142 minute read
Chapter 4: The Nervous System
from Behavioral Neuroscience: Essentials and Beyond 1st Edition by Stéphane Gaskin TEST BANK
by ACADEMIAMILL
Test Bank
Multiple Choice a. Gastrulation b. Blastocyst c. Embryonic development d. Germinal stage
1. ____ is the process by which a hollow ball of cells called the blastocyst is transformed into the gastrula, which contains the germ layers that are to become the different tissues of the body.
Ans: A
Learning Objective: 4 1 1: Describe the process of gastrulation
Cognitive Domain: Knowledge
Answer Location: Gastrulation
Difficulty Level: Easy a. embryonic disk b. endoderm c. ectoderm d. mesoderm
2. Somites formed by the ____ give rise to the vertebrae and associated skeletal muscles.
Ans: D
Learning Objective: 4 1 2: Describe the process of neurulation
Cognitive Domain: Knowledge
Answer Location: Neurulation
Difficulty Level: Easy a 38; gastrula b 22; neural plate c. 33; somites d 33; embryonic disk
3. The ____ vertebrae of the spinal column, as well their associated skeletal muscles develop from the____ .
Ans: C
Learning Objective: 4 1 2: Describe the process of neurulation
Cognitive Domain: Knowledge
Answer Location: Neurulation
Difficulty Level: Easy a. tegmentum b. tectum c. telencephalon d. diencephalon
4. A subdivision of the midbrain involved in regulating pain is the ____.
Ans: A
Learning Objective: 4 1 3: Explain how the neural tube differentiates into the brain’s primary vesicles
Cognitive Domain: Knowledge
Answer Location: Differentiation of the Neural Tube Into the Primary Brain Vesicles
Difficulty Level: Medium a. tegmentum b. tectum c. diencephalon d. differentiation
5. The rostral end expansion that initiates the division of the neural tube into three primary vesicles known as ____ .
Ans: D
Learning Objective: 4.1.3: Explain how the neural tube differentiates into the brain’s primary vesicles
Cognitive Domain: Knowledge
Answer Location: Differentiation of the Neural Tube Into the Primary Brain Vesicles
Difficulty Level: Medium a. lies and conflict of interest b. for-profit research c. research funding d. lack of documentation
6. A red flag for the initial research report claiming that vaccines were linked to autism spectrum disorder was Wakefield’s ____.
Ans: A
Learning Objective: 4 1 3: Explain how the neural tube differentiates into the brain’s primary vesicles
Cognitive Domain: Comprehension
Answer Location: Differentiation of the Neural Tube Into the Primary Brain Vesicles
Difficulty Level: Medium a. 2; 4 b. 3; 6 c. 2; 5 d. 3; 5
7. The brain develops into ____ primary and _____ secondary vesicles.
Ans: D
Learning Objective: 4 1 3: Explain how the neural tube differentiates into the brain’s primary vesicles.
Cognitive Domain: Comprehension
Answer Location: Differentiation of the Neural Tube Into the Primary Brain Vesicles
Difficulty Level: Medium a. sulci; tectum b. tectum; sulci c. cell bodies; nerve fibers d. nerve fibers; cell bodies
8. The gray matter of the brain contains ____ and the white matter contains ____.
Ans: C
Learning Objective: 4.2.1: Identify the major structures of the telencephalon and some of their functions
Cognitive Domain: Comprehension
Answer Location: The Structures and Functions of the Forebrain: The Telencephalon
Difficulty Level: Medium a. postcentral gyrus b. frontal lobes c. motor cortex d. premotor cortex
9. The area situated at the posterior-most part of your frontal lobes responsible for moving your body is the ____.
Ans: C
Learning Objective: 4 2 1: Identify the major structures of the telencephalon and some of their functions.
Cognitive Domain: Comprehension
Answer Location: The Structures and Functions of the Forebrain: The Telencephalon
Difficulty Level: Medium a. nerve crest b. gyrus c. sulci d. homunculus
10. The primary somatosensory cortex contains another ____ responsible for your sensations of touch, pressure, pain, and temperature.
Ans: D
Learning Objective: 4.2.1: Identify the major structures of the telencephalon and some of their functions
Cognitive Domain: Knowledge
Answer Location: The Structures and Functions of the Forebrain: The Telencephalon
Difficulty Level: Medium
11. ____ is the ability to sense the motion and position of your body a. Spatial perception b. Proprioception c. Interoception d. Exteroception
Ans: B
Learning Objective: 4 2 1: Identify the major structures of the telencephalon and some of their functions.
Cognitive Domain: Comprehension
Answer Location: The Structures and Functions of the Forebrain: The Telencephalon
Difficulty Level: Medium
12. ____ refers to the location of cues relative to the self, for spatial navigation a. Heliocentric b. Endocentric c. Exterocentric d. Egocentric
Ans: D
Learning Objective: 4.2.1: Identify the major structures of the telencephalon and some of their functions.
Cognitive Domain: Comprehension
Answer Location: The Structures and Functions of the Forebrain: The Telencephalon
Difficulty Level: Medium a. hippocampus b. parietal cortex c. premotor cortex d. precenteral gyrus
13. Maps of space from a person-centered point of view in the ____ facilitates limb orientation for task completion.
Ans: B
Learning Objective: 4.2.1: Identify the major structures of the telencephalon and some of their functions.
Cognitive Domain: Comprehension
Answer Location: The Structures and Functions of the Forebrain: The Telencephalon
Difficulty Level: Medium a. topographic mapping b. space mapping c. route knowledge d. executive functioning
14. The medial parietal region is thought to be involved in , which is expressed by the ability to make the correct turns along a route to get to your destination.
Ans: C
Learning Objective: 4.2.1: Identify the major structures of the telencephalon and some of their functions.
Cognitive Domain: Comprehension
Answer Location: The Structures and Functions of the Forebrain: The Telencephalon
Difficulty Level: Medium
15. A diagnostic test on a subject’s Wernicke’s area would most likely be analyzing subject’s understanding of ____. a. locomotion b. visualization c. sound d. language
Ans: D
Learning Objective: 4 2 1: Identify the major structures of the telencephalon and some of their functions
Cognitive Domain: Application
Answer Location: The Structures and Functions of the Forebrain: The Telencephalon
Difficulty Level: Medium a. light b. color c. contrast d. depth
16. Some neurons in the occipital lobes are organized in cylindrical shapes called blobs. These neurons are responsible for ____ perception.
Ans: B
Learning Objective: 4 2 1: Identify the major structures of the telencephalon and some of their functions
Cognitive Domain: Application
Answer Location: The Structures and Functions of the Forebrain: The Telencephalon
Difficulty Level: Medium a. occipital lobes b. ocular dominance columns c. blobs d. parietal lobes
17. Cells in the primary visual cortex organized into columns are known as ____.
Ans: B
Learning Objective: 4 2 1: Identify the major structures of the telencephalon and some of their functions
Cognitive Domain: Comprehension
Answer Location: The Structures and Functions of the Forebrain: The Telencephalon
Difficulty Level: Medium a. basal ganglia b. hippocampus c. amygdala d. temporal lobe
18. When we subconsciously complete a task such as entering our house keypad code we are operating procedurally using information stored by the ____.
Ans: A
Learning Objective: 4.2.1: Identify the major structures of the telencephalon and some of their functions
Cognitive Domain: Comprehension
Answer Location: The Structures and Functions of the Forebrain: The Telencephalon
Difficulty Level: Medium
19. Doctor Ayers has a patient named Miles, who had suffered a head injury. Miles describes himself as emotionless and almost uncaring. He should suspect a potential injury to which of the following structures: a. basal ganglia b. hippocampus c. amygdala d. temporal lobe
Ans: C
Learning Objective: 4.2.1: Identify the major structures of the telencephalon and some of their functions.
Cognitive Domain: Analysis
Answer Location: The Structures and Functions of the Forebrain: The Telencephalon
Difficulty Level: Hard a. homeostasis b. biosynthesis c. equipoise d. amniocentesis
20. The ability to keep the body’s internal environment in balance is known as ____.
Ans: A
Learning Objective: 4 2 2: Identify the major structures of the diencephalon and some of their functions.
Cognitive Domain: Application
Answer Location: The Structures and Functions of the Forebrain: The Diencephalon
Difficulty Level: Medium
21. A research study design that analyzes the effectiveness of regulating blind participants’ day and night functioning most likely is testing a formula that affects the a. suprachiasmatic nucleus b. red nucleus c. substantia nigra d. thalamus
Ans: A
Learning Objective: 4 2 2: Identify the major structures of the diencephalon and some of their functions.
Cognitive Domain: Application
Answer Location: The Structures and Functions of the Forebrain: The Diencephalon
Difficulty Level: Medium
22. Dr. Adams was carefully monitoring her patient’s eye movements as her initial exam data indicated an abnormality in the a. medulla b. substantia nigra c. inferior colliculus d. superior colliculus
Ans: D
Learning Objective: 4 2 3: Identify the major structures of the midbrain and the hindbrain and some of their functions
Cognitive Domain: Application
Answer Location: The Midbrain and Hindbrain
Difficulty Level: Hard a. medulla b. substantia nigra c. inferior colliculus d. superior colliculus
23. Doctor Van Pala was discussing new formulas that potentially increase the protection and function of the ____ for regulating motor activity with his Parkinson client.
Ans: B
Learning Objective: 4 2 3: Identify the major structures of the midbrain and the hindbrain and some of their functions
Cognitive Domain: Application
Answer Location: The Midbrain and Hindbrain
Difficulty Level: Hard a. ventral tegmental area b. cerebellum c. inferior colliculus d. superior colliculus
24. In ataxic cerebral palsy, the most likely area of the brain that has sustained injury or development problems is the _ .
Ans: B
Learning Objective: 4 2 3: Identify the major structures of the midbrain and the hindbrain and some of their functions
Cognitive Domain: Application
Answer Location: The Midbrain and Hindbrain
Difficulty Level: Hard a. auditory b. occipital c. respiratory d. digestive Ans: C
25. In the hindbrain, the pons and medulla, work in concert for maintaining ____ function.
Learning Objective: 4 2 3: Identify the major structures of the midbrain and the hindbrain and some of their functions.
Cognitive Domain: Comprehension
Answer Location: The Midbrain and Hindbrain
Difficulty Level: Medium a. 8 regions b. 10 regions c. 5 regions d. 3 regions
26. The 33 segments of the spinal cord are subdivided into ____.
Ans: C
Learning Objective: 4.2.4: Describe the structure of the spinal cord and how it transmits information to and from the brain.
Cognitive Domain: Comprehension
Answer Location: The Spinal Cord
Difficulty Level: Medium a. thoracic; 12 b. lumbar; 5 c. cervical; 12 d. thoracic; 3
27. The ____ region of the spine innervates, among other organs, the kidneys and contains segments.
Ans: A
Learning Objective: 4 2 4: Describe the structure of the spinal cord and how it transmits information to and from the brain.
Cognitive Domain: Comprehension
Answer Location: The Spinal Cord
Difficulty Level: Medium a. thoracic b. lumbar c. cervical d. sacral
28. Doc Beck orders a diagnostic image of the ____ region of the spine based on his patient’s description of low back pain and inconsistent urination after an injury.
Ans: B
Learning Objective: 4.2.4: Describe the structure of the spinal cord and how it transmits information to and from the brain
Cognitive Domain: Comprehension
Answer Location: The Spinal Cord
Difficulty Level: Medium a. sensory nerve fibers b. ventral nerve roots c. motor nerve fibers d. dorsal nerve roots
29. Nerve fibers entering the spinal cord, carrying information to the brain, travel through the .
Ans: D
Learning Objective: 4.2.4: Describe the structure of the spinal cord and how it transmits information to and from the brain
Cognitive Domain: Comprehension
Answer Location: The Spinal Cord
Difficulty Level: Medium a. arms b. stomach c. throat d. anogenital area
30. The examining doctor requested a battery of diagnostic test for the patient’s sensations in ____ because of her fall by which she sustained injury to the coccygeal spinal region.
Ans: C
Learning Objective: 4.2.4: Describe the structure of the spinal cord and how it transmits information to and from the brain
Cognitive Domain: Application
Answer Location: The Spinal Cord
Difficulty Level: Hard a. ascending fibers b. descending fibers c. upper motor neurons d. thoracic nerve
31. The clinician pricks the bottom of the patient’s feet to cause a sensory signal to travel through the ____ to the brain.
Ans: A
Learning Objective: 4 2 4: Describe the structure of the spinal cord and how it transmits information to and from the brain
Cognitive Domain: Application
Answer Location: The Spinal Cord
Difficulty Level: Hard a. 2 b. 4 c. 3 d. 5 Ans: C
32. The central nervous system is protected at ____ different levels.
Learning Objective: 4 2 5: Describe the different protective layers of the brain and how they work.
Cognitive Domain: Knowledge
Answer Location: The Protected Brain
Difficulty Level: Easy
33. One protective layer of the brain has a spiderweb appearance giving it the name a. pia mater b. arachnoid mater c. dura mater d. web mater
.
Ans: B
Learning Objective: 4 2 5: Describe the different protective layers of the brain and how they work.
Cognitive Domain: Knowledge
Answer Location: The Protected Brain
Difficulty Level: Easy a. pia b. meninges c. arachnoid d. dura
34. The strongest protective layer of the brain is the ____ mater.
Ans: D
Learning Objective: 4 2 5: Describe the different protective layers of the brain and how they work.
Cognitive Domain: Knowledge
Answer Location: The Protected Brain
Difficulty Level: Easy a. cerebral aqueduct b. choroid plexus c. blood-brain barrier d. endothelial cells
35. Cerebrospinal fluid is produced in the .
Ans: B
Learning Objective: 4 2 5: Describe the different protective layers of the brain and how they work.
Cognitive Domain: Knowledge
Answer Location: The Protected Brain
Difficulty Level: Easy
36. Only ____ molecules can penetrate the endothelial cells of the brain’s blood vessels a. heavy and oval-shaped b. large and pen-shaped c. small and fat-soluble d. large and water-soluble
Ans: C
Learning Objective: 4 2 5: Describe the different protective layers of the brain and how they work.
Cognitive Domain: Knowledge
Answer Location: The Protected Brain
Difficulty Level: Easy
37. The two hemispheres of the forebrain perform different functions. The left hemisphere is said to be more ____ a. analytical b. spatial c. artistic d. dominant
Ans: A
Learning Objective: 4.2.6: Explain how each hemisphere of the brain is associated with different functions
Cognitive Domain: Comprehension
Answer Location: Hemispheric Specialization
Difficulty Level: Medium a. literal b. spatial c. handedness d. language
38. The hemisphere that contains the ____ area became known as the dominant hemisphere.
Ans: D
Learning Objective: 4.2.6: Explain how each hemisphere of the brain is associated with different functions.
Cognitive Domain: Comprehension
Answer Location: Hemispheric Specialization
Difficulty Level: Medium
39. The Wada test is used to test for the hemisphere in which the ____ area is located within individuals a. color b. sound c. speech d. handedness
Ans: C
Learning Objective: 4.2.6: Explain how each hemisphere of the brain is associated with different functions
Cognitive Domain: Comprehension
Answer Location: Hemispheric Specialization
Difficulty Level: Medium a. ventral; dorsal b. dorsal; ventral c. posterior; anterior d. anterior; dorsal
40. Sensory neurons enter the spinal cord through the ____ roots and motor neurons exit the spinal cord through the roots.
Ans: B
Learning Objective: 4 3 1: Explain the functions of the somatic nervous system
Cognitive Domain: Comprehension
Answer Location: The Somatic Nervous System
Difficulty Level: Medium a. central arc b. involuntary movement c. voluntary movement d. reflex arc
41. The ____ is the loop of information that begins with the activation of sensory neurons and ends with muscle contraction, through the activation of motor neurons.
Ans: D
Learning Objective: 4 3 1: Explain the functions of the somatic nervous system
Cognitive Domain: Comprehension
Answer Location: The Somatic Nervous System
Difficulty Level: Medium a. pre-ganglionic fibers b. sympathetic fibers c. parasympathetic fibers d. postganglionic fibers
42. The ____ exit the spinal cord from its cranial and sacral segments.
Ans: C
Learning Objective: 4.3.1: Explain the functions of the automatic nervous system
Cognitive Domain: Comprehension
Answer Location: The Automatic Nervous System
Difficulty Level: Medium a. pre-ganglionic b. sympathetic c. parasympathetic d. postganglionic
43. The ____ of the sympathetic nervous system fibers use norepinephrine as a neurotransmitter.
Ans: D
Learning Objective: 4.3.1: Explain the functions of the automatic nervous system
Cognitive Domain: Comprehension
Answer Location: The Automatic Nervous System
Difficulty Level: Medium a. glossopharyngeal b. hypoglossal c. trochlear d. vagus
44. A clinician is testing a recent stroke patient’s cough, swallow and gag reflex. She is testing for damage in the cranial nerve.
Ans: A
Learning Objective: 4 3 1: Explain the functions of the automatic nervous system
Cognitive Domain: Analysis
Answer Location: The Automatic Nervous System
Difficulty Level: Hard a. 18 b. 12 c. 10 d. 8
45. Originating from the brain there are ____ pairs of cranial nerves.
Ans: B
Learning Objective: 4 3 1: Explain the functions of the automatic nervous system
Cognitive Domain: Comprehension
Answer Location: The Automatic Nervous System
Difficulty Level: Medium
True/False
1. The gastrula forms three layers of cells known as germ layers.
Ans: T
Learning Objective: 4 1 1: Describe the process of gastrulation
Cognitive Domain: Knowledge
Answer Location: Gastrulation
Difficulty Level: Easy
2. The fusion of the neural folds progresses from the edges of the neural fold toward the rostral and the caudal ends.
Ans: F
Learning Objective: 4.1.2: Describe the process of neurulation.
Cognitive Domain: Knowledge
Answer Location: Neurulation
Difficulty Level: Medium
3. The tegmentum contains the periaqueductal gray matter, the substantia nigra, and the red nucleus.
Ans: T
Learning Objective: 4.1.3: Explain how the neural tube differentiates into the brain’s primary vesicles
Cognitive Domain: Comprehension
Answer Location: Differentiation of the Neural Tube into the Primary Brain Vesicles
Difficulty Level: Medium
4. The primary motor cortex is organized into a topographic map of the body
Ans: T
Learning Objective: 4 2 1: Identify the major structures of the telencephalon and some of their functions.
Cognitive Domain: Comprehension
Answer Location: The Structures and Functions of the Forebrain: The Telencephalon
Difficulty Level: Medium
5. The temporal lobes are the home of the primary auditory cortex, where sounds are analyzed
Ans: T
Learning Objective: 4 2 3: Identify the major structures of the midbrain and the hindbrain and some of their functions.
Cognitive Domain: Comprehension
Answer Location: The Structures and Functions of the Forebrain: The Telencephalon
Difficulty Level: Medium
6. The occipital lobes house the primary visual cortex or V-1 and is where light is first interpreted into color experience.
Ans: F
Learning Objective: 4.2.3: Identify the major structures of the midbrain and the hindbrain and some of their functions.
Cognitive Domain: Comprehension
Answer Location: The Structures and Functions of the Forebrain: The Telencephalon Difficulty Level: Medium
7. The thalamus acts as a relay station between your sensory receptors and the brain areas responsible for interpreting those sensations. Ans: T
Learning Objective: 4.2.2: Identify the major structures of the diencephalon and some of their functions
Cognitive Domain: Comprehension
Answer Location: The Structures and Functions of the Forebrain: The Diencephalon
Difficulty Level: Medium
8. The hypothalamus is a minor gland of the human body. Ans: F
Learning Objective: 4 2 2: Identify the major structures of the diencephalon and some of their functions.
Cognitive Domain: Comprehension
Answer Location: The Structures and Functions of the Forebrain: The Diencephalon
Difficulty Level: Medium
9. Substantia nigra cells normally communicate with the basal ganglia, which in turn communicate with the thalamus regulating auditory activity.
Ans: F
Learning Objective: 4 2 3: Identify the major structures of the midbrain and the hindbrain and some of their functions
Cognitive Domain: Knowledge
Answer Location: The Midbrain and Hindbrain
Difficulty Level: Easy
10. People with damage to the cerebellum cannot properly adjust their ongoing movements or coordinate their limbs very well.
Ans: T
Learning Objective: 4 2 3: Identify the major structures of the midbrain and the hindbrain and some of their functions.
Cognitive Domain: Comprehension
Answer Location: The Midbrain and Hindbrain
Difficulty Level: Medium
11. Loss in sensory and motor function occurs in all parts of the body that are near the site of the injury.
Ans: F
Learning Objective: 4 2 4: Describe the structure of the spinal cord and how it transmits information to and from the brain.
