tolerance. cross tolerance. contingent tolerance. functional tolerance. transferred tolerance.

Answer: B Difficulty Level: Easy Topic: Drug Tolerance, Drug Withdrawal Effects, and Physical Dependence Skill Level: Remember the Facts Learning Objective 15.3 Describe how the body becomes tolerant to drugs and the process of drug withdrawal. Explain what it means to be physically dependent on a drug. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

Drug sensitization is the opposite of a. b. c. d. e.

drug withdrawal. physical dependence on drugs. drug tolerance. conditioned drug withdrawal effects. drug addiction.

Answer: C Difficulty Level: Moderate Topic: Drug Tolerance, Drug Withdrawal Effects, and Physical Dependence Skill Level: Remember the Facts Learning Objective 15.3 Describe how the body becomes tolerant to drugs and the process of drug withdrawal. Explain what it means to be physically dependent on a drug. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

__________ tolerance to psychoactive drugs is tolerance that occurs because less of the drug gets to its site of action in the brain. a. b. c. d. e.

Contingent Metabolic Situationally specific Functional In vitro

Tolerance that occurs because the target tissue becomes less reactive to the drug after exposure is called a. b. c. d. e.

situationally specific tolerance. contingent tolerance. reverse tolerance. functional tolerance. metabolic tolerance.

Answer: D Difficulty Level: Moderate Topic: Drug Tolerance, Drug Withdrawal Effects, and Physical Dependence Skill Level: Remember the Facts Learning Objective 15.3 Describe how the body becomes tolerant to drugs and the process of drug withdrawal. Explain what it means to be physically dependent on a drug. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

After the termination of exposure to some drugs, there are withdrawal effects that are usually a. b. c. d. e.

similar to the initial effects of the drug. opposite to the initial effects of the drug. similar to the initial effects of the drug, but much more severe. similar to the initial effects of the drug, but much less severe. no longer than a few minutes in duration.

People who suffer drug withdrawal symptoms when they stop taking a drug are said to be a. b. c. d. e.

physically dependent. psychologically dependent. tolerant. intoxicated. hypersensitive.

Answer: A Difficulty Level: Moderate Topic: Drug Tolerance, Drug Withdrawal Effects, and Physical Dependence Skill Level: Remember the Facts Learning Objective 15.3 Describe how the body becomes tolerant to drugs and the process of drug withdrawal. Explain what it means to be physically dependent on a drug. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

Which situation generally produces the greatest withdrawal effects? a. b. c. d. e.

shorter exposure to greater doses of a drug followed by rapid elimination longer exposure to smaller doses of a drug followed by rapid elimination shorter exposure to smaller doses of a drug followed by slower elimination longer exposure to greater doses of a drug followed by slower elimination longer exposure to greater doses of a drug followed by rapid elimination

Answer: E Difficulty Level: Difficult Topic: Drug Tolerance, Drug Withdrawal Effects, and Physical Dependence Skill Level: Remember the Facts Learning Objective 15.3 Describe how the body becomes tolerant to drugs and the process of drug withdrawal. Explain what it means to be physically dependent on a drug. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22.

Individuals who experience drug withdrawal effects are, by definition, a. b. c. d. e.

addicted. physically dependent. metabolic. tolerant. psychologically dependent.

23.

The primary defining feature of addiction is a. b. c. d. e.

physical dependence. metabolic tolerance. the inability to stop using a drug despite its adverse effects and efforts to stop. sensitization. functional tolerance.

Answer: C Difficulty Level: Moderate Topic: Drug Addiction: What Is It? Skill Level: Remember the Facts Learning Objective 15.4 Define drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 24.

Drug-addicted individuals are drug users who a. b. c. d. e.

are tolerant and psychologically dependent. are physically and psychologically dependent. are tolerant and physically dependent. continue to use a drug despite the drug’s adverse effects on their health and social life, and despite their efforts to stop using the drug. continue to use a drug because they are locked into a cycle of drug-taking and withdrawal effects.

Answer: D Difficulty Level: Moderate Topic: Drug Addiction: What Is It? Skill Level: Remember the Facts Learning Objective 15.4 Define drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

Contingent drug tolerance is usually studied with a. b. c. d. e.

high drug doses. low drug doses. Pavlovian conditioning. before-and-after designs. withdrawal symptoms.

Answer: D Difficulty Level: Moderate Topic: Contingent Drug Tolerance Skill Level: Remember the Facts Learning Objective 15.5 Explain contingent drug tolerance. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 26.

The before-and-after design is often used to demonstrate a. b. c. d. e.

contingent tolerance. metabolic tolerance. situationally specific tolerance. functional tolerance. reverse tolerance.

Answer: A Difficulty Level: Moderate Topic: Contingent Drug Tolerance Skill Level: Remember the Facts Learning Objective 15.5 Explain contingent drug tolerance. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

Support for the theory that tolerance is triggered by drug-induced changes in neural activity, rather than from drug exposure per se, came from the finding that tolerance did not develop to the anticonvulsant effects of alcohol unless a. b. c. d. e.

convulsive stimulation was administered. convulsive stimulation was administered after each alcohol injection. convulsive stimulation was administered before each alcohol injection. an anticonvulsant drug was administered before each alcohol injection. alcohol was an anticonvulsant.

Answer: B Difficulty Level: Difficult Topic: Contingent Drug Tolerance Skill Level: Remember the Facts Learning Objective 15.5 Explain contingent drug tolerance. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 28.

Shepard Siegel’s conditioning theory of drug tolerance is based heavily on demonstrations of a. b. c. d. e.

contingent tolerance. functional tolerance. the situational specificity of tolerance. the negative correlation between intelligence and drug addiction. the high levels of tolerance found in most drug-addicted individuals.

Answer: C Difficulty Level: Moderate Topic: Conditioned Drug Tolerance Skill Level: Remember the Facts Learning Objective 15.6 Describe conditioned drug tolerance and conditioned compensatory responses. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

According to research conducted by Shepard Siegel and his colleagues, heroin users are more likely to die from an overdose when they a. b. c. d. e.

take heroin in an environment in which they have frequently taken it before. take heroin subcutaneously. take heroin in an environment in which they have never taken it before. take heroin in an environment in which they have often taken other drugs before. buy their heroin from a known source who has supplied it previously.

A problem faced by theories of drug conditioning is predicting a. b. c. d. e.

the direction of conditioned effects. whether or not there is a conditional stimulus. whether or not there is an unconditional stimulus. whether conditioned or contingent tolerance will develop. who will become addicted.

Answer: A Difficulty Level: Difficult Topic: Conditioned Drug Tolerance Skill Level: Remember the Facts Learning Objective 15.6 Describe conditioned drug tolerance and conditioned compensatory responses. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

According to Douglas Ramsay and Stephen Woods, the unconditional stimulus in drug conditioning experiments is a. b. c. d. e.

the drug. what the experimenter measures. the disruption of neural functioning that is directly produced by the drug. the compensatory reactions to the conditional stimulus. the test environment.

Answer: C Difficulty Level: Difficult Topic: Conditioned Drug Tolerance Skill Level: Remember the Facts Learning Objective 15.6 Describe conditioned drug tolerance and conditioned compensatory responses. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 32.

Tobacco is a leading cause of preventable death; worldwide, it contributes to over 6.5 __________ deaths per year. a. b. c. d. e.

million hundred thousand trillion billion

Answer: A Difficulty Level: Easy Topic: Nicotine Skill Level: Remember the Facts Learning Objective 15.7 Describe the health hazards associated with nicotine consumption. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

Depression, anxiety, restlessness, irritability, constipation, difficulties in sleeping, and difficulties in concentrating are common __________ withdrawal symptoms. a. b. c. d. e.

heroin morphine alcohol cocaine nicotine

Answer: E Difficulty Level: Moderate Topic: Nicotine Skill Level: Remember the Facts Learning Objective 15.7 Describe the health hazards associated with nicotine consumption. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34.

Chronic use of which drug has been linked to bronchitis, emphysema, cancer, stroke, and heart attack? a. b. c. d. e.

alcohol tobacco cocaine marijuana morphine

Answer: B Difficulty Level: Easy Topic: Nicotine Skill Level: Remember the Facts Learning Objective 15.7 Describe the health hazards associated with nicotine consumption. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

Use of which drug produces Buerger’s disease? a. b. c. d. e.

tobacco morphine marijuana cocaine alcohol

Answer: A Difficulty Level: Moderate Topic: Nicotine Skill Level: Remember the Facts Learning Objective 15.7 Describe the health hazards associated with nicotine consumption. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36.

Which drug has been shown to increase the rate of cancer and heart disease in nonusers of the drug who are living with users of the drug? a. b. c. d. e.

alcohol marijuana tobacco heroin cocaine

Answer: C Difficulty Level: Easy Topic: Nicotine Skill Level: Remember the Facts Learning Objective 15.7 Describe the health hazards associated with nicotine consumption. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

Although __________ is classified as a depressant, it has stimulant effects at low doses. a. b. c. d. e.

alcohol tobacco cocaine amphetamine morphine

Answer: A Difficulty Level: Moderate Topic: Alcohol Skill Level: Remember the Facts Learning Objective 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 38.

Which drug acts as a diuretic? a. b. c. d. e.

alcohol marijuana nicotine morphine cocaine

Answer: A Difficulty Level: Easy Topic: Alcohol Skill Level: Remember the Facts Learning Objective 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Ingestion of which drug produces hypothermia (a reduction in body temperature)? a. b. c. d. e.

morphine nicotine marijuana alcohol cocaine

Answer: D Difficulty Level: Moderate Topic: Alcohol Skill Level: Remember the Facts Learning Objective 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 40.

A hangover is a a. b. c. d. e.

mild alcohol withdrawal syndrome. form of alcohol-induced psychosis. component of fetal alcohol syndrome. form of alcoholic dementia. mild alcohol sensitization effect.

41.

Withdrawal from which drug produces delirium tremens? a. b. c. d. e.

morphine heroin cocaine ketamine alcohol

Answer: E Difficulty Level: Moderate Topic: Alcohol Skill Level: Remember the Facts Learning Objective 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 42.

Withdrawal from which drug produces convulsions? a. b. c. d. e.

morphine heroin alcohol cocaine opium

Answer: C Difficulty Level: Moderate Topic: Alcohol Skill Level: Remember the Facts Learning Objective 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Convulsions and delirium tremens are caused by withdrawal from a. b. c. d. e.

morphine. cocaine. heroin. alcohol. high doses of nicotine.

Answer: D Difficulty Level: Easy Topic: Alcohol Skill Level: Remember the Facts Learning Objective 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44.

Cirrhosis and Korsakoff’s syndrome are two of the consequences of chronic __________ consumption. a. b. c. d. e.

nicotine morphine cocaine marijuana alcohol

Answer: E Difficulty Level: Easy Topic: Alcohol Skill Level: Remember the Facts Learning Objective 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

Ingestion of which drug is associated with severe dementia, gastritis, and cirrhosis of the liver? a. b. c. d. e.

alcohol nicotine morphine cocaine marijuana

Pregnant people who use __________ risk bearing a child with physical deformities and intellectual disabilities. a. b. c. d. e.

alcohol nicotine morphine caffeine marijuana

47.

A meta-analysis that focused only on ―well-designed‖ studies of moderate drinking and coronary heart disease found that a. b. c. d. e.

red wine reduced the number of heart attacks. white wine reduced the severity of heart attacks. moderate daily intake of bourbon contributed to longevity. any alcohol in moderate amounts reduced both the incidence and severity of heart attacks. moderate alcohol consumption did not reduce the risk of mortality.

Marijuana contains over 80 a. b. c. d. e.

kinds of delta-9-tetrahydrocannabinol. cannabinoids. varieties of morphine. kinds of Cannabis sativa. varieties of hemp.

Answer: B Difficulty Level: Moderate Topic: Marijuana Skill Level: Remember the Facts Learning Objective 15.9 Explain the health effects of marijuana and the mechanism of action of THC. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

In the middle ages, cannabis was commonly used by Europeans to a. b. c. d. e.

keep the sailors happy on long voyages. suppress sexual urges among the aristocracy. treat scurvy in sailors bound for South America. make rope. feed pigs.

Answer: D Difficulty Level: Moderate Topic: Marijuana Skill Level: Remember the Facts Learning Objective 15.9 Explain the health effects of marijuana and the mechanism of action of THC. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 50.

Which drug was grown by George Washington as a commercial crop? a. b. c. d. e.

alcohol opium tobacco cannabis mushrooms

Answer: D Difficulty Level: Easy Topic: Marijuana Skill Level: Remember the Facts Learning Objective 15.9 Explain the health effects of marijuana and the mechanism of action of THC. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

Evidence indicates that one serious health hazard of ingesting marijuana is a. b. c. d. e.

brain damage. permanent memory loss. bradycardia. cancer. increased likelihood of a heart attack.

Answer: E Difficulty Level: Moderate Topic: Marijuana Skill Level: Remember the Facts Learning Objective 15.9 Explain the health effects of marijuana and the mechanism of action of THC. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 52.

Although causal effects have not yet been proven, the well-established correlation between heavy marijuana use and ____________ is cause for concern. a. b. c. d. e.

brain damage permanent memory loss violent crime schizophrenia bradycardia

53.

The first-to-be-isolated endogenous chemical that binds to THC receptors was named a. b. c. d. e.

anandamide. hightime. bromandamine. mellotamine. bromeliad.

Answer: A Difficulty Level: Moderate Topic: Marijuana Skill Level: Remember the Facts Learning Objective 15.9 Explain the health effects of marijuana and the mechanism of action of THC. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 54.

Drugs that tend to increase neural and behavioral activity are classified as a. b. c. d. e.

synthetics. stimulants. opioids. barbiturates. tricyclics.

Answer: B Difficulty Level: Easy Topic: Cocaine and Other Stimulants Skill Level: Remember the Facts Learning Objective 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

Which of these drugs is a stimulant? a. b. c. d. e.

heroin morphine cocaine marijuana LSD

Answer: C Difficulty Level: Easy Topic: Cocaine and Other Stimulants Skill Level: Remember the Facts Learning Objective 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 56.

The main psychoactive ingredient of coca paste is a. b. c. d. e.

cacao. crack. cocaine hydrochloride. lidocaine. procaine.

57.

The impure residue left after boiling away a solution of cocaine hydrochloride and baking soda is called a. b. c. d. e.

crack. smack. lidocaine. procaine. slag.

Answer: A Difficulty Level: Easy Topic: Cocaine and Other Stimulants Skill Level: Remember the Facts Learning Objective 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 58.

Which drug is effective as a local anesthetic? a. b. c. d. e.

alcohol morphine cocaine nicotine ethyl alcohol

Answer: C Difficulty Level: Moderate Topic: Cocaine and Other Stimulants Skill Level: Remember the Facts Learning Objective 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

Cocaine is frequently consumed in a. b. c. d. e.

paper bags. paper bags with holes. water pipes. glasses. binges or sprees.

Answer: E Difficulty Level: Easy Topic: Cocaine and Other Stimulants Skill Level: Remember the Facts Learning Objective 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 60.

Cocaine sprees are the product of the interaction between the high positive-incentive value of cocaine and the rapid development of a. b. c. d. e.

tolerance. alcohol. schizophrenia. paranoia. convulsions.

Answer: A Difficulty Level: Moderate Topic: Cocaine and Other Stimulants Skill Level: Remember the Facts Learning Objective 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

Ingesting which drug in high doses produces a syndrome of psychotic behavior that is similar to schizophrenia? a. b. c. d. e.

alcohol cocaine heroin opium LSD

Answer: B Difficulty Level: Moderate Topic: Cocaine and Other Stimulants Skill Level: Remember the Facts Learning Objective 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 62.

Convulsions, respiratory arrest, and stroke are dangerous possible outcomes when a person is engaged in a. b. c. d. e.

withdrawal from LSD. nicotine consumption. injecting heroin. a cocaine spree. withdrawal from cocaine.

Answer: D Difficulty Level: Difficult Topic: Cocaine and Other Stimulants Skill Level: Remember the Facts Learning Objective 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

Although __________ is extremely addictive, there are few serious withdrawal symptoms after a binge has been abruptly terminated. a. b. c. d. e.

cocaine alcohol nicotine morphine opium

Which drug has effects like those of amphetamine? a. b. c. d. e.

marijuana cocaine LSD morphine valium

65.

3,4-methylenedioxymethamphetamine is also known as a. b. c. d. e.

MDMA. cocaine. ketamine. alcohol. meth.

Answer: A Difficulty Level: Difficult Topic: Cocaine and Other Stimulants Skill Level: Remember the Facts Learning Objective 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 66.

Empathogens are psychoactive drugs that produce feelings of a. b. c. d. e.

floating. numbness. omnipotence. rage. empathy.

67.

Which substance is the strongest psychoactive ingredient of opium? a. b. c. d. e.

morphine codeine heroin cocaine methadone

Answer: A Difficulty Level: Moderate Topic: The Opioids: Heroin and Morphine Skill Level: Remember the Facts Learning Objective 15.11 Describe the health hazards associated with the consumption of opioids and the opioid withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 68.

Opioids likely exert their psychoactive effects by binding to a. b. c. d. e.

endorphins. opioid receptors. dopamine receptors. enkephalins. acetylcholine receptors.

Answer: B Difficulty Level: Moderate Topic: The Opioids: Heroin and Morphine Skill Level: Remember the Facts Learning Objective 15.11 Describe the health hazards associated with the consumption of opioids and the opioid withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

Endogenous opioid neurotransmitters are __________ and __________ . a. b. c. d. e.

endorphins; enkephalins epinephrine; norepinephrine dopamine; serotonin GABA; glutamate tyrosine; cortisol

Answer: A Difficulty Level: Easy Topic: The Opioids: Heroin and Morphine Skill Level: Remember the Facts Learning Objective 15.11 Describe the health hazards associated with the consumption of opioids and the opioid withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 70.

Which opioid is an analgesic? a. b. c. d. e.

alcohol codeine d-amphetamine MDMA cocaine

71.

Which drugs are widely used in the treatment of pain, cough, and diarrhea? a. b. c. d. e.

anxiolytics stimulants opioids depressants antidepressants

Answer: C Difficulty Level: Easy Topic: The Opioids: Heroin and Morphine Skill Level: Remember the Facts Learning Objective 15.11 Describe the health hazards associated with the consumption of opioids and the opioid withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 72.

In 1644, the Emperor of China banned tobacco smoking. This law contributed to an increase in __________ addiction. a. b. c. d. e.

nicotine opium cocaine heroin morphine

73.

Laudanum, Godfrey’s Cordial, Dalby’s Carminative, Mrs. Winslow’s Soothing Syrup, and Street’s Infant Quietness were all legal medications that contained a. b. c. d. e.

opioids. coca paste. alcohol. cocaine. THC.

The Harrison Narcotics Act, which was passed in the United States in 1914, unintentionally encouraged the use of a. b. c. d. e.

aspirin. Street’s Infant Quietness. cocaine. opium. heroin.

Answer: E Difficulty Level: Moderate Topic: The Opioids: Heroin and Morphine Skill Level: Remember the Facts Learning Objective 15.11 Describe the health hazards associated with the consumption of opioids and the opioid withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

Which outcome is an effect of chronic opioid exposure? a. b. c. d. e.

diarrhea pupil dilation reduced libido menstrual regularity hypersexuality

Answer: C Difficulty Level: Moderate Topic: The Opioids: Heroin and Morphine Skill Level: Remember the Facts Learning Objective 15.11 Describe the health hazards associated with the consumption of opioids and the opioid withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 76.

The direct health hazards of addiction to __________ are relatively minor; they include constipation, pupil constriction, menstrual irregularity, and reduced sex drive. a. b. c. d. e.

marijuana opioids stimulants cocaine alcohol

Answer: B Difficulty Level: Easy Topic: The Opioids: Heroin and Morphine Skill Level: Remember the Facts Learning Objective 15.11 Describe the health hazards associated with the consumption of opioids and the opioid withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

Restlessness, watery eyes, running nose, yawning, and sweating are all early signs of withdrawal from a. b. c. d. e.

alcohol. opioids. cocaine. nicotine. marijuana.

Shivering, sweating, nausea, vomiting, diarrhea, cramps, and muscle spasms are symptoms of a. b. c. d. e.

cocaine intoxication. alcohol withdrawal. later stages of severe heroin withdrawal. early stages of morphine withdrawal. heroin intoxication.

79.

The term ―kicking the habit‖ refers to one of the symptoms of __________ withdrawal. a. b. c. d. e.

alcohol nicotine cocaine opioid marijuana

Answer: D Difficulty Level: Moderate Topic: The Opioids: Heroin and Morphine Skill Level: Remember the Facts Learning Objective 15.11 Describe the health hazards associated with the consumption of opioids and the opioid withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 80.

Withdrawal from __________ has been likened to having a bad case of the flu. a. b. c. d. e.

alcohol nicotine cocaine opioids marijuana

81.

Dr. William Stewart Halsted, a brilliant surgeon and one of the founders of Johns Hopkins Medical School, is considered by many to be the father of modern surgery. Surprisingly, he was addicted to __________ throughout most of his brilliant career. a. b. c. d. e.

alcohol cocaine heroin morphine nicotine

82.

The sad truth about many heroin-related deaths is that many a. b. c. d. e.

individuals who are addicted to heroin suffer incredible pain before dying. individuals who are addicted to heroin rarely take heroin. appear to be caused in part by the very laws that were enacted to prevent them. laws are aimed at solving the cause of the problem rather than the problem itself. of those who die are not breaking the law.

The offspring of male rats that have been administered opioids exhibit more severe opioid withdrawal symptoms; this is an example of a __________ . a. b. c. d. e.

transgenerational epigenetic effect spurious finding genetic predisposition study socially induced withdrawal syndrome multi-drug interaction effect

84.

In most countries, attempts to treat heroin and morphine addiction usually involve the prescription of a. b. c. d. e.

methadone. heroin. morphine. marijuana. cocaine.

A complicating factor in interpreting studies on the adverse effects of drug use is that a. b. c. d. e.

such studies recruit a broad sample of people from the population. the studies are very often correlational in design. such investigations are usually funded by pharmaceutical manufacturers. these studies are never submitted to a meta-analysis. cross-national comparisons have not been performed.

Answer: B Difficulty Level: Easy Topic: Interpreting Studies of the Health Hazards of Drugs Skill Level: Remember the Facts Learning Objective 15.12 Explain why it is difficult to determine causality in studies of the health hazards of drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

86.

Compared to the others, which drug has the highest global prevalence of addiction? a. b. c. d. e.

tobacco alcohol opioids marijuana cocaine

Answer: A Difficulty Level: Moderate Topic: Comparison of the Hazards of Nicotine, Alcohol, Marijuana, Cocaine, and Heroin Skill Level: Remember the Facts Learning Objective 15.13 Compare the direct health hazards of nicotine, alcohol, marijuana, cocaine, and heroin. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 87.

The early physical-dependence theories of drug addiction were discredited by the observation that a. b. c. d. e.

detoxified habitual drug users almost always return to their drug-taking habits. if drug-addicted individuals withdraw over a long period, withdrawal symptoms are more severe. habitual drug users who are kept from using drugs for a year or more almost always permanently kick the habit. withdrawal symptoms and withdrawal symptom severity is almost universally the same across different types of drugs. habitual drug users cannot be reliably identified in such studies, due to the presence of confounding factors.

Answer: A Difficulty Level: Moderate Topic: Physical-Dependence and Positive-Incentive Perspectives of Addiction Skill Level: Remember the Facts Learning Objective 15.14 Explain the physical-dependence and positive-incentive perspectives of addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

88.

The lack of strong support for early physical-dependence theories of addiction lent indirect support to the notion that the primary factors in drug addiction are a. b. c. d. e.

withdrawal effects. tolerance effects. conditioned withdrawal effects. conditioned compensatory responses. the drug’s positive-incentive properties.

Answer: E Difficulty Level: Moderate Topic: Physical-Dependence and Positive-Incentive Perspectives of Addiction Skill Level: Remember the Facts Learning Objective 15.14 Explain the physical-dependence and positive-incentive perspectives of addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 89.

James Olds and Peter Milner argued that the brain circuits that support intracranial selfstimulation are the same ones that mediate a. b. c. d. e.

fear. addiction. the pleasurable effects of natural rewarding stimuli such as food, water, and sex. withdrawal effects. electroconvulsive effects.

Answer: C Difficulty Level: Easy Topic: Intracranial Self-Stimulation and the Mesotelencephalic Dopamine System Skill Level: Remember the Facts Learning Objective 15.15 Describe the intracranial self-stimulation (ICSS) paradigm. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

90.

Which paradigm is mediated by brain sites known as pleasure centers? a. b. c. d. e.

intracranial self-stimulation conditioned place preference contingent tolerance drug self-administration Pavlovian conditioning

Answer: A Difficulty Level: Moderate Topic: Intracranial Self-Stimulation and the Mesotelencephalic Dopamine System Skill Level: Remember the Facts Learning Objective 15.15 Describe the intracranial self-stimulation (ICSS) paradigm. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 91.

Many early studies of intracranial self-stimulation focused on the stimulation of the a. b. c. d. e.

lateral hypothalamus or septum. cortex. amygdala. hippocampus. striatum or substantia nigra.

Answer: A Difficulty Level: Difficult Topic: Intracranial Self-Stimulation and the Mesotelencephalic Dopamine System Skill Level: Remember the Facts Learning Objective 15.15 Describe the intracranial self-stimulation (ICSS) paradigm. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

92.

Rats in an intracranial self-stimulation apparatus typically press a lever __________ to receive stimulation of rewarding brain areas. a. b. c. d. e.

once an hour 5 times a minute hundreds of times a minute hundreds of times an hour until they are exhausted

Answer: E Difficulty Level: Easy Topic: Intracranial Self-Stimulation and the Mesotelencephalic Dopamine System Skill Level: Remember the Facts Learning Objective 15.15 Describe the intracranial self-stimulation (ICSS) paradigm. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 93.

The substantia nigra is a. b. c. d. e.

in the mesencephalon. part of the striatum. one of the largest tracts of the brain stem. in the telencephalon. serotonergic.

94.

Cell bodies of the mesotelencephalic dopamine system are located in the a. b. c. d. e.

midbrain. cerebellum. posterior tegmental area. prefrontal cortex. lateral pineal gland.

The substantia nigra and the ventral tegmental area are both mesencephalic nuclei of the a. b. c. d. e.

lateral forebrain bundle. nigrostriatal pathway. mesocortical limbs. mesotelencephalic dopamine system. mesotelencephalic serotonin system.

Answer: D Difficulty Level: Moderate Topic: Intracranial Self-Stimulation and the Mesotelencephalic Dopamine System Skill Level: Remember the Facts Learning Objective 15.15 Describe the intracranial self-stimulation (ICSS) paradigm. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

96.

Many of the dopaminergic neurons with cell bodies in the ventral tegmental area synapse in the a. b. c. d. e.

occipital association cortex. ventral horn. nucleus accumbens. PAG. raphé nucleus.

Answer: C Difficulty Level: Moderate Topic: Intracranial Self-Stimulation and the Mesotelencephalic Dopamine System Skill Level: Remember the Facts Learning Objective 15.15 Describe the intracranial self-stimulation (ICSS) paradigm. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 97.

The mesotelencephalic dopamine system comprises two pathways, known as the a. b. c. d. e.

fornix and the nigrostriatal pathway. MFB and the fornix. nigrostriatal pathway and the mesocorticolimbic pathway. MFB and the nigrostriatal pathway. MFB and the mesocorticolimbic pathway.

Answer: C Difficulty Level: Difficult Topic: Intracranial Self-Stimulation and the Mesotelencephalic Dopamine System Skill Level: Remember the Facts Learning Objective 15.15 Describe the intracranial self-stimulation (ICSS) paradigm. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

98.

The branch of the mesotelencephalic dopamine system that projects from the ventral tegmental area is called the a. b. c. d. e.

mesocorticolimbic pathway. tegmental-striate pathway. medial forebrain bundle. fornix. nigrostriatal pathway.

Many self-stimulation sites a. b. c. d. e.

contain serotonergic neurons. are part of the mesotelencephalic dopamine system. are adrenergic. are glutaminergic. contain dopamine antagonists.

Answer: B Difficulty Level: Moderate Topic: Intracranial Self-Stimulation and the Mesotelencephalic Dopamine System Skill Level: Remember the Facts Learning Objective 15.15 Describe the intracranial self-stimulation (ICSS) paradigm. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

100.

The nucleus of the ventral striatum involved in the mesotelencephalic dopamine system is called the a. b. c. d. e.

nucleus accumbens. substantia nigra. ventral tegmental area. nigrostriatal pathway. dorsal striatum.

The animal model that best approximates human drug addiction is the a. b. c. d. e.

conditioned tolerance model. contingent tolerance model. drug self-administration paradigm. drug withdrawal syndrome. conditioned place preference paradigm.

Answer: C Difficulty Level: Easy Topic: Early Evidence of the Involvement of Dopamine in Drug Addiction Skill Level: Remember the Facts Learning Objective 15.16 Describe two methods for measuring the rewarding effects of drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

102.

In the conditioned place-preference paradigm, rats usually prefer the a. b. c. d. e.

control compartment. lever that they have previously pressed to obtain addictive drugs. goal box of the maze. light that has previously been paired with drug withdrawal. drug compartment.

Answer: E Difficulty Level: Easy Topic: Early Evidence of the Involvement of Dopamine in Drug Addiction Skill Level: Remember the Facts Learning Objective 15.16 Describe two methods for measuring the rewarding effects of drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 103.

The paradigm used to study addictive drugs that involves non-human animals pressing a lever to receive drugs through implanted cannulas is the a. b. c. d. e.

drug self-administration paradigm. contingent tolerance paradigm. conditioned place paradigm. intracranial electrical self-stimulation paradigm. conditioned tolerance paradigm

Answer: A Difficulty Level: Moderate Topic: Early Evidence of the Involvement of Dopamine in Drug Addiction Skill Level: Remember the Facts Learning Objective 15.16 Describe two methods for measuring the rewarding effects of drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

104.

Laboratory animals have frequently been shown to self-administer microinjections of addictive drugs directly into the a. b. c. d. e.

raphé nucleus. nucleus accumbens. basal forebrain. hippocampus. striatum.

Answer: B Difficulty Level: Difficult Topic: Nucleus Accumbens and Drug Addiction Skill Level: Remember the Facts Learning Objective 15.17 Explain the role of the nucleus accumbens in drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 105.

Evidence that the nucleus accumbens is involved in drug addiction comes from reports that a. b. c. d. e.

animals will refuse to self-administer microinjections of addictive drugs directly into the nucleus accumbens. microinjection of addictive drugs into the nucleus accumbens reduces the likelihood of conditioned place preferences. lesions to the nucleus accumbens reduce the rewarding effects of systemically administered drugs. acetylcholine receptors in the nucleus accumbens become hyperpolarized during drug self-administration. cell bodies in the nucleus accumbens project directly to the occipital lobe.

Answer: C Difficulty Level: Difficult Topic: Nucleus Accumbens and Drug Addiction Skill Level: Remember the Facts Learning Objective 15.17 Explain the role of the nucleus accumbens in drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

106.

Many drug-addicted individuals who are motivated to ―kick the habit‖ manage to stop taking their drug, but they often a. b. c. d. e.

relapse. become tolerant. recover. regret it. become ill for months.

Answer: A Difficulty Level: Easy Topic: Current Approaches to the Mechanisms of Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 107.

Positive-incentive theories of addiction rose to prominence during the a. b. c. d. e.

1930s. 1950s. 1970s. 1990s. 2000s.

Answer: C Difficulty Level: Moderate Topic: Current Approaches to the Mechanisms of Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

108.

Which behavioral trait in humans predicts who will initially begin taking a drug? a. novelty seeking b. low intelligence c. high intelligence d. paranoia e. depression

Answer: A Difficulty Level: Easy Topic: Three Stages in the Development of an Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 109.

People often start using a drug to see whether it will be useful to them in some way. From this perspective, drugs are viewed as a. b. c. d. e.

repressors. tools or instruments. antipsychotic treatments. therapeutic. stimulants.

Answer: B Difficulty Level: Easy Topic: Three Stages in the Development of an Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

110.

The anticipated pleasure associated with an action is its _____________, whereas the actual pleasure experienced is its_____________. a. b. c. d. e.

anhedonia; hedonic value hedonic value; anhedonia anhedonia; positive incentive value hedonic value; positive incentive value positive incentive value; hedonic value

Answer: E Difficulty Level: Easy Topic: Three Stages in the Development of an Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 111.

According to the incentive-sensitization theory of drug addiction, as a drug-addicted individual habitually consumes the drug, the a. b. c. d. e.

positive-incentive value of taking the drug increases. hedonic value of taking the drug increases. positive-incentive value of taking the drug decreases. craving for the drug decreases. positive-incentive value of taking the drug remains constant.

Answer: A Difficulty Level: Difficult Topic: Three Stages in the Development of an Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

112.

According to the incentive-sensitization theory of drug addiction, as a drug-addicted individual habitually consumes the drug, the a. b. c. d. e.

positive-incentive value of taking the drug remains constant. hedonic value of taking the drug decreases. positive-incentive value of taking the drug decreases. ‖wanting‖ and ―liking‖ become synonymous. positive-incentive value of taking the drug replaces craving for the drug.

Answer: B Difficulty Level: Difficult Topic: Three Stages in the Development of an Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 113.

Recent research suggests that dopamine release in the nucleus accumbens is more related to ____________ than to _____________. a. b. c. d. e.

liking; wanting wanting; liking craving; wanting wanting; craving hedonia; anhedonia

114.

Recent research suggests that, during the transition from initial drug taking to habitual drug taking, a. b. c. d. e.

there are improvements in the function of the prefrontal cortex. the control of drug taking is shifted to the nucleus accumbens. the control of drug taking is shifted to the dorsal striatum. the corpus callosum becomes hypersensitive to stimulation. cell nuclei in the pons decrease in size.

Answer: C Difficulty Level: Moderate Topic: Three Stages in the Development of an Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 115.

As habitual drug taking develops, control of drug taking is thought to shift from the a. b. c. d. e.

nucleus accumbens in the ventral striatum to the dorsal striatum. dorsal striatum to the ventral striatum. septum to the ventral tegmental area. dorsal septum to the ventral septum. prefrontal cortex to the posterior parietal cortex.

116.

There is a growing appreciation that drug addiction is a specific expression of a more general behavioral problem; namely, the inability to a. b. c. d. e.

cope with dopamine release. refrain from a behavior despite its adverse effects. refrain from anhedonia. cope with positive incentives. engage in striatal control.

A general inability to experience pleasure in response to natural reinforcers is called a. b. c. d. e.

anhedonia. contingency lapse. oppositional defiance. withdrawal relapse. noncontingent reward.

Answer: A Difficulty Level: Moderate Topic: Three Stages in the Development of an Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

118.

Many residents of New York City showed a marked increase in their consumption of nicotine, alcohol, and marijuana following the terrorist attacks of September 11, 2001; this outcome illustrates the role of __________ as a factor contributing to relapse. a. b. c. d. e.

drug cues anhedonia lack of self-control stress drug priming

Answer: D Difficulty Level: Easy Topic: Three Stages in the Development of an Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 119.

Which behavior seems to share some mechanisms in common with habitual drug taking? a. b. c. d. e.

skateboarding swimming compulsive shopping dentistry knitting

Answer: C Difficulty Level: Easy Topic: Three Stages in the Development of an Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

120.

In the context of drug relapse, drug priming can occur after a. b. c. d. e.

a single exposure to a formerly misused drug. seeing advertisements for over-the-counter or other pharmaceutical drugs. a stressor is coupled with availability of a drug. alternating periods of relapse and sobriety have occurred. the long-term reinstatement of a drug-taking environment.

Modern theories of drug addiction propose that addicts relapse after lengthy drug-free periods because of the effects of a. b. c. d. e.

anhedonia. epigenetic transmission. exposure to cues related to drug effects by Pavlovian conditioning. genetic priming. metabolic withdrawal.

122.

The ability of drug-related cues to induce craving and relapse increases as a period of abstinence increases, which is an effect known as a. b. c. d. e.

contingent tolerance. conditioned tolerance. situational specificity. incubation of drug craving. conditioned compensatory responses.

Answer: D Difficulty Level: Difficult Topic: Three Stages in the Development of an Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 123.

Much of what we believe about the biopsychology of drug addiction is based on the study of drug self-administration in laboratory animals, but there is a major cause for concern: a. b. c. d. e.

Most of the research has been based on opioid self-administration. Most of the research has been based on stimulant self-administration. Most of the research has been conducted using animals in the wild. Most of the research has been based on alcohol self-administration. Most of the research has been based on hallucinogen self-administration.

Answer: B Difficulty Level: Difficult Topic: Current Concerns about the Drug Self-Administration Paradigm Skill Level: Remember the Facts Learning Objective 15.19 Describe two sets of findings that have challenged the relevance of drug self-administration studies. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

124.

―Song of Praise‖ was written by Sigmund Freud about a. b. c. d. e.

nicotine. cigars. his female companion. cocaine. heroin.

Answer: D Difficulty Level: Moderate Topic: A Noteworthy Case of Addiction Skill Level: Remember the Facts Learning Objective 15.20 Explain the significance of the case of Sigmund Freud. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 125.

―Song of Praise‖ to cocaine was written by a. b. c. d. e.

The Grateful Dead. Peter Tosh. The Sons of Hercules. The Rolling Stones. Sigmund Freud.

Answer: E Difficulty Level: Easy Topic: A Noteworthy Case of Addiction Skill Level: Remember the Facts Learning Objective 15.20 Explain the significance of the case of Sigmund Freud. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

126.

Freud died in 1939 from cancer caused by his addiction to a. b. c. d. e.

cocaine. morphine. nicotine. alcohol. marijuana.

Answer: C Difficulty Level: Easy Topic: A Noteworthy Case of Addiction Skill Level: Remember the Facts Learning Objective 15.20 Explain the significance of the case of Sigmund Freud. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. FILL-IN-THE-BLANK QUESTIONS 1.

Drug tolerance can be defined as a shift in the dose-response curve to the __________.

Answer: right Difficulty Level: Moderate Topic: Drug Tolerance, Drug Withdrawal Effects, and Physical Dependence Skill Level: Remember the Facts Learning Objective 15.3 Describe how the body becomes tolerant to drugs and the process of drug withdrawal. Explain what it means to be physically dependent on a drug. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

A state of increased sensitivity to a drug as a result of previous exposure to it is called drug __________.

Answer: sensitization Difficulty Level: Moderate Topic: Drug Tolerance, Drug Withdrawal Effects, and Physical Dependence Skill Level: Remember the Facts Learning Objective 15.3 Describe how the body becomes tolerant to drugs and the process of drug withdrawal. Explain what it means to be physically dependent on a drug. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The before-and-after design is used to study __________ drug tolerance.

Answer: contingent Difficulty Level: Moderate Topic: Contingent Drug Tolerance Skill Level: Remember the Facts Learning Objective 15.5 Explain contingent drug tolerance. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

__________ disease is a condition experienced by tobacco users; it is associated with the constriction of the blood vessels of the periphery, particularly the feet.