Cognitive Domain: Comprehension
Answer Location: The Spinal Cord
Difficulty Level: Medium
12. The longest nerve in the human body is the vagus nerve.
Ans: F
Learning Objective: 4 2 4: Describe the structure of the spinal cord and how it transmits information to and from the brain
Cognitive Domain: Comprehension
Answer Location: The Spinal Cord
Difficulty Level: Medium
13. The corpus callosum is used to send information from one side of the brain to the other.
Ans: T
Learning Objective: 4 2 6: Explain how each hemisphere of the brain is associated with different functions.
Cognitive Domain: Comprehension
Answer Location: Hemispheric Specialization
Difficulty Level: Medium
14. The hemisphere, left or right, where handedness is located indicates the dominant hemisphere.
Ans: F
Learning Objective: 4.2.6: Explain how each hemisphere of the brain is associated with different functions
Cognitive Domain: Comprehension
Answer Location: Hemispheric Specialization
Difficulty Level: Medium
15. Wada test found that 95% of right-handers had their speech area located in the left hemisphere.
Ans: T
Learning Objective: 4.2.6: Explain how each hemisphere of the brain is associated with different functions.
Cognitive Domain: Comprehension
Answer Location: Hemispheric Specialization
Difficulty Level: Medium
Essay
1. Describe the relevance of what is known as Wernicke’s area in terms of the forebrain (the telencephalon) functioning.
Ans: Answers will vary. Model Answer: Wernicke’s area is important for understanding language. Information about language acquired by Wernicke’s area is relayed to Broca’s area for the proper production of speech. Speech sounds can be produced without this input from Wernicke’s area, but these sounds would not qualify as language. People with damage to Wernicke’s area suffer from Wernicke’s aphasia, in which patients can only produce unintelligible speech.
Learning Objective: 4 2 3: Identify the major structures of the midbrain and the hindbrain and some of their functions
Cognitive Domain: Analysis
Answer Location: The Structures and Functions of the Forebrain: The Telencephalon
Difficulty Level: Hard
2. Describe the role of the midbrain’s tegmentum subdivision.
Ans: Answers will vary. Model Answer: The tegmentum plays an important role in movement and reward. It houses the substantia nigra, which produces dopamine, a neurotransmitter that is very important for movement. As mentioned above, in an individual with Parkinson’s disease, neurons in the substantia nigra that produce dopamine are dying off (Damier, Hirsch, Agid & Graybiel, 1999). These cells normally communicate with the basal ganglia, which in turn communicate with the thalamus. The thalamus regulates motor activity by exciting or inhibiting the cortex. The tegmentum also houses the ventral tegmental area (VTA), which is known to be involved in rewards processes, such as those involved in the motivation for food and drug intake.
Learning Objective: 4.2.3: Identify the major structures of the midbrain and the hindbrain and some of their functions
Cognitive Domain: Comprehension
Answer Location: The Midbrain and Hindbrain
Difficulty Level: Medium
3. In broad terms describe the spinal cord and its major role in the human body Ans: Answers will vary. Model Answer: The spinal cord is the other part of the CNS that, like the brain, is encased in bone. It runs up and down your back, protected by your vertebrae. It enters the skull through the foramen magnum, a large hole at its base, where it connects to the medulla. The spinal cord receives sensory messages from your body and transmits this information to your brain. The spinal cord also carries messages from your brain to your body. It can also function independently of your brain; for example, in the execution of reflexes. The spinal cord is subdivided into 33 segments, 8 cervical, 12 thoracic, 5 lumbar, 5 sacral and 3 coccygeal. Each segment, except for two of the coccygeal segments, has a pair of nerves (which are bundles of axons), which carry information to and from your body. The coccygeal segments have only one pair for all three. Altogether, these are known as the spinal nerves.
Learning Objective: 4.2.4: Describe the structure of the spinal cord and how it transmits information to and from the brain
Cognitive Domain: Application
Answer Location: The Spinal Cord
Difficulty Level: Medium
4. Describe how the blood-brain barrier functions to protect the human brain
Ans: Answers will vary. Model Answer: The cells (endothelial cells) of the brain’s blood vessels are more tightly packed than the cells in the blood vessels elsewhere in your body. They are sealed in a narrow band called tight junctions. This blocks or slows the passage of large and potentially harmful molecules into the brain. This is called the blood-brain barrier. Only small and fat-soluble molecules, such as oxygen and carbon dioxide and certain drugs can make it through by simple diffusion. In contrast, watersoluble molecules, such as amino acids and glucose, must be actively transported across the wall of the blood vessels.
Learning Objective: 4 2 5: Describe the different protective layers of the brain and how they work
Cognitive Domain: Application
Answer Location: The Protected Brain
Difficulty Level: Hard
5. Describe and contrast the difference in the roles of the sympathetic nervous system and the parasympathetic nervous system.
Ans: Answers will vary. Model Answer: The ANS is subdivided into the sympathetic nervous system and the parasympathetic nervous system, which act in opposition to each other. The sympathetic nervous system gets your body ready for action and often referred to as the “fight or flight” system, whereas the parasympathetic brings autonomic activity back to normal and is often referred to as the “rest and digest system.”
Sympathetic fibers exit the spinal cord from its thoracic and lumbar segments, whereas parasympathetic fibers exit the spinal cord from its cranial and sacral segments.
Sympathetic action causes digestion to slow down, and glucose to be released for activity energy and increased respiration. The opposing parasympathetic action causes slowed respiration and smooth muscle relaxation-aiding digestive process. Both the preganglionic and postganglionic fibers of the parasympathetic nervous system use acetylcholine. However, in the sympathetic nervous system, the pre-ganglionic fibers use acetylcholine, but the postganglionic fibers use norepinephrine.
Learning Objective: 4 3 2: Explain the functions of the autonomic nervous system
Cognitive Domain: Analysis
Answer Location: The Autonomic Nervous System
Difficulty Level: Hard
Chapter 5: Neurodevelopment, Neuroplasticity, and Aging
Test Bank
Multiple Choice
1. Neural stem cells emerge from the ____ .
a. ectoderm b. mesoderm c. endoderm d. blastocyst
Ans: A
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis
Cognitive Domain: Knowledge
Answer Location: Neurogenesis
Difficulty Level: Easy a. Proliferation b. Differentiation c. Neurogenesis d. Gastrulation
2. ____ is the stage during normal brain development when neural stem multiply.
Ans: A
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis.
Cognitive Domain: Knowledge
Answer Location: Neurogenesis
Difficulty Level: Easy
3. In the ____ process neuronal and glial progenitor cells travel to the area of the brain where they will reside for life a. proliferation b. embryonic c. migration d. gastrulation
Ans: C
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis
Cognitive Domain: Knowledge
Answer Location: Neurogenesis
Difficulty Level: Medium
4. The topmost layer in the migration process by which the cortex and other brain structures are formed is called the ____ zone a. subventricular b. intermediate c. cortical plate d. marginal Ans: D
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis
Cognitive Domain: Knowledge
Answer Location: Neurogenesis
Difficulty Level: Medium a.the subplate b. layer I c. the cortical plate d. layer V Ans: A
5. The first cells to migrate from the ventricular zone form ____.
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis
Cognitive Domain: Knowledge
Answer Location: Neurogenesis
Difficulty Level: Medium a. 4 b. 6 c. 8 d. 10
6. The cortex is composed of ____ layers with each layer consisting primarily of pyramidal cells.
Ans: B
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis
Cognitive Domain: Knowledge
Answer Location: Neurogenesis
Difficulty Level: Medium a. target neurons b. regional area c. spinal pathway d. axon terminal Ans: A
7. Once cells have differentiated into neurons their axons begin their journey toward their ____ with which they will form synapses.
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis.
Cognitive Domain: Knowledge
Answer Location: Neurogenesis
Difficulty Level: Medium a. growth cone b. contractile cone c. retractile cone d. flexopod
8. Neuronal fibers follow a chemical path by way of the axons tip which possess a which is capable of changing its structure in response to chemical signals.
Ans: A
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis.
Cognitive Domain: Comprehension
Answer Location: Neurogenesis
Difficulty Level: Medium a. lamellipodia b. alllopodia c. giloblast d. chemotaxis
9. The thin sheet-like membrane that is part of the growth cone is called ____.
Ans: A
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis.
Cognitive Domain: Comprehension
Answer Location: Neurogenesis
Difficulty Level: Medium a. chemoattractive; chemorepulsive b. chemoinductive; chemorepulsive c. chemorepulsive; chemoreactive d. migrating; proliferative
10. The guidance of growth cones toward their targets involves chemical cues that are either ____ or ____.
Ans: A
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis
Cognitive Domain: Comprehension
Answer Location: Neurogenesis
Difficulty Level: Medium a. neurotransmitters b. F-actin c. chemical cues d. electrical cues
11. Filopodia have receptors that sense the neuron’s environment for ____, which guide the axon’s movements toward their targets at a distance.
Ans: C
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis
Cognitive Domain: Comprehension
Answer Location: Neurogenesis
Difficulty Level: Medium a. lamellipodia b. pfilopodia c. giloblast d. F-actin arcs
12. The growth cone’s transition zone boundary composed of contractile structures called ____ forms a semicircular ring in the T-zone.
Ans: D
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis.
Cognitive Domain: Comprehension
Answer Location: Neurogenesis
Difficulty Level: Medium a. Synapse b. Growth Plate c. Actin arc d. Axon terminal
13.A is a site at which a neuron communicates with a target cell.
Ans: A
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis.
Cognitive Domain: Comprehension
Answer Location: Neurogenesis
Difficulty Level: Easy a. calcium; f-actin b. neurexin; neuroligin c. neuroligin; neurexin d. neurxin; f-actin
14. The growth cone’s binds to the filopodium’s ____ causing calcium channels to open, leading to an influx of calcium which induces the formation of dendritic spines, that will eventually express neurotransmitter receptors and form the site excitatory synapses.
Ans: B
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis
Cognitive Domain: Application
Answer Location: Neurogenesis
Difficulty Level: Hard
15. Synapses are ____ with the addition of neurexin in the pre-synaptic cell when consistently stimulated a. migrated b. disassembled c. stabilized d. excited Ans: C
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis.
Cognitive Domain: Comprehension
Answer Location: Neurogenesis
Difficulty Level: Medium a. 5000 b. 1 million c. 10000 d. 7000 Ans: D
16. The adult brain’s 80 billion neurons will form an astonishing average of ____ synapses.
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis.
Cognitive Domain: Knowledge
Answer Location: Neurogenesis
Difficulty Level: Easy a. allergen b. teratogen c. actin inhibitor d. chemorepulsion
17. A(n) is an agent that can cause damage to the developing embryo and fetus.
Ans: B
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis
Cognitive Domain: Knowledge
Answer Location: Neurogenesis
Difficulty Level: Easy a. subgranular zone b. transition zone c. subventricular zone d. marginal zone
18. Zeva was interested in designing a study to test the discrimination of new odors by introducing new scents while tracking and scanning PET images of participants. For this study what neuronal migration area would she mostly likely be interested in analyzing?
Ans: C
Learning Objective: 5.1.2: Discuss what is meant by adult neurogenesis, where it is known to occur in the brain, and why it is important
Cognitive Domain: Application
Answer Location: Adult Neurogenesis
Difficulty Level: Medium a. neurogenesis b. neuroplasticity c. corticogenesis d. synaptogenesis
19. The brain’s ability to change its structure and function is .
Ans: B
Learning Objective: 5.2.1: Define the different types of neuroplasticity
Cognitive Domain: Knowledge
Answer Location: Neurplasticity
Difficulty Level: Easy a. cerebellum b. subventricular zone c. hippocampus d. neocortex
20. Research discovered psychological stress induced by forced restraint resulted in morphological changes (changes in shape) in neurons of the ____.
Ans: C
Learning Objective: 5.2.1: Define the different types of neuroplasticity
Cognitive Domain: Knowledge
Answer Location: Neurplasticity
Difficulty Level: Easy a. corticogenesis b. neurogenesis c. structural remodeling d. all of the above
21. Neuroplasticity is often triggered by events in the environment that stimulate ____.
Ans: D
Learning Objective: 5.2.1: Define the different types of neuroplasticity
Cognitive Domain: Knowledge
Answer Location: Neurplasticity
Difficulty Level: Easy a. environmental enrichment b. environmental stress c. environmental learning d. environmental nutrition
22. It was found that rats raised as pets performed better at solving mazes than rats raised in standard laboratory conditions Donald Hebb attributed this difference to .
Ans: A
Learning Objective: 5.2.2: Explain structural remodeling and identify the types of stimulation by which it can be induced.
Cognitive Domain: Analysis
Answer Location: Structural Remodeling
Difficulty Level: Medium a. spatial mapping b. visual processing c. spatial activity d. motor activity
23. In a clinical trial investigating neuroplastic changes in the motor cortex and cerebellum the stimulus should promote ____.
Ans: D
Learning Objective: 5.2.2: Explain structural remodeling and identify the types of stimulation by which it can be induced
Cognitive Domain: Analysis
Answer Location: Structural Remodeling
Difficulty Level: Medium a. new memories b. stress avoidance c. visual enhancement d. social connection
24. The remodeling patterns of the dendrites in the motor cortex, which include creating, persisting, forming, eliminating and retaining are involved in creating and stabilizing ____.
Ans: A
Learning Objective: 5.2.2: Explain structural remodeling and identify the types of stimulation by which it can be induced
Cognitive Domain: Analysis
Answer Location: Structural Remodeling
Difficulty Level: Medium
25. The impairments of attention found in depression and anxiety disorders may be a result of stress-induced changes in the shape of dendrites from environmentally induced a. activity b. learning c. socialization d. stress Ans: D
Learning Objective: 5.2.2: Explain structural remodeling and identify the types of stimulation by which it can be induced.
Cognitive Domain: Analysis
Answer Location: Structural Remodeling
Difficulty Level: Medium a. timing b. duration c. remodeling d. region Ans: C
26. Synaptic plasticity refers to the ____ of synaptic connections, which may result in an increase or decrease in the strength of connections between neurons.
Learning Objective: 5.2.3: Define synaptic plasticity and explain the different ways in which it occurs
Cognitive Domain: Know
Answer Location: Synaptic Plasticity
Difficulty Level: Easy a. short-term plasticity b. long-term plasticity c. visual acuity d. induced stress Ans: A
27. A research study used flash cards of a list of colors, numbers and objects and had participants recall the list while their neuronal activity was being observed with PET. Data was collected on the changes in synaptic strength during the test. This study most likely investigated ____.
Learning Objective: 5.2.3: Define synaptic plasticity and explain the different ways in which it occurs
Cognitive Domain: Application
Answer Location: Synaptic Plasticity
Difficulty Level: Hard
28. Functional plasticity refers to change or adaptation of a region of the brain to accommodate a change in the ____ a. living environment b. body c. circadian rhythm d. socialization Ans: B
Learning Objective: 5.2.4: Define and differentiate functional and structural plasticity.
Cognitive Domain: Comprehension
Answer Location: Cortical Plasticity
Difficulty Level: Medium a. functional plasticity b. structural plasticity c. synaptic plasticity d. short-term plasticity
29. Sylvia was given violin lessons every day for three months. Her brain were scanned by MRI at the beginning of the study. A second scan was performed once she could play several complex pieces of music, and a third scan was performed three months later. Differences in the amount of gray matter were found in certain regions of her brain during the second third scans. This type of neuroplastic change in the cortex is known as ____.
Ans: B
Learning Objective: 5.2.4: Define and differentiate functional and structural plasticity.
Cognitive Domain: Analysis
Answer Location: Cortical Plasticity
Difficulty Level: Hard a. functional plasticity b. structural plasticity c. synaptic plasticity d. short-term plasticity
30. Pascual-Leone found that the sensorimotor cortex on the side representing the finger area used to read Braille was larger in blind participants one year after Braille training. The area was also significantly larger than in sighted and in blind participants who did not learn to read Braille. This is an example of ____ induced by increased use of another sense compensating loss of one sense.
Ans: A
Learning Objective: 5.2.4: Define and differentiate functional and structural plasticity
Cognitive Domain: Analysis
Answer Location: Cortical Plasticity
Difficulty Level: Hard a. FTSD b. FASD c. MS d. ALS
31. Joe found his guitar performance of neoclassical pieces to be declining. He believes that his decline in performance is due to an impairment in the finer finger movements required to play certain pieces. His teacher, observing his difficulty, suggested he may have .
Ans: A
Learning Objective: 5.2.5: Explain how cortical plasticity may not always be adaptive by being exaggerated.
Cognitive Domain: Application
Answer Location: When Cortical Plasticity Goes Overboard
Difficulty Level: Medium a. restructured b. balanced c. eliminated d. normalized
32. In FTSD treatment, which involves sensorimotor returning, the boundaries between the digit representations in the somatosensory cortex are ____.
Ans: D
Learning Objective: 5.2.5: Explain how cortical plasticity may not always be adaptive by being exaggerated.
Cognitive Domain: Application
Answer Location: When Cortical Plasticity Goes Overboard
Difficulty Level: Medium
33. ____ refers to the ability to inhibit actions that lead to immediate gratification in favor of those that are oriented toward the fulfillment of long-term goals a. Impulse control b. Delayed gratification c. Risk-taking behavior d. Decision-making
Ans: B
Learning Objective: 5.3.1: Describe the neurobiological basis for the association between adolescence and risk-taking and impulsive behavior
Cognitive Domain: Comprehension
Answer Location: The Adolescent Brain and Behavior
Difficulty Level: Medium a. aversion to punishment b. growth cone attraction c. the value of rewards d. the release of norepinephrine
34. The ventral striatum signals , which means that new and exciting stimuli exert a stronger pull on adolescents compared to children and adults.
Ans: C
Learning Objective: 5 3 1: Describe the neurobiological basis for the association between adolescence and risk-taking and impulsive behavior.
Cognitive Domain: Comprehension
Answer Location: The Adolescent Brain and Behavior
Difficulty Level: Medium a. chemoattraction b. contact repulsion c. frontostriatal circuit d. growth cone attraction
35. The network of brain areas that keeps the influence of the ventral striatum in check, through cognitive control, is the ____ and is important for impulse control.
Ans: C
Learning Objective: 5 3 1: Describe the neurobiological basis for the association between adolescence and risk-taking and impulsive behavior.
Cognitive Domain: Comprehension
Answer Location: The Adolescent Brain and Behavior
Difficulty Level: Medium a. Cued Go/No-go b. Test-retest c. Cognitive aptitude d. Sensorimotor retuning
36. is typically used to test participants’ ability to engage in behavioral inhibition.
Ans: A
Learning Objective: 5 3 1: Describe the neurobiological basis for the association between adolescence and risk-taking and impulsive behavior.
Cognitive Domain: Comprehension
Answer Location: The Adolescent Brain and Behavior
Difficulty Level: Medium a. equal b. more c. less d. no
37. Research results with fMRI imaging of the brain under cued stimuli testing indicate adults typically exert ___ effort in response control as compared to children and teens.
Ans: C
Learning Objective: 5 3 1: Describe the neurobiological basis for the association between adolescence and risk-taking and impulsive behavior.
Cognitive Domain: Comprehension
Answer Location: The Adolescent Brain and Behavior
Difficulty Level: Medium a. decision-making b. risk taking c. impulse control d. reward seeking
38. Research results under cued stimuli testing suggests ____ in adolescents may be driven more by impulse than on rational thought processes.
Ans: A
Learning Objective: 5.3.1: Describe the neurobiological basis for the association between adolescence and risk-taking and impulsive behavior
Cognitive Domain: Comprehension
Answer Location: The Adolescent Brain and Behavior
Difficulty Level: Medium
39. Research on the brain of the aged is often conducted to understand the relationships between changes in the brain and ____ a. loss of gray matter b. lack of new learning c. forgetfulness d. cognitive declines
Ans: D
Learning Objective: 5.3.2: Explain the cognitive declines that occur during normal aging of the brain
Cognitive Domain: Comprehension
Answer Location: Normal Aging of the Brain
Difficulty Level: Medium a. crystallized intelligence b. fluid intelligence c. displaying emotions d. cognitive coordination
40. The cognitive skills that show the highest rate of decline during aging are the ones associated with .
Ans: B
Learning Objective: 5 3 2: Explain the cognitive declines that occur during normal aging of the brain.
Cognitive Domain: Comprehension
Answer Location: Normal Aging of the Brain
Difficulty Level: Medium a. synaptic clefts b. neurotransmitters c. white nerve fiber tracts d. dendritic spines
41. According to the disconnection hypothesis cognitive decline observed during aging is due to the degeneration of ____, that connect the brain areas relevant to the performance of cognitive functions.
Ans: C
Learning Objective: 5 3 2: Explain the cognitive declines that occur during normal aging of the brain.