Answer: Buerger’s Difficulty Level: Moderate Topic: Nicotine Skill Level: Remember the Facts Learning Objective 15.7 Describe the health hazards associated with nicotine consumption. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Convulsions can be triggered by the sudden withdrawal of this widely used drug of abuse: __________.

Answer: alcohol Difficulty Level: Moderate Topic: Alcohol Skill Level: Remember the Facts Learning Objective 15.8 Describe the health hazards associated with alcohol consumption. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

Delirium tremens is a symptom of __________ withdrawal.

Answer: alcohol Difficulty Level: Easy Topic: Alcohol Skill Level: Remember the Facts Learning Objective 15.8 Describe the health hazards associated with alcohol consumption. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Dementia, liver cirrhosis, and gastritis are often experienced by people addicted to __________.

The first endogenous cannabinoid neurotransmitter to be discovered in the nervous system was named __________, which means ―internal bliss.‖

Answer: anandamide Difficulty Level: Difficult Topic: Marijuana Skill Level: Remember the Facts Learning Objective 15.9 Explain the health effects of marijuana and the mechanism of action of THC. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

The strongest psychoactive ingredient of opium is __________.

Answer: morphine Difficulty Level: Moderate Topic: The Opioids: Heroin and Morphine Skill Level: Remember the Facts Learning Objective 15.11 Describe the health hazards associated with the consumption of opioids and the opioid withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

Withdrawal from morphine or heroin triggers a syndrome that is much like a bad case of the __________.

Answer: flu Difficulty Level: Easy Topic: The Opioids: Heroin and Morphine Skill Level: Remember the Facts Learning Objective 15.11 Describe the health hazards associated with the consumption of opioids and the opioid withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

__________ is an opioid that is often prescribed for the treatment of heroin and morphine addiction.

Answer: Methadone Difficulty Level: Easy Topic: The Opioids: Heroin and Morphine Skill Level: Remember the Facts Learning Objective 15.11 Describe the health hazards associated with the consumption of opioids and the opioid withdrawal syndrome. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

Rats will press a lever to administer electrical brain stimulation to sites in their own brains. This phenomenon is called intracranial __________.

Answer: self-stimulation Difficulty Level: Easy Topic: Intracranial Self-Stimulation and the Mesotelencephalic Dopamine System Skill Level: Remember the Facts Learning Objective 15.15 Describe the intracranial self-stimulation (ICSS) paradigm. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

The best animal model of human drug addiction is the drug __________ paradigm because in this model rats administer their own drugs.

Answer: self-administration Difficulty Level: Easy Topic: Early Evidence of the Involvement of Dopamine in Drug Addiction Skill Level: Remember the Facts Learning Objective 15.16 Describe two methods for measuring the rewarding effects of drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

If you wanted to conduct a study to determine whether rats find a particular drug pleasurable, the conditioned place-__________ paradigm would be one effective procedure to use.

Answer: preference Difficulty Level: Easy Topic: Early Evidence of the Involvement of Dopamine in Drug Addiction Skill Level: Remember the Facts Learning Objective 15.16 Describe two methods for measuring the rewarding effects of drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

The dopaminergic brain nucleus that has been linked more than any other to the effects of addictive drugs is the nucleus __________.

Answer: accumbens Difficulty Level: Moderate Topic: Nucleus Accumbens and Drug Addiction Skill Level: Remember the Facts Learning Objective 15.17 Explain the role of the nucleus accumbens in drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

Modern theories of addiction recognize that in drug-addicted persons there is often a major difference between the positive incentive value of a drug and its ____________ value.

Answer: hedonic Difficulty Level: Difficult Topic: Three Stages in the Development of an Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

Recent research suggests that, in drug-addicted individuals, dopamine release in the nucleus accumbens may be related more to the __________ of a drug than the liking of the drug.

Answer: wanting Difficulty Level: Moderate Topic: Three Stages in the Development of an Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

As drug addiction develops, the control of drug taking seems to spread from the ventral to the dorsal __________.

Answer: striatum Difficulty Level: Difficult Topic: Three Stages in the Development of an Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

Many drug-addicted individuals manage to stop taking the drug to which they are addicted, sometimes for several months, but they usually __________.

Answer: relapse Difficulty Level: Easy Topic: Three Stages in the Development of an Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

Drug-addicted individuals who have stopped taking their drug of abuse often relapse if they take their drug just once. This effect is called drug __________.

Answer: priming Difficulty Level: Moderate Topic: Three Stages in the Development of an Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 21.

The longer that a drug-addicted individual remains abstinent, the greater the craving response to drug-related cues. This is called the ____________ of drug craving.

Answer: incubation Difficulty Level: Moderate Topic: Three Stages in the Development of an Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY AND OTHER MULTIPLE-MARK QUESTIONS 1.

Discuss the relationship among tolerance, withdrawal symptoms, addiction, and physical dependence.

Answer: 15% for defining drug tolerance 15% for defining drug withdrawal symptoms 15% for defining addiction 15% for defining physical dependence 40% for discussing relations among the four terms Difficulty Level: Difficult Topic: Drug Tolerance, Drug Withdrawal Effects, and Physical Dependence Skill Level: Remember the Facts Learning Objective 15.3 Describe how the body becomes tolerant to drugs and the process of drug withdrawal. Explain what it means to be physically dependent on a drug. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Discuss contingent and conditioned drug tolerance. Explain the significance of these phenomena, and describe one experimental demonstration of each.

Answer: 35% for a definition and example of contingent drug tolerance 35% for a definition and example of conditioned drug tolerance 30% for a discussion of their clinical and theoretical significance Difficulty Level: Difficult Topic: Contingent Drug Tolerance Skill Level: Remember the Facts Learning Objective 15.5 Explain contingent drug tolerance. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Compare the hazards of one legal and one illegal addictive drug. What does your comparison suggest?

Answer: 30% for describing the hazards of one legal addictive drug 30% for describing the hazards of one illegal addictive drug 40% for intelligently discussing the implications of the comparison Difficulty Level: Moderate Topic: Comparing the Health Hazards of Commonly Used Drugs Skill Level: Remember the Facts Learning Objective 15.13 Compare the direct health hazards of nicotine, alcohol, marijuana, cocaine, and heroin. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

Make three reasonable recommendations for improving ways in which your country deals with the drug addiction problem. Base your recommendations on relevant research findings and logical arguments.

Answer: 60% for making three reasonable recommendations 40% for the empirical and logical support for the three recommendations Difficulty Level: Moderate Topic: Five Commonly Used Drugs Skill Level: Apply What You Know Learning Objective 15.12 Explain why it is difficult to determine causality in studies of the health hazards of drugs. APA Learning Objective: 1.3 Describe applications of psychology. 5.

Discuss current approaches to understanding the mechanisms of addiction, emphasizing the three stages of addiction. Discuss concerns over the extensive application of the drug self-administration paradigm to model human addiction.

Answer: 25% for discussing initial drug taking 25% for discussing habitual drug taking 25% for discussing craving and relapse 25% for discussing problems with the drug self-administration paradigm Difficulty Level: Difficult Topic: Current Approaches to the Mechanisms of Addiction Skill Level: Remember the Facts Learning Objective 15.18 Describe the three stages in the development of a drug addiction. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

What is thought to be the function of the mesotelencephalic deopamine system? This system is believed to be composed of two separate pathways: Name them and discuss each. Label each of the 9 indicated structures using each of these 9 terms: prefrontal cortex, dorsal striatum, substantia nigra, amygdala, nucleus accumbens, limbic cortex, ventral tegmental area, septum, and olfactory tubercle.

Answer: 30% for naming the system and the two pathways 25% for relevant discussion 45% for correctly labeling the nine structures Difficulty Level: Difficult Topic: Early Biopsychological Research on Addiction Skill Level: Remember the Facts Learning Objective 15.15 Describe the intracranial self-stimulation (ICSS) paradigm. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. REVEL QUIZ QUESTIONS The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Quiz: Basic Principles of Drug Action EOM_15.1.1 Question: The main advantages of the oral route of drug administration over other routes are its: a. tendency to carry less stigma and be more socially acceptable. b. functional advantages. c. slower rate of absorption. d. ease and relative safety. Answer: D Consider This: Once a drug is swallowed, it dissolves in the fluids of the stomach and is carried to the intestine, where it is absorbed into the bloodstream. LO 15.1 Compare the various routes of drug administration. Skill Level: Understand the Concepts Difficulty Level: Moderate Learning Objective: 15.1 Compare the various routes of drug administration.

EOM_15.1.2 Question: The MOST dangerous route of drug administration is: a. oral ingestion. b. inhalation. c. intravenous injection. d. absorption through mucous membranes. Answer: C Consider This: With this route of administration, there is little or no opportunity to counteract the effects of an overdose. LO 15.1 Compare the various routes of drug administration. Learning Objective: 15.1 Compare the various routes of drug administration. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_15.1.3 Question: Drug tolerance is of two different types: metabolic and ______. a. functional. b. psychoactive. c. subcutaneous. d. cross. Answer: A Consider This: This second type of tolerance can result from several different types of adaptive neural changes. LO 15.3 Describe how the body becomes tolerant to drugs and the process of drug withdrawal. Explain what it means to be physically dependent on a drug. Learning Objective: 15.3 Describe how the body becomes tolerant to drugs and the process of drug withdrawal. Explain what it means to be physically dependent on a drug. Skill Level: Analyze It Difficulty Level: Moderate EOM_15.1.4 Question: An individual who displays a withdrawal syndrome when their intake of a drug is curtailed is said to be __________________ that drug. a. cross-tolerant to b. physically dependent on c. sensitized to d. psychologically dependent on Answer: B Consider This: The effects of drug withdrawal are virtually always opposite to the initial effects of the drug. LO 15.3 Describe how the body becomes tolerant to drugs and the process of drug withdrawal. Explain what it means to be physically dependent on a drug. Learning Objective: 15.3 Describe how the body becomes tolerant to drugs and the process of drug withdrawal. Explain what it means to be physically dependent on a drug. Skill Level: Understand the Concepts Difficulty Level: Moderate 1311 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOM_15.1.5 Question: Penny has been sentenced to one year of probation. She quits using cocaine because she is drug-tested randomly. If Penny is like MOST people who are addicted to drugs, Penny _____ resume her drug use when she has completed her sentence because the ______-producing effects of cocaine are the primary drivers of her addiction . a. will; physical dependence b. will not; physical dependence c. will not; pleasure d. will; pleasure Answer: D Consider This: Most research now assumes a different primary factor in drug addiction than early attributions of the phenomenon. LO 15.4 Define drug addiction. Learning Objective: 15.4 Define drug addiction. Skill Level: Apply What You Know Difficulty Level: Moderate

Quiz: Role of Learning in Drug Tolerance EOM_15.2.1 Question: The before-and-after design is used to study: a. conditioned drug tolerance. b. contingent drug tolerance. c. conditioned drug sensitization. d. conditioned compensatory responses. Answer: B Consider This: In the before-and-after design, two groups of subjects receive the same series of drug administrations and the same series of repeated tests, but the subjects in one group receive the drug before each test of the series and those in the other group receive the drug after each test of the series. LO 15.5 Explain contingent drug tolerance. Learning Objective: 15.5 Explain contingent drug tolerance. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_15.2.2 Question: __________________________ tolerance refers to demonstrations that tolerance develops only to drug effects that are actually experienced. a. Contingent drug b. Conditioned drug c. Conditioned compensatory d. Exteroceptive Answer: A Consider This: Studies of this phenomenon employ the before-and-after design. LO 15.5 Explain contingent drug tolerance. Objective: 15.5 Explain contingent drug tolerance Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_15.2.3 Question: The fact that drug tolerance is often ___________________ suggests that Pavlovian conditioning plays a role in addiction. a. present in drug addicts b. present in drug users c. situationally specific d. metabolic Answer: C Consider This: Siegel and colleagues (1982) found that many more heroin-tolerant rats died following a high dose of heroin administered in a novel environment than died in the usual injection environment. LO 15.6 Describe conditioned drug tolerance and conditioned compensatory responses. Learning Objective: 15.6 Describe conditioned drug tolerance and conditioned compensatory responses. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_15.2.4 Question: According to Ramsay and Woods (1997), the unconditional stimulus in a drug tolerance experiment is: a. the needle. b. the drug. c. the environment. d. the disruption of neural functioning that has been directly produced by the drug. Answer: D Consider This: Ramsay and Woods (1997) argue that the unconditional responses are the various neurally mediated compensatory reactions to the unconditional stimulus, which the experimenter may or may not be recording. LO 15.6 Describe conditioned drug tolerance and conditioned compensatory responses. Learning Objective: 15.6 Describe conditioned drug tolerance and conditioned compensatory responses. Skill Level: Apply What You Know Difficulty Level: Difficult EOM_15.2.5 Question: Which statement BEST captures the relationship between drug tolerance and drug sensitization? a. Drug sensitization is a less intense effect than drug tolerance is. b. Drug sensitization is a more intense effect than drug tolerance is. c. Drug sensitization is a similar effect to drug tolerance. d. Drug sensitization is the opposite of drug tolerance. Answer: D Consider This: Sensitization was demonstrated when researchers found that 10 amphetamine injections increased the ability of amphetamine to stimulate the motor activity of rats. LO 15.6 Describe conditioned drug tolerance and conditioned compensatory responses. Learning Objective: 15.6 Describe conditioned drug tolerance and conditioned compensatory responses. Skill Level: Analyze It Difficulty Level: Difficult

Quiz: Five Commonly Used Drugs EOM_15.3.1 Question: _____________ disease provides a compelling illustration of nicotine’s addictive power. a. Buerger’s b. Siegel’s c. Pinel’s d. Barnes’ Answer: A Consider This: Blood vessels, especially those supplying the legs, become constricted in this disease. LO 15.7 Describe the health hazards associated with nicotine consumption. Learning Objective: 15.7 Describe the health hazards associated with nicotine consumption. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_15.3.2 Question: In its advanced stages, Korsakoff’s syndrome is associated with: a. Buerger’s disease. b. tachycardia. c. delirium tremens. d. severe dementia. Answer: D Consider This: Excessive alcohol consumption can lead to Korsakoff’s syndrome by inducing and interacting with thiamine deficiency. LO 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. Learning Objective: 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_15.3.3 Question: CB1 is: a. a dopamine transporter. b. a teratogen. c. a cholinergic receptor. d. a cannabinoid receptor. Answer: D Consider This: The first endocannabinoid neurotransmitter to be isolated and characterized was named anandamide. LO 15.9 Explain the health effects of marijuana and the mechanism of action of THC. Learning Objective: 15.9 Explain the health effects of marijuana and the mechanism of action of THC. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_15.3.4 Question: During a cocaine spree, individuals who are addicted to the drug tend to experience: a. amplified feelings of empathy. b. an overwhelming increase in appetite. c. a significantly decreased sense of well-being. d. the need for higher doses due to achieve a euphoric state. Answer: D Consider This: Users often maintain high levels of cocaine intake for periods of a day or two. LO 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. Learning Objective: 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_15.3.5 Question: Morphine and codeine are constituents of: a. cocaine. b. amphetamine. c. heroin. d. opium. Answer: D Consider This: The substance that morphine and codeine are constituents of is a dried form of the sap exuded by poppy seedpods. LO 15.11 Describe the health hazards associated with the consumption of opioids and the opioid withdrawal syndrome. Learning Objective: 15.11 Describe the health hazards associated with the consumption of opioids and the opioid withdrawal syndrome. Skill Level: Analyze It Difficulty Level: Moderate

Quiz: Comparing the Health Hazards of Commonly Used Drugs EOM_15.4.1 Question: Most studies of the health hazards of drugs compare the health of _____________ with ________________. a. drug users; recovered addicts b. drug users; nonusers c. young adults; middle-aged adults d. low SES users; high SES users Answer: B Consider This: Most studies of the health hazards of drugs use a quasiexperimental design. LO 15.12 Explain why it is difficult to determine causality in studies of the health hazards of drugs. Learning Objective: 15.12 Explain why it is difficult to determine causality in studies of the health hazards of drugs. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_15.4.2 Question: Studies that recruit samples of drug users from the general population have found that many people addicted to drugs: a. are easier to treat because they began using after age 18. b. can never be treated. c. can successfully treat their own addictions without professional help. d. respond better to recovery programs if treated in a long-term residential facility. Answer: C Consider This: Drug users recruited from addiction treatment clinics are typically the most severe. LO 15.12 Explain why it is difficult to determine causality in studies of the health hazards of drugs. Learning Objective: 15.12 Explain why it is difficult to determine causality in studies of the health hazards of drugs. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_15.4.3 Question: One problem with studies of the health hazards of drugs is that they: a. commonly recruit drug users from addiction treatment clinics. b. commonly administer the drugs to naive subjects. c. only examine the withdrawal symptoms associated with particular drugs. d. only administer the drugs to the experimenters. Answer: A Consider This: Studies of the health hazards of drugs in drug users from the general population often have different results from those that recruit drug users from treatment centers. LO 15.12 Explain why it is difficult to determine causality in studies of the health hazards of drugs. Learning Objective: 15.12 Explain why it is difficult to determine causality in studies of the health hazards of drugs. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_15.4.4 Question: Most studies of the health hazards associated with particular drugs compare the health of known drug users with that of nonusers. This poses a problem because: a. the proper comparison should be between drug users and alcoholics. b. one can never be sure whether any observed differences in health are due to the drug or to some other difference between the two groups. c. drug users vary in their drug intake. d. nonusers might have smoked the drug but not inhaled. Answer: B Consider This: Most studies of the health hazards associated with particular drugs do not allow for conclusions about causality. LO 15.12 Explain why it is difficult to determine causality in studies of the health hazards of drugs. Learning Objective: 15.12 Explain why it is difficult to determine causality in studies of the health hazards of drugs. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_15.4.5 Question: Which drug has the highest prevalence of use? a. tobacco b. alcohol c. marijuana d. cocaine Answer: A Consider This: Factors such as legality and availability can affect prevalence of use. LO 15.13 Compare the direct health hazards of nicotine, alcohol, marijuana, cocaine, and heroin. Skill Level: Remember the Facts Difficulty Level: Easy Learning Objective: 15.13 Compare the direct health hazards nicotine, alcohol, marijuana, cocaine, and heroin.

Quiz: Early Biopsychological Theories of Addiction EOM_15.5.1 Question: Many animals will administer brief bursts of weak electrical stimulation to specific sites in their own brains. This phenomenon is known as: a. kindling. b. intracranial self-stimulation. c. mesotelencephalic stimulation. d. shock self-administration. Answer: B Consider This: The brain sites capable of mediating this phenomenon are often called pleasure centers. LO 15.15 Describe the intracranial self-stimulation (ICSS) paradigm. Learning Objective: 15.15 Describe the intracranial self-stimulation (ICSS) paradigm. Skill Level: Remember the Facts Difficulty Level: Easy EOM_15.5.2 Question: Which finding has supported the view that the mesocorticolimbic pathway plays an important role in mediating intracranial self-stimulation? a. Dopamine agonists tend to decrease intracranial self-stimulation. b. Intracranial self-stimulation is often associated with an increase in dopamine release in the nigrostriatal pathway. c. Intracranial self-stimulation is often associated with an increase in dopamine release in the mesocorticolimbic pathway. d. Intracranial self-stimulation is often associated with a decrease in dopamine release in the mesocorticolimbic pathway. Answer: C Consider This: The mesocorticolimbic pathway is a component of the mesotelencephalic dopamine system. LO 15.15 Describe the intracranial self-stimulation (ICSS) paradigm. Learning Objective: 15.15 Describe the intracranial self-stimulation (ICSS) paradigm. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_15.5.3 Question: The fact that laboratory animals are drug-free when entering the conditioned placepreference paradigm is an advantage of the method because: a. non-human animals have no natural inclination toward self-stimulation. b. it focuses on drugs to which only animals become addicted. c. they can more readily self-administer microinjections into particular brain structures. d. the incentive value of a drug is not confounded by its other behavioral effects. Answer: D Consider This: This paradigm measures the proportion of time non-human animals spend in the ―drug compartment‖ of a two-compartment box.. LO 15.16 Describe two methods for measuring the rewarding effects of drugs. Learning Objective: 15.16 Describe two methods for measuring the rewarding effects of drugs. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_15.5.4 Question: Degeneration in which of the following components of the mesotelencephalic dopamine system is associated with Parkinson’s disease? a. nigrostriatal pathway b. mesocorticolimbic pathway c. ventral tegmental area d. nucleus accumbens Answer: A Consider This: The mesotelencephalic dopamine system plays an important role in intracranial self-stimulation. LO 15.15 Describe the intracranial self-stimulation (ICSS) paradigm. Objective: 15.15 Describe the intracranial self-stimulation (ICSS) paradigm. Skill Level: Remember the Facts Difficulty Level: Easy EOM_15.5.5 Question: Evidence that dopamine plays an important role in the rewarding effects of addictive drugs and natural reinforcers includes the finding that: a. dopamine agonists block the self-administration of several sorts of addictive drugs. b. dopamine agonists reduce apparent reward value. c. dopamine antagonists reduce apparent pleasure. d. dopamine antagonists reduce the reinforcing effects of food. Answer: D Consider This: Experiments as far back as the 1970s implicated dopamine in the rewarding effects of natural reinforcers and addictive drugs. LO 15.16 Describe two methods for measuring the rewarding effects of drugs. Learning Objective: 15.16 Describe two methods for measuring the rewarding effects of drugs. Skill Level: Understand the Concepts Difficulty Level: Moderate 1321 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Quiz: Current Approaches to the Mechanisms of Addiction EOM_15.6.1 Question: Which would be a factor in initial drug taking from an instrumental point of view? a. social interaction b. novelty seeking c. drug craving d. alleviating stress Answer: D Consider This: Experimental studies of drug self-administration in rats have pointed to a variety of factors that facilitate or protect from initial drug taking. LO 15.18 Describe the three stages in the development of a drug addiction. Learning Objective: 15.18 Describe the three stages in the development of a drug addiction. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_15.6.2 Question: The incentive-sensitization theory states that the positive-incentive value of addictive drugs ______ with repeated drug use in ______ individuals. a. increases; addiction-prone b. decreases; addiction-prone c. decreases; addiction-resistant d. increases; addiction-resistant Answer: A Consider This: The incentive-sensitization theory is able to explain the discrepancy between the hedonic value and the positive-incentive value of drug taking in addicts. LO 15.18 Describe the three stages in the development of a drug addiction. Learning Objective: 15.18 Describe the three stages in the development of a drug addiction. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_15.6.3 Question: Shortly after cocaine withdrawal, a drug-associated cue elicits few presses to a lever that had always delivered drug before withdrawal. However, as time passes, there is a gradual increase in lever pressing in response to presentations of a drug-associated cue. This phenomenon is known as: a. incentive sensitization. b. positive incentive sensitization. c. the incubation of drug craving. d. drug resistance. Answer: C Consider This: This phenomenon has been demonstrated with cocaine, heroin, methamphetamine, alcohol, and nicotine. LO 15.18 Describe the three stages in the development of a drug addiction. Learning Objective: 15.18 Describe the three stages in the development of a drug addiction. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_15.6.4 Question: Using more naturalistic housing and testing conditions has what effect on the results of the drug self-administration paradigm that raises concerns about the method? a. death of the subject b. combined self-administration and other self-stimulating behaviors c. significantly increased self-administration d. reduced self-administration Answer: D Consider This: Some researchers question the relevance of conventional nonhuman drug selfadministration research to human addiction. LO 15.19 Describe two sets of findings that have challenged the relevance of drug self-administration studies. Learning Objective: 15.19 Describe two sets of findings that have challenged the relevance of drug self-administration studies. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_15.6.5 Question: Most drug self-administration studies have been conducted using: a. stimulants. b. central nervous system depressants. c. barbiturates. d. hallucinogens. Answer: A Consider This: Researchers have often assumed that the mechanisms of addiction are independent of the specific addictive drug. LO 15.19 Describe two sets of findings that have challenged the relevance of drug self-administration studies. Learning Objective: 15.19 Describe two sets of findings that have challenged the relevance of drug self-administration studies. Skill Level: Remember the Facts Difficulty Level: Easy

Chapter 15 Quiz: Drug Use, Drug Addiction, and the Brain’s Reward Circuits EOC_15.1 Question: Smoker’s syndrome includes which symptom? a. itchy scalp b. convulsions c. tremor at rest d. labored breathing Answer: D Consider This: In addition to lung cancer, smoking increases the risk of cancer in many other areas of the body. LO 15.7 Describe the health hazards associated with nicotine consumption. Learning Objective: 15.7 Describe the health hazards associated with nicotine consumption. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_15.2 Question: Which response are nonsmokers most likely to display following a few puffs of a cigarette? a. coughing b. relaxation c. alertness d. increased sensitivity to pain Answer: A Consider This: Smoking is related to a number of diseases. LO 15.7 Describe the health hazards associated with nicotine consumption. Learning Objective: 15.7 Describe the health hazards associated with nicotine consumption. Skill Level: Remember the Facts Difficulty Level: Easy EOC_15.3 Question: Drug _______ is an affective state in which there is a strong desire for a particular drug. a. addiction b. withdrawal c. tolerance d. craving Answer: D Consider This: This state is readily apparent in any habitual smoker who has run out of cigarettes. LO 15.7 Describe the health hazards associated with nicotine consumption. Objective: LO 15.7 Describe the health hazards associated with nicotine consumption. Skill Level: Remember the Facts Difficulty Level: Easy EOC_15.4 Question: The __________ phase of the alcohol withdrawal syndrome begins 10 to 30 hours after cessation of drinking and is characterized by hyperactivity, insomnia, and hallucinations. a. first b. second c. third d. fourth Answer: B Consider This: Alcohol withdrawal usually begins 6 to 8 hours after the cessation of consumption. LO 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. Learning Objective: 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. Skill Level: Analyze It Difficulty Level: Moderate 1325 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOC_15.5 Question: Convulsions and hyperthermia are symptoms of withdrawal from: a. tobacco. b. nicotine. c. alcohol. d. cocaine. Answer: C Consider This: Withdrawal from this substance consists of four phases. LO 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. Learning Objective: 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_15.6 Question: Delirium tremens occurs during which stage of a full-blown alcohol withdrawal syndrome? a. hangover b. stage 2 c. tolerance d. stage 4 Answer: D Consider This: The effects of this stage can be lethal. LO 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. Learning Objective: 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. Skill Level: Analyze It Difficulty Level: Moderate

EOC_15.7 Question: Brain damage and delayed growth in children are symptoms of: a. opioid withdrawal. b. drug sensitization. c. Buerger’s disease. d. fetal alcohol syndrome. Answer: D Consider This: This problem has a 0.7% worldwide prevalence rate. LO 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. Learning Objective: 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_15.8 Question: One of the most widely publicized findings about alcohol is that moderate drinking reduces the risk of coronary heart disease. However, in subsequent meta-analyses that included only those studies that used an abstainers control group consisting of _________________, this conclusion was shown to be incorrect. a. nonabstainers b. individuals who had never consumed alcohol c. wine drinkers d. beer drinkers Answer: B Consider This: A recent meta-analysis found that moderate alcohol consumption had no benefit in terms of reducing mortality risk. LO 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. Learning Objective: 15.8 Describe the health hazards associated with alcohol consumption and the various stages of the full-blown alcohol withdrawal syndrome. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_15.9 Question: Anandamide was the first endogenous _____________ to be identified. a. endocannabinoid b. receptor c. hormone d. protein Answer: A Consider This: The name anandamide comes from a word that means ―internal bliss.‖ LO 15.9 Explain the health effects of marijuana and the mechanism of action of THC. Learning Objective: 15.9 Explain the health effects of marijuana and the mechanism of action of THC. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_15.10 Question: Marijuana is the name commonly given to the dried leaves and flowers of: a. cannabis. b. the opium poppy. c. the coca plant. d. Erythroxylaceae. Answer: A Consider This: The practice of smoking the flowers of this plant was introduced to the southern United States in the early part of the 20th century. LO 15.9 Explain the health effects of marijuana and the mechanism of action of THC. Learning Objective: 15.9 Explain the health effects of marijuana and the mechanism of action of THC. Skill Level: Remember the Facts Difficulty Level: Easy EOC_15.11 Question: Cocaine sprees can produce cocaine psychosis, a syndrome that is similar to: a. bipolar mania. b. dissociative disorder. c. schizophrenia. d. obsessive compulsive disorder. Answer: C Consider This: Prolonged and excessive use of amphetamines can also produce psychosis. LO 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. Learning Objective: 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. Skill Level: Understand the Concepts Difficulty Level: Moderate 1328 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

EOC_15.12 Question: Cocaine hydrochloride can be converted to its base by boiling it with a baking powder mixture until the water has evaporated and collecting the residue, which is commonly known as: a. crack. b. amphetamine. c. methamphetamine. d. ecstasy. Answer: A Consider This: The residue is potent, cheap, and smokeable. LO 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. Learning Objective: 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. Skill Level: Remember the Facts Difficulty Level: Easy EOC_15.13 Question: Psychoactive drugs that produce feelings of empathy are known as: a. leprostatics. b. echinocandins. c. coumarins. d. empathogens. Answer: D Consider This: MDMA is an example of this type of drug. LO 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. Learning Objective: 15.10 Describe the health hazards associated with the consumption of cocaine and other stimulants. Skill Level: Remember the Facts Difficulty Level: Easy EOC_15.14 Question: In the telencephalon, a site in the prefrontal cortex called the ______ is especially strongly implicated in the experience of reward and pleasure. a. reticular activating system b. nucleus accumbens c. amygdala d. dorsal striatum Answer: B Consider This: Laboratory animals will self-administer microinjections of addictive drugs directly into this site. LO 15.17 Explain the role of the nucleus accumbens in drug addiction. Learning Objective: 15.17 Explain the role of the nucleus accumbens in drug addiction. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_15.15 Question: A general inability to experience pleasure in response to natural reinforcers is known as: a. marasmus. b. anhedonia. c. sensory blunting. d. abstinence syndrome. Answer: B Consider This: Habitual drug users often experience this. LO 15.18 Describe the three stages in the development of a drug addiction. Learning Objective: 15.18 Describe the three stages in the development of a drug addiction. Skill Level: Remember the Facts Difficulty Level: Easy

CHAPTER 16 LATERALIZATION, LANGUAGE, AND THE SPLIT BRAIN: THE LEFT BRAIN AND RIGHT BRAIN T o t a l A s s e s s m e n t G u i d e (T.A.G.) Topic Cerebral Lateralization of Function: Introduction

The Split Brain

Differences Between Left and Right Hemispheres

Evolution of Cerebral Lateralization and Language

Cortical Localization of Language: WernickeGeschwind Model Wernicke-Geschwind Model: The Evidence

Cognitive Neuroscience of Language

Remember the Facts 1-30

Understand the Concepts

1-3 1 31-57 4-6 2, 3 58-77 7, 8 4 78-89

5 90-105 9-11 6 106-116 12, 13 7 117-126

Apply What You Know

Cognitive Neuroscience of Dyslexia

Fill-In Essay Multiple Choice Fill-In Essay

14-16 8 127-141 17-20

MULTIPLE CHOICE QUESTIONS 1.

The left and right cerebral hemispheres are connected by the a. b. c. d. e.

fornix. septum. cerebral commissures. cerebral ligaments. arcuate fasciculus.

Answer: C Difficulty Level: Easy Topic: Introduction Skill Level: Remember the Facts Learning Objective 16.1 Summarize early studies of the cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

The connections between cerebral hemispheres are called a. b. c. d. e.

cerebral commisures. medial commissures. corpus commissures. parietal commissures. temporal commissures.

Answer: A Difficulty Level: Easy Topic: Introduction Skill Level: Remember the Facts Learning Objective 16.1 Summarize early studies of the cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The two hemispheres, although similar in appearance, differ in function. The study of these functional differences is commonly referred to as the study of a. b. c. d. e.

bilateral representation. lateralization of function. the split brain. fundamental functional duality. both C and D

Answer: B Difficulty Level: Easy Topic: Introduction Skill Level: Remember the Facts Learning Objective 16.1 Summarize early studies of the cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

Split-brain patients are those people who a. b. c. d. e.

have been commissurotomized. have split personalities. have been diagnosed with schizophrenia. have two cerebral commissures. have only one hemisphere.

__________ was the first to report evidence of the lateralization of language function, but he received little or no recognition for his insightful observations. a. b. c. d. e.

Marc Dax Paul Broca Carl Wernicke Donald Hebb Wilder Penfield

Answer: A Difficulty Level: Moderate Topic: Cerebral Lateralization of Function: Introduction Skill Level: Remember the Facts Learning Objective 16.1 Summarize early studies of the cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

Brain-damage-produced deficits in language-related ability are generally referred to as a. b. c. d. e.

aphasia. aphagia. apraxia. dyslexia. dementia.

Answer: A Difficulty Level: Easy Topic: Discovery of the Specific Contributions of Left-Hemisphere Damage to Aphasia and Apraxia Skill Level: Remember the Facts Learning Objective 16.1 Summarize early studies of the cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Broca’s area is found in the __________ cortex. a. b. c. d. e.

left frontal right frontal left temporal right temporal left parietal

Answer: A Difficulty Level: Moderate Topic: Discovery of the Specific Contributions of Left-Hemisphere Damage to Aphasia and Apraxia Skill Level: Remember the Facts Learning Objective 16.1 Summarize early studies of the cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Broca’s area is adjacent to the a. b. c. d. e.

left longitudinal fissure. right lateral fissure. left primary motor cortex face area. left primary somatosensory cortex face area. right primary somatosensory cortex.

Answer: C Difficulty Level: Moderate Topic: Discovery of the Specific Contributions of Left-Hemisphere Damage to Aphasia and Apraxia Skill Level: Remember the Facts Learning Objective 16.1 Summarize early studies of the cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The cortical region just anterior to the left primary motor cortex is a. b. c. d. e.

Broca’s area. the somatosensory cortex. the frontal eye field. the angular gyrus. Wernicke’s area.

Broca’s area is in the a. b. c. d. e.

right hemisphere. frontal lobe. superior prefrontal cortex. temporal lobe. primary motor cortex.

Answer: B Difficulty Level: Difficult Topic: Discovery of the Specific Contributions of Left-Hemisphere Damage to Aphasia and Apraxia Skill Level: Remember the Facts Learning Objective 16.1 Summarize early studies of the cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Apraxia is usually associated with a. b. c. d. e.

left-hemisphere lesions. right-hemisphere lesions. asphyxia. damage to Broca’s area. damage to Wernicke’s area.

Apraxia usually a. b. c. d. e.

results from right-hemisphere damage. results from left-hemisphere damage. affects the left side of the body far more than the right side. affects the right side of the body far more than the left side. renders a person unable to speak.

Answer: B Difficulty Level: Moderate Topic: Discovery of the Specific Contributions of Left-Hemisphere Damage to Aphasia and Apraxia Skill Level: Remember the Facts Learning Objective 16.1 Summarize early studies of the cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

Although the symptoms of apraxia are ________, apraxia usually results from damage to the ________ hemisphere. a. b. c. d. e.

unilateral; left contralateral; right ipsilateral; left bilateral; right bilateral; left

Answer: E Difficulty Level: Difficult Topic: Discovery of the Specific Contributions of Left-Hemisphere Damage to Aphasia and Apraxia Skill Level: Remember the Facts Learning Objective 16.1 Summarize early studies of the cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

Patients with apraxia a. b. c. d. e.

display a persistent tremor, but only when they are not engaging in some activity. have difficulty performing requested motor responses, especially out of context. have no difficulty whatsoever performing responses with the left hand. usually have decreased vision or blindness in one eye. have lost the ability to speak.

15.

Patients with apraxia display a. b. c. d. e.

muscle weakness on the left side of the body. muscle weakness on the right side of the body. abnormal spinal reflexes. a serious disturbance of motor coordination. movement difficulties.

The discovery of the lateralization of aphasia and apraxia led to the a. b. c. d. e.

concept of a dominant left hemisphere. concept of a dominant right hemisphere. development of commissurotomy as a surgical technique. development of split-brain surgery. fissure created between neuropsychology and neuroanatomy.

17.

How many injections of sodium amytal are administered during a conventional sodium amytal test? a. b. c. d. e.

1 2 4 8 12

Answer: B Difficulty Level: Moderate Topic: Tests of Cerebral Lateralization Skill Level: Remember the Facts Learning Objective 16.2 Describe three techniques for assessing cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

Sodium amytal and dichotic listening tests are commonly used tests of a. b. c. d. e.

audition. intelligence. handedness. language lateralization. brain damage.

Answer: D Difficulty Level: Easy Topic: Tests of Cerebral Lateralization Skill Level: Remember the Facts Learning Objective 16.2 Describe three techniques for assessing cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

The most widely used behavioral test of language lateralization for healthy volunteers is Doreen Kimura’s adaptation of the a. b. c. d. e.

dichotic listening test. sodium amytal test. unilateral-lesion procedure. token test. split-brain test.

Answer: A Difficulty Level: Moderate Topic: Tests of Cerebral Lateralization Skill Level: Remember the Facts Learning Objective 16.2 Describe three techniques for assessing cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

How many digits are presented during one trial of the conventional dichotic listening test of language lateralization? a. b. c. d. e.

2 4 6 8 12

Answer: C Difficulty Level: Difficult Topic: Tests of Cerebral Lateralization Skill Level: Remember the Facts Learning Objective 16.2 Describe three techniques for assessing cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

During the conventional dichotic listening test, most participants correctly report a. b. c. d. e.

all digits heard through the right ear but none heard through the left. all digits heard through the left ear but none heard through the right. only those digits that are presented simultaneously to the two ears. more of the digits presented to the right ear. more of the digits presented to the left ear.

Answer: D Difficulty Level: Moderate Topic: Tests of Cerebral Lateralization Skill Level: Remember the Facts Learning Objective 16.2 Describe three techniques for assessing cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 22.

In order to establish that the dichotic listening test is a valid test of language lateralization, Doreen Kimura demonstrated that a. b. c. d. e.

patients shown to be right-hemisphere dominant for speech by the sodium amytal test display a left-ear superiority for the recall of dichotically presented digits. most people display a right ear superiority for the recall of dichotically presented melodies. only left-handed people display a left-ear superiority for the recall of dichotically presented digits. people rendered speechless can nonetheless indicate the presence or absence of a tone in their dominant ear. patients shown to be right-hemisphere dominant for speech by the sodium amytal test display a right-ear superiority for the recall of dichotically presented digits.

Answer: A Difficulty Level: Difficult Topic: Tests of Cerebral Lateralization Skill Level: Remember the Facts Learning Objective 16.2 Describe three techniques for assessing cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

Doreen Kimura argued that although signals from each ear are projected to both hemispheres, the contralateral connections take precedence a. b. c. d. e.

when different sounds from the two ears are simultaneously competing for access to the same cortical auditory circuits. in split-brain patients. in aphasics. in patients under the influence of sodium amytal. in patients with apraxia.

During language tests, PET and fMRI typically reveal greater activity in a. b. c. d. e.

aphasics. dyslexics. the left hemisphere. the right hemisphere. women.

Answer: C Difficulty Level: Easy Topic: Tests of Cerebral Lateralization Skill Level: Remember the Facts Learning Objective 16.2 Describe three techniques for assessing cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

Left-handed people and right-handed people are a. b. c. d. e.

dextrals and sinestrals, respectively. sinestrals and dextrals, respectively. more cerebrally variable than ambidextrous people. equally lateralized with respect to language functions. aphasic and apraxic, respectively.

Answer: B Difficulty Level: Moderate Topic: Discovery of the Relation Between Speech Laterality and Handedness Skill Level: Remember the Facts Learning Objective 16.3 Outline the discovery of the relationship between speech laterality and handedness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 26.

Left-handed people are also known as a. b. c. d. e.

sinestrals. carminatives. minor hemisphere inverted. dextrals. carmelites.

Answer: A Difficulty Level: Easy Topic: Discovery of the Relation Between Speech Laterality and Handedness Skill Level: Remember the Facts Learning Objective 16.3 Outline the discovery of the relationship between speech laterality and handedness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

27.

The left-hemisphere is dominant for speech in a. b. d. e.

all left-handed people and a few right-handed people. nearly all left-handed people and a few right-handed people.c. nearly all right-handed people and the majority of left-handed people. nearly all right-handed people and only a few left-handed people. a few right-handed people and even fewer left-handed people.

Answer: C Difficulty Level: Moderate Topic: Discovery of the Relation Between Speech Laterality and Handedness Skill Level: Remember the Facts Learning Objective 16.3 Outline the discovery of the relationship between speech laterality and handedness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 28.

Sodium amytal tests indicate that a. b. c. d. e.

the cerebral dominance for speech is more variable in left-handed individuals than in right-handed individuals. right-handed people are more likely to be right-hemisphere dominant for speech than left-hemisphere dominant for speech. left-handed people are more likely to be right-hemisphere dominant for speech than left-hemisphere dominant for speech. the cerebral dominance for speech is more variable in right-handed individuals than in left-handed individuals. sinestral dominance produces aphasia, whereas dextral dominance produces apraxia, but only among ambidextrous people.

Answer: A Difficulty Level: Difficult Topic: Discovery of the Relation Between Speech Laterality and Handedness Skill Level: Remember the Facts Learning Objective 16.3 Outline the discovery of the relationship between speech laterality and handedness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

The results of sodium amytal tests indicate that the percentage of healthy right-handed people in the general population that are left-hemisphere dominant for speech is a. b. c. d. e.

more than 90 percent. about 90 percent. about 80 percent. about 70 percent. less than 60 percent.

Answer: A Difficulty Level: Moderate Topic: Discovery of the Relation Between Speech Laterality and Handedness Skill Level: Remember the Facts Learning Objective 16.3 Outline the discovery of the relationship between speech laterality and handedness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 30.

Which statement about sex differences in brain lateralization is correct? a. b. c. d. e.

Some evidence suggests that the brains of females are less lateralized than those of males. Some evidence suggests that the brains of males are less lateralized than those of females. The evidence that the brains of males are less lateralized than those of females is very strong. Recent evidence has finally established that male and female brains are lateralized to the same degree. There is limited support for the hypothesis of sex differences in brain lateralization, and the position is no longer tenable.

Answer: E Difficulty Level: Difficult Topic: Sex Differences in Brain Lateralization Skill Level: Remember the Facts Learning Objective 16.4 Describe and evaluate the hypothesis that male brains are more lateralized than female brains. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

The largest commissure in the human brain is the a. b. c. d. e.

optic chiasm. anterior commissure. massa intermedia. majora commissura. corpus callosum.

Answer: E Difficulty Level: Moderate Topic: The Split Brain Skill Level: Remember the Facts Learning Objective 16.5 Outline the groundbreaking experiment of Myers and Sperry on splitbrain cats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 32.

It has been estimated that the corpus callosum contains 200 million a. b. c. d. e.

nuclei. axons. glia. synapses. cell bodies.

Answer: B Difficulty Level: Easy Topic: Groundbreaking Experiment of Myers and Sperry Skill Level: Remember the Facts Learning Objective 16.5 Outline the groundbreaking experiment of Myers and Sperry on splitbrain cats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

Many of the early studies of the split brain were conducted in the laboratory of a. b. c. d. e.

Roger Sperry. Wilder Penfield. Brenda Milner. Karl Lashley. Doreen Kimura.

Answer: A Difficulty Level: Easy Topic: Groundbreaking Experiment of Myers and Sperry Skill Level: Remember the Facts Learning Objective 16.5 Outline the groundbreaking experiment of Myers and Sperry on splitbrain cats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34.

In healthy cats, monkeys, and humans, neural signals from the right eye can cross to the left hemisphere via the a. b. c. d. e.

optic chiasm. anterior commissure. fornix. posterior commissure. hypothalamic nucleus.

Answer: A Difficulty Level: Moderate Topic: Groundbreaking Experiment of Myers and Sperry Skill Level: Remember the Facts Learning Objective 16.5 Outline the groundbreaking experiment of Myers and Sperry on splitbrain cats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

Ronald Myers and Roger Sperry transected both the optic chiasm and corpus callosum in a group of research cats, and then put a patch on one eye. This had the effect of a. b. c. d. e.

rendering the cats functionally blind, although their eyes were intact. restricting all incoming visual information to the hemisphere ipsilateral to the covered eye. restricting all incoming visual information to the hemisphere ipsilateral to the uncovered eye. restricting all incoming visual information to the hemisphere contralateral to the uncovered eye. leaving the cats unable to perform a visual-learning task.

Answer: C Difficulty Level: Difficult Topic: Groundbreaking Experiment of Myers and Sperry Skill Level: Remember the Facts Learning Objective 16.5 Outline the groundbreaking experiment of Myers and Sperry on splitbrain cats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 36.

If an experimental group of cats has both the optic chiasm and corpus callosum severed, then a necessary control group would need to have a. the right eye removed from its socket. b. the corpus callosum damaged but intact. c. region V1 of the occipital lobe lesioned. d. only the optic chiasm transected. e. the left eye removed from its socket.

Answer: D Difficulty Level: Difficult Topic: Groundbreaking Experiment of Myers and Sperry Skill Level: Remember the Facts Learning Objective 16.5 Outline the groundbreaking experiment of Myers and Sperry on splitbrain cats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

Lateralization results similar to those established in cats by Ronald Myers and Roger Sperry have been demonstrated in __________ using tactual and motor responses. a. b. c. d. e.

voles dolphins horses monkeys deer

Answer: D Difficulty Level: Moderate Topic: Groundbreaking Experiment of Myers and Sperry Skill Level: Remember the Facts Learning Objective 16.5 Outline the groundbreaking experiment of Myers and Sperry on splitbrain cats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 38.

In the groundbreaking experiment conducted by Ronald Myers and Roger Sperry on the learning of a visual discrimination by split-brain cats, when the eye patch was shifted to the other eye after learning had taken place, the performance of all cats a. b. c. d. e.

in the experiment fell to 50 percent correct. with transected corpus callosums fell to 50 percent correct. with both their optic chiasms and their corpus callosums transected fell to 50 percent correct. with transected optic chiasms fell to 50 percent correct. with both their optic chiasms and their corpus callosums transected fell to zero correct.

Answer: C Difficulty Level: Moderate Topic: Groundbreaking Experiment of Myers and Sperry Skill Level: Remember the Facts Learning Objective 16.5 Outline the groundbreaking experiment of Myers and Sperry on splitbrain cats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

The groundbreaking experiment of Ronald Myers and Roger Sperry established that a. b. c. d. e.

one function of the corpus callosum is to transmit learned information between hemispheres. experimental procedures are ineffective for isolating the functions of the hemispheres. one hemisphere is incapable of solving simple problems as rapidly as two hemispheres working together. the cerebral hemispheres are inextricably linked to one another. cats with an intact corpus callosum perform poorly on visual discrimination tasks.

The volunteers in the first split-brain experiments performed on humans suffered from a. b. c. d. e.

Parkinson’s disease. intractable depression. antisocial personality disorder. Huntington’s disease. severe epilepsy.

Answer: E Difficulty Level: Moderate Topic: Commisurotomy in Humans with Epilepsy Skill Level: Remember the Facts Learning Objective 16.6 Describe the method used to demonstrate the hemispheric independence of visual experience in human split-brain patients. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

The decision to treat epilepsy patients with commissurotomy was made on the basis of previous studies that had shown that a. b. c. d. e.

epileptic discharges spread from one hemisphere to the other via the corpus callosum. commissurotomy has a major disruptive effect on behavior outside contrived laboratory situations. commissurotomy eliminates seizure discharges. epilepsy is localized in the left hemisphere. epilepsy could not be treated by any sort of medication.

Answer: A Difficulty Level: Difficult Topic: Commisurotomy in Humans with Epilepsy Skill Level: Remember the Facts Learning Objective 16.6 Describe the method used to demonstrate the hemispheric independence of visual experience in human split-brain patients. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 42.

Who were the neurosurgeons who performed the first major series of commissurotomies for the treatment of intractable epilepsy? a. b. c. d. e.

Philip Vogel and Joseph Bogen Bryan Kolb and Ian Whishaw Jerre Levy and Nancy Kanwisher James Olds and Peter Milner Roger Sperry and Mike Gazzaniga

43.

Which investigator, along with Roger Sperry, played a major role in testing the original series of human split-brain patients? a. b. c. d. e.

Doreen M. Kimura Michael S. Gazzaniga Bryan A. Kolb Brenda Milner William E. Rinn

Answer: B Difficulty Level: Moderate Topic: Commisurotomy in Humans with Epilepsy Skill Level: Remember the Facts Learning Objective 16.6 Describe the method used to demonstrate the hemispheric independence of visual experience in human split-brain patients. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44.

Visual information can be presented to only the left hemisphere of a human split-brain patient by getting the patient to fixate on the center of a display screen and then a. b. c. d. e.

presenting the information on the side of the screen to the patient’s right. flashing the information for 0.1 second on the side of the screen to the patient’s right. flashing the information for 0.1 second on the side of the screen to the patient’s left. presenting the information to only the left eye for 0.1 second. asking the patient to blink her or his eyes in rapid succession, starting with the left eye.

Answer: B Difficulty Level: Difficult Topic: Commisurotomy in Humans with Epilepsy Skill Level: Remember the Facts Learning Objective 16.6 Describe the method used to demonstrate the hemispheric independence of visual experience in human split-brain patients. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

Split-brain patients prompted in their right visual field to select a specific right-hand object out of several objects hidden in front of them would a. b. c. d. e.

select an object on their left. select only the correct object on their right. select first an object on their left and then the correct object on their right. select first the correct object on their right, followed by an object on their left. not select any object.

Answer: A Difficulty Level: Moderate Topic: Evidence That the Hemispheres of Split-Brain Patients Can Function Independently Skill Level: Remember the Facts Learning Objective 16.7 Describe the evidence that indicates that the hemispheres of split-brain patients can function independently. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 46. Imagine that an image of a cat was received by a split-brain patient’s left hemisphere, and an image of a dog was received by that same patient’s right hemisphere. If prompted for a verbal response, what would the patient say?

a. b. c. d. e.

―I saw a cat.‖ ―I saw a dog.‖ ―I saw a cat and a dog.‖ ―I’m not sure what I saw.‖ The patient would be unable to verbalize anything.

47. Imagine that an image of a cat was received by a split-brain patient’s left hemisphere, and an image of a dog was received by that same patient’s right hemisphere. If the patient was prompted to point at a picture of what was seen using her or his left hand, what picture would that be? a. b. c. d. e.

The patient would be unable to point at anything. the cat equally likely to be the dog or the cat the dog a picture of the patient

Answer: D Difficulty Level: Moderate Topic: Evidence That the Hemispheres of Split-Brain Patients Can Function Independently Skill Level: Remember the Facts Learning Objective 16.7 Describe the evidence that indicates that the hemispheres of split-brain patients can function independently. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 48.

During a test in which split-brain patients were asked to verbally specify which of two colors, red or green, had been presented in the left visual field, an interesting phenomenon was discovered; namely, a. b. c. d. e.

unilateral emotion. cross-cuing. the helping-hand phenomenon. transfer of hircismus. interhemispheric transfer of color.

Answer: B Difficulty Level: Moderate Topic: Cross-Cuing Skill Level: Remember the Facts Learning Objective 16.8 Outline the process of cross-cuing in split-brain patients. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

Cross-cuing is communication between the hemispheres of a split-brain patient that occurs a. b. c. d. e.

externally, via the behavior of one of the hemispheres. via the corpus callosum. via any cerebral commissure. via any cerebral commissure other than the corpus callosum. internally, through the patient willing the outcome.

Answer: A Difficulty Level: Moderate Topic: Cross-Cuing Skill Level: Remember the Facts Learning Objective 16.8 Outline the process of cross-cuing in split-brain patients. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 50.

Which example represents cross-cuing by a split-brain patient? a. b. c. d. e.

holding an object in the left hand with both eyes closed, and then moving the object to demonstrate its function holding an object in one hand, placing it on a table, and then trying to find the object with both eyes closed holding an object in one hand, then moving the head and eyes to fully examine the object, so that both hemispheres receive the same information about the object holding an object in the left hand, placing it into a bag, and then trying to retrieve the object with the right hand holding an object in the right hand with both eyes closed, and then verbally describing the object

Answer: C Difficulty Level: Difficult Topic: Cross-Cuing Skill Level: Remember the Facts Learning Objective 16.8 Outline the process of cross-cuing in split-brain patients. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

A spoon is presented in the left visual field of a split-brain patient, and an apple is simultaneously presented in the right. Then, the patient is instructed to reach into two bags (one with each hand) and feel around until he comes up with the object that was presented on the screen. However, before the objects are withdrawn, the patient is asked to tell the experimenter what he has in each hand. The patient is likely to say, ―I have a. b. c. d. e.

an apple in each hand.‖ a spoon in each hand.‖ an apple in my left hand and a spoon in my right.‖ a spoon in my left hand and an apple in my right.‖ no idea.‖

Answer: A Difficulty Level: Difficult Topic: Doing Two Things at Once Skill Level: Remember the Facts Learning Objective 16.9 Describe the helping-hand phenomenon and the use of the chimeric figures test in experiments on split-brain patients. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 52.

A walnut is presented in the left visual field of a split-brain patient, and an toy car is simultaneously presented in the right. Then, the patient is instructed to reach into two bags (one with each hand) and feel around until he comes up with the object that was presented on the screen. However, before the objects are withdrawn, the patient is asked to tell the experimenter what he has in each hand. The patient is likely to say, ―I have a. b. c. d. e.

an toy car in each hand.‖ a walnut in each hand.‖ an toy car in my left hand and a walnut in my right hand.‖ a walnut in my left hand and an toy car in my right hand.‖ no idea.‖

53.

The helping-hand phenomenon was demonstrated in a test a. b. c. d. e.

involving the presentation of a photograph of a nude human figure. involving the presentation of a chimeric figure. in which the test items were in open view on top of a table. in which the patients were asked to reach into two different bags and pull out two different objects. in which the patients were asked to simultaneously pull the same object from two different bags.

Answer: C Difficulty Level: Moderate Topic: Doing Two Things at Once Skill Level: Remember the Facts Learning Objective 16.9 Describe the helping-hand phenomenon and the use of the chimeric figures test in experiments on split-brain patients. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 54.

How is a chimeric face created? a. b. c. d. e.

dividing each of two faces down the vertical midline, then fusing the left half of one face with the right half of the other face excising the eyes and nose from a photograph of one person and fusing them with the mouth and chin of a photograph of a different person dividing each of two faces across the horizontal midline, then fusing the top half of one face with the bottom half of the other face taking facial photographs of two people and randomly assembling features from each to create a new face dividing each of two faces diagonally, then fusing the upper portion of one face with the lower portion of the other face

Answer: A Difficulty Level: Easy Topic: The Split Brain Skill Level: Remember the Facts Learning Objective 16.9 Describe the helping-hand phenomenon and the use of the chimeric figures test in experiments on split-brain patients. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

Each hemisphere of a human split-brain patient is capable of completion, which is why on a chimeric figures test, each hemisphere sees a. b. c. d. e.

the entire stimulus. a complete, but different, face. only half a face. the same face. only half the stimulus.

Answer: B Difficulty Level: Moderate Topic: Doing Two Things at Once Skill Level: Remember the Facts Learning Objective 16.9 Describe the helping-hand phenomenon and the use of the chimeric figures test in experiments on split-brain patients. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 56.

Chimera is the name of a. b. c. d. e.

the person who developed the dichotic listening test. anyone who has studied the lateralization of musical ability. a 15th-century Italian who documented that people tend to make gestures during speech. a proprietary apparatus marketed by The Omega Concern. a mythical monster composed of the combined parts of different animals.

Answer: E Difficulty Level: Moderate Topic: Doing Two Things at Once Skill Level: Remember the Facts Learning Objective 16.9 Describe the helping-hand phenomenon and the use of the chimeric figures test in experiments on split-brain patients. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

The independence of the hemispheres of split-brain patients tends to be overestimated because a. b. c. d. e.

most published discussions of split-brain patients focus on those cases in which hemispheric independence is relatively complete. most studies have focused on emotional information, which is more readily transferred between separated hemispheres. few studies of split-brain patients have used simple tests, which are readily performed by one isolated hemisphere. genetic mechanisms protect the hemispheres from ever becoming truly independent of one another. most split-brain patients are right-handed to begin with.

Answer: A Difficulty Level: Moderate Topic: Independence of Split Hemispheres: Current Perspectives Skill Level: Remember the Facts Learning Objective 16.11 Explain how complete hemispheric independence is not an inevitable consequence of split-brain surgery. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 58.

The study of lateralization of function has focused on the right hemisphere because a. b. c. d. e.

most people are right-handed. most people are dextrals. the right hemisphere is called the ―dominant hemisphere.‖ the special abilities of the left hemisphere have been more apparent. the right hemisphere controls more interesting behaviors.

Answer: D Difficulty Level: Moderate Topic: Differences Between Left and Right Hemispheres Skill Level: Remember the Facts Learning Objective 16.12 Describe five examples of abilities that have been found to be lateralized. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

59.

What proportion of the digits recognized by healthy volunteers in the conventional dichotic listening test are typically those presented to the right ear? a. b. c. d. e.

100 percent 95 percent 90 percent 85 percent 55 percent

Answer: E Difficulty Level: Difficult Topic: Differences Between Left and Right Hemispheres Skill Level: Remember the Facts Learning Objective 16.12 Describe five examples of abilities that have been found to be lateralized. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 60.

The right hemispheres of most split-brain patients a. b. c. d. e.

have no language abilities. have greater language abilities than the left hemispheres. have language abilities equivalent to those of the left hemispheres. can understand many spoken or written words and simple sentences. respond only to simple pairings of words with an object.

Answer: D Difficulty Level: Easy Topic: Differences Between Left and Right Hemispheres Skill Level: Remember the Facts Learning Objective 16.12 Describe five examples of abilities that have been found to be lateralized. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

Which task would be relatively dominant in the right hemisphere? a. b. c. d. e.

verbal memory complex movement a sense of direction perceiving language sounds perceiving language meaning

Answer: C Difficulty Level: Easy Topic: Examples of Cerebral Lateralization of Function Skill Level: Remember the Facts Learning Objective 16.12 Describe five examples of abilities that have been found to be lateralized. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 62.

Which task would be relatively dominant in the left hemisphere? a. b. c. d. e.

judging distance complex movement emotional expression nonverbal memory performing geometry

Answer: B Difficulty Level: Easy Topic: Examples of Cerebral Lateralization of Function Skill Level: Remember the Facts Learning Objective 16.12 Describe five examples of abilities that have been found to be lateralized. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

Most people palpate with their a. b. c. d. e.

prefrontal cortex. fingers. right hemispheres. visual cortex. mouths open.

Answer: B Difficulty Level: Moderate Topic: Examples of Cerebral Lateralization of Function Skill Level: Remember the Facts Learning Objective 16.12 Describe five examples of abilities that have been found to be lateralized. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 64.

Doreen Kimura found that the __________ ear was better at identifying digits and the __________ ear was better at identifying melodies in the __________ test. a. b. c. d. e.

left; right; sodium amytal right; left; dichotic listening left; right; dichotic listening right; left; sodium amytal left; right; cross-cuing

65.

Evidence that the perception of music is lateralized comes from demonstrations that a. b. c. d. e.

the left ear is superior to the right in the melodic dichotic listening test. the right ear is superior to the left in the melodic dichotic listening test. left temporal-lobe damage is more likely than right temporal-lobe damage to disrupt musical abilities. most people in the population are ―right-eared,‖ just as they are right-handed. damage to the hypothalamus has no effect on music perception.

Answer: A Difficulty Level: Difficult Topic: Examples of Cerebral Lateralization of Function Skill Level: Remember the Facts Learning Objective 16.12 Describe five examples of abilities that have been found to be lateralized. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 66.

In the context of memory research, the left hemisphere generally plays a greater role in a. b. c. d. e.

memory for verbal material. episodic memory. autobiographical memory. implicit memory. memory for nonverbal material.

Answer: A Difficulty Level: Moderate Topic: Examples of Cerebral Lateralization of Function Skill Level: Remember the Facts Learning Objective 16.12 Describe five examples of abilities that have been found to be lateralized. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

In the context of memory research, the right hemisphere generally plays a greater role in a. b. c. d. e.

memory for verbal material. memory involving calculations. memory for performing complex movements. finding meaning in memory. memory for nonverbal material.

Answer: E Difficulty Level: Moderate Topic: Examples of Cerebral Lateralization of Function Skill Level: Remember the Facts Learning Objective 16.12 Describe five examples of abilities that have been found to be lateralized. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 68.

With respect to cerebral lateralization of function, evidence clearly shows that a. b. c. d. e.

the right hemisphere plays the greater role in many aspects of language in most people. the left hemisphere plays the greater role in many aspects of spatial perception in many people. lateralization of neither language nor spatial perception is total. each human has two independent brains, regardless of whether the corpus callosum is intact or not. the function of the corpus callosum has been grossly underestimated by neuroscientists until recent times.

Answer: C Difficulty Level: Moderate Topic: Examples of Cerebral Lateralization of Function Skill Level: Remember the Facts Learning Objective 16.12 Describe five examples of abilities that have been found to be lateralized. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

As a result of mounting evidence that broad categories of cognitive function are not lateralized, research on the lateralization of function has started to focus on a. b. c. d. e.

language. constituent cognitive processes. emotion. spatial ability. cognitive tasks.

Answer: B Difficulty Level: Moderate Topic: What Is Lateralized? Broad Clusters of Abilities or Individual Cognitive Processes? Skill Level: Remember the Facts Learning Objective 16.13 Discuss how we’ve come to understand that the lateralization of function is better understood in terms of individual cognitive processes rather than clusters of abilities. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

70.

Both the planum temporale and Heschl’s gyrus are in a. b. c. d. e.

the temporal lobe. the frontal lobe. primary olfactory cortex. Wernicke’s area. Broca’s area.

Answer: A Difficulty Level: Difficult Topic: Anatomical Asymmetries of the Brain Skill Level: Remember the Facts Learning Objective 16.14 Describe three anatomical asymmetries in the human brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 71.

The left planum temporale roughly corresponds to a. b. c. d. e.

Wernicke’s area. Broca’s area. the frontal operculum. Heschl’s gyrus. primary auditory cortex.

Answer: A Difficulty Level: Moderate Topic: Anatomical Asymmetries of the Brain Skill Level: Remember the Facts Learning Objective 16.14 Describe three anatomical asymmetries in the human brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

72.

Broca’s area roughly corresponds to a. b. c. d. e.

the left planum temporale. the left frontal operculum. the left Heschl’s gyrus. Wernicke’s area. the right frontal operculum.

Answer: B Difficulty Level: Moderate Topic: Anatomical Asymmetries of the Brain Skill Level: Remember the Facts Learning Objective 16.14 Describe three anatomical asymmetries in the human brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 73.

Heschl’s gyrus is the location of the primary a. b. c. d. e.

visual cortex. language area. somatosensory cortex. auditory cortex. reading area.

Answer: D Difficulty Level: Difficult Topic: Anatomical Asymmetries of the Brain Skill Level: Remember the Facts Learning Objective 16.14 Describe three anatomical asymmetries in the human brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

74.

A major difficulty in studying the asymmetry of the cortical language areas is a. b. c. d. e.

their boundaries are clearly demarcated. they are generally the same from person to person. that it is unclear how anatomical asymmetries are related to functional asymmetries. they cannot be identified from stereotaxic procedures. they cannot be located in brain scans.

Answer: C Difficulty Level: Difficult Topic: Anatomical Asymmetries of the Brain Skill Level: Remember the Facts Learning Objective 16.14 Describe three anatomical asymmetries in the human brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 75.

What is the minimum evidence necessary to establish that an asymmetrically larger lateralized cortical area causes a functional asymmetry? a. b. c. d. e.

The anatomical asymmetry must be present in 50 percent of the population. It must be demonstrated that the anatomical and functional asymmetries are correlated. The functional asymmetry must be present in 75 percent of the population. The lateralization must be confirmed in at least two different laboratories. It must be shown that the functional asymmetry caused the anatomical asymmetry.

Answer: B Difficulty Level: Difficult Topic: Anatomical Asymmetries of the Brain Skill Level: Remember the Facts Learning Objective 16.14 Describe three anatomical asymmetries in the human brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

76.

Although several average neuroanatomical asymmetries have been reported in the areas of the human neocortex that are thought to play important roles in language, there is no strong evidence that these anatomical asymmetries a. b. c. d. e.

occur in healthy people. are related to the lateralization of language function in individuals. occur in women. occur in musicians. occur in the left hemisphere.

Recent efforts in investigating anatomical asymmetries in the brain have focused on a. b. c. d. e.

identifying differences in microstructures. linking anatomy to function. abandoning the search for any such asymmetries. cataloging sex differences in asymmetries. searching for anatomical asymmetries in the hindbrain.

78.

One theory of why lateralization of function evolved is that there are two fundamentally different modes of thinking, each requiring different neural circuitry. These two modes of thinking are referred to as a. b. c. d. e.

positive and negative. scientific and nonscientific. logical and illogical. synthetic and analytic. motor and sensory.

Answer: D Difficulty Level: Easy Topic: Theories of the Evolution of Cerebral Lateralization Skill Level: Remember the Facts Learning Objective 16.15 Describe and evaluate three theoretical explanations for why cerebral lateralization of function exists. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 79.

According to the analytic-synthetic theory of cerebral asymmetry, a. b. c. d. e.

the right hemisphere thinks in an analytic mode. the left hemisphere operates in a logical, computer-like fashion. the left hemisphere is concerned with overall stimulus configuration and processes information in gestalts, or wholes. the right hemisphere abstracts relevant details and attaches verbal labels to them. the left and right hemispheres show complete duplication of function.

Answer:B Difficulty Level: Moderate Topic: Theories of the Evolution of Cerebral Lateralization Skill Level: Remember the Facts Learning Objective 16.15 Describe and evaluate three theoretical explanations for why cerebral lateralization of function exists. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

80.

The main problem with the analytic-synthetic theory of cerebral asymmetry is its a. b. c. d. e.

excessive specificity. brevity. vagueness. simplicity. age.

Answer: C Difficulty Level: Moderate Topic: Theories of the Evolution of Cerebral Lateralization Skill Level: Remember the Facts Learning Objective 16.15 Describe and evaluate three theoretical explanations for why cerebral lateralization of function exists. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 81.

The motor theory of t cerebral asymmetry proposes that a. b. c. d. e.

there are two basic modes of thinking, each localized in a different hemisphere. the left hemisphere has become specialized for the control of fine motor movements. the left hemisphere is dominant for all analytic activities. the left hemisphere evolved prior to the right hemisphere. the primary role of the left hemisphere is language.

Answer: B Difficulty Level: Difficult Topic: Theories of the Evolution of Cerebral Lateralization Skill Level: Remember the Facts Learning Objective 16.15 Describe and evaluate three theoretical explanations for why cerebral lateralization of function exists. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

82.

Which observation supports Doreen Kimura’s motor theory of cerebral asymmetry? a. b. c. d. e.

Lesions that disrupt speech often produce other motor deficits. Language-comprehension areas are located in the primary sensory cortex. Patients with reading difficulties often display auditory deficits. Deaf people are unable to produce spoken language. The right hemisphere is incapable of language skills.

Answer: A Difficulty Level: Moderate Topic: Theories of the Evolution of Cerebral Lateralization Skill Level: Remember the Facts Learning Objective 16.15 Describe and evaluate three theoretical explanations for why cerebral lateralization of function exists. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 83.

The strongest evidence for the linguistic theory of cerebral asymmetry comes from the study of a. b. c. d. e.

deaf people who use American Sign Language and subsequently suffer unilateral brain damage. split-brain deaf people. deaf monkeys with unilateral brain damage. split-brain people with right-hemisphere damage. deaf people with bilateral brain damage.

84.

The case of W.L., the man who experienced aphasia for sign language, demonstrates that left hemisphere damage can disrupt __________ gestures without disrupting __________ gestures. a. b. c. d. e.

linguistic; pantomime linguistic; language pantomime; linguistic linguistic; sign language pantomime; sign language

The fact that left-hemisphere damage disrupts American Sign Language but not pantomime gestures supports the __________ theory of cerebral asymmetry. a. b. c. d. e.

analytic-synthetic motor linguistic synthetic-analytic Wernicke-Geschwind

Answer: C Difficulty Level: Easy Topic: Theories of the Evolution of Cerebral Lateralization Skill Level: Remember the Facts Learning Objective 16.15 Describe and evaluate three theoretical explanations for why cerebral lateralization of function exists. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

86.

The assumption that cerebral lateralization is an exclusive feature of the hominin brain has been challenged by the discovery of a. b. c. d. e.

lateralization of function only in highly evolved species. right-sided feeding preferences in all five classes of vertebrates. left-handedness in nonhuman primates. intact fossil brains from proto-humans living 3,000,000 years ago. one-armed gorillas living in the wild.

Answer: B Difficulty Level: Easy Topic: When Did Cerebral Lateralization Evolve? Skill Level: Remember the Facts Learning Objective 16.16 List those species that display cerebral lateralization and explain what this tells us about when cerebral lateralization evolved. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 87.

Because cerebral lateralization is present in all five vertebrate classes, it must have fundamental survival advantages, such as a. b. c. d. e.

it may be more efficient for neurons performing the same function to be localized in the same hemisphere. it may be more difficult for the brain to simultaneously perform two different analyses if they are housed in different hemispheres. cerebral lateralization has accelerated the course of evolution. cerebral lateralization is part of a ―master plan‖ of guided evolution. it is easier to spot potential predators with the left eye than it is with the right eye in most species.

Answer: A Difficulty Level: Moderate Topic: When Did Cerebral Lateralization Evolve? Skill Level: Remember the Facts Learning Objective 16.16 List those species that display cerebral lateralization and explain what this tells us about when cerebral lateralization evolved. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

88.

Although adults have difficulty discriminating among many language sounds that are not present in the languages that they speak, ___________ can discriminate among the sounds of all languages. a. b. c. d. e.

10-month-old infants 2-year-old infants 5-year-old children 9-year-old children newborns

Answer: A Difficulty Level: Moderate Topic: Evolution of Human Language Skill Level: Remember the Facts Learning Objective 16.17 Describe what the study of nonhuman primates has suggested about the evolution of human language. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 89.

The study of communication in nonhuman primates suggests that the major impediment to their use of vocal language is their inability to a. b. c. d. e.

exert fine motor control over their voices. distinguish various speech sounds. interpret various speech sounds. assign emotion to particular sounds. act in response to sound.

90.

The identification and study of the various areas in the left cerebral cortex that participate in language-related activities is generally referred to as the study of a. b. c. d. e.

cortical language asymmetry. cortical language lateralization. the cortical localization of language. the functional cortical asymmetry of language. the modified Wernicke-Geschwind model.

Answer: C Difficulty Level: Easy Topic: Cortical Localization of Language: Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 91.

Watching a game of chess without knowing the rules would be like studying research on the a. b. c. d. e.

lateralization of language without knowing the names of the commissures. lateralization of language without knowing about Sperry’s Nobel-prize-winning experiments. cortical localization of language without knowing about PET-scan experiments. cortical localization of language without knowing about the Wernicke-Geschwind model. production of language without knowing about Broca’s area.

Answer: D Difficulty Level: Moderate Topic: Cortical Localization of Language: Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

92.

Wernicke’s area is a. b. c. d. e.

in the right parietal lobe. in the right frontal lobe. just posterior to the left primary auditory cortex. in the left posterior occipital lobe. in the right posterior occipital lobe.

Answer: C Difficulty Level: Easy Topic: Historical Antecedents of the Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 93.

Theoretically, Broca’s area is to Wernicke’s area as a. b. c. d. e.

speech production is to speech reception. speech production is to language comprehension. conduction aphasia is to receptive aphasia. the frontal operculum is to the arcuate fasciculus. word salad is to conduction aphasia.

Answer: B Difficulty Level: Moderate Topic: Historical Antecedents of the Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

94.

According to the Wernicke-Geschwind model, ―word salad‖ results from damage to a. b. c. d. e.

Wernicke’s area in the right hemisphere. the frontal operculum. Wernicke’s area. the arcuate fasciculus. Broca’s area.

Answer: C Difficulty Level: Moderate Topic: Historical Antecedents of the Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 95.

According to the Wernicke-Geschwind model, signals are carried from Wernicke’s area to Broca’s area via the left a. b. c. d. e.

corpus callosum. arcuate fasciculus. massa intermedia. angular gyrus. primary motor cortex.

Answer: B Difficulty Level: Easy Topic: Historical Antecedents of the Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

96.

The pathway connecting Broca’s and Wernicke’s areas is called a. b. c. d. e.

Alexia’s area. Geschwind’s area angular gyrus arcuate fasciculus auditory cortex

Answer: D Difficulty Level: Easy Topic: Historical Antecedents of the Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 97.

According to the Wernicke-Geschwind model, the visual form of a read word is translated into a meaningful auditory code by a. b. c. d. e.

Broca’s area Wernicke’s area. the angular gyrus. the primary motor cortex. the arcuate fasciculus.

98.

Damage to the left angular gyrus has been implicated in some cases of a. b. c. d. e.

word salad. alexia and agraphia. aphagia. expressive aphasia. conduction aphasia.

According to the Wernicke-Geschwind model, the angular gyrus plays a special role in a. b. c. d. e.

reading and writing. sign language. language comprehension. language expression. emotional language.

Answer: A Difficulty Level: Difficult Topic: Historical Antecedents of the Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

100.

Norman Geschwind a. b. c. d. e.

proposed a nonlocalizationist approach to the neuropsychology of language. attacked the strict localizationist approach. revived the localizationist ideas of Paul Broca, Jules Dejerine, and Carl Wernicke. embraced the holistic model of the brain proposed by Sigmund Freud and Carl Stumpf. rejected the ideas of Paul Broca and Carl Wenicke in favor of those proposed by Jules Dejerine.

According to the Wernicke-Geschwind model, during speech, the output of Wernicke’s area is transmitted to a. b. c. d. e.

the angular gyrus. Broca’s area. primary motor cortex. Heschl’s gyrus. the planum temporale.

Answer: B Difficulty Level: Easy Topic: The Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.19 Describe the Wernicke-Geschwind model. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

102.

According to the Wernicke-Geschwind model, the neural output of the left frontal operculum (e.g., Broca’s area) goes to a. b. c. d. e.

the primary motor cortex. Broca’s area. Wernicke’s area. the angular gyrus. the arcuate fasciculus.

Answer: A Difficulty Level: Moderate Topic: The Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.19 Describe the Wernicke-Geschwind model. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 103.

According to the Wernicke-Geschwind model, when we read, the output of the angular gyrus is transmitted to a. b. c. d. e.

Wernicke’s area. Broca’s area. the primary motor cortex. the arcuate fasciculus. the primary visual cortex.

104.

According to the Wernicke-Geschwind model, Broca’s area contains the neural programs of a. b. c. d. e.

articulation (speech production). reading. language comprehension. language reception. translation.

Answer: A Difficulty Level: Easy Topic: The Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.19 Describe the Wernicke-Geschwind model. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 105.

The Wernicke-Geschwind model is a a. b. c. d. e.

serial model. parallel model. holistic model. nonlocalizationist model. largely untested model.

Answer: A Difficulty Level: Difficult Topic: The Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.19 Describe the Wernicke-Geschwind model. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

106.

Early research indicated that much of the aphasia resulting from the surgical excision of Broca’s area was a consequence of a. b. c. d. e.

removal of the center for speech production. temporary postsurgical edema. removal of the center for speech reception. inadvertent removal of the arcuate fasciculus. inadvertent damage to Wernicke’s area.

Answer: B Difficulty Level: Moderate Topic: Effects of Cortical Damage and Brain Stimulation on Language Abilities Skill Level: Remember the Facts Learning Objective 16.20 Identify the effects of cortical damage and brain stimulation on language abilities, and evaluate the Wernicke-Geschwind model in light of these findings. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 107.

Of the 214 aphasic patients examined in the classic Henry Hécaen and R. Angelergues’s study, how many displayed disorders of language that were purely expressive (i.e., Broca’s aphasia) or purely expressive (i.e., Wernicke’s aphasia)? a. b. c. d. e.

0 23 47 102 148

Answer: A Difficulty Level: Moderate Topic: Effects of Cortical Damage and Brain Stimulation on Language Abilities Skill Level: Remember the Facts Learning Objective 16.20 Identify the effects of cortical damage and brain stimulation on language abilities, and evaluate the Wernicke-Geschwind model in light of these findings. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

108.

CT and structural MRI studies of the brains of patients with language-related disorders have found that a. b. c. d. e.

lesions restricted to Broca’s area produce Broca’s aphasia in most patients. lesions restricted to Wernicke’s area produce Wernicke’s aphasia in most patients. large anterior lesions are more likely to produce deficits in language reception than are large posterior lesions. most of the predictions of the Wernicke-Geschwind model are confirmed. aphasic patients almost always have significant damage to subcortical white matter.

Answer: E Difficulty Level: Difficult Topic: Effects of Cortical Damage and Brain Stimulation on Language Abilities Skill Level: Remember the Facts Learning Objective 16.20 Identify the effects of cortical damage and brain stimulation on language abilities, and evaluate the Wernicke-Geschwind model in light of these findings. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 109.

The results of CT and structural MRI studies of aphasic patients indicate that a. b. c. d.

all aphasic patients have damage to the classic Wernicke-Geschwind areas. no people with aphasia have damage to subcortical white matter. most people with aphasia have damage restricted to the classic WernickeGeschwind areas. large anterior lesions tend to be associated with deficits in language expression, whereas large posterior lesions tend to be associated with deficits in language comprehension. most of the predictions of the Wernicke-Geschwind model are confirmed.

Answer: D Difficulty Level: Moderate Topic: Effects of Cortical Damage and Brain Stimulation on Language Abilities Skill Level: Remember the Facts Learning Objective 16.20 Identify the effects of cortical damage and brain stimulation on language abilities, and evaluate the Wernicke-Geschwind model in light of these findings. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

110.