Cognitive Domain: Comprehension
Answer Location: Normal Aging of the Brain
Difficulty Level: Medium a. gastrulation b. differentiation c. apoptosis d. phosphorylation
42. In Alzheimer’s disease a chemical process called alters the tau protein causing it to no longer be able to bind to microtubules, causing their disintegration.
Ans: D
Learning Objective: 5 3 2: Explain the cognitive declines that occur during normal aging of the brain.
Cognitive Domain: Comprehension
Answer Location: Diseases in the Aging Brain
Difficulty Level: Medium a. gastrulation b. differentiation c. apoptosis d. phosphorylation
43. When devoid of microtubules, neurons lose their structural integrity and can no longer transport nutrients and carry away waste products leading neurons to "commit suicide" in a process known as ____, in which immune cells ensure the organized death of cells.
Ans: C
Learning Objective: 5.3.3: Describe the cognitive declines due to a disease process (Alzheimer’s) in the aged brain
Cognitive Domain: Comprehension
Answer Location: Diseases in the Aging Brain
Difficulty Level: Medium a. postsynaptic b. glutaminergic pyramidal c. cholinergic d. hippocampal
44. The basal forebrain is an area rich in ____ neurons (these synthesize and release acetylcholine), which innervate the entorhinal cortex and hippocampus, which are important for learning and memory.
Ans: C
Learning Objective: 5 3 2: Explain the cognitive declines that occur during normal aging of the brain
Cognitive Domain: Comprehension
Answer Location: Disease in the Aging Brain
Difficulty Level: Medium a. Acetylcholine b. Insulin c. Dopamine d. Amyloid precursor protein
45. ____ has neurotrophic effects, meaning that it supports the growth and survival of neurons.
Ans: B
Learning Objective: 5 3 3: Describe the cognitive declines due to a disease process
(Alzheimer’s) in the aged brain.
Cognitive Domain: Comprehension
Answer Location: Diseases in the Aging Brain
Difficulty Level: Medium a. Beta-amyloid peptide b. Insulin sensitivity c. Type 1 diabetes d. Type 2 diabetes
46. ____ was also found to be associated with phosphorylation of the tau protein and the presence of Ab plaques lead to the loss of neurons.
Ans: D
Learning Objective: 5 3 3: Describe the cognitive declines due to a disease process (Alzheimer’s) in the aged brain.
Cognitive Domain: Comprehension
Answer Location: Diseases in the Aging Brain
Difficulty Level: Medium a. insulin resistance b. phosphorylation c. beta-amyloid (Ab) plaques d. apoptosis
47. The entry of free fatty acids (FFA) into the brain triggers an inflammatory process which causes glial cells to release inflammatory chemicals, which in turn result in ____ and the death of neurons.
Ans: A
Learning Objective: 5 3 3: Describe the cognitive declines due to a disease process (Alzheimer’s) in the aged brain.
Cognitive Domain: Comprehension
Answer Location: Diseases in the Aging Brain
Difficulty Level: Medium a. mild cognitive b. late-onset c. early-onset d. rapid degenerative
48. The inheritance of APOE is related to what is known as ____ Alzheimer's.
Ans: B
Learning Objective: 5 3 3: Describe the cognitive declines due to a disease process (Alzheimer’s) in the aged brain.
Cognitive Domain: Comprehension
Answer Location: Diseases in the Aging Brain
Difficulty Level: Medium
49. Memory impairments during aging were found to be associated with degenerating ____ in the parieto-temporal area a. neurogenesis b. white fiber tracts c. synaptic bridges d. memory maps
Ans: B
Learning Objective: 5 3 2: Explain the cognitive declines that occur during normal aging of the brain
Cognitive Domain: Comprehension
Answer Location: Normal Aging of the Brain
Difficulty Level: Medium a. remain stable b. structurally remodel c. produce serotonin d. persist when challenged
50. Exercise may play a significant role in alleviating depression by increasing the number of neurons that ____ .
Ans: C
Learning Objective: LO 5.3.3 Describe the cognitive declines due to a disease process (Alzheimer’s) in the aged brain.
Cognitive Domain: Comprehension
Answer Location: 5.3.3 DISEASE IN THE AGING BRAIN
Difficulty Level: Medium
True/False
1. In humans, 90% of immature cells migrate through what is known as radial migration. Ans: T
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis.
Cognitive Domain: Knowledge
Answer Location: Neurogenesis
Difficulty Level: Easy
2. During migration, neuroblasts have already started to differentiate into recognizable neurons comprised of the axon and dendrites.
Ans: T
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis.
Cognitive Domain: Knowledge
Answer Location: Neurogenesis
Difficulty Level: Medium
3. Growth cones are guided by local chemical cues, found on the surface of other cells or in the extracellular matrix in which the growth cone comes into direct contact.
Ans: T
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis
Cognitive Domain: Knowledge
Answer Location: Neurogenesis
Difficulty Level: Medium
4. The outgrowth of filopodia, specification induction, synapse formation, and synapse stabilization are the four stages of synapses creation.
Ans: T
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis.
Cognitive Domain: Knowledge
Answer Location: Neurogenesis
Difficulty Level: Medium
5. Synapses that are not stimulated are reorganized and the dendritic filopodia withdraw.
Ans: F
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis.
Cognitive Domain: Knowledge
Answer Location: Neurogenesis
Difficulty Level: Medium
6. Fetal Alcohol Syndrome can cause embryonic development abnormalities and one such condition results in significantly decreasing the survival rate proliferation of progenitor neurons, which is what may account for the observed microcephaly.
Ans: T
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis
Cognitive Domain: Knowledge
Answer Location: Neurogenesis
Difficulty Level: Medium
7. During migration, immature neurons known as glioblasts differentiate into recognizable neurons through the outgrowth of neurites.
Ans: F
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis.
Cognitive Domain: Comprehension
Answer Location: Neurogenesis
Difficulty Level: Medium
8. Research discovered psychological stress induced by forced restraint resulted in morphological changes (changes in shape) in neurons of the hippocampus.
Ans: T
Learning Objective: 5.2.1: Define the different types of neuroplasticity.
Cognitive Domain: Knowledge
Answer Location: Neurplasticity
Difficulty Level: Easy
9. In learning a new task many more dendritic connections are created than is necessary; thus over time, the new connections may become redundant and keeping unnecessary connections may interfere with the connectivity associated with memories that are already stored.
Ans: T
Learning Objective: 5.2.2: Explain structural remodeling and identify the types of stimulation by which it can be induced.
Cognitive Domain: Analysis
Answer Location: Structural Remodeling
Difficulty Level: Medium
10. Short-term synaptic plasticity is thought to be involved in conflict avoidance.
Ans: F
Learning Objective: 5.2.3: Define synaptic plasticity and explain the different ways in which it occurs.
Cognitive Domain: Analysis
Answer Location: Synaptic Plasticity
Difficulty Level: Medium
11. Structural plasticity involves changes in cortical thickness or gray matter volume in any given brain areas.
Ans: T
Learning Objective: 5.2.4: Define and differentiate functional and structural plasticity
Cognitive Domain: Knowledge
Answer Location: Cortical Plasticity
Difficulty Level: Easy
12. Sometimes neuroplasticity causes problems such as focal task-specific dystonia (FTSD) a movement disorder that interferes with movements involved in highly practiced tasks
Ans: T
Learning Objective: 5.2.5: Explain how cortical plasticity may not always be adaptive by being exaggerated.
Cognitive Domain: Knowledge
Answer Location: When Cortical Plasticity Goes Overboard
Difficulty Level: Easy
13. Exercise may also play a significant role in alleviating depression by increasing the number of neurons that produce epinephrine.
Ans: F
Learning Objective: 5 3 3: Describe the cognitive declines due to a disease process (Alzheimer’s) in the aged brain.
Cognitive Domain: Comprehension
Answer Location: Disease in the Aging Brain
Difficulty Level: Medium
14. Research found that 61% of Alzheimer's patients either had type 2 diabetes or impaired glucose metabolism
Ans: F
Learning Objective: 5 3 3: Describe the cognitive declines due to a disease process (Alzheimer’s) in the aged brain.
Cognitive Domain: Comprehension
Answer Location: Disease in the Aging Brain
Difficulty Level: Medium
15. Alzheimer's disease and type 2 diabetes share common characteristics.
Ans: T
Learning Objective: 5.3.3:Describe the cognitive declines due to a disease process (Alzheimer’s) in the aged brain
Cognitive Domain: Comprehension
Answer Location: Disease in the Aging Brain
Difficulty Level: Medium
Essay
1. Describe how the growth cone permits axons to move in the direction of target cells during development
Ans: Answers will vary. Model Answer: When the growth cone encounters an attractant, F-actin molecules come together to form a large chain. This increases the number and the length of filopodia on the side where the chemoattractant is detected. Filopodia located on the side of which no chemoattractant is detected retract. Microtubules associate with the F-actin in the filopodia that is on the side of the chemoattractant, which stabilizes the filopodia, making it turn in one direction.
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis.
Cognitive Domain: Application
Answer Location: Neurogenesis
Difficulty Level: Hard
2. Discuss how axons achieve the feat of accurately reaching their targets amid the thousands of possible connections they could make explaining how different patterns of connectivity between neurons give rise to organized behavior.
Ans: Answers will vary. Model Answer: Sperry’s frog-eye rotation experiment demonstrations that specific connections were required for normal behavior. Cajal hypothesized that axons found their way to their targets by following a chemical trail. To test whether axons followed a chemical trail to their destinations, Sperry rotated the frog’s eyes and cut the nerves exiting the retina. He then observed whether they grew back to the same areas of the tectum. The results showed the nerves grew back to the same areas even though a different pathway was required. Sperry concluded from those findings that neurons in the tectum must emit chemical signals that label their types and positions. According to Sperry, the retinal fibers followed these chemical signals to navigate their way to their target neurons within the tectum. The idea that axons find their way to their targets by following a chemical signal became known as the chemoaffinity hypothesis.
Learning Objective: 5.1.1: Explain neurogenesis and the concepts of proliferation, differentiation, migration, and synaptogenesis.
Cognitive Domain: Application
Answer Location: Neurogenesis
Difficulty Level: Hard
3. In the learning to juggle experiment, there were noticeable change in the amount of gray matter between that of juggling learners and control group non-learners. Briefly describe the regions of the brain that showed change and why these regions changed. Ans: Answers will vary. Model Answer: Increases in gray matter were found bilaterally in the mid-temporal area and in the left posterior intra-parietal sulcus. The medial temporal area is highly involved in the processing visual motion information used to construct motor commands (Dursteler & Wurtz, 1988). The intra-parietal sulcus is involved in the intention and planning of specific movements (Andersen & Buneo, 2002). Both these functions are highly relevant to juggling skills. The researchers suggested that there were no changes in motor areas because the subjects in both groups already had good motor skills before the study started.
Learning Objective: 5.2.4: Define and differentiate functional and structural plasticity.
Cognitive Domain: Application
Answer Location: Cortical Plasticity
Difficulty Level: Hard
4. Briefly discuss what FTSD is and some possible treatment for the condition. Ans: Answers will vary. Model Answer: FTSD is a movement disorder that interferes with movements involved in highly practiced tasks. Such tasks include the extensive practice of musical instruments, the use of tools, the practice of a sport or writing. The typical symptoms of FTSD are involuntary movements and muscle cramping. Much of the research on FTSD has been done on musicians. Involuntary movements may be due to hypofunctioning inhibitory processes in the motor system. This might explain why a pianist affected by FTSD may not be able to inhibit the movements of a finger adjacent to the one hitting a specific note, leading to impaired performance. In this case, the lack of inhibition leads to the co-contraction of both the correct and incorrect fingers with which a specific key is intended to be hit.
People with FTSD have developed maladaptive body representations. Indeed, people with FTSD have altered representations of the body parts that have been trained extensively. Figure 5.17 shows how the normal representations of digits are separated by sharp boundaries (left). In contrast, in a string player with FTSD, these boundaries are blurred (middle). In addition to this, there is reduced inhibition of the representations of the muscles surrounding the ones that control the trained body part. This results in them being contracted together as though they were one.
One way how people with FTSD can potentially be helped is through a treatment called sensorimotor retuning (SMR)
Learning Objective: 5.2.5: Explain how cortical plasticity may not always be adaptive by being exaggerated.
Cognitive Domain: Application
Answer Location: When Cortical Plasticity Goes Overboard
Difficulty Level: Medium
5. Discuss some of the common theories associated to cognitive decline in normal aging and the accelerated degeneration caused by disease, specifically Alzheimer’s disease.
Ans: Answers will vary. Model Answer: The cognitive declines observed in normal aging are thought to be due, in part, to the degeneration in white-fiber tracts in frontal areas, cortico-spinal tracts and parieto-parietal area. This is known as the disconnection hypothesis. It was found that neurogenesis persists through old age in the hippocampus. The most common disease process that leads to accelerated degeneration of the brain is a type of dementia known as Alzheimer’s disease, which leads to a wide range of cognitive deficits, which includes one related to memory, attention, language and visuospatial deficits. Significant shrinkage of the brain areas responsible for these functions is observed in people suffering from Alzheimer's disease. The hallmarks of Alzheimer’s disease are beta-amyloid plaques and neurofibrillary tangles, which impede the neurons’ ability to communicate with each other and lead to their death. Several other hypotheses of Alzheimer's disease exist. One that is gaining traction the metabolism hypothesis of Alzheimer's disease states that disease and type 2 diabetes share common characteristics.
Learning Objective: 5 3 2: Explain the cognitive declines that occur during normal aging of the brain.
Cognitive Domain: Comprehension
Answer Location: Normal Aging of the Brain
Difficulty Level: Medium
Chapter 6: Sensation and Perception 1: Vision and Hearing Test Bank
Multiple Choice a. accurate processing b. alchemy c. sensation d. perception
1. The detection of external or internal stimuli through the stimulation of specialized receptors is known as .
Ans: C
Learning Objective: 6 1 1: Describe the beginnings of how information from the physical environment is transformed into a visual image.
Cognitive Domain: Knowledge
Answer Location: Introduction
Difficulty Level: Easy a. interpretations b. color distinctions c. memory associations d. amounts of data
2. The ambiguous old/young lady figure tells us the difference between sensation and perception in terms of why the same picture and brain process produce different ____ of information across individuals.
Ans: A
Learning Objective: 6 1 1: Describe the beginnings of how information from the physical environment is transformed into a visual image.
Cognitive Domain: Knowledge
Answer Location: Introduction
Difficulty Level: Easy a. primary b. all c. low frequency d. high frequency
3. The electromagnetic spectrum is the range of ____ wavelengths of light.
Ans: B
Learning Objective: 6 1 1: Describe the beginnings of how information from the physical environment is transformed into a visual image
Cognitive Domain: Knowledge
Answer Location: The Beginnings of an Image
Difficulty Level: Easy
4. Color perception results from the brain processing the inputs of specialized receptors, in the back of your eyes, known as ____ a. color cones b. neuro-receptors c. transponders d. photoreceptors
Ans: D
Learning Objective: 6.1.1: Describe the beginnings of how information from the physical environment is transformed into a visual image
Cognitive Domain: Knowledge
Answer Location: The Beginnings of an Image
Difficulty Level: Easy a. transduce b. guide c. reroute d. amplify
5. When activated by light, photoreceptors ____ light energy from the visible spectrum into action potentials that make their way to the brain.
Ans: A
Learning Objective: 6 1 1: Describe the beginnings of how information from the physical environment is transformed into a visual image.
Cognitive Domain: Comprehension
Answer Location: The Beginnings of an Image
Difficulty Level: Medium
6. Light energy is processed by different subsets of photoreceptors in the ____ based on wavelengths that activate them a. cornea b. retina c. fovea d. sclera
Ans: B
Learning Objective: 6.1.1: Describe the beginnings of how information from the physical environment is transformed into a visual image
Cognitive Domain: Knowledge
Answer Location: The Beginnings of an Image
Difficulty Level: Easy a. photoreceptor bundle b. optic nerve c. zonule fiber d. ciliary fiber
7. The bundle of axons of ganglion cells that bring visual information to the brain is known as the ____.
Ans: B
Learning Objective: 6.1.1: Describe the beginnings of how information from the physical environment is transformed into a visual image
Cognitive Domain: Comprehension
Answer Location: The Beginnings of an Image
Difficulty Level: Medium a. releases action potentials b. elongates light wavelengths c. stimulates photoreceptors d. transduces colors
8. The convergence of light rays to the middle of the retina ____.
Ans: C
Learning Objective: 6.1.1: Describe the beginnings of how information from the physical environment is transformed into a visual image
Cognitive Domain: Comprehension
Answer Location: The Beginnings of an Image
Difficulty Level: Medium
9. ____ refers to the focusing of light on the retina by the changing shape of the lens a. Focal distance b. Accommodation c. Refraction d. Light sensitivity
Ans: B
Learning Objective: 6.1.1: Describe the beginnings of how information from the physical environment is transformed into a visual image.
Cognitive Domain: Comprehension
Answer Location: The Beginnings of an Image
Difficulty Level: Medium
10. Ganglion cells that process color vision are known as ____ cells a. midget b. parasol c. corneal d. zonule
Ans: A
Learning Objective: 6 1 1: Describe the beginnings of how information from the physical environment is transformed into a visual image.
Cognitive Domain: Comprehension
Answer Location: The Beginnings of an Image
Difficulty Level: Medium a. a low concentration of action potentials b. inhibitory GABA neurotransmitter c. low frequency light waves d. low levels of light
11. Rods are responsible for the eye’s ability to adjust to ____.
Ans: D
Learning Objective: 6.1.1: Describe the beginnings of how information from the physical environment is transformed into a visual image
Cognitive Domain: Comprehension
Answer Location: The Beginnings of an Image
Difficulty Level: Medium a. cones b. rods c. zonule fiber d. ciliary fiber
12. Concentrated at the fovea are the , which confer high acuity and are responsible for color vision.
Ans: A
Learning Objective: 6 1 1: Describe the beginnings of how information from the physical environment is transformed into a visual image.
Cognitive Domain: Comprehension
Answer Location: The Beginnings of an Image
Difficulty Level: Medium a. opsin b. rhodopsin c. g-protein d. phosphodiesterase
13. Photopigments are light-absorbing molecules made of the ____ protein.
Ans: A
Learning Objective: 6 1 1: Describe the beginnings of how information from the physical environment is transformed into a visual image.
Cognitive Domain: Comprehension
Answer Location: The Beginnings of an Image
Difficulty Level: Medium
14. Different cones maximally respond to certain wavelengths but respond with decreasing sensitivity to wavelengths further along the visual spectrum. This is called a. spectral degeneration b. spectral sensitivity c. spectral acuity d. spectral adaptation
Ans: B
Learning Objective: 6 1 1: Describe the beginnings of how information from the physical environment is transformed into a visual image.
Cognitive Domain: Comprehension
Answer Location: The Beginnings of an Image
Difficulty Level: Medium a. 2 b. 3 c. 4 d. 6
15. Different types of photopigments are best at absorbing different ranges of wavelengths along the visible spectrum with humans having ____ types of cones.
Ans: B
Learning Objective: 6 1 1: Describe the beginnings of how information from the physical environment is transformed into a visual image.
Cognitive Domain: Comprehension
Answer Location: The Beginnings of an Image
Difficulty Level: Medium a. Bleaching b. Fading c. Conduction d. Phototransduction
16. ____ refers to the degeneration of photopigments caused by exposure to light.
Ans: A
Learning Objective: 6 1 1: Describe the beginnings of how information from the physical environment is transformed into a visual image.
Cognitive Domain: Comprehension
Answer Location: The Beginnings of an Image
Difficulty Level: Medium a. bleaching b. fading c. conduction d. phototransduction
17. Conversion of light rays into nerve impulses is ____.
Ans: D
Learning Objective: 6 1 2: Explain how light energy is transformed into the electrical signals in receptors that transmit visual information to the brain.
Cognitive Domain: Knowledge
Answer Location: Phototransduction
Difficulty Level: Easy a. dark current b. rod connection inhibition c. g-protein transducin inactivation d. hyperpolarization
18. The process that results in rods being constantly depolarized in the dark is known as ____.
Ans: A
Learning Objective: 6 1 2: Explain how light energy is transformed into the electrical signals in receptors that transmit visual information to the brain.
Cognitive Domain: Comprehension
Answer Location: Phototransduction
Difficulty Level: Medium a. cyclic guanosine monophosphate (cGMP) conversion b. opening of cGMP-dependent Na+ channels c. closing of cGMP-dependent Na+ channels d. firing of bipolar neurons to which rods connect
19. Hyperpolarization of photoreceptors in rods results from the ____ causing photoreceptor to stop releasing glutamate on bipolar neurons thereby removing its inhibitory influence on them.