In contrast to the predictions of the Wernicke-Geschwind model, CT and structural MRI studies have identified aphasic patients who appear to have damage restricted to a. b. c. d. e.

the medial frontal lobes. the medulla oblongata. the central fissure. the primary visual cortex. Broca’s area.

Answer: A Difficulty Level: Difficult Topic: Effects of Cortical Damage and Brain Stimulation on Language Abilities Skill Level: Remember the Facts Learning Objective 16.20 Identify the effects of cortical damage and brain stimulation on language abilities, and evaluate the Wernicke-Geschwind model in light of these findings. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 111.

The first large-scale cortical electrical stimulation studies of conscious human patients were conducted under the supervision of a. b. c. d. e.

Karl Lashley. Wilder Penfield. Donald Hebb. Doreen Kimura. Brenda Milner.

112.

Electrical stimulation of the left cerebral cortex of conscious patients can influence their speech in a variety of ways. Which outcome is not a commonly observed speech-related response to cortical stimulation? a. b. c. d. e.

The patient says an unintended phrase. The patient is momentarily mute. The patient can speak but finds it difficult to name common objects. The patient can speak but makes errors in counting. The patient mispronounces well-known words.

The smallest units of sound that distinguish among various words in a language are called a. b. c. d. e.

semantics. syllables. graphics. lexicons. phonemes.

Answer: E Difficulty Level: Easy Topic: Effects of Cortical Damage and Brain Stimulation on Language Abilities Skill Level: Remember the Facts Learning Objective 16.20 Identify the effects of cortical damage and brain stimulation on language abilities, and evaluate the Wernicke-Geschwind model in light of these findings. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

114.

The findings of the brain stimulation studies conducted by Jeffrey Ojemann and his colleagues indicate that language abilities might be organized in the cortex like a a. b. c. d. e.

mosaic. phonograph. textbook. lexicon. serial.

Electrical stimulation of sites in the left neocortex of conscious human patients often a. b. c. d. e.

disrupts language-related abilities, even when applied to sites outside the areas of the Wernicke-Geschwind model. has no disruptive effects at widely scattered sites. produces the same effects at the same sites in different patients. produces no discernable response from the person being stimulated. causes the patient to experience a brief seizure.

116.

―Broca’s aphasia‖ and ―Wernicke’s aphasia‖ are confusing terms because a. b. c. d. e.

the disorders to which they refer generally exist in a pure form. the disorders to which they refer do not usually result from damage to Broca’s and Wernicke’s areas, respectively. they are common neuropsychological disorders that are already understood. they are both manifestations of a general fronto-parietal-basal disorder. there is little evidence documenting their symptoms.

Answer: B Difficulty Level: Moderate Topic: Current Status of the Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.21 Summarize the current status of the Wernicke-Geschwind model. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 117.

Cognitive neuroscientists interested in the brain mechanisms of language search for the specific parts of the brain that mediate a. b. c. d. e.

phonemes. language production. language comprehension. language’s constituent cognitive processes. nonverbal memory.

Answer: D Difficulty Level: Difficult Topic: Three Premises That Define the Cognitive Neuroscience Approach to Language Skill Level: Remember the Facts Learning Objective 16.22 Describe the three premises that define the cognitive neuroscience approach to language, and compare them with the premises on which the Wernicke-Geschwind model is based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

118.

According to the cognitive neuroscience approach to the study of language, a. b. c. d. e.

constituent cognitive processes of language are generalized across the brain. the areas of the brain involved in language are not dedicated solely to that purpose. because language is very complex it is likely controlled by one large homogeneous area of cortex. ‖complexity‖ and ―simplicity‖ are not mutually exclusive terms. evolutionary forces led to strict lateralization of function in the primate brain.

Answer:B Difficulty Level: Difficult Topic: Three Premises That Define the Cognitive Neuroscience Approach to Language Skill Level: Remember the Facts Learning Objective 16.22 Describe the three premises that define the cognitive neuroscience approach to language, and compare them with the premises on which the Wernicke-Geschwind model is based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 119.

Areas of the brain that analyze the meaning of a word are said to be performing a __________ analysis. a. b. c. d. e.

phonological semantic grammatical serial lexical

Answer: B Difficulty Level: Easy Topic: Three Premises That Define the Cognitive Neuroscience Approach to Language Skill Level: Remember the Facts Learning Objective 16.22 Describe the three premises that define the cognitive neuroscience approach to language, and compare them with the premises on which the Wernicke-Geschwind model is based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

120.

Areas of the brain that interpret the sound of a word are said to be performing a __________ analysis. a. b. c. d. e.

phonological serial grammatical phonemic graphemical.

Answer: A Difficulty Level: Moderate Topic: Three Premises That Define the Cognitive Neuroscience Approach to Language Skill Level: Remember the Facts Learning Objective 16.22 Describe the three premises that define the cognitive neuroscience approach to language, and compare them with the premises on which the Wernicke-Geschwind model is based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 121.

The cognitive neuroscience approach to the study of language is based to a large degree on the __________ method. a. b. c. d. e.

fMRI EEG structural CT EOG STP

Answer:A Difficulty Level: Difficult Topic: Three Premises That Define the Cognitive Neuroscience Approach to Language Skill Level: Remember the Facts Learning Objective 16.22 Describe the three premises that define the cognitive neuroscience approach to language, and compare them with the premises on which the Wernicke-Geschwind model is based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

122.

The major weakness of functional brain-imaging techniques as research tools in cognitive neuroscience is that they cannot a. b. c. d. e.

be used to study nonhuman primates. prove causation. be used to study subcortical structures. reveal activity in cerebral nuclei. be used to study split-brain patients.

Answer: B Difficulty Level: Difficult Topic: Functional Brain Imaging and the Localization of Language Skill Level: Remember the Facts Learning Objective 16.23 Describe two influential functional imaging studies of the localization of language, and explain what their findings indicate. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 123.

Daphne Bavalier and her colleagues published the results of an experiment in 1997 that used a particularly sensitive fMRI procedure to study reading. They found that the areas of cerebral activity a. b. c. d. e.

across volunteers were consistent. varied both from individual to individual and within individuals from trial to trial. were localized over the medial surfaces of brain. were nonexistent in any of the predicted locations. were anatomically consistent with their proposed functions.

Answer: B Difficulty Level: Moderate Topic: Functional Brain Imaging and the Localization of Language Skill Level: Remember the Facts Learning Objective 16.23 Describe two influential functional imaging studies of the localization of language, and explain what their findings indicate. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

124.

Tests with very sensitive fMRI machines suggest that the language areas of the cortex are a. b. c. d. e.

large and homogeneous. patchy and widespread. localized and specific. arranged in a back-to-front fashion. mirrored consistently in both hemispheres.

Remarkably, naming famous faces, animals, and tools seems to be associated with activity in a. b. c. d. e.

slightly different areas of the left temporal lobe. a large area of the right parietal lobe. a very small part of Broca’s area. a large area of Wernicke’s area. a small area of the left angular gyrus.

Answer: A Difficulty Level: Moderate Topic: Functional Brain Imaging and the Localization of Language Skill Level: Remember the Facts Learning Objective 16.23 Describe two influential functional imaging studies of the localization of language, and explain what their findings indicate. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

126.

Evidence suggests that the naming of different categories of nouns (such as faces, animals, or tools) is each mediated by a different part of the a. b. c. d. e.

parietal lobe. temporal lobe. frontal lobe. occipital lobe. limbic lobe.

A pathological difficulty in reading is termed a. b. c. d. e.

phonemia. aphasia. dyslexia. apraxia. lexicalia.

Answer: C Difficulty Level: Easy Topic: Cognitive Neuroscience of Dyslexia Skill Level: Remember the Facts Learning Objective 16.24 Describe the causes and neural mechanisms of developmental dyslexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

128.

The incidence of developmental dyslexia in English-speaking children is __________ in boys than girls. a. b. c. d. e.

2 to 3 times higher about 10 times higher between one-half to one-third higher about 10 percent less about 10 percent more

Answer: A Difficulty Level: Difficult Topic: Cognitive Neuroscience of Dyslexia Skill Level: Remember the Facts Learning Objective 16.24 Describe the causes and neural mechanisms of developmental dyslexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

129.

Most cases of dyslexia are a. b. c. d. e.

developmental. semantic. agnostic. auditory. acquired.

Answer: A Difficulty Level: Moderate Topic: Cognitive Neuroscience of Dyslexia Skill Level: Remember the Facts Learning Objective 16.24 Describe the causes and neural mechanisms of developmental dyslexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 130.

In comparison to the causes of developmental dyslexia, the causes of acquired dyslexia tend to be more a. b. c. d. e.

complex. obvious. enduring. insidious. chemical.

Answer: B Difficulty Level: Difficult Topic: Developmental Dyslexia: Causes and Neural Mechanisms Skill Level: Remember the Facts Learning Objective 16.24 Describe the causes and neural mechanisms of developmental dyslexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

131.

There is now a general consensus that developmental dyslexia results from a. b. c. d. e.

a general attentional deficit. pre-autistic tendencies. a disturbance of phonological processing. a variety of sensorimotor deficits. damage to the lateral geniculate.

Answer: C Difficulty Level: Moderate Topic: Developmental Dyslexia: Causes and Neural Mechanisms Skill Level: Remember the Facts Learning Objective 16.24 Describe the causes and neural mechanisms of developmental dyslexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 132.

Studies of dyslexia that employ ―ability-matched‖ children who are not diagnosed with the disorder are a primary way of investigating the a. b. c. d. e.

causal direction of brain changes and dyslexic outcomes. prevalence of dyslexia in the population. heritability of dyslexia. incidence of dyslexia in the population. differences between developmental and acquired forms of the disorder.

Answer: A Difficulty Level: Difficult Topic: Developmental Dyslexia: Causes and Neural Mechanisms Skill Level: Remember the Facts Learning Objective 16.24 Describe the causes and neural mechanisms of developmental dyslexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

133.

fMRI studies of children with dyslexia have identified reduced activity in the __________, although like all research focused on localizing a disorder, the results should be interpreted with caution. a. b. c. d. e.

posterior occipital lobe left parietal cortex prefrontal cortex central fissure hippocampus and amygdala

Reading aloud can be accomplished by both a. b. c. d. e.

phonetic and semantic procedures. linguistic and semantic procedures. lexical and phonetic procedures. phonetic and phonological procedures. surface and deep procedures.

Answer: C Difficulty Level: Difficult Topic: Cognitive Neuroscience of Deep and Surface Dyslexia Skill Level: Remember the Facts Learning Objective 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

135.

The procedure for reading aloud that is based on stored information about the pronunciation of specific written words is called the __________ procedure. a. b. c. d. e.

phonetic surface lexical twipple parallel

Answer: C Difficulty Level: Moderate Topic: Cognitive Neuroscience of Deep and Surface Dyslexia Skill Level: Remember the Facts Learning Objective 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 136.

The two major categories of acquired dyslexia are a. b. c. d. e.

surface and deep. lexical and phonetic. linguistic and semantic. semantic and phonological. lexical and semantic.

Answer: A Difficulty Level: Moderate Topic: Cognitive Neuroscience of Deep and Surface Dyslexia Skill Level: Remember the Facts Learning Objective 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

137.

The words ―spleemer‖ and ―twipple‖ are normally read aloud by a __________ procedure. a. b. c. d. e.

linguistic semantic phonetic surface lexical

In surface dyslexia, the __________ procedure has been lost. a. b. c. d. e.

semantic phonetic lexical deep phonological

139.

People diagnosed with dyslexia where the phonetic procedure is disrupted while the lexical procedure remains intact are said to have __________ dyslexia. a. b. c. d. e.

surface semantic phonological grammatical deep

Answer: E Difficulty Level: Moderate Topic: Cognitive Neuroscience of Deep and Surface Dyslexia Skill Level: Remember the Facts Learning Objective 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 140.

Marisol has been diagnosed with dyslexia. Most of her errors involve the misapplication of common rules of English pronunciation; for example, she pronounces ―have‖ as if it rhymed with ―cave.‖ Marisol has __________ dyslexia. a. b. c. d. e.

surface deep temporal phonemic semantic

Answer: A Difficulty Level: Difficult Topic: Cognitive Neuroscience of Deep and Surface Dyslexia Skill Level: Remember the Facts Learning Objective 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

141.

Gunther has been diagnosed with dyslexia. Most of his errors occur because he has difficulty applying the rules of English pronunciation. He might say ―hen‖ for ―chicken‖ or ―wise‖ for ―wisdom.‖ Gunther has __________ dyslexia. a. b. c. d. e.

surface deep temporal phonemic semantic

Answer: B Difficulty Level: Difficult Topic: Cognitive Neuroscience of Deep and Surface Dyslexia Skill Level: Remember the Facts Learning Objective 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. FILL-IN-THE-BLANK QUESTIONS 1.

The discovery of the lateralization of language abilities is usually attributed to __________ even though the obscure country doctor Marc Dax reported the relationship before he did.

Answer: Broca Difficulty Level: Easy Topic: Cerebral Lateralization of Function: Introduction Skill Level: Remember the Facts Learning Objective 16.1 Summarize early studies of the cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

The sodium amytal test and the __________ test are both widely used tests of language lateralization.

Answer: dichotic listening Difficulty Level: Moderate Topic: Tests of Cerebral Lateralization of Function Skill Level: Remember the Facts Learning Objective 16.2 Describe three techniques for assessing cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Most people are dextrals, but others are __________.

Answer: sinestrals Difficulty Level: Difficult Topic: Discovery of the Relation Between Speech Laterality and Handedness Skill Level: Remember the Facts Learning Objective 16.3 Outline the discovery of the relationship between speech laterality and handedness. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

The corpus callosum is the largest cerebral __________.

Answer: commissure Difficulty Level: Easy Topic: The Split Brain Skill Level: Remember the Facts Learning Objective 16.5 Outline the groundbreaking experiment of Myers and Sperry on splitbrain cats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Roger __________ won a Nobel Prize for his studies of split-brain patients.

Answer: Sperry Difficulty Level: Easy Topic: The Split Brain Skill Level: Remember the Facts Learning Objective 16.5 Outline the groundbreaking experiment of Myers and Sperry on splitbrain cats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

The hemispheres of split-brain patients can communicate with one another externally, through their own behavior; this is called __________.

Answer: cross-cuing Difficulty Level: Moderate Topic: Cross-Cuing Skill Level: Remember the Facts Learning Objective 16.8 Outline the process of cross-cuing in split-brain patients. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Broca’s area corresponds to the part of the cortex referred to as the left __________.

Answer: frontal operculum Difficulty Level: Difficult Topic: Anatomical Asymmetries of the Brain Skill Level: Remember the Facts Learning Objective 16.14 Describe three anatomical asymmetries in the human brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

The left planum temporale corresponds roughly to __________.

Answer: Wernicke’s area Difficulty Level: Moderate Topic: Anatomical Asymmetries of the Brain Skill Level: Remember the Facts Learning Objective 16.14 Describe three anatomical asymmetries in the human brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

According to the Wernicke-Geschwind model, __________ area is the center of speech production.

Answer: Broca’s Difficulty Level: Easy Topic: The Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.19 Describe the Wernicke-Geschwind model. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

According to the Wernicke-Geschwind model, word salad results from damage to __________.

Answer: Wernicke’s area Difficulty Level: Moderate Topic: The Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.19 Describe the Wernicke-Geschwind model. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

According to the Wernicke-Geschwind model, the visual form of a read word is translated into a meaningful auditory code by the left __________.

Answer: angular gyrus Difficulty Level: Difficult Topic: The Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.19 Describe the Wernicke-Geschwind model. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

Approximately ________ percent of patients with damage restricted to Broca’s area display pure Broca’s aphasia

Answer: 0.0 Difficulty Level: Moderate Topic: Effects of Cortical Damage and Brain Stimulation on Language Abilities Skill Level: Remember the Facts Learning Objective 16.20 Identify the effects of cortical damage and brain stimulation on language abilities, and evaluate the Wernicke-Geschwind model in light of these findings. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

The smallest units of sound that distinguish among words of a particular language are called __________.

Answer: phonemes Difficulty Level: Moderate Topic: Effects of Cortical Damage and Brain Stimulation on Language Abilities Skill Level: Remember the Facts Learning Objective 16.20 Identify the effects of cortical damage and brain stimulation on language abilities, and evaluate the Wernicke-Geschwind model in light of these findings. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 14.

Interpreting the meaning of a word is called a __________ analysis.

Answer: semantic Difficulty Level: Moderate Topic: Three Premises That Define the Cognitive Neuroscience Approach to Language Skill Level: Remember the Facts Learning Objective 16.22 Describe the three premises that define the cognitive neuroscience approach to language, and compare them with the premises on which the Wernicke-Geschwind model is based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 1406 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

15.

PET and functional __________ are functional imaging techniques that are widely used by cognitive neuroscientists to study language.

Answer: MRI Difficulty Level: Easy Topic: Functional Brain Imaging and the Localization of Language Skill Level: Remember the Facts Learning Objective 16.23 Describe two influential functional imaging studies of the localization of language, and explain what their findings indicate. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

It has been reported that naming faces, animals, and tools each activates a slightly different area of __________ lobe cortex.

Answer: temporal Difficulty Level: Moderate Topic: Functional Brain Imaging and the Localization of Language Skill Level: Remember the Facts Learning Objective 16.23 Describe two influential functional imaging studies of the localization of language, and explain what their findings indicate. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

__________ is a specific pathological difficulty in reading.

Answer: Dyslexia Difficulty Level: Easy Topic: Cognitive Neuroscience of Dyslexia Skill Level: Remember the Facts Learning Objective 16.24 Describe the causes and neural mechanisms of developmental dyslexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18.

When reading aloud, the __________ is based on specific stored information that has been acquired about written words.

Answer: lexical procedure Difficulty Level: Moderate Topic: Cognitive Neuroscience of Deep and Surface Dyslexia Skill Level: Remember the Facts Learning Objective 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 19.

In __________ dyslexia, the lexical procedure is lost and the phonetic procedure maintained.

Answer: surface Difficulty Level: Difficult Topic: Cognitive Neuroscience of Deep and Surface Dyslexia Skill Level: Remember the Facts Learning Objective 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

The inability to pronounce simple nonsense words is a symptom of __________ dyslexia.

Answer: deep Difficulty Level: Difficult Topic: Cognitive Neuroscience of Deep and Surface Dyslexia Skill Level: Remember the Facts Learning Objective 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY AND OTHER MULTIPLE-MARK QUESTIONS 1.

Describe three methods for studying lateralization of function in intact humans, and compare the methods.

Answer: 30% for naming the three methods 45% for describing the three methods 25% for comparing the methods Difficulty Level: Moderate Topic: Topic: Tests of Cerebral Lateralization of Function Skill Level: Remember the Facts Learning Objective 16.2 Describe three techniques for assessing cerebral lateralization of function. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Describe the groundbreaking study of Ronald Myers and Roger Sperry on split-brain cats. Explain why it has been so influential, and describe three of its contributions.

Answer: 40% for describing the method 30% for describing the results 30% for describing 3 contributions Difficulty Level: Moderate Topic: The Split Brain Skill Level: Remember the Facts Learning Objective 16.5 Outline the groundbreaking experiment of Myers and Sperry on splitbrain cats. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 3.

Describe the methods used to study split-brain humans. Provide evidence that each hemisphere of a split-brain patient can function independently.

Answer: 50% for describing the methods 50% for a demonstration that the hemispheres can function independently Difficulty Level: Moderate Topic: The Split Brain Skill Level: Remember the Facts Learning Objective 16.7 Describe the evidence that indicates that the hemispheres of split-brain patients can function independently. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Discuss the study of anatomical asymmetries of the human brain. What are the shortcomings of this research? Discuss the functional (i.e., behavioral) significance of reported anatomical asymmetries.

Answer: 50% for explaining the difficulty studying anatomical asymmetries 50% for discussing the functional significance of reported asymmetries Difficulty Level: Difficult Topic: Anatomical Asymmetries of the Brain Skill Level: Remember the Facts Learning Objective 16.14 Describe three anatomical asymmetries in the human brain. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Compare the following three theories of cerebral asymmetry: the analytic-synthetic theory, the motor theory, and the linguistic theory. Describe relevant evidence, and reach a conclusion about the strengths and weaknesses of each account.

Answer: 45% for defining the three theories 45% for presenting empirical support for each theory 10% for reaching a sensible conclusion Difficulty Level: Difficult Topic: Evolution of Cerebral Lateralization and Language Skill Level: Remember the Facts Learning Objective 16.15 Describe and evaluate three theoretical explanations for why cerebral lateralization of function exists. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

List the seven components of the Wernicke-Geschwind model and briefly explain the hypothetical function of each.

Answer: 50% for correctly listing the components 50% for briefly explaining the putative function of each Difficulty Level: Moderate Topic: The Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.19 Describe the Wernicke-Geschwind model. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Briefly describe the Wernicke-Geschwind model, and evaluate its ability to predict research findings. Reach a conclusion based on the evidence.

Answer: 30% for describing the model 50% for summarizing the evidence 20% for reaching a conclusion based on the evidence Difficulty Level: Difficult Topic: The Wernicke-Geschwind Model Skill Level: Remember the Facts Learning Objective 16.19 Describe the Wernicke-Geschwind model. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Discuss the cognitive neuroscience approach to language. Describe the methods and results of one such study in detail.

Answer: 60% for describing the cognitive neuroscience approach to language 40% for describing the methods and results of one relevant study Difficulty Level: Difficult Topic: Cognitive Neuroscience of Language Skill Level: Remember the Facts Learning Objective 16.22 Describe the three premises that define the cognitive neuroscience approach to language, and compare them with the premises on which the Wernicke-Geschwind model is based. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

REVEL QUIZ QUESTIONS

Quiz: Cerebral Lateralization of Function: Introduction EOM_16.1.1 Question: Both of Broca’s patients had a left-hemisphere lesion that involved an area in the _____ cortex. a. temporal b. frontal c. parietal d. occipital Answer: B Consider This: Both of Broca’s patients had aphasia—a brain damage–produced deficit in the ability to produce or comprehend language. LO 16.1 Summarize early studies of the cerebral lateralization of function. Learning Objective: 16.1 Summarize early studies of the cerebral lateralization of function. Skill Level: Remember the Facts Difficulty Level: Easy EOM_16.1.2 Question: The sodium amytal test involves the injection of a small amount of sodium amytal into the carotid artery on one side of the neck. This injection: a. anesthetizes the hemisphere on that side for a few minutes. b. anesthetizes the hemisphere on the opposite side for a few minutes. c. puts the patient to sleep. d. always impairs language production. Answer: A Consider This: The sodium amytal test assesses language lateralization and is often given to patients prior to neurosurgery. LO 16.2 Describe three techniques for assessing cerebral lateralization of function. Learning Objective: 16.2 Describe three techniques for assessing cerebral lateralization of function. Skill Level: Remember the Facts Difficulty Level: Easy EOM_16.1.3 Question: During one trial of a patient’s dichotic listening test, ―5,‖ ―9,‖ and ―6‖ are presented to the right ear, and ―2,― ‖4,‖ and ―7‖ are presented to the left ear. The patient reports hearing ―5,‖ ―9,‖ ―6,‖ and ―2.‖ The patient’s response suggests that the neural regulation of their language abilities is: a. lateralized to the right hemisphere. b. lateralized to the left hemisphere. c. nondominant. 1412 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

d. left recessive. Answer: B Consider This: Kimura argued that although the sounds from each ear are projected to both hemispheres, the contralateral connections are stronger and take precedence when two different sounds are simultaneously competing for access to the same cortical auditory centers. LO 16.2 Describe three techniques for assessing cerebral lateralization of function. Learning Objective: 16.2 Describe three techniques for assessing cerebral lateralization of function. Skill Level: Apply What You Know Difficulty Level: Moderate EOM_16.1.4 Question: The left hemisphere is dominant for language-related abilities in ______ dextrals and in _____ sinestrals. a. the majority of; few if any b. the majority of; a minority of c. almost all; the majority of d. almost all; almost all Answer: C Consider This: In general, left-handers are more variable with respect to the lateralization of attention and brain function. LO 16.3 Outline the discovery of the relationship between speech laterality and handedness. Learning Objective: 16.3 Outline the discovery of the relationship between speech laterality and handedness. Skill Level: Remember the Facts Difficulty Level: Easy EOM_16.1.5 Question: The popular notion that male brains are more strongly lateralized than female brains is supported by: a. the effects of unilateral strokes in men and the results of functional brain-imaging studies, but not the effects of unilateral strokes in men and women. b. the effects of unilateral strokes in men and women, but not the results of functional brainimaging studies. c. neither the effects of unilateral strokes in men and women, nor the results of functional brain-imaging studies. d. both the effects of unilateral strokes in men and women, and the results of functional brain-imaging studies. Answer: C Consider This: McGlone’s observation has failed to replicate, casting doubt on Levy’s hypothesis. LO 16.4 Describe and evaluate the hypothesis that male brains are more lateralized than female brains. Learning Objective: 16.4 Describe and evaluate the hypothesis that male brains are more lateralized than female brains. 1413 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: The Split Brain EOM_16.2.1 Question: Because there are two routes by which visual information can cross from one eye to the contralateral hemisphere, Myers and Sperry transected both the ____________ and the _______________ of each cat in their key experimental group. a. optic nerve; optic chiasm b. corpus callosum; lateral habenulum c. optic chiasm; corpus callosum d. optic chiasm; fornix Answer: C Consider This: Following transection, the two hemispheres of the cats in the key experimental group seemed to operate independently. LO 16.5 Outline the groundbreaking experiment of Myers and Sperry on split-brain cats. Learning Objective: 16.5 Outline the groundbreaking experiment of Myers and Sperry on splitbrain cats. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_16.2.2 Question: Like split-brain laboratory animals, human split-brain patients seem to have __________________. But unlike the hemispheres of split-brain laboratory animals, the hemispheres of split-brain patients are ______________ in their ability to perform certain tasks. a. only one optic tectum; disturbed b. two independent brains; unequal c. two independent brains; equal d. one brain; unequal Answer: B Consider This: The left hemisphere of most split-brain patients is capable of speech, whereas the right hemisphere is not. LO 16.6 Describe the method used to demonstrate the hemispheric independence of visual experience in human split-brain patients. Learning Objective: 16.6 Describe the method used to demonstrate the hemispheric independence of visual experience in human split-brain patients. Skill Level: Analyze It Difficulty Level: Difficult EOM_16.2.3 Question: Although the two hemispheres of a split-brain patient have no means of direct neural communication, they can communicate neurally via indirect pathways through the

_______________. They can also communicate with each other by an external route, by a process called _______________. a. fornix; self serving b. amygdala; self serving c. corpus callosum; cross-cuing d. brain stem; cross-cuing Answer: D Consider This: Neurologically compromised persons can often use different strategies to perform the same task as neurologically intact persons. LO 16.8 Outline the process of cross-cuing in split-brain patients. Learning Objective: 16.8 Outline the process of cross-cuing in split-brain patients. Skill Level: Analyze It Difficulty Level: Moderate

EOM_16.2.4 Question: If a picture of a coin were flashed in the left visual field of a split-brain patient, the patient probably would claim that: a. a picture of a coin had appeared on the screen. b. nothing had appeared on the screen. c. a coin had been placed in their left hand. d. a coin had been placed in their right hand. Answer: B Consider This: If the nonspeaking right hemisphere is asked to indicate the identity of an object that had previously been presented to the left hemisphere, it cannot do so. LO 16.7 Describe the evidence that indicates that the hemispheres of split-brain patients can function independently. Learning Objective: 16.7: Describe the evidence that indicates that the hemispheres of split-brain patients can function independently. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_16.2.5 Question: Split-brain patients can search for and identify a visual target item in an array of similar items _____________ quickly than healthy controls can—presumably because _______________________. a. more; the two hemispheres are cross-cuing b. more; of the helping-hand phenomenon c. more; the two split hemispheres are conducting two independent searches d. less; the two split hemispheres are conducting two independent searches Answer: C Consider This: Cross-cuing involves an external route of communication between the two hemispheres of a split-brain patient. LO 16.8 Outline the process of cross-cuing in split-brain

patients. Learning Objective: 16.8 Outline the process of cross-cuing in split-brain patients. Skill Level: Analyze It Difficulty Level: Moderate

Quiz: Differences between Left and Right Hemispheres EOM_16.3.1 Question: In general, the left hemisphere has been shown to play a greater role in ________________, whereas the right hemisphere has been shown to play a greater role in ____________________. a. controlling ipsilateral movement; musical abilities b. musical abilities; controlling ipsilateral movement c. spatial abilities; controlling ipsilateral movement d. mental rotation of shapes; musical abilities Answer: A Consider This: Lateralization of hemispheric function is statistical rather than absolute. LO 16.12 Describe five examples of abilities that have been found to be lateralized. Learning Objective: 16.12 Describe five examples of abilities that have been found to be lateralized. Skill Level: Analyze It Difficulty Level: Moderate

EOM_16.3.2 Question: In opposition to early theories of cerebral lateralization of function, the right hemisphere has been shown to be involved in _____________ and the ______________________. a. musical abilities; mental rotation of shapes b. speech perception; understanding of word meaning c. language production; mental rotation of shapes d. mental rotation of shapes; language production Answer: B Consider This: Lateralization of hemispheric function is statistical rather than absolute. LO 16.12 Describe five examples of abilities that have been found to be lateralized. Learning Objective: 16.12 Describe five examples of abilities that have been found to be lateralized. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_16.3.3

Question: The left hemisphere has been found to play the greater role in memory for __________ material, whereas the right hemisphere has been found to play the greater role in memory for ___________ material. a. semantic; episodic b. spatial; nonspatial c. verbal; nonverbal d. nonverbal; spatial Answer: C Consider This: This finding was based on an approach where researchers tried to link the memory processes of each hemisphere to specific materials rather than to specific processes. LO 16.12 Describe five examples of abilities that have been found to be lateralized. Learning Objective: 16.12 Describe five examples of abilities that have been found to be lateralized. Skill Level: Analyze It Difficulty Level: Moderate

EOM_16.3.4 Question: Most efforts to identify interhemispheric differences in brain anatomy have focused on the size of three areas of cortex that are important for language, namely: the _____, the _____, and _____ gyrus. a. frontal operculum; prefrontal cortex; Sperry’s b. frontal operculum; prefrontal cortex; Heschl’s c. planum temporale; frontal operculum; Kimura’s d. planum temporale; frontal operculum; Heschl’s Answer: D Consider This: Language is the most lateralized of our cognitive abilities. LO 16.14 Describe three anatomical asymmetries in the human brain. Learning Objective: 16.14 Describe three anatomical asymmetries in the human brain. Skill Level: Analyze It Difficulty Level: Moderate

EOM_16.3.5 Question: There are two serious difficulties in studying the anatomical asymmetry of language areas: (1) their _______________, and (2) there are __________________ individual differences among healthy people in these areas. a. location means they are rarely damaged; large b. boundaries are unclear; virtually no c. boundaries are unclear; large d. location means they are rarely damaged; virtually no Answer: C Consider This: Reports of hemispheric anatomical asymmetry have been variable. LO 16.14 Describe three anatomical asymmetries in the human brain. 1417 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Learning Objective: 16.14 Describe three anatomical asymmetries in the human brain. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Evolution of Cerebral Lateralization and Language EOM_16.4.1 Question: According to the analytic–synthetic theory of cerebral asymmetry, the left hemisphere operates in a ________________ fashion, whereas the right hemisphere is primarily _______________. a. holistic; a synthesizer b. synthesizing; computer-like c. computer-like; holistic d. computer-like; a synthesizer Answer: D Consider This: The analytic–synthetic theory holds that there are two basic modes of thinking that became segregated, during the course of evolution, in the left and right hemispheres. LO 16.15 Describe and evaluate three theoretical explanations for why cerebral lateralization of function exists. Learning Objective: 16.15 Describe and evaluate three theoretical explanations for why cerebral lateralization of function exists. Skill Level: Analyze It Difficulty Level: Moderate

EOM_16.4.2 Question: The _________________________ theory of cerebral asymmetry holds that the left hemisphere is specialized not for the control of speech specifically but for the control of fine movements in general. a. motor b. analytic–synthetic c. linguistic d. fine movements Answer: A Consider This: Support for this theory comes from reports that lesions that produce aphasia often produce other motor deficits. LO 16.15 Describe and evaluate three theoretical explanations for why cerebral lateralization of function exists. Learning Objective: 16.15 Describe and evaluate three theoretical explanations for why cerebral lateralization of function exists. Skill Level: Understand the Concepts Difficulty Level: Moderate

Question: Among deaf people who use ASL, unilateral left-hemisphere brain damage disrupts the use of _____, supporting the ______ theory of cerebral asymmetry. a. ASL, but not pantomime gestures; linguistic b. ASL, but not pantomime gestures; motor c. both ASL and pantomime gestures; linguistic d. both ASL and pantomime gestures; motor Answer: A Consider This: The results of a study of deaf people who use ASL and who suffer unilateral brain damage suggest that the fundamental specialization of the left hemisphere may be language. LO 16.15 Describe and evaluate three theoretical explanations for why cerebral lateralization of function exists. Learning Objective: 16.15 Describe and evaluate three theoretical explanations for why cerebral lateralization of function exists. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_16.4.4 Question: A right-sided preference for _____________ has been demonstrated in species of all five classes of vertebrates. a. reaching b. drinking c. mating d. feeding Answer: D Consider This: A left-hemisphere specialization for communication is also present in species that existed prior to human evolution. LO 16.16 List those species that display cerebral lateralization and explain what this tells us about when cerebral lateralization evolved. Learning Objective: 16.16 List those species that display cerebral lateralization and explain what this tells us about when cerebral lateralization evolved. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_16.4.5 Question: The ______________ theory of speech perception proposes that the perception and comprehension of speech depend on the words activating the same neural circuits in the motor system that would be activated if the listener said the words. a. embodied b. analytic-synthetic c. motor d. overlapping Answer: C

Consider This: Thinking about performing a particular action often activates the same areas of the brain as performing the action. LO 16.17 Describe what the study of nonhuman primates has suggested about the evolution of human language. Learning Objective: 16.17 Describe what the study of nonhuman primates has suggested about the evolution of human language. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Cortical Localization of Language: Wernicke-Geschwind Model EOM_16.5.1 Question: The history of the localization of language and the history of the lateralization of function began with Broca’s assertion that a small area in the inferior portion of the _______________ cortex is the center for speech production. a. left prefrontal b. right prefrontal c. left medial temporal d. right medial temporal Answer: A Consider This: Broca hypothesized that damage to this area should disrupt speech production without producing deficits in language comprehension. LO 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. Learning Objective: 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. Skill Level: Remember the Facts Difficulty Level: Easy EOM_16.5.2 Question: Wernicke suggested that selective lesions of Broca’s area produce a syndrome of aphasia whose symptoms are primarily: a. expressive. b. receptive. c. conductive. d. adaptive. Answer: A Consider This: Wernicke suggested that lesions to this area did not affect comprehension of written and spoken language. LO 16.18 Describe the historical antecedents of the WernickeGeschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. Learning Objective: 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. 1420 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_16.5.3 Question: Wernicke reasoned that damage to ______________ would produce a type of aphasia that he called ―conduction aphasia.‖ a. Wernicke’s area b. the arcuate fasciculus c. Broca’s area d. the angular gyrus Answer: B Consider This: According to Wernicke, persons with damage to this area would have difficulty repeating words they had just heard. LO 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. Learning Objective: 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_16.5.4 Question: According to the Wernicke-Geschwind model, when you are having a conversation, the auditory signals triggered by the speech of the other person are received by your primary auditory cortex and conducted to __________________ area where they are comprehended. Then, if a response is in order, a neural representation of the thought underlying the reply is transmitted from that area to ______________ area via the left ________________ area. a. Wernicke’s; Broca’s; angular gyrus b. Broca’s; Wernicke’s; arcuate fasciculus c. Wernicke’s; Broca’s; arcuate fasciculus d. Broca’s; Wernicke’s; angular gyrus Answer: C Consider This: The following are the seven components of the Wernicke-Geschwind model: primary visual cortex, angular gyrus, primary auditory cortex, Wernicke’s area, arcuate fasciculus, Broca’s area, and primary motor cortex—all of which are in the left hemisphere. LO 16.19 Describe the Wernicke-Geschwind model. Learning Objective: 16.19 Describe the Wernicke-Geschwind model. Skill Level: Analyze It Difficulty Level: Difficult

Question: According to the Wernicke-Geschwind model, when you are reading aloud, the signal received by your primary visual cortex is transmitted to your left _____________, which translates the visual form of the word into its auditory code and transmits it to _____________ area for comprehension. a. arcuate fasciculus; Broca’s b. angular gyrus; Broca’s c. arcuate fasciculus; Wernicke’s d. angular gyrus; Wernicke’s area Answer: D Consider This: The following are the seven components of the Wernicke-Geschwind model: primary visual cortex, angular gyrus, primary auditory cortex, Wernicke’s area, arcuate fasciculus, Broca’s area, and primary motor cortex—all of which are in the left hemisphere. LO 16.19 Describe the Wernicke-Geschwind model. Learning Objective: 16.19 Describe the Wernicke-Geschwind model. Skill Level: Analyze It Difficulty Level: Moderate

Quiz: Wernicke-Geschwind Model: The Evidence EOM_16.6.1 Question: Surgery that destroys all of Broca’s area but little surrounding tissue typically has: a. devastating effects on speech. b. no lasting effects on speech. c. devastating effects on reading ability. d. no identifiable effects whatsoever. Answer: B Consider This: Some speech problems noted after the destruction of Broca’s area may have been associated with postsurgical edema. LO 16.20 Identify the effects of cortical damage and brain stimulation on language abilities and evaluate the Wernicke-Geschwind model in light of these findings. Learning Objective: 16.20 Identify the effects of cortical damage and brain stimulation on language abilities and evaluate the Wernicke-Geschwind model in light of these findings. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_16.6.2 Question: Large-scale studies reveal that ____ patients with aphasia have damage limited to either Broca’s or Wernicke’s area and that _____ have damage outside those areas completely. a. few; none b. few; some c. no; some d. no; many Answer: C 1422 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Consider This: Aphasia has been observed in patients with damage to only the medial frontal lobe, subcortical white matter, basal ganglia, or thalamus. LO 16.20 Identify the effects of cortical damage and brain stimulation on language abilities and evaluate the WernickeGeschwind model in light of these findings. Learning Objective: 16.20 Identify the effects of cortical damage and brain stimulation on language abilities and evaluate the Wernicke-Geschwind model in light of these findings. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_16.6.3 Question: A _____________ is the smallest unit of sound that distinguishes various words in a language. a. grapheme b. morpheme c. syllable d. phoneme Answer: D Consider This: Pronunciation of one of these varies slightly, depending on the sounds next to it. LO 16.20 Identify the effects of cortical damage and brain stimulation on language abilities and evaluate the Wernicke-Geschwind model in light of these findings. Learning Objective: 16.20 Identify the effects of cortical damage and brain stimulation on language abilities and evaluate the Wernicke-Geschwind model in light of these findings. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_16.6.4 Question: Aphasia is typically associated with: a. damage only to Broca’s area. b. damage only to Wernicke’s area. c. widespread damage. d. damage only to the angular gyrus. Answer: C Consider This: Aphasia is a brain damage–produced deficit in the ability to produce or comprehend language. LO 16.21 Summarize the current status of the Wernicke-Geschwind model. Learning Objective: 16.21 Summarize the current status of the Wernicke-Geschwind model. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_16.6.5

Question: Ned has aphasia. If Ned’s example is typical of other cases of aphasia, Ned MOST likely exhibits _____ symptoms. a. both expressive and receptive b. either expressive or receptive c. receptive but not expressive d. expressive but not excessive Answer: A Consider This: Aphasia is typically associated with widespread damage. LO 16.21 Summarize the current status of the Wernicke-Geschwind model. Learning Objective: 16.21 Summarize the current status of the Wernicke-Geschwind model. Skill Level: Apply What You Know Difficulty Level: Moderate

Quiz: Cognitive Neuroscience of Language EOM_16.7.1 Question: The cognitive neuroscience approach to language assumes that: a. the particular areas of the brain involved in language are each dedicated to a complex process such as speech production, language comprehension, or reading. b. the use of language is mediated by widespread activity in all the areas of the brain that participate in the cognitive processes involved in the particular language-related behavior. c. large areas of the left cerebral cortex are dedicated solely to language. d. the language areas of the brain are large, circumscribed, and homogeneous. Answer: B Consider This: Cognitive neuroscience is based on the premise that each complex process results from a combination of several constituent cognitive processes. LO 16.22 Describe the three premises that define the cognitive neuroscience approach to language, and compare them with the premises on which the Wernicke-Geschwind model is based. Learning Objective: 16.22 Describe the three premises that define the cognitive neuroscience approach to language, and compare them with the premises on which the Wernicke-Geschwind model is based. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_16.7.2 Question: In contrast to the cognitive neuroscience approach to language, the language areas of the Wernicke-Geschwind model are assumed to be: a. small, widely distributed, and specialized. b. small, circumscribed, and homogeneous. c. large, circumscribed, and homogeneous. d. large, widely distributed, and heterogeneous. Answer: C 1424 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Consider This: The Wernicke-Geschwind model relied on the analysis of brain-damaged patients; the cognitive neuroscience approach relied on a variety of techniques including functional brain imaging. LO 16.22 Describe the three premises that define the cognitive neuroscience approach to language, and compare them with the premises on which the Wernicke-Geschwind model is based. Learning Objective: 16.22 Describe the three premises that define the cognitive neuroscience approach to language, and compare them with the premises on which the Wernicke-Geschwind model is based. Skill Level: Analyze It Difficulty Level: Moderate

EOM_16.7.3 Question: Researchers using the cognitive neuroscience approach use a variety of approaches in the study of language—most notably: a. transcranial magnetic stimulation. b. electrical stimulation of the brain. c. functional brain imaging. d. case studies of brain damaged patients. Answer: C Consider This: This technique is used to study the localization of language in healthy volunteers. LO 16.22 Describe the three premises that define the cognitive neuroscience approach to language, and compare them with the premises on which the Wernicke-Geschwind model is based. Learning Objective: 16.22 Describe the three premises that define the cognitive neuroscience approach to language, and compare them with the premises on which the Wernicke-Geschwind model is based. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_16.7.4 Question: Bavelier and colleagues (1997) used fMRI to measure the brain activity of healthy volunteers during the reading of sentences and found that the areas of activity were: a. patchy. b. consistently in or around Broca’s area. c. consistently in or around Wernicke’s area. d. consistently around the terminals of the arcuate fasciculus. Answer: A Consider This: Differences in cortical activity during reading vs. control periods (presentations of strings of consonants) were the basis for determining areas of cortical activity associated with reading. LO 16.23 Describe two influential functional imaging studies of the localization of language and explain what their findings indicate.