Ans: C
Learning Objective: 6 1 2: Explain how light energy is transformed into the electrical signals in receptors that transmit visual information to the brain.
Cognitive Domain: Application
Answer Location: Phototransduction
Difficulty Level: Hard
20. A constant flow of Na+ ions through cGMP-gated Na+ channels results in a. cyclic guanosine monophosphate (cGMP) conversion b. opening of cGMP-dependent Na+ channels c. closing of cGMP-dependent Na+ channels d. inhibiting the firing of bipolar neurons to which rods connect
Ans: D
Learning Objective: 6.1.2: Explain how light energy is transformed into the electrical signals in receptors that transmit visual information to the brain.
Cognitive Domain: Application
Answer Location: Phototransduction
Difficulty Level: Hard a. Convergence b. Bleaching c. Conduction d. Phototransduction
21. ____ is the ratio of connectivity between photoreceptors and retinal ganglion cells.
Ans: A
Learning Objective: 6.1.3: Explain the mechanisms involved in the precision of vision and the visual receptor’s sensitivity to light
Cognitive Domain: Knowledge
Answer Location: Acuity and Sensitivity
Difficulty Level: Easy a. more b. less c. equal d. many more
22. There are ____ rods than cones that converge onto a single ganglion cell.
Ans: D
Learning Objective: 6 1 3: Explain the mechanisms involved in the precision of vision and the visual receptor’s sensitivity to light
Cognitive Domain: Knowledge
Answer Location: Acuity and Sensitivity
Difficulty Level: Easy a. moderate b. increases c. decreases d. eliminates
23. The summed input of rods to retinal ganglion cells amplifies the light signal, which ____ sensitivity to low light conditions.
Ans: B
Learning Objective: 6 1 3: Explain the mechanisms involved in the precision of vision and the visual receptor’s sensitivity to light
Cognitive Domain: Knowledge
Answer Location: Acuity and Sensitivity
Difficulty Level: Easy a. higher acuity b. lower acuity c. equal acuity d. increased sensitivity
24. A retinal ganglion cell connected to a cone receives information from a precise location of the retina giving cones compared to rods.
Ans: A
Learning Objective: 6 1 3: Explain the mechanisms involved in the precision of vision and the visual receptor’s sensitivity to light
Cognitive Domain: Knowledge
Answer Location: Acuity and Sensitivity
Difficulty Level: Easy a. an off-center field b. a receptive field c. an on-center field d. a field activation
25. In vision, is a spot on the retina, which, when illuminated, activates a single retinal ganglion cell and other cells in the visual system.
Ans: B
Learning Objective: 6 1 4: Describe and explain how receptive fields are involved in representing the physical world.
Cognitive Domain: Comprehension
Answer Location: Receptive Fields
Difficulty Level: Medium a. equal to b. smaller than c. larger than d. no different
26. The receptive fields associated with parasol retinal ganglion cells are ____ those associated with midget ganglion cells.
Ans: C
Learning Objective: 6.1.4: Describe and explain how receptive fields are involved in representing the physical world.
Cognitive Domain: Comprehension
Answer Location: Receptive Fields
Difficulty Level: Medium a. off-center b. in-periphery c. on-center d. activator
27. If the illumination of a receptive field’s surround reduced the firing of its associated retinal ganglion cell below its spontaneous rate, then an receptive field was activated.
Ans: C
Learning Objective: 6.1.4: Describe and explain how receptive fields are involved in representing the physical world.
Cognitive Domain: Comprehension
Answer Location: Receptive Fields
Difficulty Level: Medium a. off-center b. in-periphery c. on-center d. activator
28. If illumination of a receptive field’s center reduced the firing of its associated retinal ganglion cell below its spontaneous rate, then an ______ receptive field was activated.
Ans: A
Learning Objective: 6.1.4: Describe and explain how receptive fields are involved in representing the physical world.
Cognitive Domain: Comprehension
Answer Location: Receptive Fields
Difficulty Level: Medium
29. When Illumination of the entire receptive field results in the inhibition and excitation of the retinal ganglion cell to cancel each other out, the cell is exhibiting its . a. spontaneous rate of firing b. resting state of firing c. dark center firing d. color distinction firing
Ans: A
Learning Objective: 6 1 4: Describe and explain how receptive fields are involved in representing the physical world
Cognitive Domain: Comprehension
Answer Location: Receptive Fields
Difficulty Level: Medium a. dark objects surrounded by bright backgrounds b. bright objects surrounded by bright backgrounds c. dark objects surrounded by dark backgrounds d. bright objects surrounded by dark backgrounds
30. The preferred stimuli for “on-center” receptive fields are ____.
Ans: D
Learning Objective: 6.1.4: Describe and explain how receptive fields are involved in representing the physical world
Cognitive Domain: Comprehension
Answer Location: Receptive Fields
Difficulty Level: Medium a. dark objects surrounded by bright backgrounds b. bright objects surrounded by bright backgrounds c. dark objects surrounded by dark backgrounds d. bright objects surrounded by dark backgrounds
31. The preferred stimuli for “off-center” receptive fields are ____.
Ans: A
Learning Objective: 6.1.4: Describe and explain how receptive fields are involved in representing the physical world
Cognitive Domain: Comprehension
Answer Location: Receptive Fields
Difficulty Level: Medium a. Mach bands b. Lateral inhibition c. Herman grid d Field inhibition
32. _________ occurs when receptors in the surround of on-center receptive fields have inhibitory connections with receptors located in the center of the same receptive fields.
Ans: B
Learning Objective: 6 1 4: Describe and explain how receptive fields are involved in representing the physical world.
Cognitive Domain: Comprehension
Answer Location: Receptive Fields
Difficulty Level: Medium a. below b. at c. above d. well below
33. In the Mach bands illusion, if a receptive field’s surround “off” region, lies in the least illuminated band, its associated retinal ganglion cell will fire ____ its spontaneous firing rate.
Ans: C
Learning Objective: 6.1.4: Describe and explain how receptive fields are involved in representing the physical world.
Cognitive Domain: Comprehension
Answer Location: Receptive Fields
Difficulty Level: Medium a. below its spontaneous firing rate b. above its spontaneous firing rate c. at its spontaneous firing rate d. neither below or above its spontaneous firing rate
34. Illumination of a retinal ganglion cell’s receptive field’s excitatory center only will cause this retinal ganglion cell to fire _________.
Ans: B
Learning Objective: 6 1 4: Describe and explain how receptive fields are involved in representing the physical world.
Cognitive Domain: Application
Answer Location: Receptive Fields
Difficulty Level: Medium
35. When horizontal cells send inhibitory signals to a photoreceptor associated with the center, this ____ it from exciting the bipolar cell it connects to a. prevents b. assists c. directs d. amplifies
Ans: A
Learning Objective: 6.1.4: Describe and explain how receptive fields are involved in representing the physical world
Cognitive Domain: Application
Answer Location: Receptive Fields
Difficulty Level: Medium a. equivalent to b. the same as c. smaller than d. larger than
36. Receptive fields located at the periphery of the retina are ____ receptive fields at the fovea.
Ans: D
Learning Objective: 6.1.4: Describe and explain how receptive fields are involved in representing the physical world
Cognitive Domain: Application
Answer Location: Receptive Fields
Difficulty Level: Medium a. equal b. less c. more d. no
37. For a retinal ganglion cell, with an on-center receptive field, to be maximally activated its receptive field’s center must be fully illuminated with ____ illumination on its surround.
Ans: D
Learning Objective: 6.1.4: Describe and explain how receptive fields are involved in representing the physical world
Cognitive Domain: Application
Answer Location: Receptive Fields
Difficulty Level: Medium
38. When all the wavelengths of the visual spectrum are mixed ____ is perceived a. white b. dark c. black d. no color
Ans: A
Learning Objective: 6.1.5: Describe and explain the theories and processes involved in color vision
Cognitive Domain: Comprehension
Answer Location: Color Vision
Difficulty Level: Medium
39. Mark was given a test to determine whether he can discriminate colors. It was discovered that he often failed to correctly identify red and green patterns as such. A possible explanation may be that Mark has due to the absence of l-cones a. protanopia b. deuteranopia c. tritanopia d. tritanomaly
Ans: A
Learning Objective: 6.1.5: Describe and explain the theories and processes involved in color vision
Cognitive Domain: Application
Answer Location: Color Vision
Difficulty Level: Medium a. dark/light contrast b. red-green c. no color d. blue-yellow
40. The absence or limited function of s-cones results in a ____ color deficiency.
Ans: D
Learning Objective: 6 1 5: Describe and explain the theories and processes involved in color vision.
Cognitive Domain: Application
Answer Location: Color Vision
Difficulty Level: Medium a. absence of m-cones b. absence of l-cones c. limited m-cones d. limited l-cones
41. Deuteranopia is a color deficiency that is caused by ____.
Ans: A
Learning Objective: 6 1 5: Describe and explain the theories and processes involved in color vision.
Cognitive Domain: Comprehension
Answer Location: Color Vision
Difficulty Level: Medium a. short b. medium c. long d. white Ans: C
42. If a cone fires maximally when exposed to wavelengths of approximately 600 nanometers, it is a ____ wavelength cone.
Learning Objective: 6.1.5: Describe and explain the theories and processes involved in color vision
Cognitive Domain: Comprehension
Answer Location: Color Vision
Difficulty Level: Medium a. blue b. green c. yellow d. red
43. An object is perceived as being because the dyes used to "color" it mostly reflect short wavelengths and absorb the other wavelengths.
Ans: A
Learning Objective: 6.1.5: Describe and explain the theories and processes involved in color vision
Cognitive Domain: Analysis
Answer Location: Color Vision
Difficulty Level: Hard a. <200 b. 450-490 c. 520-490 d. 600
44. For an object to be perceived as blue, the wavelength of light reflected by it would need to be in the ____ nanometers range.
Ans: B
Learning Objective: 6 1 5: Describe and explain the theories and processes involved in color vision.
Cognitive Domain: Application
Answer Location: Color Vision
Difficulty Level: Medium a. absence of l-cones b. absence of m-cones c. absence of l-cones and m-cones d. absence of s-cones
44. Sulia noticed her four-year-old daughter kept confusing the red and green marbles in a game where the marbles had to be separated by colors. She schedules an eye exam for her. What might the ophthalmologist look for?
Ans: C
Learning Objective: 6 1 5: Describe and explain the theories and processes involved in color vision.
Cognitive Domain: Application
Answer Location: Color Vision
Difficulty Level: Medium a. long and medium-wavelength cones b. short-wavelength cones c. short and long-wavelength cones d. short and medium-wavelength cones
45. Dogs perceive more than black/white contrast as it is commonly believed. This is a myth, as it has been found that they have ____.
Ans: C
Learning Objective: 6.1.5: Describe and explain the theories and processes involved in color vision
Cognitive Domain: Application
Answer Location: Color Vision
Difficulty Level: Medium a. the same as b. different than c. shades of d. contrasts of Ans: B
46. The peculiarity of afterimages is that they appear in colors that are ____ the perceived color of the object itself.
Learning Objective: 6.1.5: Describe and explain the theories and processes involved in color vision
Cognitive Domain: Knowledge
Answer Location: Color Vision
Difficulty Level: Easy a. left b. right c left and right d. central Ans: A
47. The nasal retina of the left eye and the temporal retina of the right eye convey information from the ____ visual field of vision.
Learning Objective: 6 1 6: Describe and explain the processes involved in vision in the brain.
Cognitive Domain: Knowledge
Answer Location: Visual Processing Beyond the Retina
Difficulty Level: Medium
48. The nasal retina of the right eye and the temporal retina of the left eye convey information from the ____ visual field of vision a. left b. right c left and right d. central Ans: B
Learning Objective: 6.1.6: Describe and explain the processes involved in vision in the brain
Cognitive Domain: Knowledge
Answer Location: Visual Processing Beyond the Retina
Difficulty Level: Medium a. geniculate nucleus b. medial geniculate nucleus c. lateral geniculate nucleus d. parvocellular layer
49. The main area dedicated to vision in the thalamus is the ____.
Ans: C
Learning Objective: 6 1 6: Describe and explain the processes involved in vision in the brain.
Cognitive Domain: Knowledge
Answer Location: Visual Processing Beyond the Retina
Difficulty Level: Medium a. 3 b. 5 c. 6 d. 7
50. The lateral geniculate nucleus is composed of ____ layers.
Ans: C
Learning Objective: 6.1.6: Describe and explain the processes involved in vision in the brain.
Cognitive Domain: Knowledge
Answer Location: Visual Processing Beyond the Retina
Difficulty Level: Medium a. motion b. motion and depth c. depth d. spatial resolution
51. Magnocellular layers convey information about ____ and are sensitive to contrast.
Ans: B
Learning Objective: 6.1.6: Describe and explain the processes involved in vision in the brain.
Cognitive Domain: Knowledge
Answer Location: Visual Processing Beyond the Retina
Difficulty Level: Medium
52. K-cells convey information from s-cones are sensitive to short wavelengths and convey information about ____ a. motion b. motion and depth c. depth d. spatial resolution
Ans: D
Learning Objective: 6 1 6: Describe and explain the processes involved in vision in the brain.
Cognitive Domain: Knowledge
Answer Location: Visual Processing Beyond the Retina
Difficulty Level: Medium
53. The preservation of the relative location of neurons from the retinal to the cortex is called ____ a. ipsilateral preservation b. ipsilateral mapping c. rental preservation d. retinotopic mapping
Ans: D
Learning Objective: 6 1 6: Describe and explain the processes involved in vision in the brain
Cognitive Domain: Knowledge
Answer Location: Visual Processing Beyond the Retina
Difficulty Level: Medium a. directional b. activation c. firing response d. color
54. Complex cells acquire their ____ selectivity through the input of several simple cells.
Ans: A
Learning Objective: 6.1.6: Describe and explain the processes involved in vision in the brain
Cognitive Domain: Knowledge
Answer Location: Visual Processing Beyond the Retina
Difficulty Level: Medium a. sound b. vibration c. electrical impulse d. sound waves
55. The pattern of compression and rarefaction of the air produces what are known as .
Ans: D
Learning Objective: 6 2 1: Explain the difference between the physical and perceptual dimensions of sound
Cognitive Domain: Knowledge
Answer Location: Physical and Perceptual Dimensions of Sound
Difficulty Level: Easy
56. Sound waves rise as the air is compressed (increased air pressure) and dips when the air is rarefied (decreased air pressure). This refers to the sound wave's ____ a. amplitude b. duration c. stability d. speed
Ans: A
Learning Objective: 6.2.1: Explain the difference between the physical and perceptual dimensions of sound
Cognitive Domain: Knowledge
Answer Location: Physical and Perceptual Dimensions of Sound
Difficulty Level: Easy a. Hertz b. Nanoseconds c. Decibels d. Amplitude
57. ____ are a mathematical way to convert the extremely large range of sound pressure levels.
Ans: C
Learning Objective: 6.2.1: Explain the difference between the physical and perceptual dimensions of sound.
Cognitive Domain: Knowledge
Answer Location: Physical and Perceptual Dimensions of Sound
Difficulty Level: Easy a. 85 dbs b. 130 dbs c. 120 dbs d. 100 dbs
58. Sound intensities above ___ can induce pain.
Ans: B
Learning Objective: 6.2.1: Explain the difference between the physical and perceptual dimensions of sound
Cognitive Domain: Knowledge
Answer Location: Physical and Perceptual Dimensions of Sound
Difficulty Level: Easy a. complex b. perceived c. fundamental d. operational
59. The lowest frequency of the many wavelengths that compose a complex sound is called the ____ frequency.
Ans: C
Learning Objective: 6 2 1: Explain the difference between the physical and perceptual dimensions of sound.
Cognitive Domain: Knowledge
Answer Location: Physical and Perceptual Dimensions of Sound
Difficulty Level: Easy a. hair cells b. ossicles c. tympanic membrane d. tectorial membrane
60. The organ of Corti includes the basilar membrane onto which are situated the ____ responsible for sound perception.
Ans: A
Learning Objective: 6 2 2: Describe the functions of the different parts of the ear
Cognitive Domain: Comprehension
Answer Location: The Ear
Difficulty Level: Medium
True/False
1. Only a very narrow band of wavelengths ranging from 400 to 700 nanometers can be perceived by humans
Ans: T
Learning Objective: 6.1.1: Describe the beginnings of how information from the physical environment is transformed into a visual image.
Cognitive Domain: Knowledge
Answer Location: The Beginnings of an Image
Difficulty Level: Easy
2. The distance between the point at which light rays start to be refracted by the cornea and where they converge at the center of the retina is called the focal aperture
Ans: F
Learning Objective: 6.1.1: Describe the beginnings of how information from the physical environment is transformed into a visual image
Cognitive Domain: Knowledge
Answer Location: The Beginnings of an Image
Difficulty Level: Medium
3. Parasol cells process information about color and are insensitive to dark/light contrasts.
Ans: F
Learning Objective: 6.1.1: Describe the beginnings of how information from the physical environment is transformed into a visual image
Cognitive Domain: Comprehension
Answer Location: The Beginnings of an Image
Difficulty Level: Medium
4. Rods are responsible for dark adaptation and have high acuity for visual detail.
Ans: F
Learning Objective: 6.1.1: Describe the beginnings of how information from the physical environment is transformed into a visual image.
Cognitive Domain: Comprehension
Answer Location: The Beginnings of an Image
Difficulty Level: Medium
5. Humans have three types of cones in the retina.
Ans: T
Learning Objective: 6 1 1: Describe the beginnings of how information from the physical environment is transformed into a visual image.
Cognitive Domain: Comprehension
Answer Location: The Beginnings of an Image
Difficulty Level: Medium
6. Retinal ganglion cells are tightly packed, resulting in overlapping receptive fields. Ans: T
Learning Objective: 6.1.4: Describe and explain how receptive fields are involved in representing the physical world.
Cognitive Domain: Knowledge
Answer Location: Receptive Fields
Difficulty Level: Easy
7. A type of blue-yellow color deficiency due to a limited number of functioning s-cones is called tritanopia.
Ans: F
Learning Objective: 6 1 5: Describe and explain the theories and processes involved in color vision.
Cognitive Domain: Comprehension
Answer Location: Color Vision
Difficulty Level: Medium
8. Rod monochromacy is a color blindness due to the absence of cones.
Ans: T
Learning Objective: 6.1.5: Describe and explain the theories and processes involved in color vision
Cognitive Domain: Comprehension
Answer Location: Color Vision
Difficulty Level: Medium
9. Cones are responsive only to the wavelength that activates their maximal response. Ans: F
Learning Objective: 6 1 5: Describe and explain the theories and processes involved in color vision.
Cognitive Domain: Comprehension
Answer Location: Color Vision
Difficulty Level: Medium
10. The perceived object is red because the dyes used to "color" it mostly reflect long wavelengths, corresponding to approximately 600 nanometers, and absorbs the other wavelengths.
Ans: T
Learning Objective: 6.1.5: Describe and explain the theories and processes involved in color vision
Cognitive Domain: Analysis
Answer Location: Color Vision
Difficulty Level: Hard
11. Complete color blindness is rather common.
Ans: F
Learning Objective: 6 1 5: Describe and explain the theories and processes involved in color vision.
Cognitive Domain: Comprehension
Answer Location: Color Vision
Difficulty Level: Medium
12. Red-green color deficiency, in which people cannot distinguish red and green, only occurs due to the absence of l-cones (red).
Ans: F
Learning Objective: 6 1 5: Describe and explain the theories and processes involved in color vision.
Cognitive Domain: Comprehension
Answer Location: Color Vision
Difficulty Level: Medium
13. Being near a sound above 120 dB can cause immediate hearing loss.
Ans: T
Learning Objective: 6.2.1: Explain the difference between the physical and perceptual dimensions of sound.
Cognitive Domain: Knowledge
Answer Location: Physical and Perceptual Dimensions of Sound
Difficulty Level: Easy
14. The psychological dimension of sound that we perceive as loudness is the sound wave amplitude.
Ans: T
Learning Objective: 6 2 1: Explain the difference between the physical and perceptual dimensions of sound.
Cognitive Domain: Knowledge
Answer Location: Physical and Perceptual Dimensions of Sound
Difficulty Level: Easy
15. Spiral ganglion cells bring information about the frequency of sound waves to the brain. The axons of spiral ganglion cells form the auditory nerve.
Ans: T
Learning Objective: 6 2 2: Describe the functions of the different parts of the ear
Cognitive Domain: Comprehension
Answer Location: The Ear
Difficulty Level: Medium
Essay
1. Accommodation is the ability of the eyes to keep objects in focus as they vary in distance. Briefly discuss this ability in terms of the retinal reshaping to focus on objects. Ans: Answers will vary. Model Answer: When tiny muscles called, ciliary muscles (see figure 6.4), attached to the lens contract the lens becomes more convex, increasing its focusing power. This is what happens when an object moves toward the eyes. When the ciliary muscles relax, the lens flattens, decreasing its focusing power. This is what happens when an object moves away from the eyes. When looking at an object located at least 20 feet away, the lens focuses the image of that object on the retina by remaining flat. In this case, the object is said to be at optical infinity. That is known as the far point of vision as illustrated at optical infinity. The near point is the point at which the lens can no longer thicken to focus on an object, it is where it has its maximal refractive power.
Learning Objective: 6 1 1: Describe the beginnings of how information from the physical environment is transformed into a visual image.
Cognitive Domain: Application
Answer Location: The Beginnings of an Image
Difficulty Level: Hard
2. Describe in detail the process of phototransduction in rods in terms of the dark current.
Ans: Answers will vary. Model Answer: When rods are not stimulated by light, they are penetrated by a constant flow of Na+ ions through cGMP-gated Na+ channels (cGMP stands for cyclic guanosine monophosphate). This results in rods being constantly depolarized in the dark, hence the term dark current. This depolarization of the photoreceptors results in the release of the neurotransmitter glutamate from their terminals. Glutamate is inhibitory for bipolar neurons. Therefore, it inhibits the firing of bipolar neurons to which rods connect.
Exposure to light reverses this situation by initiating a second messenger cascade. When the photopigment rhodopsin is activated by light, the g-protein transduction releases guanosine triphosphate (GTP). GTP activates the effector enzyme phosphodiesterase. Phosphodiesterase causes the second messenger cyclic guanosine monophosphate (cGMP) to be converted to guanosine monophosphate (GMP). This results in the closing of cGMP-dependent Na+ channels which, in turn, results in the hyperpolarization of the photoreceptors. In response to this hyperpolarization, the photoreceptor stops releasing glutamate on bipolar neurons, thereby removing its inhibitory influence on them.
Learning Objective: 6.1.2: Explain how light energy is transformed into the electrical signals in receptors that transmit visual information to the brain
Cognitive Domain: Analysis
Answer Location: Phototransduction
Difficulty Level: Hard
3. Briefly describe how sound waves measures of amplitude and frequency have both physical and psychological dimensions.
Ans: Answers will vary. Model Answer: Amplitude is the physical dimension of sound perceived as loudness (figure 6.24c), which is its psychological dimension. For example, when you crank up the volume on your phone, you are increasing the waves' amplitude (the physical dimension), which you experience as an increase in loudness (the psychological dimension). Frequency is another physical dimension. It is perceived as pitch which is its psychological dimension. Frequency and amplitude are independent. You can change the frequency of a sound wave without affecting its amplitude. That is, you can perceive the same pitch for a sound independently of volume and vis-versa. Another psychological dimension of sound is timber. Almost all the sounds we hear come from complex sound waves. That is, they are produced by the combination of many wavelengths. However, the lowest frequency that produces these sounds can differ. The lowest frequency of many of the wavelengths that composed a complex sound is called the fundamental frequency. Different sound sources can be perceived as having the same pitch but differ in quality.
Learning Objective: 6 2 1: Explain the difference between the physical and perceptual dimensions of sound.
Cognitive Domain: Application
Answer Location: Physical and Perceptual Dimensions of Sound
Difficulty Level: Hard
4. Briefly describe the role of the hair cells of the ear in terms of transmitting and receiving auditory information to and from the brain.
Ans: Answers will vary. Model Answer: When hair cells bend toward the kinocilium (positive direction), the cell is depolarized and gives rise to action potentials in afferent fibers that bring auditory information to the brain. When the stereocilia bend away from the kinocilium (negative direction), the cell hyperpolarizes, and action potentials generated by the hair cell cease to occur. Note that the depolarization of hair cells, by bending toward the kinocilium, is due to the entry of K+ ions. This differs from the fact that in most neurons action potentials are generated by the entry of Na+ ions
Learning Objective: 6 2 2: Describe the functions of the different parts of the ear
Cognitive Domain: Application
Answer Location: The Ear
Difficulty Level: Hard
5. Briefly describe the three parts of the ear in overview.
Ans: Answers will vary. Model Answer: The ear has three compartments, the outer ear, the middle ear and the inner ear. The outer ear includes the pinna and the auditory canal. The pinna is the visible part of the ear. The pinna plays an important role in collecting sounds from your environment. It is also important for localizing sounds on the vertical axis (from above to below the horizon). The auditory canal conducts sound energy from the outer ear to the middle ear. At the end of the auditory canal is the tympanic membrane (eardrum). Connected to the tympanic membrane are three tiny bones called the ossicles, the smallest bones in your body. These are the malleus, incus, and stapes, as they are known by their Latin names (in English: hammer, anvil, and stirrup). The tympanic membrane and the ossicles are part of the middle ear. The stapes connects to the inner ear at the oval window, which connects to the cochlea. The cochlea includes the semicircular canals, which play an important role in balance.
Learning Objective: 6.2.2: Describe the functions of the different parts of the ear.
Cognitive Domain: Application
Answer Location: The Ear
Difficulty Level: Hard
Chapter 7: Sensation and Perception 2: Taste, Smell, and Touch
Test Bank
Multiple Choice a. temperature; texture b. smell; taste c. sight; aroma d. sight; smell
1. ____ and ____ combine to create what is known as flavor.
Ans: B
Learning Objective: 7 1 1: Explain what makes up the experience of taste
Cognitive Domain: Knowledge
Answer Location: A Sommelier's Nightmare
Difficulty Level: Easy a. chemical senses b. physical senses c. psychological senses d. behavioral senses
2. Information provided through the activation of receptors by chemicals such as tastants and odorants are known as the ____.
Ans: A
Learning Objective: 7 1 1: Explain what makes up the experience of taste
Cognitive Domain: Knowledge
Answer Location: Introduction
Difficulty Level: Easy a. gustatory chemoreceptors b. gastric neurons c. action potentials d. nerve connections
3. Taste is the perception generated when chemical molecules from food are dissolved in saliva, bind to and stimulate ____.
Ans: A
Learning Objective: 7 1 1: Explain what makes up the experience of taste
Cognitive Domain: Knowledge
Answer Location: What Is Taste and What Is It Made Of?
Difficulty Level: Easy a. olfactory bulb b. thalamus c. medulla oblongata d. gustatory cortex
4. Stimulation of taste receptors cells ultimately activates neurons in the .
Ans: D
Learning Objective: 7 1 1: Explain what makes up the experience of taste
Cognitive Domain: Knowledge
Answer Location: What Is Taste and What Is It Made Of?
Difficulty Level: Easy
5. The perception of the taste of fat is a. bitter b. oily c. oleogustus d. umami
Ans: C
Learning Objective: 7.1.1: Explain what makes up the experience of taste.
Cognitive Domain: Knowledge
Answer Location: What Is Taste and What Is It Made Of?
Difficulty Level: Easy a. salty b. oily c. oleogustus d. umami
6. The perception of the taste of broth is .
Ans: D
Learning Objective: 7.1.1: Explain what makes up the experience of taste.
Cognitive Domain: Knowledge
Answer Location: What Is Taste and What Is It Made Of?
Difficulty Level: Easy
7. What is known as ____ includes elements such as texture, temperature, coolness (such as produced by a minty candy) dryness and even pain a. mouth feel b. flavor c. umami d. intensity Ans: A
Learning Objective: 7.1.1: Explain what makes up the experience of taste.
Cognitive Domain: Knowledge
Answer Location: What Is Taste and What Is It Made Of?
Difficulty Level: Easy a. Corpuscles b. Papillae c. Basal cells d. Plasma membranes
8. ____ are the small rounded structures that contain taste receptor cells.
Ans: B
Learning Objective: 7.1.2: Describe the structure and functioning of taste receptors.
Cognitive Domain: Knowledge
Answer Location: Gustatory Chemoreceptors
Difficulty Level: Easy
9. The papillae involved in taste perception are of three types, located on different parts of the tongue and containing _____ of taste buds a. the same number b. a different number c. a decreasing number d. a significant
Ans: B
Learning Objective: 7.1.2: Describe the structure and functioning of taste receptors.
Cognitive Domain: Comprehension
Answer Location: Gustatory Chemoreceptors
Difficulty Level: Medium a. throughout the digestive tract b. on tongue and esophagus c. primarily on the tongue d. in the stomach
10. Gustatory chemoreceptors are located .
Ans: C
Learning Objective: 7.1.2: Describe the structure and functioning of taste receptors.
Cognitive Domain: Comprehension
Answer Location: Gustatory Chemoreceptors
Difficulty Level: Medium
11. The anterior part of the tongue contains papillae that facilitate taste but also a. touch and temperature b. pungency and temperature c. touch and saltiness d. sour and bitter
Ans: A
Learning Objective: 7 1 2: Describe the structure and functioning of taste receptors
Cognitive Domain: Comprehension
Answer Location: Gustatory Chemoreceptors
Difficulty Level: Medium
12. The back of the tongue has two types of papillae: and a. vallate; fungiform b. vallate; foliate c. basal; fungiform d. fungiform; foliate Ans: B
Learning Objective: 7 1 2: Describe the structure and functioning of taste receptors
Cognitive Domain: Comprehension
Answer Location: Gustatory Chemoreceptors
Difficulty Level: Medium a. Vallate b. Microvilli c. Basal cells d. Fungiform Ans: B
13. ____ capture the chemicals from food dissolved in saliva to bring them into contact with the taste receptor cells.
Learning Objective: 7 1 2: Describe the structure and functioning of taste receptors
Cognitive Domain: Comprehension
Answer Location: Gustatory Chemoreceptors
Difficulty Level: Medium a. Vallate b. Microvilli c. Basal cells d. Fungiform Ans: B
14. ____ can be incorporated into papillae and take the form of taste receptor cells when they need to be replenished.
Learning Objective: 7.1.2: Describe the structure and functioning of taste receptors.
Cognitive Domain: Comprehension
Answer Location: Gustatory Chemoreceptors
Difficulty Level: Medium a. 2 b. 4 c. 3 d. 5 Ans: C
15. There are ____ types of taste receptor cells.
Learning Objective: 7 1 3: Describe each of the taste receptor cells and explain how they convey the basic tastes.
Cognitive Domain: Knowledge
Answer Location: Taste Receptor Cells and Their Mechanisms
Difficulty Level: Easy a. surplus neurotransmitters b. dead neurotransmitters c. duplicate neurotransmitters d. non-chemical neurotransmitters
16. Half the number of receptor cells in taste buds function to eliminate ____ outside the cells.
Ans: A
Learning Objective: 7 1 3: Describe each of the taste receptor cells and explain how they convey the basic tastes
Cognitive Domain: Comprehension
Answer Location: Taste Receptor Cells and Their Mechanisms
Difficulty Level: Medium a. T1R2 and T1R4 b. T1R2 and T1R3 c. T1R3 and T1R4 d. T1R3 and T1R1
17. Type II cells each express one type of G-protein coupled receptor (GPCR’s) with ____ and ____ activation responsible for the perception of sweetness.
Ans: B
Learning Objective: 7.1.3: Describe each of the taste receptor cells and explain how they convey the basic tastes
Cognitive Domain: Comprehension
Answer Location: Taste Receptor Cells and Their Mechanisms
Difficulty Level: Medium a. T1R2 and T1R4 b. T1R2 and T1R3 c. T1R3 and T1R4 d. T1R3 and T1R1 Ans: D
18. Type II cells each express one type of G-protein coupled receptor (GPCR’s) with ____ and __ activation responsible for the perception of umami.
Learning Objective: 7 1 3: Describe each of the taste receptor cells and explain how they convey the basic tastes
Cognitive Domain: Comprehension
Answer Location: Taste Receptor Cells and Their Mechanisms
Difficulty Level: Medium
19. T1R1 and T1R3 GPCR’s, which are responsive to the amino acids glutamate and aspartate, which are found in a. fish b. beer c. legumes d. bread
Ans: A
Learning Objective: 7.1.3: Describe each of the taste receptor cells and explain how they convey the basic tastes
Cognitive Domain: Comprehension
Answer Location: Taste Receptor Cells and Their Mechanisms
Difficulty Level: Medium a. bitterness b. saltiness c. spiciness d. sourness
20. Several chemicals that activate T12R2 receptors are responsible to the perception of ____.
Ans: A
Learning Objective: 7.1.3: Describe each of the taste receptor cells and explain how they convey the basic tastes.
Cognitive Domain: Comprehension
Answer Location: Taste Receptor Cells and Their Mechanisms
Difficulty Level: Medium a. bitterness b. saltiness c. spiciness d. sourness
21. Type III taste receptor cells permit the entry of hydrogen ions (H+) through amelioride-sensitive Na+ channels and are responsible for the perception of ____.
Ans: D
Learning Objective: 7 1 3: Describe each of the taste receptor cells and explain how they convey the basic tastes.
Cognitive Domain: Comprehension
Answer Location: Taste Receptor Cells and Their Mechanisms
Difficulty Level: Medium a. deactivates b. activates c. polarizes d. depolarizes
22. Entry of H+ or Na+ ____ the taste cells which leads the opening of voltage-gated Na+ and Ca2+ channels.
Ans: D
Learning Objective: 7.1.3: Describe each of the taste receptor cells and explain how they convey the basic tastes
Cognitive Domain: Comprehension
Answer Location: Taste Receptor Cells and Their Mechanisms
Difficulty Level: Medium a. gustatory cortex b. chemotopic organization c. gustatory pathway d. hedonic of food
23. The pattern of neuronal connections from taste-receptor cells to the gustatory cortex is the ____ .
Ans: C
Learning Objective: 7.1.4: Explain how and where in the brain the experience of taste arises
Cognitive Domain: Knowledge
Answer Location: Taste Perception: Beyond Taste Receptor Cells
Difficulty Level: Easy a. gustatory cortex b. chemotopic organization c. gustatory pathway d. hedonic of food
24.
The concept that different areas within the gustatory cortex are dedicated to the perception of different tastes is known as ________. is known as______.
Ans: B
Learning Objective: 7 1 4: Explain how and where in the brain the experience of taste arises
Cognitive Domain: Knowledge
Answer Location: Taste Perception: Beyond Taste Receptor Cells
Difficulty Level: Easy a. in the brain b. in the nasal cavity c. in the olfactory bulb d. retronasal area
25. We experience the perception of smell when molecules (called odorants) bind to specialized receptors ____ .
Ans: B
Learning Objective: 7 2 1: Explain what makes up the experience of smell
Cognitive Domain: Knowledge
Answer Location: What Is Smell and What Is It Made Of?
Difficulty Level: Easy a. approximately 1 million b. approximately 10,000 c. more than 1 trillion d. more than 1 billion
26. It is estimated that humans have the capacity to discriminate among ____ smells.
Ans: C
Learning Objective: 7 2 1: Explain what makes up the experience of smell
Cognitive Domain: Knowledge
Answer Location: What Is Smell and What Is It Made Of?
Difficulty Level: Easy a. larynx b. back of throat c. epiglottis d. under the tongue
27. Odorants make it to the olfactory-receptor neurons through the nose and ____.
Ans: B
Learning Objective: 7 2 1: Explain what makes up the experience of smell
Cognitive Domain: Knowledge
Answer Location: What Is Smell and What Is It Made Of?
Difficulty Level: Easy a. olfactory bulb b. cilia c. mitral cells d. glomeruli
28. The hair-like projections located on olfactory receptor neurons are called ____.
Ans: B
Learning Objective: 7 2 2: Describe the structure and functioning of olfactory receptor neurons
Cognitive Domain: Comprehension
Answer Location: Olfactory Receptor Neurons
Difficulty Level: Medium a. only four b. more than four c. only one d. more than four
29. Each type of olfactory receptor neurons is responsive to ____odorant molecule.
Ans: C
Learning Objective: 7 2 2: Describe the structure and functioning of olfactory receptor neurons
Cognitive Domain: Comprehension
Answer Location: Olfactory Receptor Neurons
Difficulty Level: Medium a. 10 times b. 22 times c. 44 times d. 65 times
30. In comparison to humans dogs have approximately ____ the olfactory receptor neurons, accounting for greater smell function compared to humans.
Ans: C
Learning Objective: 7.2.2: Describe the structure and functioning of olfactory receptor neurons
Cognitive Domain: Comprehension
Answer Location: Olfactory Receptor Neurons
Difficulty Level: Medium a. chemolithotrophs b. chemoorganotrophs c. ionotropic d. metabotropic
31. Transduction in ORNs occurs through the activation of ____ receptors caused by specific odorant molecules that fit them.
Ans: D
Learning Objective: 7.2.2: Describe the structure and functioning of olfactory receptor neurons.
Cognitive Domain: Comprehension
Answer Location: Olfactory Receptor Neurons
Difficulty Level: Medium a. routed to b. g-protein bound in c. transduced d. mapped into
32. The patterns glomeruli activated by olfactory receptor neurons in response to the binding of an odorant are ____ the olfactory bulb.
Ans: D
Learning Objective: 7 2 2: Describe the structure and functioning of olfactory receptor neurons.
Cognitive Domain: Comprehension
Answer Location: Olfactory Receptor Neurons
Difficulty Level: Medium
33. Information from the olfactory bulb is conveyed directly to a ____ for further processing a. g-protein coupled receptor b. odotopic mapping c. dedicated thalamus site d. set of brain areas
Ans: D
Learning Objective: 7.2.3: Explain how and where in the brain the experience of smell arises
Cognitive Domain: Comprehension
Answer Location: Beyond the Olfactory Bulb
Difficulty Level: Medium a. corpus callosum b. thalamus c. hypothalamus d. hippocampus
34. The olfactory tubercle, piriform cortex, amygdala, and entorhinal cortex all send information indirectly to the orbitofrontal cortex through the ____.
Ans: B
Learning Objective: 7.2.3: Explain how and where in the brain the experience of smell arises
Cognitive Domain: Comprehension
Answer Location: Beyond the Olfactory Bulb
Difficulty Level: Hard a. identity; magnitude b. magnitude; quality c. quality; identity d. identity; quality
35. The anterior piriform conveys the of an odor, whereas the posterior piriform conveys the ____ of an odor.
Ans: D
Learning Objective: 7 2 3: Explain how and where in the brain the experience of smell arises.
Cognitive Domain: Comprehension
Answer Location: Beyond the Olfactory Bulb
Difficulty Level: Medium
36. The entorhinal cortex with its extensive connections with the hippocampus is important for odor a. mapping b. identification c. memory d. processing
Ans: C
Learning Objective: 7.2.3: Explain how and where in the brain the experience of smell arises
Cognitive Domain: Comprehension
Answer Location: Beyond the Olfactory Bulb
Difficulty Level: Medium a. pungency b. flavor c. odor d. taste
37. The convergence of information in the orbitofrontal cortex from the gustatory and olfactory systems gives us the perception of ____.
Ans: B
Learning Objective: 7 2 3: Explain how and where in the brain the experience of smell arises.
Cognitive Domain: Comprehension
Answer Location: Beyond the Olfactory Bulb
Difficulty Level: Medium
38. The brain area that produces disgust in response to foul odors is the ____ a. orbitofrontal cortex b. frontal cortex c. hypothalamus d. amygdala
Ans: D
Learning Objective: 7.2.3: Explain how and where in the brain the experience of smell arises
Cognitive Domain: Application
Answer Location: Beyond the Olfactory Bulb
Difficulty Level: Hard a. orbitofrontal cortex b. frontal cortex c. hypothalamus d. amygdala
39. Output connections from the amygdala to the ____ is involved in linking odors with food intake.
Ans: C
Learning Objective: 7 2 3: Explain how and where in the brain the experience of smell arises.
Cognitive Domain: Comprehension
Answer Location: Beyond the Olfactory Bulb
Difficulty Level: Medium a. amygdala – hypothalamus b. gustatory – olfactory c. anterior piriform – posterior piriform d. entorhinal cortex – hippocampus
40. Suli smelled roasting corn and her mouth began to water. We could say her ____ connection was activated.
Ans: A
Learning Objective: 7.2.3: Explain how and where in the brain the experience of smell arises
Cognitive Domain: Application
Answer Location: Beyond the Olfactory Bulb
Difficulty Level: Hard a. primer or releaser b. fight or flight c. trust or fear d. emotional or neutral
41. Pheromones are chemicals (hormones) that are secreted outside of an individual’s body, which can trigger ____ effects in other individuals of the same species.