Learning Objective: 16.23 Describe two influential functional imaging studies of the localization of language and explain what their findings indicate. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_16.7.5 Question: In Damasio and colleagues’ (1996) PET study of naming, PET activity was recorded from the ___________________ lobes of healthy volunteers while they named images presented on a screen. a. left temporal b. left parietal c. frontal d. right frontal Answer: A Consider This: The images that were presented were of three different types: famous faces, animals, and tools. LO 16.23 Describe two influential functional imaging studies of the localization of language, and explain what their findings indicate. Learning Objective: 16.23 Describe two influential functional imaging studies of the localization of language and explain what their findings indicate. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Cognitive Neuroscience of Dyslexia EOM_16.8.1 Question: There are two fundamentally different types of dyslexia, namely: a. developmental and acquired. b. Wernicke’s and Broca’s. c. conductive and global. d. developmental and genetic. Answer: A Consider This: One form of dyslexia becomes apparent when a child is learning to read. LO 16.24 Describe the causes and neural mechanisms of developmental dyslexia. Learning Objective: 16.24 Describe the causes and neural mechanisms of developmental dyslexia. Skill Level: Analyze It Difficulty Level: Moderate

EOM_16.8.2 Question: Are observed brain changes a cause or a consequence of having developmental dyslexia? To answer this question, researchers have compared dyslexic children to: 1426 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

a. age-matched children. b. ability-matched children. c. their siblings. d. dyslexic adults. Answer: B Consider This: The two groups have to be matched in terms of the amount of reading they have engaged in. LO 16.24 Describe the causes and neural mechanisms of developmental dyslexia. Learning Objective: 16.24 Describe the causes and neural mechanisms of developmental dyslexia. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_16.8.3 Question: There is now widespread agreement that dyslexia results MOST commonly from a disturbance of: a. sentence processing. b. semantic processing. c. phonological processing. d. Broca’s area. Answer: C Consider This: The disturbance is in the representation and comprehension of speech sounds. LO 16.24 Describe the causes and neural mechanisms of developmental dyslexia. Learning Objective: 16.24 Describe the causes and neural mechanisms of developmental dyslexia. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_16.8.4 Question: Rhiannon has dyslexia. She pronounces the nonword ―spleemer‖ as people without dyslexia probably would but struggles with the word ―steak‖ because its pronunciation does not follow the usual rules in English. Rhiannon MOST likely has _____ dyslexia. a. phonological b. deep c. motor d. surface Answer: D Consider This: This kind of dyslexia involves a loss of the lexical procedure. LO 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. Learning Objective: 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. 1427 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Skill Level: Apply What You Know Difficulty Level: Moderate

EOM_16.8.5 Question: In cases of ______________ dyslexia, patients have lost their ability to apply rules of pronunciation in their reading, but they can still pronounce familiar words based on their specific memories of them. a. surface b. deep c. developmental d. acquired Answer: B Consider This: Persons with this form of dyslexia can still use the lexical procedure, but they have lost the phonetic procedure. LO 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. Learning Objective: 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. Skill Level: Remember the Facts Difficulty Level: Easy

Chapter 16 Quiz: Lateralization, Language, and the Split Brain EOC_16.1 Question: The sodium amytal test is a test of: a. handedness. b. language lateralization. c. language localization. d. dichotic listening. Answer: B Consider This: Neurosurgeons use the results of the sodium amytal test to plan brain surgery. LO 16.2 Describe three techniques for assessing cerebral lateralization of function. Learning Objective: 16.2 Describe three techniques for assessing cerebral lateralization of function. Skill Level: Understand the Concepts Difficulty Level: Moderate

b. a split-brain patient. c. epilepsy. d. aphasia. Answer: A Consider This: The result is an area of blindness in the nasal hemiretinas. LO 16.5 Outline the groundbreaking experiment of Myers and Sperry on split-brain cats. Learning Objective: 16.5 Outline the groundbreaking experiment of Myers and Sperry on splitbrain cats. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_16.3 Question: The largest cerebral commissure in humans is the: a. optic chiasm. b. anterior commissure. c. corpus callosum. d. commissura grandus. Answer: C Consider This: This structure is one of several that connect the two cerebral hemispheres. LO 16.5 Outline the groundbreaking experiment of Myers and Sperry on split-brain cats. Learning Objective: 16.5 Outline the groundbreaking experiment of Myers and Sperry on splitbrain cats. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_16.4 Question: The first group of patients to be thoroughly tested following commissurotomy had all suffered from: a. dementia. b. depression. c. amnesia. d. epilepsy. Answer: D Consider This: The commissurotomy procedure involved cutting the corpus callosum. LO 16.6 Describe the method used to demonstrate the hemispheric independence of visual experience in human split-brain patients. Learning Objective: 16.6 Describe the method used to demonstrate the hemispheric independence of visual experience in human split-brain patients. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_16.5 Question: Who won a Nobel Prize for his research on split-brain patients? a. Moniz b. Sperry c. Wada d. Myers Answer: B Consider This: This researcher’s work with Gazzaniga was a major factor in his receiving this award. LO 16.6 Describe the method used to demonstrate the hemispheric independence of visual experience in human split-brain patients. Learning Objective: 16.6 Describe the method used to demonstrate the hemispheric independence of visual experience in human split-brain patients. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_16.6 Question: When split-brain patients are tested on the chimeric figures test, there is usually: a. visual completion. b. a helping hand. c. a scotoma. d. a total absence of retention. Answer: A Consider This: In this test, photographs composed of fused-together half-faces of two different people are flashed onto the center of a screen. LO 16.9 Describe the helping-hand phenomenon and the use of the chimeric figures test in experiments on split-brain patients. Learning Objective: 16.9 Describe the helping-hand phenomenon and the use of the chimeric figures test in experiments on split-brain patients. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_16.7 Question: The left planum temporale is often called: a. Wernicke’s area. b. Broca’s area. c. the frontal operculum. d. in Heschl’s gyrus. Answer: A Consider This: This is an area of the temporal lobe cortex that is thought to be involved in the comprehension of language. LO 16.14 Describe three anatomical asymmetries in the human brain. Learning Objective: 16.14 Describe three anatomical asymmetries in the human brain. 1430 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Skill Level: Remember the Facts Difficulty Level: Easy

EOC_16.8 Question: Broca’s area is located in the cortex of the left hemisphere in an area called: a. the planum temporal. b. Heschl’s gyrus. c. the frontal operculum. d. the arcuate fasciculus. Answer: C Consider This: This area lies just in front of the face area of the primary motor cortex. LO 16.14 Describe three anatomical asymmetries in the human brain. Learning Objective: 16.14 Describe three anatomical asymmetries in the human brain. Skill Level: Remember the Facts Difficulty Level: Easy EOC_16.9 Question: The main support for the linguistic theory of cerebral asymmetry comes from the observation that only left-hemisphere lesions disrupt: a. phonetic processing. b. reading for Italians. c. the ability to read emotion in facial expressions. d. the use of American Sign Language by the deaf. Answer: D Consider This: The ability to use pantomime gestures is not disrupted by left-hemisphere lesions. LO 16.15 Describe and evaluate three theoretical explanations for why cerebral lateralization of function exists. Learning Objective: 16.15 Describe and evaluate three theoretical explanations for why cerebral lateralization of function exists. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_16.10 Question: The ability of nonhuman primates to use oral language is severely limited by their: a. tiny left hemispheres. b. inability to distinguish differences among complex gestures. c. inability to exert fine motor control over their voices. d. lack of language lateralization. Answer: C Consider This: A consistent pattern has emerged from studies of nonhuman vocal language: There is typically a substantial difference between the capacity for vocal production and the capacity for auditory comprehension. LO 16.17 Describe what the study of nonhuman primates 1431 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

has suggested about the evolution of human language. Learning Objective: 16.17 Describe what the study of nonhuman primates has suggested about the evolution of human language. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_16.11 Question: Language-disordered patients who can understand speech but have difficulty speaking are said to suffer from: a. Wernicke’s aphasia. b. Broca’s aphasia. c. dyslexia. d. conduction aphasia. Answer: B Consider This: Persons with this form of aphasia can produce meaningful speech—though it is often labored, disjointed, and poorly articulated. LO 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. Learning Objective: 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_16.12 Question: Connecting Broca’s area and Wernicke’s area is the: a. arcuate fasciculus. b. angular gyrus. c. fornix. d. frenulum. Answer: A Consider This: Damage to this area can produce conduction aphasia. LO 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. Learning Objective: 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. Skill Level: Remember the Facts Difficulty Level: Easy EOC_16.13 Question: According to the Wernicke-Geschwind model, which structure transfers information from the area of comprehension to the area of speech production? 1432 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

a. arcuate fasciculus b. angular gyrus c. Wernicke’s area d. Broca’s area Answer: A Consider This: According to Wernicke, damage to this structure should result in conduction aphasia. LO 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. Learning Objective: 16.18 Describe the historical antecedents of the Wernicke-Geschwind model. Include descriptions of the following disorders: Broca’s and Wernicke’s aphasia, conduction aphasia, agraphia, and alexia. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_16.14 Question: Individuals who have lost their ability to correctly pronounce words based on their specific memories of the words are said to suffer from: a. conduction aphasia. b. surface dyslexia. c. Broca’s aphasia. d. deep dyslexia. Answer: B Consider This: Persons with this form of dyslexia can still apply rules of pronunciation when reading. LO 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. Learning Objective: 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. Skill Level: Remember the Facts Difficulty Level: Easy EOC_16.15 Question: Elsa has dyslexia. While she reads, Elsa should find it easy to: a. apply rules of pronunciation. b. pronounce words with abstract meanings. c. pronounce familiar words. d. pronounce nonwords. Answer: C Consider This: Deep dyslexia is also known as phonological dyslexia. LO 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. 1433 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Learning Objective: 16.25 Describe the difference between the lexical procedure and the phonetic procedure for reading aloud. Then describe the difference between surface dyslexia and deep dyslexia. Skill Level: Apply What You Know Difficulty Level: Moderate

CHAPTER 17 BIOPSYCHOLOGY OF EMOTION, STRESS, AND HEALTH: FEAR, THE DARK SIDE OF EMOTION T o t a l A s s e s s m e n t G u i d e (T.A.G.) Topic Biopsychology of Emotion: Introduction

Fear, Defense, and Aggression

Neural Mechanisms of Fear Conditioning

Brain Mechanisms of Human Emotion

Stress and Health

Question Type Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay

Remember the Facts 1-46

Understand the Concepts

1-7 1-3 47-66 8-11 4 67-74 12, 13 5 75-84 14-16 6 85-123 17-21 7-10

Apply What You Know

MULTIPLE CHOICE QUESTIONS 1.

Phineas Gage, a railroad worker whose tragic accident provided a famous case in neuropsychology, had damage to his medial a. b. c. d. e.

diencephalon. prefrontal lobes. temporal lobes. parietal lobes. hippocampus.

Answer: B Difficulty Level: Easy Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

What was the first major book published on the biopsychology of emotions? a. b. c. d. e.

Unmasking the Face The Expression of Emotions in Man and Animals. Triumph of the Will Mécanisme de la physionomie humaine Physiognomy and Expression in Humans

Answer: D Difficulty Level: Easy Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Charles Darwin argued that a. b. c. d. e.

expressions of emotion evolve from behaviors that indicate what an animal is likely to do next. expressions of emotion evolve in ways that are unrelated to their original communicative function. the ―principle of thesis‖ guides the expression of emotion in animals. the biology of emotion and the communication of emotion are separate events. a person’s cultural context determines how emotion is expressed.

Answer: A Difficulty Level: Easy Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

The idea that opposite messages are often signaled by opposite movements and postures is called the principle of a. b. c. d. e.

opposition. antithesis. conspecifics. parsimony. anti-expression.

Answer: B Difficulty Level: Moderate Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Gulls signal aggression by pointing their beaks at one another and submission by a. b. c. d. e.

head bobbing. head nodding. unilateral wing flapping. pointing their beaks away from one another. doing the ―half-turn/half-step‖ dance.

Answer: D Difficulty Level: Moderate Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

In the dog, a posture of ears back, back down, hair down, and tail down signals a. b. c. d. e.

submission. hunger. anger. aggression. threat.

The first major physiological theory of emotions was independently proposed in 1884 by William James and a. b. c. d. e.

Carl Lange. Walter Cannon. Guillaume Duchenne. Phillip Bard. Paul Ekman.

According to the James-Lange theory, the a. b. c. d. e.

experience of emotion is produced by the brain’s perception of the body’s reactions to emotional stimuli. cortex is not involved in emotion. autonomic nervous system is not involved in emotion. experience of emotion triggers the autonomic response to emotional stimuli. experience of emotion is not physiological.

Answer: A Difficulty Level: Moderate Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

According to the Cannon-Bard theory, the feeling of emotion by the cortex and the expression of emotion by the autonomic and somatic nervous systems are a. b. c. d. e.

causally related. parallel processes. dependent processes. serial processes. adaptive processes.

Answer: B Difficulty Level: Difficult Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

According to the Cannon-Bard theory, emotional experience and emotional expression a. b. c. d. e.

are serial processes. have no direct causal relation. are triggered sequentially by the same emotional stimuli. are synonymous. are cultural constructions with no basis in physiology.

11.

The James-Lange and Cannon-Bard theories make __________ predictions about the effects of feedback from somatic and autonomic activity on emotional experience. a. b. c. d. e.

different the same similar no five

The emotional experiences of patients with broken necks a. b. c. d. e.

indicate that somatic and autonomic feedback from the body is not necessary for the experience of emotion. are consistent with the James-Lange theory. are inconsistent with the Cannon-Bard theory. indicate that only somatic feedback is necessary for the experience of emotion. indicate that only verbal feedback is necessary for the experience of emotion.

Answer: A Difficulty Level: Difficult Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

13.

Decorticate cats display a. b. c. d. e.

orchidectomy rage. sham rage. species-typical rage. species-common rage. offensive rage.

Sham rage is displayed by a. b. c. d. e.

cats with damaged anterior temporal lobes. cats whose entire cerebral hemispheres, including the hypothalamus, have been removed. cats whose cerebral hemispheres, excluding the hypothalamus, have been removed. cats strategically bred to display hyperaggressiveness. cats who have had their amygdalae removed.

Answer: C Difficulty Level: Difficult Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Phillip Bard’s early research on sham rage led him to conclude that the a. b. c. d. e.

Cannon-Bard theory is basically correct. James-Lange theory is basically correct. hypothalamus plays a critical role in the expression of aggression. entire limbic system plays a critical role in the expression of emotion. neocortex plays a critical role in the expression of emotion.

James Papez attributed emotion to activity in what became known as the a. b. c. d. e.

autonomic nervous system. limbic system. hypothalamus. hippocampus. basal ganglion.

17.

The limbic system is found in neural circuits surrounding the a. b. c. d. e.

cerebellum. thalamus. prefrontal cortex. pons. occipital lobe.

Papez proposed that emotional states are expressed through the action of limbic system structures on the __________ . a. b. c. d. e.

hypothalamus septum cerebellum amygdala thalamus

19.

What is the most anterior structure in the limbic system? a. b. c. d. e.

amygdala cingulate cortex septum mammillary body olfactory bulb

Answer: E Difficulty Level: Difficult Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

The location of the structures that Papez proposed, which controlled emotional expression, is the a. b. c. d. e.

limbic system. Kluver-Bucy system. sham rage circuit. James-Lange circuit. Cannon-Bard circuit.

21.

Which of the following is a key structure in the limbic system? a. b. c. d. e.

amygdala prefrontal cortex pineal gland corpus callosum Wernicke’s area

James Papez proposed that emotional states were experienced through their action on the a. b. c. d. e.

amygdala. autonomic nervous system. hypothalamus. hippocampus. cortex.

23.

The pattern of behavior that is observed in monkeys after their anterior temporal lobes have been removed is called a. b. c. d. e.

sham rage. Kluver-Bucy syndrome. hippocampal rage. septal rage. temporal-lobe rage.

Bilateral lesions to which structure produces Kluver-Bucy syndrome? a. b. c. d. e.

medial prefrontal lobe hippocampus anterior temporal lobe lateral prefrontal lobe medial temporal lobe

Answer: C Difficulty Level: Moderate Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

Kluver-Bucy syndrome a. b. c. d. e.

was first demonstrated by James and Lange. was first demonstrated in monkeys. has been observed in squirrels. was first demonstrated in humans. is synonymous with sham rage.

Which of the following is not a symptom of Kluver-Bucy syndrome? a. b. c. d. e.

aggression sexual activity directed at inappropriate objects lack of fear consumption of almost anything that is edible a tendency to investigate objects with the mouth

27.

Kluver-Bucy syndrome appears to result, to a large degree, from bilateral damage to the a. b. c. d. e.

hippocampus. hypothalamus. amygdala. septum. cortex.

According to the James-Lange theory, different emotional stimuli induce __________ patterns of autonomic nervous system activity. a. b. c. d. e.

the same different tangential similar inhibitory

Answer: B Difficulty Level: Moderate Topic: Emotions and the Autonomic Nervous System Skill Level: Remember the Facts Learning Objective 17.2 Summarize the research on the relationship between the autonomic nervous system and emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

29.

According to the Cannon-Bard theory, different emotional stimuli induce __________ patterns of autonomic nervous system activity. a. b. c. d. e.

the same different tangential inhibitory excitatory

Answer: A Difficulty Level: Difficult Topic: Emotions and the Autonomic Nervous System Skill Level: Remember the Facts Learning Objective 17.2 Summarize the research on the relationship between the autonomic nervous system and emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 30.

On the basis of current evidence, the following conclusion about autonomic nervous system emotional specificity is warranted: a. b. c. d. e.

The autonomic nervous system responds in distinct ways to different emotional stimuli. There is not enough evidence to conclude that there is a different pattern of autonomic nervous system activity associated with each emotional state. The autonomic nervous system responds in approximately the same way to all emotional stimuli. The autonomic nervous system plays only a minor role in the experience of emotion. The autonomic nervous system determines which emotion is experienced by a person.

Answer: B Difficulty Level: Difficult Topic: Emotions and the Autonomic Nervous System Skill Level: Remember the Facts Learning Objective 17.2 Summarize the research on the relationship between the autonomic nervous system and emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

Because it is usually difficult to determine for certain whether a person who has been accused of breaking the law is innocent or guilty, many studies of polygraphy use the __________ to examine physiological indicators of deceit. a. b. c. d. e.

guilty-knowledge technique control-question technique mock-crime procedure control-data procedure assumed-innocent template

Answer: C Difficulty Level: Moderate Topic: Emotions and the Autonomic Nervous System Skill Level: Remember the Facts Learning Objective 17.2 Summarize the research on the relationship between the autonomic nervous system and emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 32.

Polygraphy is commonly referred to as a. b. c. d. e.

EEG recording. ANS recording. lie detection. polygraph interrogation. emotion confirmation.

Answer: C Difficulty Level: Easy Topic: Emotions and the Autonomic Nervous System Skill Level: Remember the Facts Learning Objective 17.2 Summarize the research on the relationship between the autonomic nervous system and emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

The polygraph does not detect lies; rather, it detects a. b. c. d. e.

criminals. arousal. guilty knowledge. guilt. psychopathy.

Answer: B Difficulty Level: Easy Topic: Emotions and the Autonomic Nervous System Skill Level: Remember the Facts Learning Objective 17.2 Summarize the research on the relationship between the autonomic nervous system and emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34.

Because even innocent people undergoing a lie-detector test are likely to be aroused by questions about their guilt or innocence, the a. b. c. d. e.

guilty-knowledge technique should be employed when possible. mock-crime procedure is often employed. control-question technique is often employed. polygraph is often employed. group-contingency threat procedure is often employed.

Answer: A Difficulty Level: Moderate Topic: Emotions and the Autonomic Nervous System Skill Level: Remember the Facts Learning Objective 17.2 Summarize the research on the relationship between the autonomic nervous system and emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

35.

In order to employ the guilty-knowledge technique, the polygrapher needs to a. b. c. d. e.

also question a control suspect. ask pointed questions. have a piece of information about the crime that is known by the guilty party but not by any of the other suspects. have a piece of information that is known by all the suspects but nobody else. record basal skin conductance levels.

Which psychologist is well known for his research on facial expressions of emotion? a. b. c. d. e.

Charles Darwin Paul Ekman Albert Ax Walter Cannon David Lykken

Answer: B Difficulty Level: Moderate Topic: Emotions and Facial Expression Skill Level: Remember the Facts Learning Objective 17.3 Describe some research on facial expressions of emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

The results of Paul Ekman and Wally Friesen’s study of an isolated New Guinea tribe revealed that a. b. c. d. e.

there are nine primary emotions. facial expressions are learned within a specific cultural context. the facial expressions that are associated with particular human emotions are the same across all cultures. Darwin’s assumption about the universality of emotional expression was incorrect. New Guineans are happier than New Yorkers.

Answer: C Difficulty Level: Moderate Topic: Emotions and Facial Expression Skill Level: Remember the Facts Learning Objective 17.3 Describe some research on facial expressions of emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 38.

Paul Ekman and Wallace V. Friesen analyzed hundreds of films and photographs of people experiencing various emotions. On the basis of their analysis, they concluded that a. b. c. d. e.

there are six primary facial expressions of emotion. most facial expressions of emotion represent unique emotional states. facial expressions of emotion are too numerous and varied to categorize. shame, desire, and excitement are three of the primary emotions. cultural context determines how an emotion will be expressed on the face.

Answer: A Difficulty Level: Moderate Topic: Emotions and Facial Expression Skill Level: Remember the Facts Learning Objective 17.3 Describe some research on facial expressions of emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

Which of the following is NOT one of Ekman and Friesen’s primary emotional expressions? a. b. c. d. e.

lust fear happiness disgust sadness

Answer: A Difficulty Level: Easy Topic: Emotions and Facial Expression Skill Level: Remember the Facts Learning Objective 17.3 Describe some research on facial expressions of emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 40.

The theory that facial expressions can influence emotional experience is called the a. b. c. d. e.

emotion feedback hypothesis. induced-emotion hypothesis. facial feedback hypothesis. Duchenne hypothesis. Ekman hypothesis.

41.

The belief that putting on a happy face makes one feel happier is an example of the a. b. c. d. e.

facial feedback hypothesis. Duchenne hypothesis. Ekman hypothesis. prosody principle. Schwartz effect.

The true expressions of an emotional state that momentarily break through false expressions masked on the face are called a. b. c. d. e.

flash expressions. insidious expressions. microexpressions. give-away expressions. pseudoexpressions.

Answer: C Difficulty Level: Easy Topic: Emotions and Facial Expression Skill Level: Remember the Facts Learning Objective 17.3 Describe some research on facial expressions of emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

The muscle that pulls up the lip corners during a smile is the a. b. c. d. e.

orbicularis major. orbicularis oculi. zygomaticus major. zygomaticus oculi. gluteus maximus.

Answer: C Difficulty Level: Difficult Topic: Emotions and Facial Expression Skill Level: Remember the Facts Learning Objective 17.3 Describe some research on facial expressions of emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 44.

The Duchenne smile a. b. c. d. e.

appears when masking disgust. involves the orbicularis oculi. involves the corrugator muscle. is shown solely through the zygomaticus major. is displayed when happiness is feigned.

Answer: B Difficulty Level: Difficult Topic: Emotions and Facial Expression Skill Level: Remember the Facts Learning Objective 17.3 Describe some research on facial expressions of emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

The true smile, which involves the orbicularis oculi, has been termed the a. b. c. d. e.

orbicularis smile. Ekman smile. Duchenne smile. legitimate smile. Izard smile.

Body cues, in addition to facial expression, play a particularly important role in signaling a. b. c. d. e.

pride. happiness. surprise. contempt. anguish.

Answer: A Difficulty Level: Difficult Topic: Emotions and Facial Expression Skill Level: Remember the Facts Learning Objective 17.3 Describe some research on facial expressions of emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

47.

Fear is the emotional reaction to a. b. c. d. e.

threat. target sites. alpha males. defensive behavior. stress.

Answer: A Difficulty Level: Easy Topic: Fear, Defense, and Aggression Skill Level: Remember the Facts Learning Objective 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 48.

Fear is assumed to be the main motivating force for a. b. c. d. e.

defensive behaviors. social aggression. threat. target sites. aggressive behavior.

49.

The late Robert Blanchard and Dixie Blanchard derived rich descriptions of rat intraspecific aggression and defense by using a. b. c. d. e.

specially trained boxing rats. the colony intruder model of aggression and defense. the S-R approach. Pavlovian conditioning. the A-B-not-A technique.

Answer: B Difficulty Level: Moderate Topic: Types of Aggressive and Defensive Behaviors Skill Level: Remember the Facts Learning Objective 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 50.

The dominant male rat of a colony a. b. c. d. e.

is called the gamma male. usually moves sideways toward a male intruder. usually directs frontal attacks at male intruders. usually directs bites at the tail of a male intruder. is called the theta male.

Answer: B Difficulty Level: Easy Topic: Types of Aggressive and Defensive Behaviors Skill Level: Remember the Facts Learning Objective 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

The results of a study by Sergio Pellis and his colleagues suggest that cats that appear to be playing with mice are, in fact, a. b. c. d. e.

experiencing a momentary altered state of consciousness. playing with mice. vacillating between attack and defense. vacillating between predatory and social aggression. vacillating between lateral attack and boxing.

Answer: C Difficulty Level: Easy Topic: Types of Aggressive and Defensive Behaviors Skill Level: Remember the Facts Learning Objective 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 52.

Sergio Pellis and his colleagues found that giving cats an antianxiety drug tended to increase the efficiency of their a. b. c. d. e.

mouse killing. play. defensive attack. risk assessment. social aggression.

Answer: A Difficulty Level: Moderate Topic: Types of Aggressive and Defensive Behaviors Skill Level: Remember the Facts Learning Objective 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

In rats, boxing is a. b. c. d. e.

an offensive aggressive behavior. directed at attacking conspecifics. an ineffective aggressive behavior. a form of exercise. enacted in a relaxed social context.

Answer: B Difficulty Level: Difficult Topic: Types of Aggressive and Defensive Behaviors Skill Level: Remember the Facts Learning Objective 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 54.

In rats, boxing is a. b. c. d. e.

a form of lateral attack. defensive. predatory. social aggression. an alpha attack.

55.

Shauna was assaulted by a mugger, so she kicked him. Her response is an example of a. b. c. d. e.

social aggression. a lateral attack. alpha aggression. a defensive attack. predatory aggression.

Answer: D Difficulty Level: Easy Topic: Types of Aggressive and Defensive Behaviors Skill Level: Remember the Facts Learning Objective 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 56.

In rats, lateral attack is a component of a. b. c. d. e.

social aggression. predatory aggression. predatory attack. target site attack. defensive attack.

57.

In most mammalian species, social aggression usually occurs between a. b. c. d. e.

immature conspecifics. male conspecifics. female conspecifics. pregnant females. threatened conspecifics.

The defensive and aggressive behaviors of rats have been assigned to various categories on the basis of a. b. c. d. e.

their topography. the body regions involved. their severity. their effectiveness. their psychological motive

59.

During a sequence of predatory attacks on a frog or a mouse, a rat’s target site is almost always the a. b. c. d. e.

back, near the base of the tail. back of the neck. throat. nose. hind legs.

In the rat, the target site for social aggression is the a. b. c. d. e.

back, near the base of the tail. throat. nose. hind legs. side.

Answer: A Difficulty Level: Easy Topic: Types of Aggressive and Defensive Behaviors Skill Level: Remember the Facts Learning Objective 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

61.

Studies of the septal aggression phenomenon in rats suggest that it would be more appropriate to refer to it as a. b. c. d. e.

hypothalamic aggression. septal defensiveness. hippocampal aggression. septal predatory aggression. septal social aggression.

An important feature of social aggression that distinguishes it from other forms of aggression in many mammalian species is that it is a. b. c. d. e.

dependent on testosterone. similar to defensive attack. controlled by the amygdala. directed at the tail. directed at the head.

Answer: A Difficulty Level: Moderate Topic: Aggression and Testosterone Skill Level: Remember the Facts Learning Objective 17.5 Describe the relation between testosterone levels and aggression in males. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

63.

Which behavior is testosterone-dependent in mice and many other mammalian species? a. b. c. d. e.

defensive attack predatory aggression social aggression freezing flight

Answer: C Difficulty Level: Easy Topic: Aggression and Testosterone Skill Level: Remember the Facts Learning Objective 17.5 Describe the relation between testosterone levels and aggression in males. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 64.

The fact that social aggression in many mammalian species occurs more frequently between males than between females is often attributed to the a. b. c. d. e.

inhibiting effects of testosterone. activational effects of testosterone. high levels of defensive attack by females. brain differences across sexes. presence of an audience.

Answer: B Difficulty Level: Difficult Topic: Aggression and Testosterone Skill Level: Remember the Facts Learning Objective 17.5 Describe the relation between testosterone levels and aggression in males. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

65.

Correlations between aggressive behavior and testosterone levels do not necessarily mean that high testosterone levels cause aggressive behavior because a. b. c. d. e.

social aggression occurs only in males. the effects of estradiol cannot be ruled out. aggressive encounters often cause increases in testosterone levels. humans and rats differ in their sex hormones. aggressive behavior is controlled by the amygdala.

Answer: C Difficulty Level: Moderate Topic: Aggression and Testosterone Skill Level: Remember the Facts Learning Objective 17.5 Describe the relation between testosterone levels and aggression in males. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 66.

Overall, research has found the effects of testosterone on the aggressive behavior of humans to be inconsistent, a result that may be attributable to the fact that a. b. c.

d. e.

hormones may have more of an effect on human aggression than they do on aggression in other species. no reliable or valid tests have been used to study testosterone and aggression in humans. testosterone can be synthesized and act locally in particular brain structures, but studies of testosterone and human aggression have been based on general blood levels of testosterone. testosterone is only present in male humans, and therefore results cannot generalize to females. all such studies of the relationship between aggression and testosterone have been conducted using incarcerated felons.

Answer: C Difficulty Level: Difficult Topic: Aggression and Testosterone Skill Level: Remember the Facts Learning Objective 17.5 Describe the relation between testosterone levels and aggression in males. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

Joe LeDoux and his colleagues found that bilateral lesions to the __________ blocked auditory fear conditioning but that bilateral lesions to the __________ did not. a. b. c. d. e.

septum; lateral geniculate nucleus frontal lobe; cingulate medial geniculate nucleus; auditory cortex hypothalamus; septum hippocampus; medial geniculate nucleus

Answer: C Difficulty Level: Difficult Topic: Amygdala and Fear Conditioning Skill Level: Remember the Facts Learning Objective 17.6 Describe the role of the amygdala in fear conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 68.

The structure in which the emotional significance of sensory signals is learned and retained is believed to be the a. b. c. d. e.

amygdala. hypothalamus. septum. hippocampus. medial geniculate.

Answer: A Difficulty Level: Moderate Topic: Amygdala and Fear Conditioning Skill Level: Remember the Facts Learning Objective 17.6 Describe the role of the amygdala in fear conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

Bilateral lesions to either the medial geniculate nucleus or the __________ block auditory fear conditioning. a. b. c. d. e.

amygdala septum auditory cortex hippocampus granule cells

Lesions to which brain structure in rats disrupt auditory fear conditioning to complex sounds but not simple sounds? a. b. c. d. e.

auditory cortex hypothalamus periaqueductal gray amygdala medial geniculate nucleus

Answer: A Difficulty Level: Difficult Topic: Amygdala and Fear Conditioning Skill Level: Remember the Facts Learning Objective 17.6 Describe the role of the amygdala in fear conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

The amygdala is thought to activate the appropriate sympathetic responses to threat via the __________ and the appropriate behavioral responses to threat via the ___________. a. b. c. d. e.

auditory cortex; medial geniculate nucleus periaqueductal gray; septum medial geniculate nucleus; auditory cortex thalamus; cortex hypothalamus; periaqueductal gray

Answer: E Difficulty Level: Difficult Topic: Amygdala and Fear Conditioning Skill Level: Remember the Facts Learning Objective 17.6 Describe the role of the amygdala in fear conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 72.

Lesions to which structure specifically block the conditioning of fear to a context? a. b. c. d. e.

lateral geniculate nucleus auditory cortex hippocampus amygdala periaqueductal gray

Answer: C Difficulty Level: Moderate Topic: Contextual Fear Conditioning and the Hippocampus Skill Level: Remember the Facts Learning Objective 17.7 Describe the role of the hippocampus in contextual fear conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

Each amygdala is a. b. c. d. e.

a single nucleus. a cluster of many nuclei. actually two distinct structures. actually three distinct structures. composed of a medulla and a cortex.

Answer: B Difficulty Level: Moderate Topic: Amygdala Complex and Fear Conditioning Skill Level: Remember the Facts Learning Objective 17.8 Describe the role of two specific amygdalar nuclei in fear conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 74.

Evidence suggests that only one part of the amygdala plays a major role in fear conditioning; specifically, the a. b. c. d. e.

lateral nucleus. preoptic nucleus. paraventricular nucleus. basolateral nucleus. amygdala complex.

Answer: A Difficulty Level: Moderate Topic: Amygdala Complex and Fear Conditioning Skill Level: Remember the Facts Learning Objective 17.8 Describe the role of two specific amygdalar nuclei in fear conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

Which major finding of cognitive neuroscientific research on emotion is correct? a. b. c. d. e.

The brain activity associated with each emotion is localized to a small area of cortex. There is generally no activity in the sensory and motor cortex when a person experiences an emotion. Similar patterns of brain activity occur when a person experiences an emotion or empathizes with someone experiencing the same emotion. The appropriate metaphor for thinking about brain activity associated with each human emotion is ―bathtub.‖ Only subcortical structures are involved in the experience and expression of human emotions.

Answer: C Difficulty Level: Moderate Topic: Cognitive Neuroscience of Emotion Skill Level: Remember the Facts Learning Objective 17.9 Describe the current status of cognitive neuroscience research on emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 76.

The re-experiencing of related patterns of sensory and motor neural activity during the experience of emotion is generally referred to as a. b. c. d. e.

the embodiment of emotions. empathy. love. negative emotionality. Urbach-Wiethe disease.

Answer: A Difficulty Level: Moderate Topic: Cognitive Neuroscience of Emotion Skill Level: Remember the Facts Learning Objective 17.9 Describe the current status of cognitive neuroscience research on emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

The human amygdala seems to be specifically involved in the a. b. c. d. e.

perception of fear in others. experience of fear. feelings of fear. focus of fear. reappraisal of fear paradigms.

Answer: A Difficulty Level: Easy Topic: Amygdala and Human Emotion Skill Level: Remember the Facts Learning Objective 17.10 Describe the role of the amygdala in human emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 78.

Patients with bilateral amygdalar damage tend to have particular difficulty a. b. c. d. e.

experiencing fear. expressing fear prosody. recognizing facial expressions of fear. with contextual fear conditioning. with auditory fear conditioning.

Answer: C Difficulty Level: Moderate Topic: Amygdala and Human Emotion Skill Level: Remember the Facts Learning Objective 17.10 Describe the role of the amygdala in human emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

Urbach-Wiethe disease is associated with a. b. c. d. e.

an inability to experience happiness. bilateral calcification of the amygdala. degeneration of the hippocampus. neurogenesis in the hippocampus. unilateral calcification of the amygdala.

Answer: B Difficulty Level: Moderate Topic: Amygdala and Human Emotion Skill Level: Remember the Facts Learning Objective 17.10 Describe the role of the amygdala in human emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 80.

Modern neuropsychological and cognitive neuroscientific research has emphasized the roles of two brain structures in emotion; these are the a. b. c. d. e.

hypothalamus and amygdala. medial prefrontal cortex and amygdala. hippocampus and PAG. hypothalamus and hippocampus. hippocampus and prefrontal cortex.

Answer: B Difficulty Level: Moderate Topic: Medial Prefrontal Lobes and Human Emotion Skill Level: Remember the Facts Learning Objective 17.11 Describe the role of the medial prefrontal lobes in human emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

Functional brain imaging studies of the role of human medial prefrontal cortex in emotion have often employed a. b. c. d. e.

suppression paradigms. passive avoidance paradigms. insistence paradigms. regression paradigms. invasive paradigms.

Answer: A Difficulty Level: Moderate Topic: Medial Prefrontal Lobes and Human Emotion Skill Level: Remember the Facts Learning Objective 17.11 Describe the role of the medial prefrontal lobes in human emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 82.

Research on the lateralization of emotion in humans using functional brain imaging suggests that the degree to which it is lateralized to the right hemisphere depends on a. b. c. d. e.

the degree of speech development in the individual. the characteristic emotionality of the person. the particular brain structure under investigation. cultural factors. prosody.

Answer: C Difficulty Level: Easy Topic: Lateralization of Emotion Skill Level: Remember the Facts Learning Objective 17.12 Describe the research on the lateralization of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

83.

Each facial expression of emotion __________ on the left side of the face. a. b. c. d. e.

develops later develops sooner is of lower magnitude is misformed dissipates more quickly

Answer: B Difficulty Level: Moderate Topic: Lateralization of Emotion Skill Level: Remember the Facts Learning Objective 17.12 Describe the research on the lateralization of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 84.

The specific areas of the cortex that are involved in emotion seem to a. b. c. d. e.

vary substantially from emotion to emotion and person to person. be clustered almost entirely in the prefrontal lobes. be clustered almost entirely in the temporal lobes. be clustered almost entirely in the right hemisphere. be clustered in the limbic system.

Answer: A Difficulty Level: Moderate Topic: Neural Mechanisms of Human Emotion: Current Perspectives Skill Level: Remember the Facts Learning Objective 17.13 Describe the current perspective on the neural mechanisms of human emotion that has emerged from brain-imaging studies. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

The physiological response to harm or threat is generally referred to as a. b. c. d. e.

the stress response. anxiety. depression. hypertension. arousal.

Answer: A Difficulty Level: Easy Topic: Stress and Health Skill Level: Remember the Facts Learning Objective 17.14 Describe the components of the stress response. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 86.

A major difference in the physiological reaction to physical versus psychological stressors is that a. b. c. d. e.

only physical stressors activate the adrenal medulla. only psychological stressors activate the adrenal cortex. only physical stressors increase blood pressure. only psychological stressors increase epinephrine levels. there is no difference.

Answer: E Difficulty Level: Moderate Topic: Stress and Health Skill Level: Remember the Facts Learning Objective 17.14 Describe the components of the stress response. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

87.

The concept of a generalized stress response was developed by a. b. c. d. e.

Doreen Kimura. Donald Olding Hebb. Hans Selye. Avrim Rosenberg. Celia Fàte.

Answer: C Difficulty Level: Moderate Topic: The Stress Response Skill Level: Remember the Facts Learning Objective 17.14 Describe the components of the stress response. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 88.

In the short term, stressors produce physiological changes that a. b. c. d. e.

are maladaptive. disrupt the ability to deal effectively with the stressor. increase the ability to deal effectively with the stressor. directly compromise the immune system. are ineffective.

89.

Adrenocorticotropic hormone a. b. c. d. e.

is released by the anterior pituitary gland. inhibits the adrenal cortex. decreases circulating levels of glucocorticoids. is released by the posterior pituitary gland. is released by the thymus gland.

Answer: A Difficulty Level: Easy Topic: The Stress Response Skill Level: Remember the Facts Learning Objective 17.14 Describe the components of the stress response. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 90.

Glucocorticoids are released from the a. b. c. d. e.

anterior pituitary. adrenal medulla. thymus. pineal gland. adrenal cortex.

Answer: E Difficulty Level: Moderate Topic: The Stress Response Skill Level: Remember the Facts Learning Objective 17.14 Describe the components of the stress response. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

91.

The most commonly employed physiological measure of stress is the level of circulating a. b. c. d. e.

glucocorticoids. adrenocorticotropic hormone. norepinephrine. epinephrine. serotonin.

The adrenal cortex was identified by Hans Selye as important in the stress response; current theories also acknowledge the important contribution of the a. b. c. d. e.

pituitary gland. anterior pituitary gland. parasympathetic nervous system. sympathetic nervous system. thymus gland.

Answer: D Difficulty Level: Easy Topic: The Stress Response Skill Level: Remember the Facts Learning Objective 17.14 Describe the components of the stress response. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

Stressors produce major increases in the release of a. b. c. d. e.

norepinephrine from the adrenal cortex. epinephrine from the adrenal cortex. glucocorticoids from the adrenal medulla. damitol in the limbic system. cytokines in the blood.

Answer: E Difficulty Level: Difficult Topic: The Stress Response Skill Level: Remember the Facts Learning Objective 17.14 Describe the components of the stress response. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 94.

An important advance in the study of the physiology of stress came with the discovery in the 1990s that stress triggers the release of __________, which play a role in inflammation and fever. a. b. c. d. e.

cytokines glucocorticoids adrenocorticotropic hormones thiamines catecholamines

95.

The relation among chronic fear, stress, and ill health is apparent in animals undergoing a. b. c. d. e.

predation. attack. subordination stress. social defense. alpha hazing.

Answer: C Difficulty Level: Easy Topic: Animal Models of Stress Skill Level: Remember the Facts Learning Objective 17.15 Describe research on animal models of stress, including that on subordination stress. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 96.

Activating which of the following increases the amounts of epinephrine and norepinephrine from the adrenal medulla? a. b. c. d. e.

sympathetic nervous system parasympathetic nervous system limbic system amygdala medial prefrontal cortex

Answer: A Difficulty Level: Moderate Topic: Animal Models of Stress Skill Level: Remember the Facts Learning Objective 17.15 Describe research on animal models of stress, including that on subordination stress. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

Subordination stress is most readily investigated in species that form a. b. c. d. e.

attack teams. stable dominance hierarchies. social aggression groups. permanent mating bonds. social bonds.

Answer: B Difficulty Level: Easy Topic: Animal Models of Stress Skill Level: Remember the Facts Learning Objective 17.15 Describe research on animal models of stress, including that on subordination stress. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 98.

Disorders whose symptoms are primarily physical but whose development is greatly influenced by psychological factors are called a. b. c. d. e.

psychological disorders. mental disorders. psychiatric disorders. stress disorders. psychosomatic disorders.

Answer: E Difficulty Level: Easy Topic: Psychosomatic Disorders: The Case of Gastric Ulcers Skill Level: Remember the Facts Learning Objective 17.16 Describe how our view of psychosomatic disorders has been refined by the results of research on gastric ulcers. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

Gastric ulcers a. b. c. d. e.

are lesions to the lining of the stomach and duodenum. are paradoxically less common in people living in stressful situations. are found only in humans. have been discredited as a legitimate medical diagnosis. are found in the lining of the mouth and nasal passages.

Answer: A Difficulty Level: Moderate Topic: Psychosomatic Disorders: The Case of Gastric Ulcers Skill Level: Remember the Facts Learning Objective 17.16 Describe how our view of psychosomatic disorders has been refined by the results of research on gastric ulcers. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 100.

H. pylori has been implicated as a causal factor in a. b. c. d. e.

gastric ulcers. heart disease. stress. immune dysfunction. brain tumors.

Answer: A Difficulty Level: Easy Topic: Psychosomatic Disorders: The Case of Gastric Ulcers Skill Level: Remember the Facts Learning Objective 17.16 Describe how our view of psychosomatic disorders has been refined by the results of research on gastric ulcers. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

Most patients with gastric ulcers display signs of H. pylori infection,; however, to put this observation in perspective, it is important to understand that a. b. c. d. e.

yogurt can reduce the infection. yogurt can increase the infection. probiotic yogurt can cure ulcers. many healthy people are similarly infected. H. pylori is, fundamentally, a foot fungus infection.

Answer: D Difficulty Level: Moderate Topic: Psychosomatic Disorders: The Case of Gastric Ulcers Skill Level: Remember the Facts Learning Objective 17.16 Describe how our view of psychosomatic disorders has been refined by the results of research on gastric ulcers. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 102.

Patients with gastric ulcers are often helped by a. b. c. d. e.

probiotics. psychological treatments, even if they don’t reduce H. pylori infection. psychological treatments, but only if they reduce H. pylori infection. amputation of the infected area. fasting and application of an enema.

Answer: B Difficulty Level: Difficult Topic: Psychosomatic Disorders: The Case of Gastric Ulcers Skill Level: Remember the Facts Learning Objective 17.16 Describe how our view of psychosomatic disorders has been refined by the results of research on gastric ulcers. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

The field that focuses on the effect of stress on immune system function is called a. b. c. d. e.

biopsychology. psychophysiology. ethoexperimental immunology. psychoneuroimmunology. psychoimmunology.

Answer: D Difficulty Level: Easy Topic: Psychoneuroimmunology: Stress, the Immune System, and the Brain Skill Level: Remember the Facts Learning Objective 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 104.

The immune system has two components: the innate immune system and the __________ immune system. a. b. c. d. e.

phagocyte adaptive antibody antigen antibody-mediated

Answer: B Difficulty Level: Moderate Topic: Psychoneuroimmunology: Stress, the Immune System, and the Brain Skill Level: Remember the Facts Learning Objective 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

Microglia are phagocytes of the a. b. c. d. e.

blood. liver. adrenal cortex. central nervous system. peripheral nervous system.

Answer: D Difficulty Level: Moderate Topic: Psychoneuroimmunology: Stress, the Immune System, and the Brain Skill Level: Remember the Facts Learning Objective 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 106.

Vaccination is often an effective preventive measure because a. b. c. d. e.

viruses have a memory. the adaptive immune system has a memory. conspecifics have a memory. the innate immune system has a memory. the acquired immune system has a memory.

Answer: B Difficulty Level: Easy Topic: Psychoneuroimmunology: Stress, the Immune System, and the Brain Skill Level: Remember the Facts Learning Objective 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

107.

Lymphocytes are a. b. c. d. e.

specialized red blood cells. produced in bone marrow. stored in the adrenal system. manufactured in the pons. stored in the central nervous system.

T cells and B cells are a. b. c. d. e.

lymphocytes. antigens. antibodies. phagocytes. macrophages.

Answer: A Difficulty Level: Moderate Topic: Psychoneuroimmunology: Stress, the Immune System, and the Brain Skill Level: Remember the Facts Learning Objective 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

Each T cell has two kinds of receptors on its membrane: one for molecules normally found on the surface of __________ and one for a specific __________. a. b. c. d. e.

antigens; macrophage antigens; antibody macrophages; antigen antibodies; antigen phagocytes; lymphocyte

Answer: C Difficulty Level: Difficult Topic: Psychoneuroimmunology: Stress, the Immune System, and the Brain Skill Level: Remember the Facts Learning Objective 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 110.

Antibodies are manufactured by a class of lymphocytes called a. b. c. d. e.

B cells. T cells. antigens. leucocytes. white blood cells.

111.

Memory B cells a. b. c. d. e.

facilitate long-term memory. facilitate short-term memory. enable antibody-mediated immune reactions to occur more quickly if a particular antigen is encountered a second time. are contained in macrophages. act by phagocytosis.

Answer: C Difficulty Level: Moderate Topic: Psychoneuroimmunology: Stress, the Immune System, and the Brain Skill Level: Remember the Facts Learning Objective 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 112.

Understanding of the bidirectional effects of stress on immune function improved substantially following the __________ conducted by Suzanne Segerstrom and Gregory Miller. a. b. c. d. e.

infection meta-analysis experiment case study dissertation

113.

Acute brief stressors usually a. b. c. d. e.

disrupt immune function. increase illness. improve immune function. produce chronic stress. produce gastric ulcers.

Stress that improves health has been termed a. b. c. d. e.

good stress. eustress. adaptive stress. bona-fide stress. pseudostress.

115.

Disruptions in immune function do not necessarily increase the incidence of infectious disease because a. b. c. d. e.

the immune system has many redundant components. disruptions in immune function never affect susceptibility to infection. disruptions in immune function inhibit compensatory improvements to other aspects of immune function. infectious diseases cannot cross the blood–brain barrier. the extent of immunosuppression is equally matched to the severity of infection.

positive curvilinear nonexistent bilateral negative

Answer: A Difficulty Level: Easy Topic: Psychoneuroimmunology: Stress, the Immune System, and the Brain Skill Level: Remember the Facts Learning Objective 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

117.

Handling rat pups for a few minutes per day during the first few weeks of their lives has permanent beneficial effects on the hippocampus. This effect occurs because a. b. c. d. e.

the handled rats receive extra grooming from their mothers. the hippocampus is a center for handling. new granule cells are created in the amygdala. handled rats are less stressed. the handled rats receive practice being stressed.

Answer: A Difficulty Level: Easy Topic: Early Experience of Stress Skill Level: Remember the Facts Learning Objective 17.18 Describe the effects of early exposure to severe stress. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 118.

Separating rat pups from their mothers a. b. c. d. e.

has the same effect as early handling. has the same effect as increased maternal grooming. produces increases in behavioral and endocrine stress responses in adulthood. produces decreases in behavioral stress responses in adulthood. produces decreases in endocrine stress responses in adulthood.

Answer: C Difficulty Level: Difficult Topic: Early Experience of Stress Skill Level: Remember the Facts Learning Objective 17.18 Describe the effects of early exposure to severe stress. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

119.

Which neural structure has a particularly dense population of glucocorticoid receptors? a. b. c. d. e.

hypothalamus hippocampus amygdala caudate frontal cortex

Answer: B Difficulty Level: Easy Topic: Stress and the Hippocampus Skill Level: Remember the Facts Learning Objective 17.19 Describe the effects of stress on the hippocampus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 120.

The adult neurogenesis of hippocampal cells is reduced by a. b. c. d. e.

enriched environments. stress. antibodies. pyramidal cells. maternal grooming.

121.

The effects of adult stress on the hippocampus appear to be mediated by increases in a. b. c. d. e.

corticosterone release. adrenalectomy. handling. maternal grooming. immune function.

Answer: A Difficulty Level: Moderate Topic: Stress and the Hippocampus Skill Level: Remember the Facts Learning Objective 17.19 Describe the effects of stress on the hippocampus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 122.

Stress disrupts the performance of a. b. c. d. e.

tasks whose performance is controlled by the hippocampus. most memory tasks. almost all avoidance tasks. most cognitive tasks. tasks whose performance is controlled by the amygdala.

Answer: A Difficulty Level: Easy Topic: Stress and the Hippocampus Skill Level: Remember the Facts Learning Objective 17.19 Describe the effects of stress on the hippocampus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

123.

Charles Whitman, the sniper who fired on dozens of unarmed citizens from the tower of the Main Building at the University of Texas at Austin campus, had a tumor in his a. b. c. d. e.

hippocampus. amygdala. prefrontal cortex. cingulate cortex. limbic system.

Answer: B Difficulty Level: Moderate Topic: Stress and the Hippocampus Skill Level: Remember the Facts Learning Objective 17.19 Describe the effects of stress on the hippocampus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. FILL-IN-THE-BLANK QUESTIONS 1.

According to the __________ theory of emotion, the experience of emotion is produced by the brain’s perception of the body’s reaction to emotional stimuli.

Answer: James-Lange Difficulty Level: Moderate Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

The pattern of behavior demonstrated by decorticate cats is known as __________ rage.

Answer: sham Difficulty Level: Easy Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The __________ system received its name because it rings the thalamus.

Answer: limbic Difficulty Level: Easy Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

Kluver-Bucy syndrome was first observed in monkeys following large bilateral lesions to the __________ temporal lobes.

Answer: anterior Difficulty Level: Moderate Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Lie detection using physiological means is also known as __________.

Answer: polygraphy Difficulty Level: Moderate Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

True facial expressions sometimes momentarily break through false facial expressions. When this happens, the true expressions are referred to as __________.

Answer: microexpressions Difficulty Level: Difficult Topic: Emotions and Facial Expressions Skill Level: Remember the Facts Learning Objective 17.3 Describe some research on facial expressions of emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 7.

Unlike false smiles, Duchenne smiles always involve the __________ muscles.

Answer: orbicularis oculi Difficulty Level: Difficult Topic: Emotions and Facial Expressions Skill Level: Remember the Facts Learning Objective 17.3 Describe some research on facial expressions of emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Rich descriptions of intraspecific aggression and defense in rats were derived from studies of the __________ model of aggression and defense.

Answer: colony-intruder Difficulty Level: Difficult Topic: Types of Aggressive and Defensive Behaviors Skill Level: Remember the Facts Learning Objective 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

The dominant male of a rat colony is called the __________ male.

Answer: alpha Difficulty Level: Easy Topic: Types of Aggressive and Defensive Behaviors Skill Level: Remember the Facts Learning Objective 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

In rats, lateral attack is a component of __________ aggression.

Answer: social Difficulty Level: Moderate Topic: Types of Aggressive and Defensive Behaviors Skill Level: Remember the Facts Learning Objective 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 11.

In many mammals, social aggression often depends greatly on the organizational and activational effects of __________.

Answer: testosterone Difficulty Level: Easy Topic: Fear, Defense, and Aggression and Testosterone Skill Level: Remember the Facts Learning Objective 17.5 Describe the relation between testosterone levels and aggression in males. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

In response to the threat of an auditory conditional stimulus, the __________ is thought to activate appropriate behavioral circuits in the PAG and sympathetic circuits in the hypothalamus.

Answer: amygdala Difficulty Level: Difficult Topic: Amygdala and Fear Conditioning Skill Level: Remember the Facts Learning Objective 17.6 Describe the role of the amygdala in fear conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

The __________ does not seem to be involved in auditory fear conditioning itself, but it is involved in contextual fear conditioning.

Answer: hippocampus Difficulty Level: Moderate Topic: Contextual Fear Conditioning and the Hippocampus Skill Level: Remember the Facts Learning Objective 17.7 Describe the role of the hippocampus in contextual fear conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

14.

__________ disease is associated with the bilateral calcification of the amygdalas and surrounding areas of the anterior medial lobes.

Answer: Urbach-Wiethe Difficulty Level: Moderate Topic: Amygdala and Human Emotion Skill Level: Remember the Facts Learning Objective 17.10 Describe the role of the amygdala in human emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 15.

The valence model holds that the right hemisphere is specialized for processing __________ emotions.

Answer: negative Difficulty Level: Difficult Topic: Lateralization of Emotion Skill Level: Remember the Facts Learning Objective 17.12 Describe the research on the lateralization of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

Each facial expression starts to develop slightly earlier on the __________ side of the face than on the other side.

Answer: left Difficulty Level: Moderate Topic: Lateralization of Emotion Skill Level: Remember the Facts Learning Objective 17.12 Describe the research on the lateralization of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

Brief stressors increase blood levels of __________, which play a role in inflammation and fever.

Answer: cytokines Difficulty Level: Moderate Topic: The Stress Response Skill Level: Remember the Facts Learning Objective 17.14 Describe the components of the stress response. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18.

When conspecific threat is a continuous feature of daily life, it produces __________ stress.

Answer: subordination Difficulty Level: Moderate Topic: Animal Models of Stress Skill Level: Remember the Facts Learning Objective 17.15 Describe research on animal models of stress, including that on subordination stress. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 19.

The discovery that stress increases susceptibility to infection led to the creation of a new field of research, __________.

Answer: psychoneuroimmunology Difficulty Level: Moderate Topic: Psychoneuroimmunology: Stress, the Immune system, and the Brain Skill Level: Remember the Facts Learning Objective 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 20.

Protein molecules on the surface of a cell that identify it as native or foreign are __________.

Answer: antigens Difficulty Level: Moderate Topic: Psychoneuroimmunology: Stress, the Immune system, and the Brain Skill Level: Remember the Facts Learning Objective 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

Charles Whitman, the Texas tower sniper, had a tumor in his __________.

Answer: amygdala Difficulty Level: Moderate Topic: Stress and the Hippocampus Skill Level: Remember the Facts Learning Objective 17.19 Describe the effects of stress on the hippocampus. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. ESSAY AND OTHER MULTIPLE-MARK QUESTIONS 1.

In 1872, Darwin published two famous illustrations related to the display of emotion. What did the illustrations depict? Discuss the specific principle they illustrate.

Answer: 50% for mentioning Darwin and the principle of antithesis 50% for discussion of the principle of antithesis Difficulty Level: Moderate Topic: Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

List the eight parts of the limbic system and describe Papez’s theory of emotion.

Answer: 90% for correctly listing the 8 structures 10% for correctly dexribing Papez’s theory of emotion. Difficulty Level: Easy Topic:Early Landmarks in the Biopsychological Investigation of Emotion Skill Level: Remember the Facts Learning Objective 17.1 Summarize the major events in the history of research on the biopsychology of emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Discuss the study of facial expressions of emotion, focusing on the description of three lines of research.

Answer: 75% for describing three lines of research 25% for discussion Difficulty Level: Easy Topic: Emotions and Facial Expressions Skill Level: Remember the Facts Learning Objective 17.3 Describe some research on facial expressions of emotions. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

Describe 5 different types of aggressive and defensive behavior in rats and the situations in which they occur. Why is it important to make these distinctions among behaviors?

Answer: 75% for describing five different defensive or aggressive behaviors and their context 25% for arguing effectively that these distinctions are important Difficulty Level: Moderate Topic: Types of Aggressive and Defensive Behaviors Skill Level: Remember the Facts Learning Objective 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Describe the circuit that is thought to control auditory fear conditioning in rats. Explain the evidence on which this theory is based.

Answer: 50% for describing the circuit 50% for describing relevant evidence Difficulty Level: Difficult Topic: Amygdala and Fear Conditioning Skill Level: Remember the Facts Learning Objective 17.6 Describe the role of the amygdala in fear conditioning. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Two brain structures have been most frequently linked to human emotion. Which are they? Describe research that has implicated each structure in human emotion.

Answer: 30% for naming the amygdala and medial prefrontal lobe 70% for describing research that has implicated each of the two brain structures in human emotion Difficulty Level: Difficult Topic: Brain Mechanisms of Human Emotion Skill Level: Remember the Facts Learning Objective 17.10 Describe the role of the amygdala in human emotion. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 7.

Describe the two major pathways of the physiological stress response.

Answer: 50% for describing the component that acts through the adrenal cortex 50% for describing the component that acts through the adrenal medulla Difficulty Level: Moderate Topic: The Stress Response Skill Level: Remember the Facts Learning Objective 17.14 Describe the components of the stress response. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Describe the mechanisms of the innate and adaptive immune systems.

Answer: 40% for describing the innate immune system 30% for describing cell-mediated immunity 30% for describing antibody-mediated immunity Difficulty Level: Difficult Topic: Psychoneuroimmunology: Stress, the Immune System, and the Brain Skill Level: Remember the Facts Learning Objective 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

The stress response is composed of two parallel pathways. Starting with the brain as the first component, list and describe the three components in each pathway, for a total of seven components.

Answer: 50% for correctly listing the components 50% for correct descriptions Difficulty Level: Moderate Topic: The Stress Response Skill Level: Remember the Facts Learning Objective 17.14 Describe the components of the stress response. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

Describe and discuss two important ideas that have emerged from r esearch on the effects of stress on health. Explain the research that led to each idea and why it is important.

Answer: 50% for explaining the two good ideas and why each is important 50% for explaining the research that led to each idea Difficulty Level: Moderate Topic: Stress and Health Skill Level: Remember the Facts Learning Objective 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

REVEL QUIZ QUESTIONS The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Quiz: Biopsychology of Emotion: Introduction EOM_17.1.1 Question: Darwin proposed the _________________, which suggests that opposite social messages are often signaled by opposite movements and postures. a. principle of opposites b. principle of antithesis c. Cannon of Darwin d. theory of natural selection Answer: B Consider This: Darwin believed that expressions of emotion, like other traits, are the products of evolution. LO 17.1 Summarize the major events in the history of research on the biopsychology of emotion. Learning Objective: 17.1 Summarize the major events in the history of research on the biopsychology of emotion. Skill Level: Remember the Facts Difficulty Level: Easy EOM_17.1.2 Question: The ________________________ syndrome includes the following behaviors: the consumption of almost anything that is edible, increased sexual activity often directed at inappropriate objects, a tendency to repeatedly investigate familiar objects, a tendency to investigate objects with the mouth, and a lack of fear. a. Klüver-Bucy b. Darwinian antithesis c. sham rage d. septal damage Answer: A Consider This: The syndrome appears to result from bilateral damage to the amygdala. LO 17.1 Summarize the major events in the history of research on the biopsychology of emotion. Learning Objective: 17.1 Summarize the major events in the history of research on the biopsychology of emotion. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_17.1.3 Question: According to the ____________________ theory, emotional stimuli excite both the feeling of emotion in the brain and the expression of emotion in the autonomic and somatic nervous systems. a. Klüver-Bucy b. Darwinian c. James-Lange d. Cannon-Bard Answer: D Consider This: This theory views emotional experience and emotional expression as parallel processes that have no direct causal relation. LO 17.1 Summarize the major events in the history of research on the biopsychology of emotion. Learning Objective: 17.1 Summarize the major events in the history of research on the biopsychology of emotion. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_17.1.4 Question: In order to use the ___________________ technique, the polygrapher must have a piece of information concerning the crime that would be known only to the guilty person. a. guilty-knowledge b. guilty information c. prior knowledge d. lie detector Answer: A Consider This: This technique is also known as the concealed information test. LO 17.2 Summarize the research on the relationship between the autonomic nervous system and emotions. Learning Objective: 17.2 Summarize the research on the relationship between the autonomic nervous system and emotions. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_17.1.5 Question: A genuine smile involves activation of the ___________________ and is known as the ______________ smile. a. orbicularis oculi; Ekman b. orbicularis major; Duchenne c. orbicularis oculi; Duchenne d. zygomaticus major; Ekman Answer: C Consider This: Two different facial muscles are contracted during genuine smiles, but only one of them is indicative of a genuine smile. LO 17.3 Describe research on the facial expression of emotions. Learning Objective: 17.3 Describe research on the facial expression of emotions. Skill Level: Apply What You Know Difficulty Level: Easy

Quiz: Fear, Defense, and Aggression EOM_17.2.1 Question: The colony-intruder model of aggression and defense has yielded rich descriptions of rat intraspecific aggressive and defensive behaviors by studying the interactions between the _____________ of an established mixed-sex colony and a small ____________. a. beta male; male intruder b. alpha male; male intruder c. dominant female; female intruder d. dominant female; rat pup Answer: B Consider This: The model examines the interactions between a member of a rat colony and a rat that is not a member of the colony. LO 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. Learning Objective: 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_17.2.2 Question: A male high-school student slams another boy against a locker for no reason beyond showing his classmates ―who’s boss.‖ This incident exemplifies _____ aggression. a. predatory b. defensive c. intraspecific d. social Answer: D Consider This: The aggressor is maintaining his place in the ―pecking order.‖ LO 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. Learning Objective: 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. Skill Level: Apply What You Know Difficulty Level: Moderate EOM_17.2.3 Question: The _______________ concept is the idea that the aggressive and defensive behaviors of an animal are often designed to attack specific sites on the body of another animal while protecting specific sites on its own. a. defensive maneuver b. target-site c. attack-site d. aggressive maneuver Answer: B Consider This: For example, the behavior of a socially aggressive rat appears to be designed to deliver bites to the defending rat’s back and to protect its own face, the likely target of a defensive attack. LO 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. Learning Objective: 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_17.2.4 Question: In some species, castration has ___________ effect on social aggression; in still others, castration ____________ social aggression during the breeding season but not at other times. a. no; increases b. a large; decreases c. no; decreases d. a small; increases Answer: C Consider This: Testosterone increases social aggression in the males of many species; aggression is largely abolished by castration in these same species. LO 17.5 Describe the relation between testosterone levels and aggression in males. Learning Objective: 17.5 Describe the relation between testosterone levels and aggression in males. Skill Level: Analyze It Difficulty Level: Moderate EOM_17.2.5 Question: Some studies have found that violent male criminals and aggressive male athletes tend to have higher testosterone levels than normal; however, this does not necessarily mean that testosterone _________ aggression. a. causes b. inhibits c. is correlated with d. redirects Answer: A Consider This: It is unlikely that humans are an exception to the usual involvement of testosterone in mammalian social aggression. However, the evidence is far from clear. LO 17.5 Describe the relation between testosterone levels and aggression in males. Learning Objective: 17.5 Describe the relation between testosterone levels and aggression in males. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Neural Mechanisms of Fear Conditioning EOM_17.3.1 Question: In a standard fear-conditioning experiment, the subject is presented with __________________ and then receives exposure to a foot shock. a. a visual unconditioned stimulus b. an auditory conditioned stimulus c. access to food d. an auditory unconditioned response Answer: B Consider This: LeDoux and colleagues mapped out the neural mechanisms that mediate this form of fear conditioning. LO 17.6 Describe the role of the amygdala in fear conditioning. Learning Objective: 17.6 Describe the role of the amygdala in fear conditioning. Skill Level: Analyze It Difficulty Level: Difficult EOM_17.3.2 Question: In rats, bilateral lesions to the __________________ block fear conditioning to a tone, but bilateral lesions to the _______________ do not. a. medial geniculate nucleus; auditory cortex b. lateral geniculate nucleus; auditory cortex c. amygdala; medial geniculate nucleus d. auditory cortex; amygdala Answer: A Consider This: The first structure lies along a pathway to the second structure. LO 17.6 Describe the role of the amygdala in fear conditioning. Learning Objective: 17.6 Describe the role of the amygdala in fear conditioning. Skill Level: Analyze It Difficulty Level: Difficult

EOM_17.3.3 Question: The process by which benign contexts come to elicit fear through their association with fear-inducing stimuli is called _________________ fear conditioning and requires intact _____________. a. contextual; amygdalae b. contextual fear; hippocampi c. environmental; amygdalae d. environmental; hippocampi Answer: B Consider This: A part of the brain that plays a key role in memory is involved in conditioning to contextual cues. LO 17.7 Describe the role of the hippocampus in contextual fear conditioning. Learning Objective: 17.7 Describe the role of the hippocampus in contextual fear conditioning. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_17.3.4 Question: Evidence has been accumulating that the _________________ nucleus of the _____ is critically involved in the acquisition, storage, and expression of conditioned fear. a. lateral; amygdala b. medial geniculate; amygdala c. lateral; hippocampus d. lateral geniculate; thalamus Answer: A Consider This: Both the prefrontal cortex and the hippocampus project to this structure. LO 17.8 Describe the role of two amygdalar nuclei in fear conditioning. Learning Objective: 17.8 Describe the role of two amygdalar nuclei in fear conditioning. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_17.3.5 Question: The amygdala is thought to control defensive behavior via outputs from the _____ nucleus of the _____. a. lateral; amygdala. b. medial geniculate; amygdala c. central; amygdala d. lateral geniculate; thalamus Answer: C Consider This: Each of the subnuclei of the amygdala is structurally distinct, has different connections, and is thus likely to have different functions. LO 17.8 Describe the role of two amygdalar nuclei in fear conditioning. Learning Objective: 17.8 Describe the role of two amygdalar nuclei in fear conditioning. Skill Level: Understand the Concepts Difficulty Level: Moderate 1512 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Quiz: Brain Mechanisms of Human Emotion EOM_17.4.1 Question: Reexperiencing related patterns of motor, autonomic, and sensory neural activity during emotional experiences is generally called the ____________ of emotions. a. basis b. complexity c. interrelatedness d. embodiment Answer: D Consider This: The findings from this approach to studying emotion may help explain the remarkable ability of humans to empathize with others. LO 17.9 Describe the current status of cognitive neuroscience research on emotion. Learning Objective: 17.8 Describe the current status of cognitive neuroscience research on emotion. Skill Level: Remember the Facts Difficulty Level: Easy EOM_17.4.2 Question: ______________ is a genetic disorder that often results in calcification of the amygdala and surrounding anterior medial-temporal-lobe structures in both hemispheres. a. Huntington’s disease b. Prader-Willi syndrome c. Urbach-Wiethe disease d. Klüver-Bucy syndrome Answer: C Consider This: Persons with this disorder may not have the ability to recognize facial expressions of fear or other complex visual stimuli. LO 17.10 Describe the role of the amygdala in human emotion. Learning Objective: 17.10 Describe the role of the amygdala in human emotion. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_17.4.3 Question: In studies that use ______________ paradigms, participants are directed to inhibit their emotional reactions to unpleasant films or pictures. In studies that use ______________ paradigms, participants are instructed to reinterpret a picture to change their emotional reaction to it. a. suppression; reappraisal b. reappraisal; suppression c. inhibition; reinterpretation d. reinterpretation; inhibition Answer: A Consider This: The medial prefrontal lobes are active when either of these paradigms is used. LO 17.11 Describe the role of the medial prefrontal lobes in human emotion. Learning Objective: 17.11 Describe the role of the medial prefrontal lobes in human emotion. Skill Level: Analyze It Difficulty Level: Moderate EOM_17.4.4 Question: The valence model proposes that the right hemisphere is specialized for processing __________________ and the left hemisphere is specialized for processing _______________. a. positive emotion; negative emotion b. negative emotion; positive emotion c. fear conditioning to a tone; contextual fear conditioning d. facial expressions of emotion; empathy Answer: B Consider This: Research has suggested that this model may be too general. LO 17.12 Describe the research on the lateralization of emotion. Learning Objective: 17.12 Describe the research on the lateralization of emotion. Skill Level: Analyze It Difficulty Level: Moderate

EOM_17.4.5 Question: In functional brain-imaging studies, emotional situations typically produce increases in cerebral activity that are: a. widespread, rather than limited to the amygdalae and prefrontal cortex. b. largely restricted to the amygdalae. c. largely restricted to the prefrontal cortex. d. largely restricted to the amygdalae and prefrontal cortex. Answer: A Consider This: No brain structure has been invariably linked to a particular emotion. LO 17.13 Describe the current perspective on the neural mechanisms of human emotion that has emerged from brain-imaging studies. Learning Objective: 17.13 Describe the current perspective on the neural mechanisms of human emotion that has emerged from brain-imaging studies. Skill Level: Understand the Concepts Difficulty Level: Moderate

Assignment: Quiz: Stress and Health EOM_17.5.1 Question: Selye concluded that stressors stimulate the release of ______________ from the anterior pituitary, which in turn triggers the release of ______________ from the adrenal cortex. a. glucocorticoids; cytokines b. cytokines; glucocorticoids c. adrenocorticotropic hormone (ACTH); glucocorticoids d. glucocorticoids; adrenocorticotropic hormone (ACTH) Answer: C Consider This: Selye attributed the stress response to the activation of the anterior-pituitary adrenal-cortex system. LO 17.14 Describe the components of the stress response. Learning Objective: 17.14 Describe the components of the stress response. Skill Level: Analyze It Difficulty Level: Moderate EOM_17.5.2 Question: When conspecific threat becomes an enduring feature of daily life, the result is: a. conspecific stress. b. subordination stress. c. hippocampal swelling. d. enlarged amygdalae. Answer: B Consider This: Conspecific threat is threat from another animal of the same species. LO 17.15 Describe research on animal models of stress, including that on subordination stress. Learning Objective: 17.15 Describe research on animal models of stress, including that on subordination stress. 1515 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_17.5.3 Question: One factor that increases the susceptibility of the stomach wall to damage from Helicobacter pylori ( H. pylori) appears to be: a. stress. b. Urbach-Wiethe disease. c. amygdalar tumors. d. enlarged amygdalae. Answer: A Consider This: Helicobacter pylori (H. pylori) are bacteria that can live in the digestive tract. LO 17.16 Describe how our view of psychosomatic disorders has been refined by the results of research on gastric ulcers. Learning Objective: 17.16 Describe how our view of psychosomatic disorders has been refined by the results of research on gastric ulcers. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_17.5.4 Question: Cell-mediated immunity is directed by ____________, whereas antibody-mediated immunity is directed by: __________. a. phagocytes; leukocytes b. leukocytes; phagocytes c. B cells; T cells d. T cells; B cells Answer: D Consider This: The main cells of the adaptive immune system are specialized leukocytes called lymphocytes. LO 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. Learning Objective: 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. Skill Level: Analyze It Difficulty Level: Difficult

EOM_17.5.5 Question: The effects of stress on the hippocampus appear to be mediated by elevated glucocorticoid levels: Stress effects can be induced by ______________ and blocked by ______________. a. adrenalectomy; glucocorticoid receptor agonists b. adrenalectomy; corticosterone c. corticosterone; adrenalectomy d. glucocorticoid receptor antagonists; adrenalectomy Answer: C Consider This: The hippocampus appears to be particularly susceptible to stress-induced effects. LO 17.19 Describe the effects of stress on the hippocampus. Learning Objective: 17.19 Describe the effects of stress on the hippocampus. Skill Level: Analyze It Difficulty Level: Difficult

Assignment: Chapter 17 Quiz: Biopsychology of Emotion, Stress, and Health EOC_17.1 Question: Sham rage was first observed in: a. Papez’s circuit. b. wild rats. c. decorticate cats. d. monkeys with no limbic system. Answer: C Consider This: Sham rage involves exaggerated and poorly directed aggressive responses. LO 17.1 Summarize the major events in the history of research on the biopsychology of emotion. Learning Objective: 17.1 Summarize the major events in the history of research on the biopsychology of emotion. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_17.2 Question: The first physiological theory of emotion was the _____________ theory of the 1880s; an alternative called the _____________ theory was proposed around 1915. a. James-Lange; Cannon-Bard b. Cannon-Bard; James-Lange c. James-Lange; limbic system d. limbic system; James-Lange Answer: A Consider This: The first physiological theory argued that the autonomic and somatic nervous system activity triggered by an emotional event leads to the experience of an emotion. LO 17.1 Summarize the major events in the history of research on the biopsychology of emotion. Learning Objective: 17.1 Summarize the major events in the history of research on the biopsychology of emotion. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_17.3 Question: Whose name is MOST associated with tamping irons? a. Klüver b. Duchenne c. Selye d. Gage Answer: D Consider This: Studies of this individual’s skull have suggested that the damage affected both medial prefrontal lobes. LO 17.1 Summarize the major events in the history of research on the biopsychology of emotion. Learning Objective: 17.1 Summarize the major events in the history of research on the biopsychology of emotion. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_17.4 Question: To use the guilty-knowledge technique, the polygrapher must know a fact about the crime that could only be known by the: a. judge. b. defense lawyer. c. guilty party. d. aggrieved party. Answer: C Consider This: Polygraphy (more commonly known as the ―lie detector test‖) is a method of interrogation that employs autonomic nervous system indexes of emotion to infer the truthfulness of a person’s responses. LO 17.2 Summarize the research on the relationship between the autonomic nervous system and emotions. Learning Objective: 17.2 Summarize the research on the relationship between the autonomic nervous system and emotions. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_17.5 Question: When trying to fake a smile, the muscles around the _________ are the most difficult to get just right. a. mouth b. eyes c. lips d. chin Answer: B Consider This: Duchenne identified certain facial muscles that could be moved voluntarily and others that normally only contracted during a genuine smile. LO 17.3 Describe research on the facial expression of emotions. Learning Objective: 17.3 Describe research on the facial expression of emotions. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_17.6 Question: When a small intruder rat defends itself against the alpha male of the colony, it directs its defensive attacks at the: a. tip of the alpha’s tail. b. base of the alpha’s tail. c. alpha’s ears. d. alpha’s face. Answer: D Consider This: Recall the colony-intruder model of aggression and defense in rats. LO 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. Learning Objective: 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. Skill Level: Remember the Facts Difficulty Level: Easy EOC_17.7 Question: When an alpha male rat attacks a submissive male intruder, he: a. directs his attack at the intruder’s face. b. directs his attack at the tip of the intruder’s tail. c. moves sideways toward the intruder with a lateral attack. d. moves directly toward the intruder with a face-forward attack. Answer: C Consider This: The colony-intruder model of aggression and defense emerged from the work of Blanchard and Blanchard. LO 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. Learning Objective: 17.4 Describe the work that led to the distinction between aggressive and defensive behaviors in mammals. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_17.8 Question: Lesions to the medial geniculate of the ___________ block conventional auditory fear conditioning. a. septum b. amygdala c. lateral geniculate nucleus d. hippocampus Answer: B Consider This: A pathway from this brain structure to the periaqueductal gray of the midbrain elicits appropriate defensive responses. LO 17.6 Describe the role of the amygdala in fear conditioning. Learning Objective: 17.6 Describe the role of the amygdala in fear conditioning. Skill Level: Remember the Facts Difficulty Level: Easy EOC_17.9 Question: Evidence suggests that it is the _____________, rather than the entire amygdala, that plays a key role in auditory fear conditioning. a. lateral nucleus b. central nucleus c. anterior d. posterior nucleus Answer: A Consider This: This structure is involved in the acquisition, storage, and expression of conditioned fear. LO 17.8 Describe the role of two amygdalar nuclei in fear conditioning. Learning Objective: 17.8 Describe the role of two amygdalar nuclei in fear conditioning. Skill Level: Analyze It Difficulty Level: Moderate EOC_17.10 Question: Jeremy has Urbach-Wiethe disease. He is MOST likely to experience particular problems identifying: a. people from other cultures. b. colors. c. facial expressions of fear. d. conditional stimuli. Answer: C Consider This: Urbach-Wiethe disease is a genetic disorder that often results in calcification of the amygdala. LO 17.10 Describe the role of the amygdala in human emotion. Learning Objective: 17.10 Describe the role of the amygdala in human emotion. Skill Level: Apply What You Know Difficulty Level: Moderate

EOC_17.11 Question: The MOST commonly used measure of stress is: a. the circulating levels of glucocorticoids. b. blood pressure. c. heart rate. d. the release of glucocorticoids from the pituitary. Answer: A Consider This: Selye attributed the stress response to the activation of the anterior-pituitary adrenal-cortex system. LO 17.14 Describe the components of the stress response. Learning Objective: 17.14 Describe the components of the stress response. Skill Level: Remember the Facts Difficulty Level: Easy EOC_17.12 Question: Hans Selye was the first to describe the _____ response. a. stress b. defensive c. somatic d. suppression Answer: A Consider This: Selye emphasized the dual nature of this response. LO 17.14 Describe the components of the stress response. Learning Objective: 17.14 Describe the components of the stress response. Skill Level: Remember the Facts Difficulty Level: Easy EOC_17.13 Question: T cells and B cells are: a. phagocytes. b. lymphocytes. c. antibodies. d. antigens. Answer: B Consider This: These specialized leukocytes are the main cells of the adaptive immune system. LO 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. Learning Objective: 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_17.14 Question: Microorganisms of every description revel in the warm, damp, nutritive climate of your body. However, your body has ____ lines of defense to keep it from being overwhelmed. a. two b. three c. four d. five Answer: C Consider This: The first line of defense has been termed the behavioral immune system. LO 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. Learning Objective: 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. Skill Level: Remember the Facts Difficulty Level: Easy EOC_17.15 Question: The discovery of cytokines increased interest in the ______ system. a. autoimmune b. antibody c. pathogen d. innate immune Answer: D Consider This: When microorganisms invade the body, this system is the first component of the immune system to react. LO 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. Learning Objective: 17.17 Define psychoneuroimmunology, and describe the four components that make up our bodies’ defenses against foreign pathogens. Skill Level: Understand the Concepts Difficulty Level: Moderate

CHAPTER 18 BIOPSYCHOLOGY OF PSYCHIATRIC DISORDERS: THE BRAIN UNHINGED T o t a l A s s e s s m e n t G u i d e (T.A.G.) Topic Schizophrenia

Question Type Multiple Choice Fill-In Essay

Remember the Facts 1-10, 14-39 1-6 1, 3

Understand the Concepts

2, 4

Apply What You Know 11-13

Depressive Disorders

Bipolar Disorder

Anxiety Disorders

Tourette’s Disorder

Clinical Trials: Development of New Psychotherapeutic Drugs

Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay Multiple Choice Fill-In Essay

40-71 7-10 5 73

72, 74-77

78-92 11-13 7 93-100

14, 15 8 101-110 16-18 10

MULTIPLE CHOICE QUESTIONS 1.