Ans: A
Learning Objective: 7.2.4: Explain what pheromones are as well as their functions and the mechanisms by which they affect behavior
Cognitive Domain: Comprehension
Answer Location: Pheromones
Difficulty Level: Medium
42. One known source of pheromones is ____ a. tears b. throat c. sweat d. blood
Ans: C
Learning Objective: 7.2.4: Explain what pheromones are as well as their functions and the mechanisms by which they affect behavior
Cognitive Domain: Comprehension
Answer Location: Pheromones
Difficulty Level: Medium a. innocuous touch b. muscle tension c. hunger d. fear
43. One of the senses of the somatosensory system of exteroception is the sense of ____.
Ans: A
Learning Objective: 7.3.1: Explain what makes up the sense of touch.
Cognitive Domain: Knowledge
Answer Location: What Is Touch and What Is It made of?
Difficulty Level: Easy
44. Mechanical deformations of the skin detected by receptors known as mechanoreceptors gives rise to the perception of a. stimulation b. taste c. pain d. touch
Ans: D
Learning Objective: 7.3.2: Describe and differentiate between the various types of mechanoreceptors and their functions.
Cognitive Domain: Knowledge
Answer Location: Mechanoreceptors
Difficulty Level: Easy
45. The non-neuronal capsules associated with afferent nerve fiber (sensory nerve fiber) that responds to certain types of stimulation can be distinguished by ____. a. mechanoreceptors type b. stimulus adaptation speed c. threshold of activation d. response cessation
Ans: B
Learning Objective: 7 3 2: Describe and differentiate between the various types of mechanoreceptors and their functions
Cognitive Domain: Comprehension
Answer Location: Mechanoreceptors
Difficulty Level: Medium a. similar to b. greater than c. much smaller than d. slightly less than
46. The minimal distance needed for a person to discriminate between two points being stimulated on the skin is ____ that at the tip of the fingers than in the middle of the back.
Ans: C
Learning Objective: 7 3 2: Describe and differentiate between the various types of mechanoreceptors and their functions.
Cognitive Domain: Knowledge
Answer Location: Mechanoreceptors
Difficulty Level: Easy a. density; size b. location; size c. location; stimulus intensity d. density; stimulus intensity
47. The discriminate distance for perception of separate points of contact or stimulation of receptors in the perception of touch is relative to the ____ and ____ of receptor fields.
Ans: B
Learning Objective: 7 3 2: Describe and differentiate between the various types of mechanoreceptors and their functions.
Cognitive Domain: Comprehension
Answer Location: Mechanoreceptors
Difficulty Level: Medium a. opening b. closing c. rerouting d. chemical response
48. A mechanoreceptor’s response to skin deformation occurs through mechanisms that induce the ____ of ion channels.
Ans: A
Learning Objective: 7 3 3: Explain how nerve impulses are triggered by mechanoreceptors.
Cognitive Domain: Comprehension
Answer Location: Conduction and Mechanoreceptors
Difficulty Level: Medium
49. Indirectly gated channel responses are mechanical deformations not processed by sensors on the channels themselves but by sensors that are ____ a. previously signaled by it b. in the secondary process of it c. attached to it d. distinct from it
Ans: D
Learning Objective: 7.3.3: Explain how nerve impulses are triggered by mechanoreceptors
Cognitive Domain: Comprehension
Answer Location: Conduction and Mechanoreceptors
Difficulty Level: Medium a. removal of the stimuli b. completion of the action potential firing c. death of the mechanoreceptor neurons d. secondary messenger response
50. The deformation of mechanoreceptors that cause the opening of stretch-sensitive channels that admit NA+ and Ca+ into afferent nerve fibers are inactivated by the ____.
Ans: A
Learning Objective: 7.3.3: Explain how nerve impulses are triggered by mechanoreceptors
Cognitive Domain: Comprehension
Answer Location: Conduction and Mechanoreceptors
Difficulty Level: Medium a. remain constant b. to your brain c. survive the cessation of stimulus d. travel to the hippocampus
51. The perception of touch depends on information from the stimulation of mechanoreceptors in the skin making it ____.
Ans: B
Learning Objective: 7 3 4: Explain how touch information is conveyed from mechanoreceptors to the brain.
Cognitive Domain: Comprehension
Answer Location: Beyond Mechanoreceptors
Difficulty Level: Medium a. shape b. size c. sensitivity d. type of touch
52. In the sensory homunculus, the amount of cortex allotted to each area of the body is proportional to the ____ of the given area.
Ans: C
Learning Objective: 7 3 4: Explain how touch information is conveyed from mechanoreceptors to the brain.
Cognitive Domain: Comprehension
Answer Location: Beyond Mechanoreceptors
Difficulty Level: Medium a. medial lemniscus b. thalamus c. medulla d. somatosensory cortex
53. First-order neurons terminate in the ____.
Ans: C
Learning Objective: 7 3 4: Explain how touch information is conveyed from mechanoreceptors to the brain.
Cognitive Domain: Comprehension
Answer Location: Beyond Mechanoreceptors
Difficulty Level: Medium a. 30 b. 4 c. 6 d. 20
54. Afferent fibers from the different areas of the body enter the spinal cord through different levels of the ____ segments of the spinal cord according to the regions of the body stimulated.
Ans: A
Learning Objective: 7 3 4: Explain how touch information is conveyed from mechanoreceptors to the brain.
Cognitive Domain: Comprehension
Answer Location: Beyond Mechanoreceptors
Difficulty Level: Medium a. bottom of the feet b. face c. finger tips d. abdomen
55. Sensory information from the ____ is sent to the brain through cranial nerves.
Ans: B
Learning Objective: 7.3.4: Explain how touch information is conveyed from mechanoreceptors to the brain
Cognitive Domain: Comprehension
Answer Location: Beyond Mechanoreceptors
Difficulty Level: Medium a. meditation b. acupuncture c. TENS d. inhibitory stimulation
56. The ____ pain management system was developed upon the discovery that activating mechanoreceptors closes the gate to nociceptors (pain perception receptors).
Ans: C
Learning Objective: 7.3.5: Describe the mechanism by which pain is perceived as well as how pain can be controlled.
Cognitive Domain: Knowledge
Answer Location: Pain
Difficulty Level: Easy
57. Fibers from both nociceptors and mechanoreceptors also synapse onto inhibitory interneurons, which act as a a. second-order neuron b. gate c. spinal cord channel d. nerve impulse
Ans: B
Learning Objective: 7.3.5: Describe the mechanism by which pain is perceived as well as how pain can be controlled.
Cognitive Domain: Comprehension
Answer Location: Pain
Difficulty Level: Medium a. Polymodal nociceptors b. Mechanoreceptors c. C-fibers d. Ad-fibers
58. ____ have large myelinated nerve fibers.
Ans: B
Learning Objective: 7 3 5: Describe the mechanism by which pain is perceived as well as how pain can be controlled.
Cognitive Domain: Comprehension
Answer Location: Pain
Difficulty Level: Medium a. Polymodal nociceptors b. Mechanoreceptors c. C-fibers d. Ad-fibers
59. ____ give rise to the perception of immediate sharp pain, and are also thermal and mechanical nociceptors.
Ans: D
Learning Objective: 7 3 5: Describe the mechanism by which pain is perceived as well as how pain can be controlled.
Cognitive Domain: Comprehension
Answer Location: Pain
Difficulty Level: Medium a. above 100Co and below 5 Co b. above 45Co and below 5 Co c. above 30Co and below 15 Co d. above 65Co and below 15 Co
60. Ad-fibers are activated by temperatures ____ and are perceived as pain.
Ans: B
Learning Objective: 7 3 5: Describe the mechanism by which pain is perceived as well as how pain can be controlled.
Cognitive Domain: Knowledge
Answer Location: Pain
Difficulty Level: Easy
True/False
1. Gustatory afferent axons carry taste information to the brain
Ans: T
Learning Objective: 7 1 2: Describe the structure and functioning of taste receptors
Cognitive Domain: Knowledge
Answer Location: Gustatory Chemoreceptors
Difficulty Level: Easy
2. Each taste bud contains 20 to 50 taste receptor cells. Ans: T
Learning Objective: 7 1 2: Describe the structure and functioning of taste receptors
Cognitive Domain: Knowledge
Answer Location: Gustatory Chemoreceptors
Difficulty Level: Easy
3. Everyone experiences the same perceptions of taste and flavors
Ans: F
Learning Objective: 7 1 4: Explain how and where in the brain the experience of taste arises.
Cognitive Domain: Knowledge
Answer Location: Taste Perception: Beyond Taste Receptor Cells
Difficulty Level: Easy
4. The smell of a rose is made up from a mixture of 257 molecules discriminated by the nose.
Ans: T
Learning Objective: 7 2 1: Explain what makes up the experience of smell
Cognitive Domain: Knowledge
Answer Location: What Is Smell and What Is It Made Of?
Difficulty Level: Easy
5. Transduction in ORNs occurs when odorant molecules bind to alpha-protein coupled receptors.
Ans: F
Learning Objective: 7.2.2: Describe the structure and functioning of olfactory receptor neurons
Cognitive Domain: Comprehension
Answer Location: Olfactory Receptor Neurons
Difficulty Level: Medium
6. The olfactory system maps odors in the same way as the auditory system.
Ans: F
Learning Objective: 7 2 3: Explain how and where in the brain the experience of smell arises.
Cognitive Domain: Comprehension
Answer Location: Beyond the Olfactory Bulb
Difficulty Level: Medium
7. The hippocampus is known to be important for episodic memories accounting for certain smells serving as powerful reminders of your past.
Ans: T
Learning Objective: 7 2 3: Explain how and where in the brain the experience of smell arises
Cognitive Domain: Comprehension
Answer Location: Beyond the Olfactory Bulb
Difficulty Level: Medium
8. The non-neuronal capsules associated with afferent nerve fiber (sensory nerve fiber) that responds to certain types of stimulation can be distinguished by their conduction velocity.
Ans: T
Learning Objective: 7 3 2: Describe and differentiate between the various types of mechanoreceptors and their functions.
Cognitive Domain: Comprehension
Answer Location: Mechanoreceptors
Difficulty Level: Medium
9. The map of the entire body in the somatosensory cortex is known as the sensory toponome
Ans: F
Learning Objective: 7.3.4: Explain how touch information is conveyed from mechanoreceptors to the brain
Cognitive Domain: Knowledge
Answer Location: Beyond Mechanoreceptors
Difficulty Level: Easy
10. A dermatome is an area of the skin innervated by a segment of the spinal cord. Ans: T
Learning Objective: 7.3.4: Explain how touch information is conveyed from mechanoreceptors to the brain.
Cognitive Domain: Knowledge
Answer Location: Beyond Mechanoreceptors
Difficulty Level: Easy
11. The main brain area that processes touch is the primary somatosensory cortex. Ans: T
Learning Objective: 7 3 4: Explain how touch information is conveyed from mechanoreceptors to the brain.
Cognitive Domain: Knowledge
Answer Location: Beyond Mechanoreceptors
Difficulty Level: Easy
12. Vigorously rubbing your little toe after stubbing it against a piece of furniture helps alleviate pain.
Ans: T
Learning Objective: 7 3 5: Describe the mechanism by which pain is perceived as well as how pain can be controlled.
Cognitive Domain: Comprehension
Answer Location: Pain
Difficulty Level: Medium
13. Because they are myelinated, Ad-fibers transmit nerve impulses more randomly than the unmyelinated C-fibers
Ans: F
Learning Objective: 7 3 5: Describe the mechanism by which pain is perceived as well as how pain can be controlled.
Cognitive Domain: Comprehension
Answer Location: Pain
Difficulty Level: Medium
14. Mixtures of chemicals released by the blood and damaged cells in response to tissue damage are referred to as inflammatory potluck.
Ans: F
Learning Objective: 7 3 5: Describe the mechanism by which pain is perceived as well as how pain can be controlled.
Cognitive Domain: Knowledge
Answer Location: Pain
Difficulty Level: Easy
15. TENS is a device that reduces pain through electrical stimulation.
Ans: T
Learning Objective: 7.3.5: Describe the mechanism by which pain is perceived as well as how pain can be controlled
Cognitive Domain: Knowledge
Answer Location: Pain
Difficulty Level: Easy
Essay
1. Briefly describe how the taste information activated by taste receptor cells gets to the brain for processing.
Ans: Answers will vary. Model Answer: Following the activation of taste-receptor cells, taste information is transferred to the solitary nucleus, a collection of cell bodies located in the medulla oblongata within the brainstem, via cranial nerves. Information from the anterior two-thirds of the tongue is carried along the facial nerve (cranial nerve VII), whereas information from the posterior third of the tongue is conveyed through the glossopharyngeal nerve (cranial nerve IX). The vagus nerve (cranial nerve X) conveys information from taste buds on the epiglottis situated at the very back of the mouth. From the solitary nucleus, information is relayed to the ventral-posterior medial nucleus of the thalamus (VPM) before arriving to the gustatory cortex.
Learning Objective: 7 1 4: Explain how and where in the brain the experience of taste arises
Cognitive Domain: Application
Answer Location: Taste Perception: Beyond Taste Receptor Cells
Difficulty Level: Hard
2. Give a high-level overview of how olfactory receptor neurons transmit their odorant binding action potential to the brain to create the perception of smell.
Ans: Answers will vary. Model Answer: The binding of odorant molecules to receptors causes ORNs to depolarize, sending olfactory information to structures called glomeruli (singular: glomerulus) within the olfactory bulb. The olfactory bulb contains approximately 2000 glomeruli. ORNs that respond to the same odorant molecule send their axons to the same glomerulus. Within glomeruli, ORNs form synapse with mitral and tuft cells (M/T cells). The axons of the M/T cells form the lateral olfactory tract, which transmits olfactory information to the cortex.
Learning Objective: 7.2.2: Describe the structure and functioning of olfactory receptor neurons
Cognitive Domain: Comprehension
Answer Location: Olfactory Receptor Neurons
Difficulty Level: Medium
3. Why is it difficult to scientifically show that humans use and are influenced by pheromones despite the perfumery industry marketing strategies and appeals.
Ans: Answers will vary. Model Answer: It is difficult to make the case for the use of pheromones by humans. First, the vemoronasal organ is not functional in humans. In addition, adult humans do not have an accessory olfactory bulb, which is the input structure for the vemoronasal organ in other animals. Second, the detection of pheromones triggers stereotypic responses such as sexual and reproductive behavior as well as to signal danger. In contrast, humans do not typically rely on stereotypical and instinctual reactions to engage in courtship or to assess potentially threatening situations but rather make use of higher cognitive abilities.
Learning Objective: 7.2.4: Explain what pheromones are as well as their functions and the mechanisms by which they affect behavior
Cognitive Domain: Analysis
Answer Location: Pheromones
Difficulty Level: Hard
4. Discuss in terms of how LTMRs are involved in touch and thus hold, how after holding a book tucked under your arm awhile you forget the book is there and reach out for something with the holding arm and drop the book.
Ans: Answers will vary. Model Answer: You felt the book for a while after you placed it under your arm because the SA fibers of Merkel cells and Ruffini ending were active until they slowly adapted and stopped firing (this is when you stopped feeling the presence of the book). Your Meissner and Pacinian corpuscles were only active when you placed the book under your arm and then quickly stopped firing (cease activation from continual stimulus) to only become active again with the book slipping out from under your arm.
Learning Objective: 7.3.2: Describe and differentiate between the various types of mechanoreceptors and their functions
Cognitive Domain: Analysis
Answer Location: Mechanoreceptors
Difficulty Level: Hard
5. Explain how mechanoreceptors stimulation information makes its way to the somatosensory cortex where touch information is processed.
Ans: Answers will vary. Model Answer: The afferent fibers from all mechanoreceptors enter the spinal cord through the dorsal roots. From there, afferent fibers carry the information from mechanoreceptors all the way up to the brain. The pathway followed by afferent neurons that conduct information from mechanoreceptors to the somatosensory cortex is known as the dorsal column of the medial lemniscus (DCML).
Once they have entered the spinal cord, the afferent fibers associated with mechanoreceptors, which are referred to as first-order neurons, terminate in the medulla where they synapse with second-order neurons, which form the medial lemniscus. These second-order neurons cross over to the other side of the spinal cord to terminate in the ventral posterior lateral nucleus of the thalamus, where they form synapses with third-order neurons, which make their way to the somatosensory cortex.
Learning Objective: 7 3 4: Explain how touch information is conveyed from mechanoreceptors to the brain.
Cognitive Domain: Analysis
Answer Location: Beyond Mechanoreceptors
Difficulty Level: Hard
Chapter 8: Sensorimotor Systems
Test Bank
Multiple Choice a. flexor b. extensor c. abductor d. adductor
1. Using the bicep muscle to bring the forearm and upper arm together requires the contraction of ____ muscles.
Ans: A
Learning Objective: 8 1 1: Describe the different types of muscles and how they move the body.
Cognitive Domain: Knowledge
Answer Location: Muscles and Muscle Contraction
Difficulty Level: Easy a. flexor b. extensors c. abductors d. adductors
2. Straightening one’s arm engages muscles.
Ans: B
Learning Objective: 8.1.1: Describe the different types of muscles and how they move the body
Cognitive Domain: Knowledge
Answer Location: Muscles and Muscle Contraction
Difficulty Level: Easy a. antagonist b. paired c. coupled d. smooth
3. A muscle which acts in opposition to another muscle is called a(n) ______muscle.
Ans: A
Learning Objective: 8.1.1: Describe the different types of muscles and how they move the body
Cognitive Domain: Application
Answer Location: Muscles and Muscle Contraction
Difficulty Level: Medium a. fast twitch b. slow twitch c. agonist d. antagonist
4. A researcher records data using an electromyograph attached to the thigh muscle of subjects while they jump as high as they can. In this scenario, the muscles observed were ___ muscle fibers.
Ans: A
Learning Objective: 8 1 1: Describe the different types of muscles and how they move the body.
Cognitive Domain: Application
Answer Location: Muscles and Muscle Contraction
Difficulty Level: Medium a. fast twitch b. slow twitch c. agonist d. antagonist
5. Usain Bolt’s record-breaking sprints are examples of well trained and functioning ___ muscle fibers.
Ans: A
Learning Objective: 8.1.1: Describe the different types of muscles and how they move the body
Cognitive Domain: Application
Answer Location: Muscles and Muscle Contraction
Difficulty Level: Medium a. fast twitch b. slow twitch c. agonist d. antagonist
6. Marathon runners tend to have more ____ muscle fibers than sprinters.
Ans: B
Learning Objective: 8 1 1: Describe the different types of muscles and how they move the body
Cognitive Domain: Application
Answer Location: Muscles and Muscle Contraction
Difficulty Level: Medium a. fibrous b. striated c. sedimentary d. twisted
7. There are three types of muscle cells: smooth, cardiac, and ____.
Ans: B
Learning Objective: 8 1 1: Describe the different types of muscles and how they move the body.
Cognitive Domain: Knowledge
Answer Location: Muscles and Muscle Contraction
Difficulty Level: Easy a. Cardiac b. Smooth c. Simple d. Striated
8. muscles contract during voluntary and reflexive movements are.
Ans: D
Learning Objective: 8.1.1: Describe the different types of muscles and how they move the body.
Cognitive Domain: Knowledge
Answer Location: Muscles and Muscle Contraction
Difficulty Level: Easy a. cardiac b. smooth c. antagonist d. striated
9. The walls of organs and the intestines are lined with ____ muscle cells.
Ans: B
Learning Objective: 8.1.1: Describe the different types of muscles and how they move the body
Cognitive Domain: Knowledge
Answer Location: Muscles and Muscle Contraction
Difficulty Level: Easy a. myocyte; sacoplasmia b. myoblasts; epimysium c. myocyte; sarcolemma d. myoblasts; sarcolemma
10. Each muscle fiber is a muscle cell or____ . The membrane surrounding each muscle fiber is called ____ .
Ans: C
Learning Objective: 8 1 1: Describe the different types of muscles and how they move the body.
Cognitive Domain: Comprehension
Answer Location: Muscles and Muscle Contraction
Difficulty Level: Medium
11. The movement of a right-handed tennis player’s backswing of the forehand shot is an example of of deltoid muscles a. flexion b. extension c. abduction d. adduction
Ans: C
Learning Objective: 8 1 1: Describe the different types of muscles and how they move the body.
Cognitive Domain: Application
Answer Location: Muscles and Muscle Contraction
Difficulty Level: Hard
12. The follow-through of a golfer’s tee off shot bringing the arms across the midline of the body is an example of ____ a. flexion b. extension c. abduction d. adduction
Ans: D
Learning Objective: 8.1.1: Describe the different types of muscles and how they move the body
Cognitive Domain: Application
Answer Location: Muscles and Muscle Contraction
Difficulty Level: Hard a. motor end-plate b. motor unit c. motor neuron pool d. neuromuscular junction
13. The ____ is all the motor neurons that innervate a single muscle.
Ans: C
Learning Objective: 8.1.2: Explain how neurons innervate muscles.