A disorder of psychological function sufficiently severe to require treatment by a psychiatrist is called a __________ disorder. a. b. c. d. e.

neuropsychological psychiatric neurobehavioral neurochemical degenerative

Answer: B Difficulty Level: Easy Topic: Introduction Skill Level: Remember the Facts Learning Objective 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

A principal difficulty in diagnosing psychiatric disorders is that a. b. c. d. e.

patients suffering from the same psychiatric disorder often display different symptoms. there is no published set of criteria that diagnosticians can rely on. dream analysis is subjective and time-consuming. after a diagnosis is made, there is no clear course of treatment for the disorder. the trajectory of most psychiatric disorders leads toward an unfavorable outcome.

Answer: A Difficulty Level: Moderate opic: Introduction Skill Level: Remember the Facts Learning Objective 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

About what proportion of the adult population is diagnosed with schizophrenia? a. b. c. d. e.

0.01 percent 0.1 percent 1 percent 12 percent 17 percent

Answer: C Difficulty Level: Moderate Topic: What Is Schizophrenia? Skill Level: Remember the Facts Learning Objective 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

Schizophrenia typically afflicts people beginning in their a. b. c. d. e.

infancy. childhood. adolescence or early adulthood. middle age. old age.

People with a diagnosis of schizophrenia with catatonia often experience a unique symptom when someone tries to move their limbs; this condition is called a. b. c. d. e.

visual hallucinations. waxy flexibility. auditory hallucinations. rigor mortis. tremors.

Answer: B Difficulty Level: Difficult Topic: What Is Schizophrenia? Skill Level: Remember the Facts Learning Objective 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

In the DSM-5, schizophrenia and related disorders are referred to as a. b. c. d. e.

hallucinatory disorders. inappropriate affect disorders. delusional disorders. incoherent speech or thought disorders. schizophrenia spectrum disorders.

Answer: E Difficulty Level: Easy Topic: What Is Schizophrenia? Skill Level: Remember the Facts Learning Objective 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

In the DSM-5, schizophrenia spectrum disorder is preferred to schizophrenia because the symptoms of schizophrenia a. b. c. d. e.

often involve hallucinations. overlap greatly with several disorders, which are now included under one designation. do not entail a real disease. rarely include incoherent speech or thought. involve brain damage to the entire spectrum.

Answer: B Difficulty Level: Easy Topic: What Is Schizophrenia? Skill Level: Remember the Facts Learning Objective 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Which pairing includes one positive and one negative symptom of schizophrenia? a. b. c. d. e.

delusions and disorganized speech delusions and lack of affect avolition and catatonia hallucinations and delusions delusions and odd behavior

Hallucinations associated with schizophrenia often take the form of a. b. c. d. e.

ghostly shapes that ―appear‖ before a person’s eyes. religious figures commanding subservience. flashing lights that form a rhythmic pattern. imaginary voices making critical comments. imaginary numbness or tingling in the extremities.

Answer: D Difficulty Level: Moderate Topic: What Is Schizophrenia? Skill Level: Remember the Facts Learning Objective 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 10.

The symptoms of schizophrenia are often divided into two categories: a. b. c. d. e.

positive and negative. active and passive. genetic and epigenetic. genetic and experiential. anterograde and retrograde.

Answer: A Difficulty Level: Easy Topic: What Is Schizophrenia? Skill Level: Remember the Facts Learning Objective 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

11.

Ricardo has been diagnosed with schizophrenia. He reports hearing voices that command him to apprehend Betty Crocker. Furthermore, he believes that Betty Crocker has been systematically introducing cyanide into the baking products that only he buys, in an effort to slowly poison Ricardo and keep him from attaining his rightful position as leader of Xhgrdax. The voices Ricardo hears are __________ and the plots Ricardo believes are __________ . a. b. c. d. e.

delusions; hallucinations delusions; delusions negative symptoms; positive symptoms hallucinations; delusions hallucinations; hallucinations

Answer: D Difficulty Level: Moderate Topic: What Is Schizophrenia? Skill Level: Apply What You Know Learning Objective 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. APA Learning Objective: 1.3 Describe applications of psychology. 12.

―The CIA is using their mind-implants to make me beat my dog!‖ This kind of statement, uttered by someone diagnosed with schizophrenia, is an example of a a. b. c. d. e.

hallucination delusion of persecution delusion of being controlled delusion of grandeur catatonic state

Answer: C Difficulty Level: Easy Topic: What Is Schizophrenia? Skill Level: Apply What You Know Learning Objective 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. APA Learning Objective: 1.3 Describe applications of psychology.

13.

When told that his wife had been gravely injured in an automobile accident, Sid grinned and clapped his hands and shouted, ―Happiness comes and goes, but tears will fill my goblet!‖ Assuming Sid loves his wife and has been diagnosed with schizophrenia, his responses reflect a. b. c. d. e.

hallucinations. catatonia. delusional thinking. avolition. inappropriate affect.

Answer: E Difficulty Level: Easy Topic: What Is Schizophrenia? Skill Level: Apply What You Know Learning Objective 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. APA Learning Objective: 1.3 Describe applications of psychology. 14.

The recurrence of any two positive or negative symptoms within the span of __________ is sufficient for a diagnosis of schizophrenia. a. b. c. d. e.

1 day 1 month 3 months 6 months 1 year

Answer: B Difficulty Level: Moderate Topic: What Is Schizophrenia? Skill Level: Remember the Facts Learning Objective 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

15.

Antipsychotic drugs were first developed during the a. b. c. d. e.

1990s. 1940s. 1930s. 1970s. 1950s.

Answer: E Difficulty Level: Moderate Topic: Discovery of the First Antipsychotic Drugs Skill Level: Remember the Facts Learning Objective 18.2 Describe the discovery of the first two widely prescribed antipsychotic drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

Drugs that are intended to treat certain symptoms of schizophrenia and bipolar disorder are classified as __________ drugs. a. b. c. d. e.

antidepressant reagent antianxiety antipsychotic diuretic

Answer: D Difficulty Level: Easy Topic: Discovery of the First Antipsychotic Drugs Skill Level: Remember the Facts Learning Objective 18.2 Describe the discovery of the first two widely prescribed antipsychotic drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

17.

Chlorpromazine a. b. c. d. e.

is a benzodiazepine. exerts an immediate antipsychotic effect. was originally developed as an antihistamine. is commonly used in the treatment of depression. cures schizophrenia.

Answer: C Difficulty Level: Difficult Topic: Discovery of the First Antipsychotic Drugs Skill Level: Remember the Facts Learning Objective 18.2 Describe the discovery of the first two widely prescribed antipsychotic drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 18.

The first two antipsychotic drugs were a. b. c. d. e.

Librium and chlorpromazine. chlorpromazine and reserpine. L-DOPA and reserpine. haloperidol and chlorpromazine. haloperidol and Valium.

Answer: B Difficulty Level: Moderate Topic: Discovery of the First Antipsychotic Drugs Skill Level: Remember the Facts Learning Objective 18.2 Describe the discovery of the first two widely prescribed antipsychotic drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

19.

The active ingredient of the snakeroot plant is a. b. c. d. e.

chlorpromazine. reserpine. atropine. morphine. chlordiazepoxide.

Reserpine is not currently used in the treatment of schizophrenia because it a. b. c. d. e.

is ineffective. is an antihistamine. can produce a dangerous decrease in blood pressure. is an anxiolytic. violates the dopamine theory of schizophrenia.

Answer: C Difficulty Level: Moderate Topic: Discovery of the First Antipsychotic Drugs Skill Level: Remember the Facts Learning Objective 18.2 Describe the discovery of the first two widely prescribed antipsychotic drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

21.

Both chlorpromazine and reserpine take approximately __________ to show their antipsychotic effects in a patient. a. b. c. d. e.

1 to 2 hours 4 or 5 days 1 week 4 months 2 to 3 weeks

Dopamine agonist is to dopamine antagonist as a. b. c. d. e.

reserpine is to chlorpromazine. cocaine is to reserpine. reserpine is to amphetamine. chlorpromazine is to reserpine. amphetamine is to cocaine.

Answer: B Difficulty Level: Moderate Topic: The Dopamine Theory of Schizophrenia Skill Level: Remember the Facts Learning Objective 18.3 Describe the evolution of the dopamine theory of schizophrenia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

23.

Unlike reserpine, chlorpromazine does not a. b. c. d. e.

reduce the extracellular levels of dopamine. increase dopamine levels. produce Parkinsonian side effects. cause dementia. function as a dopamine antagonist.

Answer: A Difficulty Level: Difficult Topic: The Dopamine Theory of Schizophrenia Skill Level: Remember the Facts Learning Objective 18.3 Describe the evolution of the dopamine theory of schizophrenia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 24.

Chlorpromazine binds to dopamine receptors without activating them, and keeps dopamine from binding to them. Accordingly, chlorpromazine is classified as a(n) a. b. c. d. e.

receptor promoter. dopamine agonist. dopamine antagonist. exhibitionist. inhibitionist.

Answer: C Difficulty Level: Moderate Topic: The Dopamine Theory of Schizophrenia Skill Level: Remember the Facts Learning Objective 18.3 Describe the evolution of the dopamine theory of schizophrenia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

25.

Haloperidol is a. b. c. d. e.

a potent antipsychotic drug. a D2 receptor ligand. .the active ingredient in snakeroot. a high-affinity dopamine drug. an antidepressant medication.

Answer: A Difficulty Level: Moderate Topic: The Dopamine Theory of Schizophrenia Skill Level: Remember the Facts APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 26.

Phenothiazines bind effectively to a. b. c. d. e.

D1 and D2 receptors. GABA receptors. glutamate receptors. acetylcholine receptors. epinephrine receptors.

27.

Butyrophenones and those phenothiazines that have a great affinity for D2 receptors are potent a. b. c. d. e.

barbiturates. antidepressant drugs. antipsychotic drugs. anxiolytics. atypical antipsychotic drugs.

The first generation of antipsychotic drugs are referred to as a. b. c. d. e.

barbiturates. butyrophenones. typical antipsychotics. parent antipsychotics. marginal antipsychotics.

29.

The clinical effectiveness of typical antipsychotic drugs is positively correlated with the degree to which they bind to a. b. c. d. e.

dopamine. glutamate receptors. D1 receptors. D2 receptors. autoreceptors.

Answer: D Difficulty Level: Moderate Topic: The Dopamine Theory of Schizophrenia Skill Level: Remember the Facts Learning Objective 18.3 Describe the evolution of the dopamine theory of schizophrenia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 30.

Clozapine is a. b. c. d. e.

a typical antipsychotic drug. the first atypical antipsychotic drug. a potent D2 blocker. widely used in the treatment of depression. widely used in the treatment of mania.

Answer: B Difficulty Level: Difficult Topic: Schizophrenia: Beyond the Dopamine Hypothesis Skill Level: Remember the Facts Learning Objective 18.4 Describe two current lines of research on schizophrenia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

31.

Atypical antipsychotic drugs a. b. c. d. e.

are ineffective treatments for schizophrenia. do not bind strongly to D2 receptors. do not bind strongly to D3 receptors. do not bind strongly to D4 receptors. show great effectiveness in treating major depressive disorder.

Answer: B Difficulty Level: Moderate Topic: Schizophrenia: Beyond the Dopamine Hypothesis Skill Level: Remember the Facts Learning Objective 18.4 Describe two current lines of research on schizophrenia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 32.

An effective atypical antipsychotic drug is a. b. c. d. e.

clozapine. buspirone. reserpine. chlorpromazine. iproniazid.

Answer: A Difficulty Level: Moderate Topic: Schizophrenia: Beyond the Dopamine Hypothesis Skill Level: Remember the Facts Learning Objective 18.4 Describe two current lines of research on schizophrenia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

33.

Clozapine, like other atypical antipsychotic drugs, a. b. c. d. e.

is used in the treatment of schizophrenia. does not produce Parkinsonian side effects. has a high affinity for D2 receptors. is more effective than typical antipsychotic drugs for the treatment of schizophrenia. treats only blunted affect in people with schizophrenia.

Answer: A Difficulty Level: Difficult Topic: Schizophrenia: Beyond the Dopamine Hypothesis Skill Level: Remember the Facts Learning Objective 18.4 Describe two current lines of research on schizophrenia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 34.

Psychedelic drugs such as ketamine and phencyclidine are classified as a. b. c. d. e.

psilocybins. dissociative hallucinogens. dopamine agonists. dopamine antagonists. classical hallucinogens.

35.

Research suggests that LSD and other classical hallucinogens produce effects a. b. c. d. e.

by acting as serotonin agonists. by acting as serotonin antagonists. that cannot be reversed. similar to the negative symptoms seen in schizophrenia. consistent with bipolar disorder.

The dissociative hallucinogens, such as ketamine, a. b. c. d. e.

act as dopamine agonists. act as dopamine antagonists. produce effects that mimic some of the negative symptoms of schizophrenia. produce effects that mimic some of the positive symptoms of schizophrenia. act as glutamate agonists.

Answer: C Difficulty Level: Difficult Topic: Schizophrenia: Beyond the Dopamine Hypothesis Skill Level: Remember the Facts Learning Objective 18.4 Describe two current lines of research on schizophrenia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

37.

According to the _____________ theory, early adverse experiences lead to the development of schizophrenia in genetically susceptible individuals. a. b. c. d. e.

stress infection birth complications neurodevelopmental split-brain

Answer: D Difficulty Level: Difficult Topic: Genetic and Epigenetic Mechanisms of Schizophrenia Skill Level: Remember the Facts Learning Objective 18.5 Explain what is currently known about the genetics and epigenetics of schizophrenia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 38.

Structural brain-imaging studies of individuals with schizophrenia typically reveal a. b. c. d. e.

nothing unusual. reduced brain volume. an enlarged hippocampus. a missing hemisphere. damage to the occipital lobe.

Answer: B Difficulty Level: Moderate Topic: Neural Bases of Schizophrenia Skill Level: Remember the Facts Learning Objective 18.6 Describe the various brain changes associated with schizophrenia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

39.

The brain changes that are observed in people with schizophrenia a. b. c. d. e.

are particularly notable in the dopaminergic structures of the brain. are evident early and later in the course of the disorder. do not usually become apparent until several years after diagnosis. are comparatively mild. usually dissipate after 3 months of treatment with atypical antipsychotic medication.

Answer: B Difficulty Level: Difficult Topic: Neural Bases of Schizophrenia Skill Level: Remember the Facts Learning Objective 18.6 Describe the various brain changes associated with schizophrenia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 40.

To be diagnosed as major depressive disorder, symptoms must a. b. c. d. e.

last more than 2 weeks. not involve anhedonia. be triggered by an obvious traumatic event. involve a suicide attempt. last less than 2 weeks.

Answer: A Difficulty Level: Moderate Topic: What Are Depressive Disorders? Skill Level: Remember the Facts Learning Objective 18.7 Explain what a clinical depression is. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

41.

Clinical depression is also known as a. b. c. d. e.

atypical depression. anhedonia. major depressive disorder. minor depressive disorder. generalized anxiety disorder.

Answer: C Difficulty Level: Easy Topic: What Are Depressive Disorders? Skill Level: Remember the Facts Learning Objective 18.7 Explain what a clinical depression is. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 42.

Depression is sometimes divided into two categories: reactive depression and __________ depression. a. b. c. d. e.

bipolar endogenous unipolar acute chronic

Answer: B Difficulty Level: Easy Topic: What Are Depressive Disorders? Skill Level: Remember the Facts Learning Objective 18.7 Explain what a clinical depression is. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

43.

Anxiety disorders, coronary heart disease, and diabetes are often comorbid with a. b. c. d. e.

Parkinson’s disease. retrograde amnesia. major depressive disorder. hypomania. multiple sclerosis.

Depression affects about __________ percent of the global population a. b. c. d. e.

.1 1 2 to 5 10 to 12 26

Answer: C Difficulty Level: Difficult Topic: What Are Depressive Disorders? Skill Level: Remember the Facts Learning Objective 18.7 Explain what a clinical depression is. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

45.

A diagnosis of major depressive disorder is up to 2 times more likely in __________ than in __________ . a. b. c. d. e.

younger people; older people men; women rural dwellers; urban dwellers women; men older people; younger people

Answer: D Difficulty Level: Easy Topic: What Are Depressive Disorders? Skill Level: Remember the Facts Learning Objective 18.7 Explain what a clinical depression is. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 46.

In general, evidence directly linking early experience to the development of major depressive disorder is sparse; however, in cases of _____________ the relation between experience and clinical depression is clear. a. b. c. d. e.

peripartum depression preconception depression factitious depression endogenous depression schizotypal depression

47.

In 1957, the first drug to be marketed as an antidepressant was a. b. c. d. e.

iproniazid. imipramine. reserpine. clozapine. lithium.

Answer: A Difficulty Level: Difficult Topic: Antidepressant Drugs Skill Level: Remember the Facts Learning Objective 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 48.

Iproniazid currently is rarely prescribed for the treatment of depression because a. b. c. d. e.

it is ineffective. of the cheese effect. of the walnut effect. it produces rebound mania. of the peanut effect.

Answer: B Difficulty Level: Moderate Topic: Antidepressant Drugs Skill Level: Remember the Facts Learning Objective 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

49.

Iproniazid, the first antidepressant, a. b. c. d. e.

was initially developed as an antipsychotic drug. is even more effective against mania. usually produces dangerous drops in blood pressure. continues to be the most commonly prescribed antidepressant. is a monoamine agonist.

Answer: E Difficulty Level: Difficult Topic: Antidepressant Drugs Skill Level: Remember the Facts Learning Objective 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 50.

MAO inhibitors are no longer used in the treatment of depression because they a. b. c. d. e.

are totally ineffective against depression. produce tardive dyskinesia. block MAO’s ability to break down tyramine. are effective only if they are taken with iproniazid. cannot be administered orally.

Answer: C Difficulty Level: Difficult Topic: Antidepressant Drugs Skill Level: Remember the Facts Learning Objective 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

51.

Iproniazid is to imipramine as a. b. c. d. e.

tricyclic antidepressant is to MAO inhibitor. cheese is to fish. MAO inhibitor is to tricyclic antidepressant. depression is to mania. mania is to depression.

Answer: C Difficulty Level: Moderate Topic: Antidepressant Drugs Skill Level: Remember the Facts Learning Objective 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 52.

The first tricyclic antidepressant to be marketed a. b. c. d. e.

was chlorpromazine. was imipramine. eventually proved to be even more effective against stroke. produced a cheese effect. was also an MAO inhibitor.

Answer: B Difficulty Level: Difficult Topic: Antidepressant Drugs Skill Level: Remember the Facts Learning Objective 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

53.

Imipramine a. b. c. d. e.

is a serotonin and norepinephrine antagonist. blocks the reuptake of serotonin and norepinephrine. blocks dopamine receptors. is a dopamine antagonist. is an MAO inhibitor.

Imipramine is a a. b. c. d. e.

tricyclic antidepressant. MAO inhibitor. phenothiazine. butyrophenone. serotonin antagonist.

Answer: A Difficulty Level: Easy Topic: Antidepressant Drugs Skill Level: Remember the Facts Learning Objective 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

55.

Fluoxetine a. b. c. d. e.

is a SSRI. is more effective in treating depression than imipramine. is more effective in treating depression than SNRIs. has more side effects than tricyclic antidepressants. is an MAO inhibitor.

Answer: A Difficulty Level: Moderate Topic: Antidepressant Drugs Skill Level: Remember the Facts Learning Objective 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 56.

Bupropion and agomelatine are classified as a. b. c. d. e.

SSRIs. typical antidepressants. tricyclic antidepressants. MAO inhibitors. atypical antidepressants.

Answer: E Difficulty Level: Moderate Topic: Antidepressant Drugs Skill Level: Remember the Facts Learning Objective 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

57.

Fluoxetine is marketed under the name a. b. c. d. e.

Prozac. Lithium. Imipramine. Iproniazid. Paxil.

Fluoxetine is a slight structural variation of a. b. c. d. e.

tricyclic antidepressants. lithium. neuroleptics. phenothiazines. MAO inhibitors.

59.

Selective norepinephrine-reuptake inhibitors are used in the treatment of a. b. c. d. e.

schizophrenia. major depressive disorder. tuberculosis. mania. addiction.

Answer: B Difficulty Level: Easy Topic: Antidepressant Drugs Skill Level: Remember the Facts Learning Objective 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 60.

Several large scale studies have compared the effectiveness of various antidepressants to placebos; these studies have found that a. b. c. d. e.

overall, some classes of antidepressants are more effective than others. only 2 percent of depressed patients are helped by antidepressants. antidepressants are of little to no benefit for people with severe depression. antidepressant medications promote recovery from major depressive disorder. the rate of improvement attributed to antidepressant medication is identical to the rate of improvement attributed to placebo.

61.

The dissociative hallucinogen ketamine a. b. c. d. e.

alleviates depression, even after only a single dose. has no side effects. eliminates mania. is a tricyclic drug. is an SSRI.

AnswerA Difficulty Level: Moderate Topic: Antidepressant Drugs Skill Level: Remember the Facts Learning Objective 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

62.

Remarkably, a single injection of ketamine a. b. c. d. e.

often alleviates depression. can trigger a bout of severe depression. can trigger mania. is widely used in the treatment of major depressive disorder. can produce no discernable effects.

63.

Some success has been reported in treating clinical depression with chronic low-level electrical stimulation of the ___________ through implanted electrodes. a. b. c. d. e.

anterior cingulate gyrus of the prefrontal cortex amygdala posterior thalamus hippocampus striatum

Answer: A Difficulty Level: Moderate Topic: Brain Stimulation to Treat Depression Skill Level: Remember the Facts Learning Objective 18.9 Describe two forms of treatment for depression that utilize brain stimulation. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 64.

Which experimental treatment for clinical depression is noninvasive? a. b. c. d. e.

repetitive transcranial magnetic stimulation deep brain stimulation prefrontal lobotomy ketamine iproniazid

65.

The monoamine theory of depression is based on the fact that a. b. c. d. e.

depressed people have high levels of monoamines. depressed people have low levels of monoamines. most drugs used to treat depression are monoamine agonists. most drugs used to treat depression are monoamine antagonists. monoamines are present only in people diagnosed with major depressive disorder.

Answer: C Difficulty Level: Moderate Topic: Theories of Depression Skill Level: Remember the Facts Learning Objective 18.10 Describe two theories of the etiology of major depressive disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 66.

When insufficient neurotransmitter is released at a synapse, there is often a compensatory __________ of the receptors. a. b. c. d. e.

up-regulation degeneration regeneration blockade realignment

Answer: A Difficulty Level: Moderate Topic: Theories of Depression Skill Level: Remember the Facts Learning Objective 18.10 Describe two theories of the etiology of major depressive disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

67.

The monoamine theory of depression holds that depression is associated with a. b. c. d. e.

underactivity at serotonergic and noradrenergic synapses. degeneration of monoamines. decreases in dopamine receptors. monoamine agonists. realignment of MAO inhibitors.

The neuroplasticity theory of depression proposes that depression results from a. b. c. d. e.

an increase in neuroplastic processes in the prefrontal cortex. a decrease in neuroplastic processes in various brain structures. an increase in neuroplastic processes in the hypothalamus. atypical neuroplastic processes throughout, but restricted to, the limbic system. an increase in neuroplastic processes in the posterior occipital lobe.

Answer: B Difficulty Level: Moderate Topic: Theories of Depression Skill Level: Remember the Facts Learning Objective 18.10 Describe two theories of the etiology of major depressive disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

69.

Brain-derived neurotropic factor (BDNF) has been of particular interest to researchers because a. b. c. d. e.

treatments that improve depression increase BDNF. it plays an important role in mental health. BDNF is localized in the prefrontal lobes. women have twice as much as men. regeneration is not possible without it.

The genetic contributors to depression seem to be a. b. c. d. e.

a single genetic mutation. only two. multiple and varied. a single gene found only in some people. nonexistent.

Answer: C Difficulty Level: Easy Topic: Genetic and Epigenetic Mechanisms of Depression Skill Level: Remember the Facts Learning Objective 18.11 Describe our current state of knowledge of the genetic and epigenetic mechanisms of depression. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

71.

Reductions in __________ have been noted in the frontal cortex and other brain regions in people diagnosed with major depressive disorder. a. b. c. d. e.

white matter the shape of cell bodies red blood cells white blood cells gray matter

Answer: A Difficulty Level: Moderate Topic: Neural Bases of Depression Skill Level: Remember the Facts Learning Objective 18.12 Describe the various brain differences associated with major depressive disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 72.

What is the defining feature necessary for a diagnosis of bipolar disorder type I? a. b. c. d. e.

experiencing at least one manic episode the presence of severe depression experiencing a series of manic episodes in rapid succession thoughts of suicide the presence of hallucinations

Answer: A Difficulty Level: Easy Topic: What Is Bipolar Disorder? Skill Level: Remember the Facts Learning Objective 18.13 Describe the symptoms associated with each of the two types of bipolar disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

73.

Giuseppe has been told by his family physician that his changes in behavior are caused by ―hypomanic episodes‖ and that he has also been experiencing ―major depressive episodes.‖ At the physician’s urging, Giuseppe visits a clinical psychologist who confirms the pattern: ―At least one hypomanic episode and one major depressive episode.‖ What diagnosis will the clinician apply to Giuseppe’s condition? a. b. c. d. e.

bipolar I disorder bipolar II disorder hypomania persistent depressive disorder hypnothermia

Answer: B Difficulty Level: Easy Topic: What Is Bipolar Disorder? Skill Level: Apply What You Know Learning Objective 18.13 Describe the symptoms associated with each of the two types of bipolar disorder. APA Learning Objective: 1.3 Describe applications of psychology. 74.

Drugs that reduce depression without increasing mania, or reduce mania without increasing depression, are called a. b. c. d. e.

mood stabilizers. SSRIs. tricyclic antidepressants. MAO inhibitors. monoamines.

Answer: A Difficulty Level: Easy Topic: Mood Stabilizers Skill Level: Remember the Facts Learning Objective 18.14 Describe the discovery of the first mood stabilizer. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

75.

Which theory proposes that bipolar disorder results from a dysfunctional brain reward system that overreacts to rewards or the lack thereof? a. b. c. d. e.

HPA theory reward hypersensitivity theory STP theory selective euthymia hypothesis disruptive expressivity theory

Answer: B Difficulty Level: Easy Topic: Theories of Bipolar Disorder Skill Level: Remember the Facts Learning Objective 18.15 Describe some factors that may contribute to the onset and maintenance of bipolar disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 76.

Best estimates suggest that there are __________ to __________ genes associated with bipolar disorder. a. b. c. d. e.

ten; twenty hundreds; thousands of fifty; sixty thousands; millions of twenty; fifty

Answer: B Difficulty Level: Easy Topic: Genetic and Epigenetic Mechanisms of Bipolar Disorder Skill Level: Remember the Facts Learning Objective 18.16 Describe our current state of knowledge of the genetic and epigenetic mechanisms of bipolar disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

77.

Reductions in __________ have been noted in the frontal cortex and other brain regions in people diagnosed with bipolar disorder. a. b. c. d. e.

white matter the shape of cell bodies red blood cells white blood cells gray matter

Answer: E Difficulty Level: Moderate Topic: Neural Bases of Bipolar Disorder Skill Level: Remember the Facts Learning Objective 18.17 Describe the brain differences associated with bipolar disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 78.

When anxiety is so severe that it disrupts functioning, it is generally referred to as a. b. c. d. e.

fear. hypertension. an anxiety disorder. a panic disorder. a phobia.

Answer: C Difficulty Level: Easy Topic: Anxiety Disorders Skill Level: Remember the Facts Learning Objective 18.18 Describe four anxiety disorders. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

79.

Various studies suggest that between _________percent of people will suffer from an anxiety disorder at some point in their lives. a. b. c. d. e.

0.5 and 1.0 14 and 34 1 and 2 2 and 8 8 and 12

Answer: B Difficulty Level: Moderate Topic: Anxiety Disorders Skill Level: Remember the Facts Learning Objective 18.18 Describe four anxiety disorders. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 80.

Panic disorder, specific phobias, and agoraphobia are all a. b. c. d. e.

schizophrenia spectrum disorders. depressive disorders. anxiety disorders. bipolar disorders. affective disorders.

Answer: C Difficulty Level: Easy Topic: Four Anxiety Disorders Skill Level: Remember the Facts Learning Objective 18.18 Describe four anxiety disorders. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

81.

_______________ is a psychiatric disorder that is characterized by stress responses and extreme feelings of anxiety and worry about a large number of different activities or events. a. b. c. d. e.

Generalized anxiety disorder A specific phobia Agoraphobia Panic disorder Bipolar disorder type II

Answer: A Difficulty Level: Easy Topic: Four Anxiety Disorders Skill Level: Remember the Facts Learning Objective 18.18 Describe four anxiety disorders. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 82.

___________ is characterized by a pathological fear of public places and open spaces. a. b. c. d. e.

Panic disorder Bipolar disorder type I Agoraphobia Schizophrenia Generalized anxiety disorder

83.

Anxiety disorders are a. b. c. d. e.

reasonably rare in the general population. the most prevalent of all psychiatric disorders. often treated with serotonin antagonists. the same as panic disorders. the same as bipolar type III disorder.

Answer: B Difficulty Level: Easy Topic: Four Anxiety Disorders Skill Level: Remember the Facts Learning Objective 18.18 Describe four anxiety disorders. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

It has been estimated that benzodiazepines are currently being used by approximately __________ of adult North Americans. a. b. c. d. e.

5 percent 2 percent 1 percent 19 percent 33 percent

Answer: A Difficulty Level: Moderate Topic: Pharmacological Treatment of Anxiety Disorders Skill Level: Remember the Facts Learning Objective 18.19 Describe three sorts of drugs used in the treatment of anxiety disorders. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

85.

Benzodiazepines a. b. c. d. e.

are GABAA receptor agonists. are monoamine agonists. are catecholamine antagonists. are monoamine antagonists. bind to serotonin receptors.

Addiction, tremor, nausea, and ataxia are all possible side effects of a. b. c. d. e.

SSRIs. fluoxetine. lithium. benzodiazepines. SNRIs.

Answer: D Difficulty Level: Difficult Topic: Pharmacological Treatment of Anxiety Disorders Skill Level: Remember the Facts Learning Objective 18.19 Describe three sorts of drugs used in the treatment of anxiety disorders. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

87.

Clinical depression and anxiety are often comorbid, which means that they a. b. c. d. e.

both increase the likelihood of suicide. both increase susceptibility to terminal illness. have the same effect on neurotransmitters. tend to occur together in the same individual. both commonly require hospitalization.

The elevated-plus-maze test is a commonly used model of a. b. c. d. e.

clinical depression. anxiety. mania. bipolar disorders. phobias.

Answer: B Difficulty Level: Easy Topic: Animal Models of Anxiety Disorders Skill Level: Remember the Facts Learning Objective 18.20 Describe three animal models of anxiety disorders. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

89.

Which animal model assesses anxiety by measuring the amount of time a rat spends spraying bedding material? a. b. c. d. e.

elevated-plus-maze test risk-assessment test defensive-burying test forced-mating procedure nocturnal abatement test

Answer: C Difficulty Level: Easy Topic: Animal Models of Anxiety Disorders Skill Level: Remember the Facts Learning Objective 18.20 Describe three animal models of anxiety disorders. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 90.

The __________ is used to study anxiety in laboratory rats. a. b. c. d. e.

T-maze forced-choice test defensive-burying test radial-arm-maze test Wasson card-sorting test threat-reduction test

91.

Because anxiety disorders show a high degree of __________, it has proven difficult to identify the critical epigenetic mechanisms involved in these disorders. a. b. c. d. e.

heterogeneity resistance to diagnosis prevalence scarcity in the population homogeneity

Answer: A Difficulty Level: Moderate Topic: Genetic and Epigenetic Mechanisms of Anxiety Disorders Skill Level: Remember the Facts Learning Objective 18.21 Describe our current state of knowledge of the genetic and epigenetic mechanisms of anxiety disorders. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 92.

Which neurotransmitter has been most often implicated in anxiety disorders because of the effects of benzodiazepines? a. b. c. d. e.

GABA dopamine norepinephrine glutamate acetylcholine

Answer: A Difficulty Level: Moderate Topic: Neural Bases of Anxiety Disorders Skill Level: Remember the Facts Learning Objective 18.22 Describe the various brain differences associated with major depressive disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

93.

Tics are the primary symptom of a. b. c. d. e.

Parkinson’s disease. Tourette’s disorder. multiple sclerosis. epilepsy. Addison’s disease.

Answer: B Difficulty Level: Easy Topic: What Is Tourette’s Disorder? Skill Level: Remember the Facts Learning Objective 18.23 Describe the symptoms of Tourette’s disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 94.

Coprolalia refers to a. b. c. d. e.

uncontrolled grimacing. repeating words. grunting. uttering obscenities. barking.

Answer: D Difficulty Level: Easy Topic: What Is Tourette’s Disorder? Skill Level: Remember the Facts Learning Objective 18.23 Describe the symptoms of Tourette’s disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

95.

Some patients with Tourette’s disorder also display signs of a. b. c. d. e.

bipolar type I disorder. obsessive-convulsive disorder. auditory and visual hallucinations. schizophrenia. bipolar type II disorder.

Answer: B Difficulty Level: Moderate Topic: What Is Tourette’s Disorder? Skill Level: Remember the Facts Learning Objective 18.23 Describe the symptoms of Tourette’s disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 96.