Cognitive Domain: Knowledge
Answer Location: Innervation of Muscle Cells
Difficulty Level: Easy a. different b. more c. less d. equal Ans: B
14. Bench pressing 185 pounds would recruit ____ motor units compared to bench pressing 85 pounds.
Learning Objective: 8.1.2: Explain how neurons innervate muscles.
Cognitive Domain: Comprehension
Answer Location: Innervation of Muscle Cells
Difficulty Level: Medium a. the neuromuscular junction b. a specific motor neuron pool c. a single motor neuron d. multiple motor neurons
15. Each muscle cell receives connections from ____.
Ans: C
Learning Objective: 8 1 2: Explain how neurons innervate muscles
Cognitive Domain: Comprehension
Answer Location: Innervation of Muscle Cells
Difficulty Level: Medium a. Na+ b. Ca+ c. actin d. acetylcholine
16. When motor innervation causes a muscle contraction, ____ molecules make their way across the synaptic cleft and bind to the receptors of a muscle cell.
Ans: D
Learning Objective: 8 1 3: Explain how muscles contract
Cognitive Domain: Comprehension
Answer Location: How Muscles Contract
Difficulty Level: Medium a. Z-discs b. H-zone c. A-band d. I-band
17. In the sliding filament model of muscle contraction, the region where only the myosin filaments are visible is called the ____ .
Ans: B
Learning Objective: 8 1 3: Explain how muscles contract
Cognitive Domain: Comprehension
Answer Location: How Muscles Contract
Difficulty Level: Medium a. Z-disc b. H-zone c. A-band d. I-band
18. In muscle contraction when the thick myosin filaments pull on the actin filaments, the ____ remains constant.
Ans: D
Learning Objective: 8 1 3: Explain how muscles contract
Cognitive Domain: Comprehension
Answer Location: How Muscles Contract
Difficulty Level: Medium a. cardiac b. smooth c. adductor d. antagonist
19. Movement of the limbs relative to a joint by opposing pairs of muscles is the role of muscles.
Ans: D
Learning Objective: 8 1 1: Describe the different types of muscles and how they move the body
Cognitive Domain: Comprehension
Answer Location: Muscles and Muscle Contraction
Difficulty Level: Medium a. neuromuscular folds b. motor end plate c. motor neuron pool d. junctional folds
20. Muscles contract when acetylcholine binds to its receptors located inside indentations called ____.
Ans: D
Learning Objective: 8 1 3: Explain how muscles contract
Cognitive Domain: Comprehension
Answer Location: How Muscles Contract
Difficulty Level: Medium a. intrafusal fiber reflex b. extrafusal fiber reflex c. myotatic reflex d. voluntary reflex
21. A muscle contraction initiated in response to the stretch of a muscle to prevent it from tearing is called the .
Ans: C
Learning Objective: 8 2 1: Know what a spinal reflex is and explain how one is generated
Cognitive Domain: Knowledge
Answer Location: Spinal Reflexes
Difficulty Level: Easy a. autogenic inhibition b. intrafusal fiber reflex c. extrafusal fiber reflex d. myotatic reflex
22. The ____ reflex relaxes the muscle by inhibiting motor neurons in response to an overly strong muscle contraction.
Ans: A
Learning Objective: 8 2 1: Know what a spinal reflex is and explain how one is generated.
Cognitive Domain: Knowledge
Answer Location: Spinal Reflexes
Difficulty Level: Easy
23. Stretch receptors that detect and convey changes in the length of a muscle are called a. actin filaments b. Golgi tendon organs c. myosin filaments d. muscle spindles
Ans: D
Learning Objective: 8.2.1: Know what a spinal reflex is and explain how one is generated.
Cognitive Domain: Knowledge
Answer Location: Spinal Reflexes
Difficulty Level: Easy a. motor maps b. motor neuron pool c. brainstem d. spinal cord Ans: C
24. Motor programs are neural networks located in the ____, which initiates automatic and rhythmic movements.
Learning Objective: 8.2.2: Explain what motor programs are and describe their functions.
Cognitive Domain: Comprehension
Answer Location: Motor Programs
Difficulty Level: Medium
25. Sneezing activated in response to an irritant is an example of a(n) ____ motor program a. automatic b. voluntary c. reflexive d. rhythmic Ans: C
Learning Objective: 8 2 2: Explain what motor programs are and describe their functions.
Cognitive Domain: Comprehension
Answer Location: Motor Programs
Difficulty Level: Medium
26. An example of a muscle movement that is initiated by the brainstem and maintained by the spinal cord is ____ a. digestion b. hiccups c. walking d. sleeping
Ans: C
Learning Objective: 8 2 2: Explain what motor programs are and describe their functions
Cognitive Domain: Comprehension
Answer Location: Motor Programs
Difficulty Level: Medium a. muscle innervation b. neuromuscular activity c. motor activity d. motor maps
27. In a lab experiment, a cat’s brainstem was cut, separating the brain from the spinal cord. It was the found that the cat could still be made to walk on a treadmill by electrically stimulating a remaining part of the brainstem. This finding provided evidence that the spinal cord can by itself generate ____.
Ans: C
Learning Objective: 8 2 2: Explain what motor programs are and describe their functions.
Cognitive Domain: Comprehension
Answer Location: Motor Programs
Difficulty Level: Medium a. proprioception b. positional awareness c. postural integrity d. motor program
28. Standing on one leg with closed eyes and sensing the position of the different parts of the body relative to each other is an example of ____.
Ans: A
Learning Objective: 8 3 1: Describe what proprioception is and what it is used for
Cognitive Domain: Comprehension
Answer Location: Proprioception
Difficulty Level: Medium a. motor programs b. interoceptors c. postural integrity d. proprioceptors
29. Information from _________is used to encode the starting point of your limbs before moving them towards target objects.
Ans: D
Learning Objective: 8 3 1: Describe what proprioception is and what it is used for
Cognitive Domain: Comprehension
Answer Location: Proprioception
Difficulty Level: Medium
30. Action potentials, generated in response to the stretching muscles, occur in a. actin filaments b. Golgi tendon organs c. myosin filaments d. muscle spindles
Ans: D
Learning Objective: 8.3.1: Describe what proprioception is and what it is used for.
Cognitive Domain: Comprehension
Answer Location: Proprioception
Difficulty Level: Medium
31. Action potentials, generated in response to the muscle contraction, occur in a. actin filaments b. Golgi tendon organs c. myosin filaments d. muscle spindles
Ans: B
Learning Objective: 8.3.1: Describe what proprioception is and what it is used for.
Cognitive Domain: Comprehension
Answer Location: Proprioception
Difficulty Level: Medium
32. When you lift weights, ____ sense the amount of muscle tension to protect the muscle from injury a. actin filaments b. Golgi tendon organs c. myosin filaments d. muscle spindles
Ans: B
Learning Objective: 8.3.1: Describe what proprioception is and what it is used for.
Cognitive Domain: Application
Answer Location: Proprioception
Difficulty Level: Hard
33. Neurons from pyramidal tracts carry motor messages to lower motor neurons of the spinal cord to produce ____ a. nerve fiber innervation b. inhibition of action potentials c. involuntary movement d. voluntary movement
Ans: D
Learning Objective: 8 3 2: Explain what the descending pathways are and describe the functions of each one.
Cognitive Domain: Comprehension
Answer Location: The Descending Pathways
Difficulty Level: Medium a. indirect pathways b. direct pathways c. medullary pyramid d. corticospinal tract
34. Movements, such as automatically adjusting posture or following moving objects with the eyes are reflexive activities managed by ____.
Ans:A
Learning Objective: 8.3.2: Explain what the descending pathways are and describe the functions of each one
Cognitive Domain: Comprehension
Answer Location: The Descending Pathways
Difficulty Level: Medium a. tectospinal tract b. vestibulospinal tract c. rubrospinal tract d. reticulospinal tract
35. Assessing a patient’s ________may involve testing his ability to stay balanced while keeping his eyes focused on a flag straight ahead while walking.
Ans: B
Learning Objective: 8.3.2: Explain what the descending pathways are and describe the functions of each one.
Cognitive Domain: Application
Answer Location: The Descending Pathways
Difficulty Level: Hard a. tectospinal tract’s b. vestibulospinal tract’s c. rubrospinal tract’s d. reticulospinal tract’s
36. The primary function is to maintain muscle tone and motor functions of the internal organs.
Ans: D
Learning Objective: 8.3.2: Explain what the descending pathways are and describe the functions of each one
Cognitive Domain: Application
Answer Location: The Descending Pathways
Difficulty Level: Hard a. ascending pathways b. descending pathways c. lateral pathways d. horizontal pathways
37. The cause of a difficulty in maintaining postural control may involve damage to the ____.
Ans: B
Learning Objective: 8 3 2: Explain what the descending pathways are and describe the functions of each one
Cognitive Domain: Application
Answer Location: The Descending Pathways
Difficulty Level: Hard a. prefrontal cortex b. occipital lobes c. motor homunculus d. mirror neurons
38. For visually guided movements, contributions from the primary visual cortex in the is required.
Ans: B
Learning Objective: 8 3 3: Describe how different brain areas are responsible for voluntary movements.
Cognitive Domain: Comprehension
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Medium a. more complex b. greater c. lesser d. smaller
39. Wilder Penfield discovered a motor homunculus by electrically stimulating the primary motor cortex of patients undergoing brain surgery. He found that body parts with more complex connectivity were represented by a ____ amount of cortex.
Ans: B
Learning Objective: 8 3 3: Describe how different brain areas are responsible for voluntary movements.
Cognitive Domain: Comprehension
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Medium a. motor homunculus b. ethological action maps c. mirror neurons d. somatotopic map
40. In support of the existence of in the human primary motor cortex, neuropsychologist Angela Sirugu and colleagues (2014) reported finding that under electrical stimulation humans could be made to produce a hand-to-mouth movement.
Ans: B
Learning Objective: 8.3.3: Describe how different brain areas are responsible for voluntary movements
Cognitive Domain: Knowledge
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Easy a. transducing b. amplifying c. inhibiting d. anticipating
41. In an experiment using electrophysiological recordings, evidence was found showing that the motor cortex is not only involved in initiating and maintaining movement but also in ____ it.
Ans: D
Learning Objective: 8.3.3: Describe how different brain areas are responsible for voluntary movements
Cognitive Domain: Knowledge
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Easy a. homunculus mapping b. sequence of movements c. receptors to activate d. nerve fiber innervation
42. The premotor cortex and the supplementary motor area (SMA) are responsible for voluntary movement planning and preparation by selecting the ____ necessary to deal with the task at hand.
Ans: B
Learning Objective: 8.3.3: Describe how different brain areas are responsible for voluntary movements
Cognitive Domain: Knowledge
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Easy a. the motor homunculus b. memory c. constant stimulation d. the somatotopic map
43. It was found that cells in the premotor cortex are active only when a sequence of movements is externally cued but not active when performance of the sequence of movements depends on ____.
Ans: B
Learning Objective: 8.3.3: Describe how different brain areas are responsible for voluntary movements
Cognitive Domain: Knowledge
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Easy
44. In one experiment, monkeys watched someone reach out to pick up an object, while recording from a mirror neuron in the premotor cortex. As expected, this triggered the neuron to fire. The same neuron did not fire as intensely when the monkey observed the same action but with no object present, indicating that mirror neurons also a. prescreen movement sequences b. differentiate actions c. encode the goals of motor acts d. regulate the amount muscle tension
Ans: C
Learning Objective: 8 3 3: Describe how different brain areas are responsible for voluntary movements.
Cognitive Domain: Comprehension
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Medium a. intentions b. sequences c. intensity d. risks
45. In Iacobini and colleagues found that humans code for the ____ of other people’s actions.
Ans: A
Learning Objective: 8.3.3: Describe how different brain areas are responsible for voluntary movements
Cognitive Domain: Comprehension
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Medium a. cerebellum b. lateral intraparietal cortex c. basal ganglia d. thalamus
46. A brain area involved in initiating movements and in inhibiting unwanted movements is the____ .
Ans: C
Learning Objective: 8 3 3: Describe how different brain areas are responsible for voluntary movements.
Cognitive Domain: Comprehension
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Medium a. direct; indirect b. paired; single c. anterior; posterior d. activation; inhibition
47. Information needed to produce or inhibit movement flows through the basal ganglia following distinct pathways: the and ____ pathways.
Ans: A
Learning Objective: 8 3 3: Describe how different brain areas are responsible for voluntary movements.
Cognitive Domain: Comprehension
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Medium a. globus pallidus b. putamen c. caudate nucleus d. substantia nigra
48. The thalamus constantly excites the motor cortex but when a motor command is not issued by the primary motor cortex, the thalamus is prevented from exciting it by the .
Ans: A
Learning Objective: 8 3 3: Describe how different brain areas are responsible for voluntary movements.
Cognitive Domain: Comprehension
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Medium a. endorphins b. serotonin c. epinephrine d. dopamine
49. The substantia nigra regulates activity in the striatum (the putamen and caudate cell bodies) by sending inhibitory projections to it, using the neurotransmitter ____.
Ans: D
Learning Objective: 8.3.3: Describe how different brain areas are responsible for voluntary movements
Cognitive Domain: Comprehension
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Medium a. endorphins b. serotonin c. epinephrine d. dopamine
50. In Parkinson’s disease, the basal ganglia’s direct pathway for initiating movements and in inhibiting unwanted movements is disrupted by dying ____ neurons.
Ans: D
Learning Objective: 8.3.3: Describe how different brain areas are responsible for voluntary movements
Cognitive Domain: Comprehension
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Medium
51. Information flows through the basal ganglia and back to the cortex along distinct pathways. As you will read in the sections that follow, the aim of the is to generate movement, whereas the aim of the is to inhibit movement a. anterior pathway; direct pathway b. posterior pathway; anterior pathway c. indirect pathway; direct pathway d. direct pathway; indirect pathway
Ans: D
Learning Objective: 8.3.3: Describe how different brain areas are responsible for voluntary movements
Cognitive Domain: Comprehension
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Medium a. efferent copy b. referent copy c. incomplete d. inaccurate
52. The cerebellum can predict the intended position of a limb through a(n) ____ of the motor command it receives from the primary motor cortex.
Ans: A
Learning Objective: 8 3 3: Describe how different brain areas are responsible for voluntary movements.
Cognitive Domain: Comprehension
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Medium a. progressively less b. progressively more c. consistently the same d. differentially
53. In the situation where one is learning a new body weight exercise such as pistol squat, the cerebellum works ____ over time to try to match the goal of your movements with the proper trajectories with each movement practice.
Ans: A
Learning Objective: 8 3 3: Describe how different brain areas are responsible for voluntary movements.
Cognitive Domain: Comprehension
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Medium a. regulatory b. error-correction c. pass through d. inhibitory
54. In the process of motor commands to and from the primary motor cortex, the cerebellum has a(n) ____ role.
Ans: B
Learning Objective: 8 3 3: Describe how different brain areas are responsible for voluntary movements.
Cognitive Domain: Comprehension
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Medium a. a pattern b. a check c. an adjustment d. a direct pathway
55. The primary motor cortex issues movement commands to the spinal cord, where of muscle firing is selected.
Ans: A
Learning Objective: 8.3.4: Describe how various brain areas work together to produce voluntary movement
Cognitive Domain: Comprehension
Answer Location: Putting It All Together
Difficulty Level: Medium a. brainstem b. thalamus c. basal ganglia d. prefrontal cortex
56. Voluntary movement involves decision-making and motor action selections primarily done by the ____ .
Ans: D
Learning Objective: 8 3 4: Describe how various brain areas work together to produce voluntary movement.
Cognitive Domain: Comprehension
Answer Location: Putting It All Together
Difficulty Level: Medium a. cerebellum b. thalamus c. basal ganglia d. striatum
57. The ____ provides the primary motor cortex with feedback about the accuracy of a movement so that the primary motor cortex can apply corrections to the movement and learn it.
Ans: A
Learning Objective: 8.3.4: Describe how various brain areas work together to produce voluntary movement
Cognitive Domain: Comprehension
Answer Location: Putting It All Together
Difficulty Level: Medium
True/False
1. An abductor such as the deltoid brings body parts away from the midline of the body. Ans: T
Learning Objective: 8.1.1: Describe the different types of muscles and how they move the body.
Cognitive Domain: Knowledge
Answer Location: Muscles and Muscle Contraction
Difficulty Level: Easy
2. Muscle cells are composed of myofibrils, which are themselves composed of sarcomeres, which are composed and replenished by actin and myosin proteins. Ans: T
Learning Objective: 8 1 1: Describe the different types of muscles and how they move the body.
Cognitive Domain: Comprehension
Answer Location: Muscles and Muscle Contraction
Difficulty Level: Medium
3. The neuromuscular junction is the location where the axon terminals of motor neurons communicate with the spinal cord.
Ans: F
Learning Objective: 8 1 2: Explain how neurons innervate muscles
Cognitive Domain: Comprehension
Answer Location: Innervation of Muscle Cells
Difficulty Level: Medium
4. Opening of the Na+ channels depolarization muscle cells and leads to muscle contraction.
Ans: T
Learning Objective: 8.1.3: Explain how muscles contract.
Cognitive Domain: Comprehension
Answer Location: How Muscles Contract
Difficulty Level: Medium
5. The autogenic inhibition reflex is also called the inverse myotatic reflex. Ans: T
Learning Objective: 8 2 1: Know what a spinal reflex is and explain how one is generated.
Cognitive Domain: Knowledge
Answer Location: Spinal Reflexes
Difficulty Level: Easy
6. The prototypical example of a motor program is breathing. Ans: F
Learning Objective: 8.2.2: Explain what motor programs are and describe their functions.
Cognitive Domain: Knowledge
Answer Location: Motor Programs
Difficulty Level: Easy
7. Proprioceptors are responsible for the perceptions of force, pressure, and weight. Ans: T
Learning Objective: 8 3 1: Describe what proprioception is and what it is used for
Cognitive Domain: Knowledge
Answer Location: Proprioception
Difficulty Level: Easy
8. The descending pathways carry information from the brain to the spinal cord via the direct pathways.
Ans: T
Learning Objective: 8.3.2: Explain what the descending pathways are and describe the functions of each one.
Cognitive Domain: Knowledge
Answer Location: The Descending Pathways
Difficulty Level: Easy
9. The descending pathways to carry information from the brain to the spinal cord via direct pathways.
Ans: F
Learning Objective: 8 3 2: Explain what the descending pathways are and describe the functions of each one.
Cognitive Domain: Knowledge
Answer Location: The Descending Pathways
Difficulty Level: Easy
10. Before a motor command is executed, it is filtered through the basal ganglia. Ans: T
Learning Objective: 8 3 3: Describe how different brain areas are responsible for voluntary movements.
Cognitive Domain: Comprehension
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Medium
11. In the indirect pathway, axons of neurons do not directly connect to neurons in the spinal cord, but form synapses with other sets of neurons in between.
Ans: T
Learning Objective: 8 3 2: Explain what the descending pathways are and describe the functions of each one
Cognitive Domain: Knowledge
Answer Location: The Descending Pathways
Difficulty Level: Easy
12. Neurons in the direct pathway connect with intermediate neurons on the way to the spinal cord.
Ans: F
Learning Objective: 8 3 2: Explain what the descending pathways are and describe the functions of each one.
Cognitive Domain: Comprehension
Answer Location: The Descending Pathways
Difficulty Level: Medium
13. The neurons of the descending pathways synapse directly onto muscle cells.
Ans: T
Learning Objective: 8.3.2: Explain what the descending pathways are and describe the functions of each one
Cognitive Domain: Knowledge
Answer Location: The Descending Pathways
Difficulty Level: Easy
14. The rubrospinal tract originates in the red nucleus of the midbrain (hence the prefix “rubro”).
Ans: T
Learning Objective: 8 3 2: Explain what the descending pathways are and describe the functions of each one
Cognitive Domain: Knowledge
Answer Location: The Descending Pathways
Difficulty Level: Easy
15. Efferent copy is a copy of a motor command sent by the primary motor cortex to the spinal cord.
Ans: F
Learning Objective: 8 3 3: Describe how different brain areas are responsible for voluntary movements.
Cognitive Domain: Comprehension
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Medium
Essay
1. Describe in terms of the sliding-filament theory what happens during muscle contraction.
Ans: Answers will vary. Model Answer: Muscle contraction occurs when the thick myosin filaments pull on the actin filaments, causing the actin filaments to slide along the myosin filaments. This causes the I-bands on each side of the H-zone and the Hzone itself to shorten. The z-discs are consequently pulled closer together. Note that the lengths of the A-bands remain constant. The thick myosin filaments extend bulbous heads (called S1 region) from sections of the myosin filament (called the S2 region), which reaches ahead and binds to the actin filament. The heads contract, pulling the actin filament along in steps of 10 nanometers. The myosin heads then release the actin filament and the process repeats itself. This process is known as actin-myosin cycling
Learning Objective: 8.1.3: Explain how muscles contract.