Tourette’s disorder occurs more frequently in a. b. c. d. e.

siblings. dizygotic twins. male children than in female children. female children than in male children. the elderly.

Answer: C Difficulty Level: Moderate Topic: What Is Tourette’s Disorder? Skill Level: Remember the Facts Learning Objective 18.23 Describe the symptoms of Tourette’s disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

97.

The tics present in Tourette’s disorder are usually treated by the administration of a. b. c. d. e.

antipsychotic medication. classical conditioning. antianxiety medication. punishment. antidepressant medication.

Answer: A Difficulty Level: Difficult Topic: Pharmacological Treatment of Tourette’s Disorder Skill Level: Remember the Facts Learning Objective 18.24 Describe how Tourette’s disorder is treated. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 98.

The chance of monozygotic twins both having Tourette’s disorder is about __________ percent. a. b. c. d. e.

10 25 50 80 100

Answer: D Difficulty Level: Moderate Topic: Genetic and Epigenetic Mechanisms of Tourette’s Disorder Skill Level: Remember the Facts Learning Objective 18.25 Describe our current state of knowledge of the genetic and epigenetic mechanisms of Tourette’s disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

99.

In functional brain-imaging studies of Tourette’s patients who are suppressing their tics, abnormal activity has been consistently observed in the caudate nuclei and a. b. c. d. e.

prefrontal cortex. cerebellum. primary motor cortex. association motor cortex. dorsal horn.

Answer: A Difficulty Level: Difficult Topic: Neural Bases of Tourette’s Disorder Skill Level: Remember the Facts Learning Objective 18.26 Describe the research findings related to the neural bases of Tourette’s disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 100.

According to P.H., a medical school faculty member who has Tourette’s disorder, it is more a disorder of the __________ than of the patient. a. b. c. d. e.

amygdala prefrontal cortex onlooker brain parent

Answer: C Difficulty Level: Easy Topic: Neural Bases of Tourette’s Disorder Skill Level: Remember the Facts Learning Objective 18.26 Describe the research findings related to the neural bases of Tourette’s disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

101.

How many gene therapies are currently in widespread routine clinical use? a. b. c. d. e.

0 2 8 over 50 over 100

Answer: A Difficulty Level: Moderate Topic: Clinical Trials: Development of New Psychotherapeutic Drugs Skill Level: Remember the Facts Learning Objective 18.27 Describe the three phases of clinical trials. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 102.

Research designed to translate basic scientific discoveries into clinical treatments is called a. b. c. d. e.

clinical research. translational research. neuropsychology research. clinical psychology research. application research.

Answer: B Difficulty Level: Easy Topic: Clinical Trials: Development of New Psychotherapeutic Drugs Skill Level: Remember the Facts Learning Objective 18.27 Describe the three phases of clinical trials. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

103.

The subjects of the vast majority of clinical trials are a. b. c. d. e.

human volunteers. rats. mice. monkeys. genes.

Answer: A Difficulty Level: Easy Topic: Clinical Trials: The Three Phases Skill Level: Remember the Facts Learning Objective 18.27 Describe the three phases of clinical trials. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 104.

Clinical trials are typically conducted in __________ separate phases. a. b. c. d. e.

2 3 4 6 10

Answer: B Difficulty Level: Moderate Topic: Clinical Trials: The Three Phases Skill Level: Remember the Facts Learning Objective 18.27 Describe the three phases of clinical trials. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

105.

Determining the maximum safe dose for humans typically occurs in the __________ phase of human clinical trials. a. b. c. d. e.

first second third fourth pre-trial

Answer: A Difficulty Level: Moderate Topic: Clinical Trials: The Three Phases Skill Level: Remember the Facts Learning Objective 18.27 Describe the three phases of clinical trials. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 106.

The goal of the second of the three phases of human clinical trials is a. b. c. d. e.

the development of methods for the efficient synthesis of the drug. identifying the most effective doses and schedules of treatment. testing with animal models. screening for safety. demonstrating that the drug is clinically effective.

Answer: B Difficulty Level: Difficult Topic: Clinical Trials: The Three Phases Skill Level: Remember the Facts Learning Objective 18.27 Describe the three phases of clinical trials. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

107.

The final phase of human clinical trials usually involves a. b. c. d. e.

an absence of control groups. double-blind procedures. yoked controls. mass marketing. complementary testing on other primates.

An ideal placebo is a control drug that produces the same __________ effects as the drug that is being tested. a. b. c. d. e.

therapeutic side psychological neurochemical comparative

Answer: B Difficulty Level: Moderate Topic: Controversial Aspects of Clinical Trials Skill Level: Remember the Facts Learning Objective 18.28 Identify six controversial aspects of clinical trials. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

109.

Drugs for which the market is too small for them to be profitable are called __________ drugs. a. b. c. d. e.

orphan translational noneconomic absence active

Answer: A Difficulty Level: Easy Topic: Controversial Aspects of Clinical Trials Skill Level: Remember the Facts Learning Objective 18.28 Identify six controversial aspects of clinical trials. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 110.

S.B., the biopsychology student who suffered from a bipolar disorder, is the ideal case with which to end Biopsychology because a. b. c. d. e.

he had bipolar disorder type I. he was eventually cured. he demonstrated the importance of independent thinking by researching and challenging his own prescription and by suggesting a better alternative. he was able to help other students. he received drug therapy for a psychological disorder.

Answer: C Difficulty Level: Easy Topic: Effectiveness of Clinical Trials Skill Level: Remember the Facts Learning Objective 18.29 Discuss the relative effectiveness of clinical trials. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

FILL-IN-THE-BLANK QUESTIONS 1.

Lena sat for hours in the middle of the floor staring into space; she was totally unresponsive and displayed waxy flexibility. Her condition was diagnosed as schizophrenia with _______________.

Answer: catatonia Difficulty Level: Difficult Topic: Schizophrenia Skill Level: Remember the Facts Learning Objective 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

The first antipsychotic drug, __________, was initially developed as an antihistamine; its antipsychotic actions were discovered accidentally in the early 1950s.

Answer: chlorpromazine Difficulty Level: Moderate Topic: Discovery of the First Antipsychotic Drugs Skill Level: Remember the Facts Learning Objective 18.2 Describe the discovery of the first two widely prescribed antipsychotic drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 3.

Haloperidol and other antipsychotic drugs are classified as __________ because they all bind effectively to D2 receptors but not to D1 receptors.

Answer: butyrophenones Difficulty Level: Difficult Topic: Discovery of the First Antipsychotic Drugs Skill Level: Remember the Facts Learning Objective 18.2 Describe the discovery of the first two widely prescribed antipsychotic drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Antipsychotic drugs, such as clozapine, were not part of the first generation of antipsychotic drugs, and they do not have a high affinity for D2 receptors. This group of antipsychotic drugs is called __________ antipsychotics.

Answer: atypical Difficulty Level: Difficult Topic: Discovery of the First Antipsychotic Drugs Skill Level: Remember the Facts Learning Objective 18.2 Describe the discovery of the first two widely prescribed antipsychotic drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 5.

Antipsychotic drugs usually do not start working immediately. It often takes several __________ for a regimen of antipsychotic therapy to start to alleviate symptoms of schizophrenia.

Answer: weeks Difficulty Level: Easy Topic: Discovery of the First Antipsychotic Drugs Skill Level: Remember the Facts Learning Objective 18.2 Describe the discovery of the first two widely prescribed antipsychotic drugs. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 6.

There are two common classes of symptoms associated with schizophrenia. One of these two classes of symptoms, the __________ symptoms, do not usually respond to antipsychotics.

Answer: negative Difficulty Level: Moderate Topic: Schizophrenia: Beyond the Dopamine Hypothesis Skill Level: Remember the Facts Learning Objective 18.3 Describe the evolution of the dopamine theory of schizophrenia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Depression for which there is no apparent external cause is called __________ depression.

Answer: endogenous Difficulty Level: Moderate Topic: What Are Depressive Disorders? Skill Level: Remember the Facts Learning Objective 18.7 Explain what a clinical depression is. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

The first antidepressant drug was developed for the treatment of tuberculosis. This drug, __________, was found not to be effective against tuberculosis, but it left patients with tuberculosis less depressed about their condition.

Answer: iproniazid Difficulty Level: Difficult Topic: Antidepressant Drugs Skill Level: Remember the Facts Learning Objective 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 9.

Imipramine, the first __________ antidepressant, was developed for the treatment of schizophrenia.

Answer: tricyclic Difficulty Level: Moderate Topic: Antidepressant Drugs Skill Level: Remember the Facts Learning Objective 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

10.

Fluoxetine, or __________, was the first SSRI to be marketed for the treatment of depression.

Answer: Prozac Difficulty Level: Easy Topic: Antidepressant Drugs Skill Level: Remember the Facts Learning Objective 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 11.

M.R., the woman who was afraid to go out, had a pathological fear of public places and open spaces. She suffered from __________.

Answer: agoraphobia Difficulty Level: Moderate Topic: Four Anxiety Disorders Skill Level: Remember the Facts Learning Objective 18.18 Describe four anxiety disorders. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 12.

The agonistic effects of __________ on GABAA receptors are thought to account for the clinical effectiveness of this class of drugs on anxiety disorders.

Answer: benzodiazepines Difficulty Level: Difficult Topic: Pharmacological Treatment of Anxiety Disorders Skill Level: Remember the Facts Learning Objective 18.19 Describe three sorts of drugs used in the treatment of anxiety disorders. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 13.

The main problem with the elevated-plus-maze test as a model of anxiety is that it may be a test of __________-sensitive anxiety rather than of anxiety in general.

Answer: benzodiazepine Difficulty Level: Moderate Topic: Animal Models of Anxiety Disorders Skill Level: Remember the Facts Learning Objective 18.20 Describe three animal models of anxiety disorders. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 1583 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

14.

Motor and verbal __________ are the primary symptoms of Tourette’s disorder.

Answer: tics Difficulty Level: Easy Topic: What Is Tourette’s Disorder? Skill Level: Remember the Facts Learning Objective 18.23 Describe the symptoms of Tourette’s disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 15.

Involuntarily uttering obscenities is a symptom in some cases of Tourette’s disorder. This symptom is formally known as ___________.

Answer: coprolalia Difficulty Level: Difficult Topic: What Is Tourette’s Disorder? Skill Level: Remember the Facts Learning Objective 18.23 Describe the symptoms of Tourette’s disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 16.

Typical antipsychotic drugs, which are ________ receptor blockers, are commonly used in the treatment of Tourette’s disorder.

Answer: D2 Difficulty Level: Difficult Topic: Pharmacological Treatment of Tourette’s Disorder Skill Level: Remember the Facts Learning Objective 18.24 Describe how Tourette’s disorder is treated. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 17.

Human clinical trials of new drugs are typically conducted in __________ different phases.

Answer: three Difficulty Level: Easy Topic: Clinical Trials: The Three Phases Skill Level: Remember the Facts Learning Objective 18.27 Describe the three phases of clinical trials. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

18.

The ideal control treatments in human clinical trials are __________ placebos; namely, ones that produce the same side effects as those produced by the drug under investigation.

Answer: active Difficulty Level: Easy Topic: Controversial Aspects of Clinical Trials Skill Level: Remember the Facts Learning Objective 18.28 Identify six controversial aspects of clinical trials. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. ESSAY QUESTIONS 1.

Describe the important experiment conducted by Arvid Carlsson and Margit Lindqvist and its results, published in 1963. Explain how the findings contributed to the development of the dopamine theory of schizophrenia and to the discovery of a new mechanism by which drugs can influence neurotransmitters and behavior.

Answer: 25% for describing the experiment 25% for describing the results 25% for explaining how the findings contributed to the development of the dopamine theory 25% for explaining how the findings led to the concept of receptor blockers Difficulty Level: Difficult Topic: The Dopamine Theory of Schizophrenia Skill Level: Remember the Facts Learning Objective 18.3 Describe the evolution of the dopamine theory of schizophrenia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 2.

Describe the development of typical antipsychotic drugs and how these drugs implicated dopamine in the mechanisms of schizophrenia.

Answer: 50% for describing the development of typical antipsychotic drugs 50% for describing the history of the dopamine theory of schizophrenia and the factors that influenced its evolution Difficulty Level: Moderate Topic: The Dopamine Theory of SchizophreniaSkill Level: Understand the Concepts Learning Objective 18.3 Describe the evolution of the dopamine theory of schizophrenia. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

In 1978, Solomon Snyder published a figure that had a major impact on the study of psychiatric disorders and their treatment. Describe the contents of the figure and explain the important conclusions that were drawn from the findings that the figure summarized.

Answer: 40% for correctly labeling the axes 60% for explaining the findings contributed to the dopamine theory Difficulty Level: Difficult Topic: The Dopamine Theory of Schizophrenia Skill Level: Remember the Facts Learning Objective 18.3 Describe the evolution of the dopamine theory of schizophrenia. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 4.

A strict interpretation of the D2-version of the dopamine theory of schizophrenia cannot explain key findings. Discuss three of these findings and reach a conclusion.

Answer: 45% for describing three key findings 45% for discussing the three findings 10% for reaching a conclusion Difficulty Level: Difficult Topic: The Dopamine Theory of Schizophrenia Skill Level: Understand the Concepts Learning Objective 18.3 Describe the evolution of the dopamine theory of schizophrenia. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 5.

Describe and discuss four classes of drugs that are used in the treatment of major depressive disorders. Compare their efficacy.

Answer: 40% for identifying four classes of drugs used in the treatment of affective disorders 40% for discussing the four classes 20% for comparing the efficacy of the four classes Difficulty Level: Difficult Topic: Antidepressant Drugs Skill Level: Apply What You Know Learning Objective 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. APA Learning Objective: 1.3 Describe applications of psychology.

Describe four anxiety disorders and the drugs that are used in their treatment. What have these drugs suggested about the mechanisms of anxiety disorders?

Answer: 40% for describing the anxiety disorders 40% for describing drugs that are used in the treatment of anxiety disorders 20% for speculations about the role of GABA and serotonin in anxiety disorders Difficulty Level: Moderate Topic: Anxiety Disorders Skill Level: Understand the Concepts Learning Objective 18.19 Describe three sorts of drugs used in the treatment of anxiety disorders. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains. 7.

Describe three animal models of anxiety. What is the problem with using them to screen potential anxiolytic drugs?

Answer: 75% for describing the three models 25% for explaining the problem in using them to screen anxiolytic drugs Difficulty Level: Moderate Topic: Animal Models of Anxiety Disorders Skill Level: Remember the Facts Learning Objective 18.20 Describe three animal models of anxiety disorders. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology. 8.

Explain the misunderstanding related to tic suppression in Tourette’s disorder and interpret findings from the chapter that indicate otherwise.

Answer: 60% for describing the misunderstanding 40% for interpreting the findings Difficulty Level: Moderate Topic: What Is Tourette’s Disorder? Skill Level: Remember the Facts Learning Objective 18.23 Describe the symptoms of Tourette’s disorder. APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

Describe the conventional protocol for developing new psychotherapeutic drugs. Recommend one way in which this protocol could be improved. Discuss your recommendation.

Answer: 75% for describing the phases of drug development 25% for making a reasonable recommendation for improving the standard protocol Difficulty Level: Moderate Topic: Clinical Trials: Development of New Psychotherapeutic Drugs Skill Level: Apply What You Know Learning Objective 18.27 Describe the three phases of clinical trials. APA Learning Objective: 1.3 Describe applications of psychology. 10.

There are several controversial aspects of the conventional protocol for developing new therapeutic drugs. Discuss three of the controversies and reach a conclusion.

Answer: 30% for identifying three controversies 60% for discussing the three controversies 10% for reaching a sensible conclusion Difficulty Level: Difficult Topic: Controversial Aspects of Clinical Trials Skill Level: Understand the Concepts Learning Objective 18.28 Identify six controversial aspects of clinical trials. APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

REVEL QUIZ QUESTIONS The following questions appear at the end of each module and at the end of the chapter in Revel for Biopsychology, 11th Edition.

Quiz: Schizophrenia EOM_18.1.1 Question: ______ is a ______ symptom of schizophrenia. a. Catatonia; negative b. Hallucinations; negative c. Flattened affect; positive d. Disorganized speech; negative Answer: A Consider This: Positive symptoms involve the addition of behaviors or cognitions not normally noted in a person. LO 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. Learning Objective: 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. Skill Level: Analyze It Difficulty Level: Difficult EOM_18.1.2 Question: Which individual meets the diagnostic criteria for schizophrenia? Assume that each individual has been experiencing their symptoms for at least one month. a. Ava, who is experiencing avolition and flattened affect b. Bernie, who is experiencing flattened affect and whose speech is disorganized c. Caledonia, who is experiencing avolition and catatonia d. Darius, who is experiencing flattened affect and catatonia Answer: B Consider This: Negative symptoms alone do not warrant the diagnosis. LO 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. Learning Objective: 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. Skill Level: Apply What You Know Difficulty Level: Difficult

EOM_18.1.3 Question: _____ was the second drug to be developed and marketed for the treatment of schizophrenia. a. Chlorpromazine b. Imipramine c. Reserpine d. Lithium Answer: C Consider This: This drug contains the active ingredient of the snakeroot plant. LO 18.2 Describe the discovery of the first two widely prescribed antipsychotic drugs. Learning Objective: 18.2 Describe the discovery of the first two widely prescribed antipsychotic drugs. Skill Level: Remember the Facts Difficulty Level: Easy EOM_18.1.4 Question: The degree to which typical antipsychotics bind to D 2 receptors is highly correlated with their: a. ability to trigger a schizophrenia-like episode. b. ability to suppress the onset of schizophrenia. c. effectiveness in increasing the positive symptoms of schizophrenia. d. effectiveness in suppressing schizophrenic symptoms. Answer: D Consider This: A revision of the dopamine theory suggested that schizophrenia is caused by hyperactivity specifically at D2 receptors rather than at dopamine receptors in general. LO 18.3 Describe the evolution of the dopamine theory of schizophrenia. Learning Objective: 18.3 Describe the evolution of the dopamine theory of schizophrenia. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_18.1.5 Question: LSD is a: a. cannabinoid. b. dissociative hallucinogen. c. psychedelic hallucinogen. d. drug that is now routinely prescribed for the treatment of schizophrenia. Answer: C Consider This: Certain effects of drugs like LSD appear to mimic the positive symptoms of schizophrenia. LO 18.4 Describe two current lines of research on schizophrenia. Learning Objective: 18.4 Describe two current lines of research on schizophrenia. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Depressive Disorders EOM_18.2.1 Question: Light therapy can help relieve the symptoms of: a. peripartum depression. b. seasonal affective disorder. c. major depressive disorder. d. minor depressive disorder. Answer: B Consider This: The timing of the depressive episodes is important for the diagnosis of this disorder. LO 18.7 Explain what a clinical depression is. Learning Objective: 18.7 Explain what a clinical depression is. Skill Level: Remember the Facts Difficulty Level: Easy EOM_18.2.2 Question: Ketamine is: a. a NMDA-receptor antagonist. b. a tricyclic antidepressant. c. an atypical antidepressant. d. a monoamine oxidase inhibitor. Answer: A Consider This: A single low dose of ketamine can rapidly reduce the symptoms of depression. LO 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. Learning Objective: 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_18.2.3 Question: High-frequency rTMS and low-frequency rTMS are believed to _________ and ___________, respectively, activity within those brain regions to which it is applied. a. stimulate; stimulate b. inhibit; stimulate c. stimulate; inhibit d. inhibit; inhibit Answer: C Consider This: rTMS is a form of transcranial magnetic stimulation. LO 18.9 Describe two forms of treatment for depression that utilize brain stimulation. Learning Objective: 18.9 Describe two forms of treatment for depression that utilize brain stimulation. Skill Level: Analyze It 1591 Copyright © 2021, 2018, 2014 Pearson Education, Inc. All Rights Reserved.

Difficulty Level: Moderate EOM_18.2.4 Question: The neuroplasticity theory of depression is that depression results from a decrease of neuroplastic processes in various brain structures which leads to: a. neuron loss. b. increases in glial cells. c. increases in neuron numbers. d. decreases in synaptic pruning. Answer: A Consider This: Stress and depression are both associated with the disruption of various neuroplastic processes. LO 18.10 Describe two theories of the etiology of major depressive disorder. Learning Objective: 18.10 Describe two theories of the etiology of major depressive disorder. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_18.2.5 Question: In meta-analyses of MRI studies of depressed patients, consistent reductions in gray matter volumes have been reported in the: a. fornix. b. striatum. c. septum. d. prefrontal cortex. Answer: D Consider This: Consistent reductions in gray matter have also been observed in the hippocampus, amygdala, and cingulate cortex of depressed persons. LO 18.12 Describe the various brain differences associated with major depressive disorder. Learning Objective: 18.12 Describe the various brain differences associated with major depressive disorder. Skill Level: Remember the Facts Difficulty Level: Easy

Quiz: Bipolar Disorders EOM_18.3.1 Question: According to the textbook, _________ has among the highest rates of attempted and completed suicide of all the disorders. a. agoraphobia b. Tourette’s disorder. c. schizophrenia d. bipolar disorder Answer: D Consider This: This disorder affects about 3 percent of the global population. LO 18.13 Describe the symptoms associated with each of the two types of bipolar disorder. Learning Objective: 18.13 Describe the symptoms associated with each of the two types of bipolar disorder. Skill Level: Remember the Facts Difficulty Level: Easy EOM_18.3.2 Question: There was little immediate reaction to Cade’s report that lithium helped alleviate the symptoms of manic patients. This was because: a. few drug companies were interested in spending money to evaluate the therapeutic potential of a metallic ion that Cade was responsible for discovering. b. few drug companies were interested in spending money to evaluate the therapeutic potential of a metallic ion that could not be protected by a patent. c. Cade never disseminated his results at conferences or in publications. d. Cade used only guinea pigs in his research. Answer: B Consider This: More than 50 years since its introduction, lithium is still considered by many to be the best mood stabilizer. LO 18.14 Describe the discovery of the first mood stabilizer. Learning Objective: 18.14 Describe the discovery of the first mood stabilizer. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_18.3.3 Question: There have been reports of several specific brain structures being smaller in bipolar patients, including the: a. striatum. b. caudate. c. amygdala. d. hippocampus. Answer: D Consider This: The medial prefrontal cortex, the left anterior cingulate, and the left superior temporal gyrus are brain structures that have also been found to be smaller in bipolar patients. LO 18.17 Describe the brain differences associated with bipolar disorder. Learning Objective: 18.17 Describe the brain differences associated with bipolar disorder. Skill Level: Remember the Facts Difficulty Level: Easy EOM_18.3.4 Question: Meta-analyses of fMRI studies of bipolar patients have found abnormal activation in the: a. frontal cortex. b. occipital cortex. c. parietal cortex. d. amygdala. Answer: A Consider This: Abnormal patterns of activation have also been noted in the medial temporal lobe structures and basal ganglia of bipolar patients. LO 18.17 Describe the brain differences associated with bipolar disorder. Learning Objective: 18.17 Describe the brain differences associated with bipolar disorder. Skill Level: Remember the Facts Difficulty Level: Easy EOM_18.3.5 Question: The excessive decrease in reward seeking when individuals with bipolar disorder fail to achieve their goals is an example of: a. reward hypersensitivity. b. hypomania. c. mood stabilization. d. a mixed state. Answer: A Consider This: Individuals with bipolar disorder display increased activity in prefrontal and striatal reward circuitry. LO 18.15 Describe some factors that may contribute to the onset and maintenance of bipolar disorder. Learning Objective: 18.15 Describe some factors that may contribute to the onset and maintenance of bipolar disorder. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Anxiety Disorders EOM_18.4.1 Question: ______ disorder(s) is/are the most prevalent of all psychological disorders. a. Schizophrenia spectrum b. Major depressive c. Dissociative d. Anxiety Answer: D Consider This: The correct disorder(s) is/are twice as prevalent among women than among men. LO 18.18 Describe four anxiety disorders. Learning Objective: 18.18 Describe four anxiety disorders. Skill Level: Remember the Facts Difficulty Level: Easy EOM_18.4.2 Question: Which is a drug that is often used to treat anxiety disorders? a. LSD b. diazepam c. ketamine d. chlorpromazine Answer: B Consider This: This particular drug is marketed as Valium. LO 18.19 Describe three sorts of drugs used in the treatment of anxiety disorders. Learning Objective: 18.19 Describe three sorts of drugs used in the treatment of anxiety disorders. Skill Level: Remember the Facts Difficulty Level: Easy EOM_18.4.3 Question: In the elevated-plus-maze test, rats are placed: a. on a four-armed plus-sign-shaped maze that is positioned on an elevated table. b. on a four-armed plus-sign-shaped maze that is located about 50 centimeters above the floor. c. on a maze with an elevated goal box. d. on a circular maze that is located about 50 centimeters above the floor. Answer: B Consider This: In the elevated-plus-maze test, anxiety is measured as the proportion of time the rats spend in the enclosed arms rather than venturing onto the exposed arms. LO 18.20 Describe three animal models of anxiety disorders. Learning Objective: 18.20 Describe three animal models of anxiety disorders. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOM_18.4.4 Question: In the risk-assessment test, after a single brief exposure to a cat on the surface of a laboratory burrow system, the rats: a. flee to their burrows and freeze. b. launch a biting attack against the cat. c. dig a new burrow. d. flee to their burrows and stay there for the remainder of the test. Answer: A Consider This: One of the measures of anxiety in this test is the amount of time that the rats spend in risk assessment. LO 18.20 Describe three animal models of anxiety disorders. Learning Objective: 18.20 Describe three animal models of anxiety disorders. Skill Level: Remember the Facts Difficulty Level: Easy EOM_18.4.5 Question: Many anxiolytic drugs are agonists at either ___________ receptors or ________ receptors. a. dopamine; acetylcholine b. GABAA; serotonin c. dopamine; NMDA d. glutamate; dopamine Answer: B Consider This: Think about the neurotransmitter receptors that are affected by the benzodiazepines and other drugs like buspirone, fluoxetine, and paroxetine. LO 18.22 Describe the various brain differences associated with anxiety disorders. Learning Objective: 18.22 Describe the various brain differences associated with anxiety disorders. Skill Level: Understand the Concepts Difficulty Level: Moderate

Quiz: Tourette’s Disorder EOM_18.5.1 Question: Echolalia is: a. repeating the words of another person. b. an inability to hear echoes. c. repeating one’s own words. d. repeating the words of a celebrity. Answer: A Consider This: Recall the case of R.G. When his mother said, ―Dinner is ready,‖ he responded, ―Is ready, is ready.‖ LO 18.23 Describe the symptoms of Tourette’s disorder. Learning Objective: 18.23 Describe the symptoms of Tourette’s disorder. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_18.5.2 Question: Some patients with Tourette’s disorder also display symptoms of: a. antisocial personality disorder. b. bipolar disorder. c. schizophrenia. d. attention-deficit/hyperactivity disorder. Answer: D Consider This: Patients with Tourette disorder may behave impulsively and have difficulty remaining focused on tasks. LO 18.23 Describe the symptoms of Tourette’s disorder. Learning Objective: 18.23 Describe the symptoms of Tourette’s disorder. Skill Level: Remember the Facts Difficulty Level: Easy EOM_18.5.3 Question: The tics of Tourette’s disorder are usually treated with a. buspirone. b. lithium. c. antipsychotics. d. antidepressants. Answer: C Consider This: These drugs often have negative side effects such as weight gain, fatigue, and dry mouth. LO 18.24 Describe how Tourette’s disorder is treated. Learning Objective: 18.24 Describe how Tourette’s disorder is treated. Skill Level: Remember the Facts Difficulty Level: Easy EOM_18.5.4 Question: Patients with Tourette’s disorder tend to have smaller _________ volumes. a. striatal b. hippocampal c. amygdalar d. cerebellar Answer: A Consider This: This structure is composed of the caudate and putamen. LO 18.26 Describe the research findings related to the neural bases of Tourette’s disorder. Learning Objective: 18.26 Describe the research findings related to the neural bases of Tourette’s disorder. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_18.5.5 Question: There is evidence of dysfunctional ___________ and ___________ signaling within the cortical-striatal-thalamic-cortical brain circuits in Tourette’s disorder. a. adrenergic; serotonergic b. dopaminergic; GABAergic c. serotonergic; cholinergic d. GABAergic; serotonergic Answer: B Consider This: These same brain circuits are implicated in motor learning. LO 18.26 Describe the research findings related to the neural bases of Tourette’s disorder. Learning Objective: 18.26 Describe the research findings related to the neural bases of Tourette’s disorder. Skill Level: Analyze It Difficulty Level: Moderate

Quiz: Clinical Trials: Development of New Psychotherapeutic Drugs EOM_18.6.1 Question: Clinical trials are conducted in three separate phases, in the following order: a. (1) establishing the testing protocol, (2) screening for safety, and (3) final testing. b. (1) screening for safety, (2) establishing the testing protocol, and (3) final testing. c. (1) human testing, (2) nonhuman animal testing, and (3) final testing. d. (1) computer modelling, (2) animal testing, and (3) final testing. Answer: B Consider This: In phase 2, researchers hope to discover which doses are likely to be therapeutically effective, how frequently they should be administered, how long they need to be administered to have a therapeutic effect, what benefits are likely to occur, and which patients are likely to be helped. LO 18.27 Describe the three phases of clinical trials. Learning Objective: 18.27 Describe the three phases of clinical trials. Skill Level: Analyze It Difficulty Level: Moderate

EOM_18.6.2 Question: In most clinical trials, patients are assigned to: a. drug or placebo groups randomly and are not told which treatment they are receiving. b. drug or active placebo groups randomly and do not know for sure which treatment they are receiving. c. drug or placebo groups randomly and are told which treatment they are receiving. d. drug or placebo groups according to the severity of their illness (i.e., if they are sicker, they will be assigned to the drug group). Answer: A Consider This: The designs of clinical trials are usually double-blind—that is, the tests are conducted so that neither the patients nor the physicians interacting with them know which treatment each patient has received. LO 18.27 Describe the three phases of clinical trials. Learning Objective: 18.27 Describe the three phases of clinical trials. Skill Level: Understand the Concepts Difficulty Level: Moderate EOM_18.6.3 Question: Active placebos are: a. control drugs that have no therapeutic effect. b. drugs that have a therapeutic effect that is slightly different from the drug under evaluation. c. control drugs that have no therapeutic effect but produce side effects similar to those produced by the drug under evaluation. d. often sugar pills. Answer: C Consider This: This type of placebo attempts to counter potential confounds in studies of the effects of a particular drug. LO 18.28 Identify five controversial aspects of clinical trials. Learning Objective: 18.28 Identify five controversial aspects of clinical trials. Skill Level: Remember the Facts Difficulty Level: Easy EOM_18.6.4 Question: Orphan drugs are: a. drugs that are abandoned by pharmaceutical companies. b. drugs that are designed to treat disorders associated with being an orphan. c. drugs that are likely to be extremely profitable. d. drugs for which the market is too small for them to be profitable. Answer: D Consider This: Governments in Europe and North America have passed laws intended to promote the development of orphan drugs. LO 18.28 Identify five controversial aspects of clinical trials. Learning Objective: 18.28 Identify five controversial aspects of clinical trials. Skill Level: Remember the Facts Difficulty Level: Easy

EOM_18.6.5 Question: The majority of those in the medical and research professions accept that randomized double-blind, placebo-controlled studies are the essential critical test of any new psychotherapeutic drug because: a. psychotherapeutic drugs are usually discovered accidentally. b. assessment of psychotherapeutic drug efficacy is totally objective. c. assessment of psychiatric disorder severity is subjective and can be greatly influenced by the expectations of the therapist. d. psychiatric disorders rarely respond to placebos. Answer: C Consider This: Because psychiatric disorders often improve after a placebo, a double-blind, placebo-control procedure is essential in the evaluation of any psychotherapeutic drug. LO 18.29 Discuss the relative effectiveness of clinical trials. Learning Objective: 18.29 Discuss the relative effectiveness of clinical trials. Skill Level: Understand the Concepts Difficulty Level: Moderate

Chapter 18 Quiz: Biopsychology of Psychiatric Disorders EOC_18.1 Question: Patients with schizophrenia often display long periods of immobility and waxy flexibility, a symptom commonly called: a. catatonia. b. Parkinson’s disease. c. positive symptoms d. anhedonia. Answer: A Consider This: Patients that display waxy flexibility behave, in a sense, like a mannequin: they do not resist being moved, and they hold any new position until they are moved again. LO 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. Learning Objective: 18.1 Describe the positive and negative symptoms of schizophrenia, and provide specific examples of each. Skill Level: Remember the Facts Difficulty Level: Easy

EOC_18.2 Question: The active ingredient of the snakeroot plant is: a. chlorpromazine. b. reserpine. c. haloperidol. d. an SSRI. Answer: B Consider This: This ingredient was used in the early pharmacological treatment of schizophrenia. LO 18.2 Describe the discovery of the first two widely prescribed antipsychotic drugs. Learning Objective: 18.2 Describe the discovery of the first two widely prescribed antipsychotic drugs. Skill Level: Remember the Facts Difficulty Level: Easy EOC_18.3 Question: The first antipsychotic drug to be widely marketed was: a. clozapine. b. iproniazid. c. chlorpromazine. d. imipramine. Answer: C Consider This: A French drug company initially developed this drug as an antihistamine. LO 18.2 Describe the discovery of the first two widely prescribed antipsychotic drugs. Learning Objective: 18.2 Describe the discovery of the first two widely prescribed antipsychotic drugs. Skill Level: Remember the Facts Difficulty Level: Easy EOC_18.4 Question: The current version of the dopamine theory of schizophrenia holds that ________ is one factor in the disorder, but that there are many other factors as well. a. overactivity at D2 receptors b. too much dopamine c. too many dopamine receptors d. total lack of dopamine Answer: A Consider This: The discovery of the selective binding of butyrophenones to a particular receptor led to a revision of the dopamine theory. LO 18.3 Describe the evolution of the dopamine theory of schizophrenia. Learning Objective: 18.3 Describe the evolution of the dopamine theory of schizophrenia. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_18.5 Question: When two diseases tend to occur in the same individuals, they are said to be: a. typical. b. comorbid. c. coactive. d. orphan drugs. Answer: B Consider This: For example, a patient may have been diagnosed with major depressive disorder and diabetes. LO 18.7 Explain what a clinical depression is. Learning Objective: 18.7 Explain what a clinical depression is. Skill Level: Remember the Facts Difficulty Level: Easy EOC_18.6 Question: Peripartum depression occurs in about _____ percent of pregnancies. a. 13 b. 1 c. 0.05 d. 42 Answer: A Consider This: Peripartum depression is a type of major depression. LO 18.7 Explain what a clinical depression is. Learning Objective: 18.7 Explain what a clinical depression is. Skill Level: Remember the Facts Difficulty Level: Easy EOC_18.7 Question: Bupropion is: a. an antischizophrenic drug. b. an atypical antidepressant. c. a phenothiazine. d. an MAO inhibitor. Answer: B Consider This: This drug blocks dopamine and norepinephrine reuptake, and also blocks nicotinic acetylcholine receptors. LO 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. Learning Objective: 18.8 Describe the early research that led to the discovery of antidepressant medications. Also, list each of the five major classes of antidepressant drugs, and provide one specific example of each. Skill Level: Understand the Concepts Difficulty Level: Moderate

EOC_18.8 Question: When periods of depression alternate with periods of mania, the disorder is termed: a. major depressive disorder. b. bipolar disorder type I. c. endogenous depression. d. bipolar disorder type II. Answer: B Consider This: Mania includes symptoms such as delusions of grandeur, overconfidence, impulsivity, and distractibility. LO 18.13 Describe the symptoms associated with each of the two types of bipolar disorder. Learning Objective: 18.13 Describe the symptoms associated with each of the two types of bipolar disorder. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_18.9 Question: Lithium is classified as a: a. mood stabilizer. b. monoamine oxidase inhibitor. c. tricyclic antidepressant. d. SSRI. Answer: A Consider This: Lithium was the first drug to be assigned to this class of drugs. LO 18.14 Describe the discovery of the first mood stabilizer. Learning Objective: 8.14 Describe the discovery of the first mood stabilizer. Skill Level: Remember the Facts Difficulty Level: Easy EOC_18.10 Question: Mood stabilizers are often used in the treatment of: a. major depression. b. Tourette’s disorder. c. the mood episodes of schizophrenic patients. d. bipolar disorders. Answer: D Consider This: Some of these drugs are also used in the treatment of epilepsy and schizophrenia. LO 18.14 Describe the discovery of the first mood stabilizer. Learning Objective: 8.14 Describe the discovery of the first mood stabilizer. Skill Level: Remember the Facts Difficulty Level: Easy

EOC _18.11 Question: Agoraphobia is a fear of: a. spiders. b. enclosed or tight spaces. c. public places and open spaces. d. heights. Answer: C Consider This: Panic attacks can occur in agoraphobia. LO 18.18 Describe four anxiety disorders. Learning Objective: 18.18 Describe four anxiety disorders. Skill Level: Remember the Facts Difficulty Level: Easy EOC_18.12 Question: Chlordiazepoxide and diazepam are: a. benzodiazepines. b. MAO inhibitors. c. atypical antidepressants. d. phenothiazine. Answer: A Consider This: These drugs have agonistic action on GABAA receptors. LO 18.19 Describe three sorts of drugs used in the treatment of anxiety disorders. Learning Objective: 18.19 Describe three sorts of drugs used in the treatment of anxiety disorders. Skill Level: Understand the Concepts Difficulty Level: Moderate EOC_18.13 Question: Coprolalia, echolalia, and palilalia are all: a. obsessions. b. compulsive behaviors. c. types of specific phobias. d. verbal tics. Answer: D Consider This: Coprolalia involves the uttering of obscenities, echolalia involves the repetition of another person’s words, and palilalia involves the repetition of one’s own words. LO 18.23 Describe the symptoms of Tourette’s disorder. Learning Objective: 18.23 Describe the symptoms of Tourette’s disorder. Skill Level: Analyze It Difficulty Level: Moderate

EOC_18.14 Question: Research designed to develop effective clinical treatments from basic scientific discoveries is termed _____ research. a. phase 1 b. phase 2 c. phase 3 d. translational Answer: D Consider This: Think of research that tries to apply the findings of pure research to the development of treatments for particular human health concerns. LO 18.27 Describe the three phases of clinical trials. Learning Objective: 18.27 Describe the three phases of clinical trials. Skill Level: Remember the Facts Difficulty Level: Easy EOC_18.15 Question: The massive costs of clinical trials have contributed to a ________—a situation where only a small proportion of potentially valuable ideas or treatments receive funding for translational research. a. translational orphans b. active placebos c. translational bottleneck d. double-blind stall Answer: C Consider This: Progress in transforming basic research into products that benefit patients can be delayed because of this. LO 18.28 Identify six controversial aspects of clinical trials. Learning Objective: 18.28 Identify six controversial aspects of clinical trials. Skill Level: Remember the Facts Difficulty Level: Easy