Cognitive Domain: Analysis
Answer Location: How Muscles Contract
Difficulty Level: Hard
2. Describe how proprioceptor sense organs help protect ourselves from injury using the example of the Golgi tendon organ.
Ans: Answers will vary. Model Answer: The Golgi tendon organ is a proprioceptor, sense organ that receives information from the tendon that senses tension. When you lift weights, the Golgi tendon organ is the sense organ that tells you how much tension the muscle is exerting. If there is too much muscle tension, the Golgi tendon organ will inhibit the muscle from creating any force (via a reflex arc), thus protecting you from injuring itself.
Learning Objective: 8 2 1: Know what a spinal reflex is and explain how one is generated
Cognitive Domain: Application
Answer Location: Spinal Reflexes
Difficulty Level: Hard
3. Discuss the anatomy of a simple voluntary movement such as drinking coffee.
Ans: Answers will vary. Model Answer: The following are some of the things that need to happen for you to perform the simple task of picking up your cup of coffee. First, the cup itself must be identified as being a goal. Next its spatial location, both in relation to the other objects within its space and relative to your own body parts. The proper sequence of movements and choice of muscles to contract must then be determined for your arm to move toward the cup and for you the grip the cup appropriately. The force of your grip must also be adjusted depending on whether it is a hard cup, or one made of cardboard not to crush it. You then lift the cup to your lips, taste the coffee and determine if your actions were rewarded by a good tasting coffee and worth repeating
Learning Objective: 8.3.3: Describe how different brain areas are responsible for voluntary movements
Cognitive Domain: Application
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Hard
4. Describe the posterior parietal cortex (PPC) functional positioning encoding for an activity during a voluntary movement (use a task example for detail).
Ans: Answers will vary. Model Answer: The PPC is active during the anticipation, preparation, or intention to move your hand toward a target. It encodes the position, in coordinates, of targets for movements, for example, the location of a pen on a tabletop. What is fascinating about the PPC is that it does so from different frames of reference. What does this mean? When you need to reach for something, such as the pen on a tabletop, the coordinates for its location must be computed. The coordinates for the location of the pen are computed relative to the position of your eyes, head, body, and limbs, that is, in eye-centered, head-centered, body-centered and limb-centered coordinates. For example, the pen may lie directly in front of you, relative to your eyes. However, relative to your right arm, it is to the right. So, if all you want to do is visually describe the pen, you only need to know where it is in eye-centered coordinates. However, reaching for it requires that you know the pen’s location relative to your arm, that is, in arm-centered coordinates.
Learning Objective: 8 3 3: Describe how different brain areas are responsible for voluntary movements
Cognitive Domain: Application
Answer Location: Anatomy of Voluntary Movement
Difficulty Level: Hard
Chapter 9: Motivation: Theories, Temperature Regulation, Energy Balance, and Sleep
Test Bank
Multiple Choice
1. Attempts to explain why organisms behave the way they do is the science of ____ .
a. behavioral modification b. empirical behavior c. motivation d. perception
Ans: C
Learning Objective: 9 1 1: Define and explain motivation
Cognitive Domain: Knowledge
Answer Location: Theories of Motivation
Difficulty Level: Easy a. achievement b. longevity c. termination d. mastery
2. Motivation refers to the processes that determine the initiation, maintenance, direction, and ____ of behavior.
Ans: C
Learning Objective: 9 1 1: Define and explain motivation
Cognitive Domain: Comprehension
Answer Location: What Is Motivation?
Difficulty Level: Medium a. survival instinct b. internal drive c. homeostasis d. balance
3. The tendency of biological systems to maintain a stable internal environment is referred to as ____ .
Ans: C
Learning Objective: 9 1 2: Describe need reduction theory and how it involves homeostasis.
Cognitive Domain: Knowledge
Answer Location: Need Reduction Theory
Difficulty Level: Easy a. primal-survival b. incentive-salience c. arousal d. need-reduction
4. The cycle consisting of a physiological need ® drive ® behavioral response ® need reduction is part of what is known as ____ theory.
Ans: D
Learning Objective: 9 1 2: Describe need reduction theory and how it involves homeostasis.
Cognitive Domain: Knowledge
Answer Location: Need Reduction Theory
Difficulty Level: Easy a. hippocampus b. hypothalamus c. thalamus d. cerebellum
5. The ____ acts as the body’s control system for maintaining internal balance.
Ans: B
Learning Objective: 9 1 2: Describe need reduction theory and how it involves homeostasis.
Cognitive Domain: Knowledge
Answer Location: Need Reduction Theory
Difficulty Level: Easy
6. ____ explains how the motivation of organisms to act is based on their level of physiological activity a. Primal-survival b. Incentive-salience c. Arousal d. Need-reduction
Ans: C
Learning Objective: 9.1.3: Describe arousal theory and how it is related to personality and performance
Cognitive Domain: Knowledge
Answer Location: Arousal Theory
Difficulty Level: Easy a. from intense to imperceptible b. from quick to slow c. from low to high d. from sustained to fleeting
7. Lindsley’s arousal theory posits that states of arousal range ____ and are associated with corresponding amounts of behavioral activation.
Ans: C
Learning Objective: 9 1 3: Describe arousal theory and how it is related to personality and performance.
Cognitive Domain: Comprehension
Answer Location: Arousal Theory
Difficulty Level: Medium a. fine motor skill b. endurance skill c. unrefined skill d. competitive
8. Research indicates that the Yerkes-Dodson law holds true based on the level of complexity of a task, showing that tasks require very low arousal levels.
Ans: A
Learning Objective: 9.1.3: Describe arousal theory and how it is related to personality and performance.
Cognitive Domain: Analysis
Answer Location: Arousal Theory
Difficulty Level: Hard a. different b. very similar c. similar d. very dissimilar
9. Research data indicate that people have ____ basal levels of physiological arousal.
Ans: A
Learning Objective: 9.1.3: Describe arousal theory and how it is related to personality and performance.
Cognitive Domain: Application
Answer Location: Arousal Theory
Difficulty Level: Medium a. epinephrine b. dopamine c. serotonin d. endorphin
10. Research found that high sensation seekers have inherited a low number of a type of ____ receptors (D2) in the striatum and prefrontal cortex.
Ans: B
Learning Objective: 9 1 3: Describe arousal theory and how it is related to personality and performance.
Cognitive Domain: Comprehension
Answer Location: Arousal Theory
Difficulty Level: Medium
11. Blum’s proposed reward deficiency syndrome states that sensation seekers, because of their lower numbers of inherited D2 receptors, are constantly motivated by the search for ____ sources of rewards. a. less public b. more secretive c. less intense d. more intense
Ans: D
Learning Objective: 9 1 3: Describe arousal theory and how it is related to personality and performance
Cognitive Domain: Comprehension
Answer Location: Arousal Theory
Difficulty Level: Medium a. food b. alcohol c. bungee jumping d. yoga
12. Natural reinforcers are stimuli that do not require learning to become desirable; an example is ____ .
Ans: A
Learning Objective: 9 1 4: Describe the different theories aimed at explaining the neurobiological basis of reward
Cognitive Domain: Knowledge
Answer Location: Pleasure Seeking and Reward
Difficulty Level: Easy a. killer b. catalyst c. enhancer d. blocker Ans: D
13. Rats injected with a dopamine receptor significantly reduced their number of lever presses for access to food.
Learning Objective: 9 1 4: Describe the different theories aimed at explaining the neurobiological basis of reward
Cognitive Domain: Comprehension
Answer Location: Pleasure Seeking and Reward
Difficulty Level: Medium a. dopamine b. serotonin c. endorphin d. norepinephrine
14. It was found that rats reduced the amount of work they did to obtain a food reward when they received a antagonist.
Ans: A
Learning Objective: 9 1 4: Describe the different theories aimed at explaining the neurobiological basis of reward.
Cognitive Domain: Comprehension
Answer Location: Pleasure Seeking and Reward
Difficulty Level: Medium a. increasing amounts b. consistent amounts c. decreasing amounts d. unpredictable amounts
15. In dopamine ramping dopamine is released in ____ as the steps required to get rewarded are completed.
Ans: A
Learning Objective: 9.1.4: Describe the different theories aimed at explaining the neurobiological basis of reward.
Cognitive Domain: Comprehension
Answer Location: Pleasure Seeking and Reward
Difficulty Level: Medium a. small b. large c. indeterminate d. acceptable Ans: B
16. A ____ prediction error occurs when conditioned stimuli do not reliably predict unconditioned stimuli.
Learning Objective: 9.1.4: Describe the different theories aimed at explaining the neurobiological basis of reward.
Cognitive Domain: Comprehension
Answer Location: Pleasure Seeking and Reward
Difficulty Level: Medium a. dopamine b. serotonin c. endorphin d. norepinephrine
17. According to the incentive salience theory, ____ is responsible for the “wanting,” element of the behavior.
Ans: A
Learning Objective: 9 1 4: Describe the different theories aimed at explaining the neurobiological basis of reward.
Cognitive Domain: Comprehension
Answer Location: Pleasure Seeking and Reward
Difficulty Level: Medium a. dopamine b. serotonin c. endorphin d. norepinephrine
18. According to the incentive salience theory, ____ is responsible for the “liking,” element of the behavior.
Ans: C
Learning Objective: 9 1 4: Describe the different theories aimed at explaining the neurobiological basis of reward
Cognitive Domain: Comprehension
Answer Location: Pleasure Seeking and Reward
Difficulty Level: Medium a. hedonic hotspots b. hedonic cold spots c. salient hotspots d. endorphin cold spots
19. Areas of the brain where liking sensations can be enhanced by stimulation are called ____ .
Ans: A
Learning Objective: 9.1.4: Describe the different theories aimed at explaining the neurobiological basis of reward
Cognitive Domain: Comprehension
Answer Location: Pleasure Seeking and Reward
Difficulty Level: Medium a. hedonic hotspots b. hedonic cold spots c. salient hotspots d. endorphin cold spots
20. Areas of the brain where liking sensations are negatively affected (disgust) by stimulation are called ____ .
Ans: B
Learning Objective: 9 1 4: Describe the different theories aimed at explaining the neurobiological basis of reward
Cognitive Domain: Comprehension
Answer Location: Pleasure Seeking and Reward
Difficulty Level: Medium
21. The spinothalamocortical pathway (STC pathway) conveys information to the somatosensory cortex for the perception of a. temperature b. shaking c. heat d. saliency
Ans: A
Learning Objective: 9.2.1: Explain how organisms regulate their body temperatures.
Cognitive Domain: Knowledge
Answer Location: Temperature Regulation
Difficulty Level: Easy a. hippocampus b. medial parabrachial nucleus c. lateral parabrachial nucleus d. thalamus
22. The region of the brainstem involved in temperature regulation is the ____.
Ans: C
Learning Objective: 9.2.1: Explain how organisms regulate their body temperatures.
Cognitive Domain: Knowledge
Answer Location: Temperature Regulation
Difficulty Level: Easy a. Constant b. Regulated c. Changing d. Controlled Ans: A
23. ____ body temperature is vital to the maintenance of enzyme function, which catalyzes chemical reactions in the body.
Learning Objective: 9.2.1: Explain how organisms regulate their body temperatures.
Cognitive Domain: Knowledge
Answer Location: Temperature Regulation
Difficulty Level: Easy a. involuntarily b. automatically c. complimentarily d. secondarily Ans: B
24. The thermoregulatory network of connections between the body and the brain help regulate body temperature ____.
Learning Objective: 9 2 1: Explain how organisms regulate their body temperatures
Cognitive Domain: Knowledge
Answer Location: Temperature Regulation
Difficulty Level: Easy a. Synchronous feedback b. Positive feedback c. Negative feedback d. Looped feedback
25. ____ is a mechanism by which a stimulus input causes a system to react by causing an opposite output to maintain a desired setpoint.
Ans: C
Learning Objective: 9 2 1: Explain how organisms regulate their body temperatures
Cognitive Domain: Comprehension
Answer Location: Temperature Regulation
Difficulty Level: Medium a. hedonic hotspots b. hedonic cold spots c. thermoreceptors d. axon neurons
26. In temperature regulation, the hypothalamus receives input from ____ in both the skin and organs.
Ans: C
Learning Objective: 9.2.1: Explain how organisms regulate their body temperatures.
Cognitive Domain: Comprehension
Answer Location: Temperature Regulation
Difficulty Level: Medium a. Cold defense; heat defense b. Coldspot defense; hotspot defense c. Thermal defense; cold defense d. Thermal protection; cold protection
27. and _______mechanisms of the hypothalamus are triggered by a cooling and heating of the body.
Ans:A
Learning Objective: 9.2.1: Explain how organisms regulate their body temperatures.
Cognitive Domain: Comprehension
Answer Location: Temperature Regulation
Difficulty Level: Medium a. smooth muscles b. striated muscles c. involuntary muscles d. skeletal muscles
28. A cold defense mechanism is to trigger ____ to shake generating heat through the expenditure of energy in what is known as shivering.
Ans: D
Learning Objective: 9.2.1: Explain how organisms regulate their body temperatures.
Cognitive Domain: Comprehension
Answer Location: Temperature Regulation
Difficulty Level: Medium a. sweating b. hydrating c. misting d. cryotherapy
29. In addition to the dilation of blood vessels in the skin (vasodilation) and vasoconstriction of the blood vessels of internal organs, heat defense mechanisms also include ________.
Ans: A
Learning Objective: 9.2.1: Explain how organisms regulate their body temperatures.
Cognitive Domain: Comprehension
Answer Location: Temperature Regulation
Difficulty Level: Medium a. a single b. two c. three d. unique
30. Themoreceptors convey information about body temperature to the brain along ____ pathway(s).
Ans: B
Learning Objective: 9.2.1: Explain how organisms regulate their body temperatures.
Cognitive Domain: Comprehension
Answer Location: Temperature Regulation
Difficulty Level: Medium
31. The brain consumes ____ of the body’s energy a. 30% b. 15% c. 20% d. 12% Ans: C
Learning Objective: 9.2.2: Explain the mechanisms that underlie hunger and satiety.
Cognitive Domain: Knowledge
Answer Location: Energy Balance, Hunger and Eating
Difficulty Level: Easy
32. The __________state occurs when the body is relying on stored energy for functioning a. prandial b. postabsorptive c. resting d. conversion
Ans: B
Learning Objective: 9.2.2: Explain the mechanisms that underlie hunger and satiety.
Cognitive Domain: Comprehension
Answer Location: Energy Balance, Hunger and Eating
Difficulty Level: Medium a. glycogen b. glucose c. triglycerides d. ketones
33. During the postabsorptive state, the body recruits ____ stores from the liver to use for energy.
Ans: A
Learning Objective: 9 2 2: Explain the mechanisms that underlie hunger and satiety
Cognitive Domain: Comprehension
Answer Location: Energy Balance, Hunger and Eating
Difficulty Level: Medium a. triglycerides; ketones b. triglycerides; glucose c. glycogen; ketones d. glucose; ketones
34. When the body is in the fasting state, energy is produced by converting ______ to______.
Ans: A
Learning Objective: 9 2 2: Explain the mechanisms that underlie hunger and satiety
Cognitive Domain: Comprehension
Answer Location: Energy Balance, Hunger and Eating
Difficulty Level: Medium a. pituitary gland b. hippocampus c. thalamus d. hypothalamus Ans: D
35. Hunger and satiety depend on the actions of hormones released from the gut, adipose cells (fat cells) and ____ .
Learning Objective: 9.2.2: Explain the mechanisms that underlie hunger and satiety.
Cognitive Domain: Knowledge
Answer Location: Energy Balance, Hunger and Eating
Difficulty Level: Easy a. ghrelin b. leptin c. insulin d. chloecystokinin
36. The orexigenic hormone ____ is found and released from the stomach to promote eating, and plays a major role in energy homeostasis.
Ans: A
Learning Objective: 9.2.2: Explain the mechanisms that underlie hunger and satiety.
Cognitive Domain: Knowledge
Answer Location: Energy Balance, Hunger and Eating
Difficulty Level: Easy a. glycogen b. glucose c. triglycerides d. ketones
37. The release of insulin is directly related to the levels of ____ in the body.
Ans: B
Learning Objective: 9.2.2: Explain the mechanisms that underlie hunger and satiety.
Cognitive Domain: Comprehension
Answer Location: Energy Balance, Hunger and Eating
Difficulty Level: Medium a. hunger suppressant b. insulin suppressant c. hunger stimulant d. insulin stimulant
38. Leptin is secreted in response to high levels of insulin and glucose and acts as a ____.
Ans: A
Learning Objective: 9.2.2: Explain the mechanisms that underlie hunger and satiety.
Cognitive Domain: Comprehension
Answer Location: Energy Balance, Hunger and Eating
Difficulty Level: Medium a. dopamine; endorphin b. dopamine; epinephrine c. serotonin; endorphin d. serotonin; epinephrine
39. “Wanting” is associated with the activation of the mesolimbic ____ system and “liking” reactions are associated with the release of ____ in “hedonic hotspots”.
Ans: A
Learning Objective: 9.2.2: Explain the mechanisms that underlie hunger and satiety.
Cognitive Domain: Comprehension
Answer Location: Energy Balance, Hunger and Eating
Difficulty Level: Medium a. a non-homeostatic drive b. a homeostatic drive c. satiety insufficiency d. glucose sufficiency
40. Environmental cues associated with the memory of a certain food can induce a feeling of “wanting” that food, ____ , that may be unrelated to hunger.
Ans: A
Learning Objective: 9.2.2: Explain the mechanisms that underlie hunger and satiety.
Cognitive Domain: Comprehension
Answer Location: Energy Balance, Hunger and Eating
Difficulty Level: Medium
41. On average humans typically spend about of sleep in nREM and about in REM. a. 60%; 40% b. 80%; 20% c. 75%; 25% d. 70%; 30%
Ans: C
Learning Objective: 9 3 1: Know how sleep is studied as well as how it is subdivided into stages
Cognitive Domain: Analysis
Answer Location: What Is Sleep?
Difficulty Level: Medium a. muscle tone b. hearing c. cognitive activity d. digestion
42. In REM, EMG (electromyography) recordings show that there is a loss of ____ .
Ans: A
Learning Objective: 9.3.1: Know how sleep is studied as well as how it is subdivided into stages
Cognitive Domain: Comprehension
Answer Location: What Is Sleep?
Difficulty Level: Medium a. slow-wave sleep b. paradoxical sleep c. semiconscious sleep d. wakefulness stage sleep
43. Research has found that the brain’s activity during REM sleep, resembles that of wakefulness, thus REM is sometimes referred to as ____ .
Ans: B
Learning Objective: 9 3 1: Know how sleep is studied as well as how it is subdivided into stages
Cognitive Domain: Comprehension
Answer Location: What Is Sleep?
Difficulty Level: Medium
44. The characteristic EEG rhythm of the waking state are waves of and a. high amplitude; low frequency b. high amplitude; high frequency c. low amplitude; low frequency d. low amplitude; high frequency
Ans: D
Learning Objective: 9.3.1: Know how sleep is studied as well as how it is subdivided into stages
Cognitive Domain: Comprehension
Answer Location: What Is Sleep?
Difficulty Level: Medium a. Energy conservation b. Digestion cessation c. Temporary paralysis d. Decreased auditory processing
45. ____ occurs during REM stage to prevent people from acting out their dreams.
Ans: C
Learning Objective: 9 3 1: Know how sleep is studied as well as how it is subdivided into stages.
Cognitive Domain: Comprehension
Answer Location: What Is Sleep?
Difficulty Level: Medium a. polysomnography b. electroencephalography c. electrooculography d. electromyography
46. In laboratory settings, data related to brain activity is measured by ____ which records the electrical activity of the brain.
Ans: B
Learning Objective: 9.3.1: Know how sleep is studied as well as how it is subdivided into stages
Cognitive Domain: Application
Answer Location: What Is Sleep?
Difficulty Level: Medium a. Stage 1 b. Stage 2 c. Stage 3 d. Stage 4
47. Sleep spindles are series of high-frequency spikes of activity lasting anywhere from 0.5 to 1.0 seconds observed during ____ of the normal sleep cycle.
Ans: B
Learning Objective: 9 3 1: Know how sleep is studied as well as how it is subdivided into stages.
Cognitive Domain: Comprehension
Answer Location: What Is Sleep?
Difficulty Level: Medium a. four b. three c. six d. five
48. Loomis discovered that brain electrical activity differed depending on whether a person was asleep or awake. Besides REM sleep, he discovered a pattern of ____ different wavelengths corresponding to different sleep stages.
Ans: A
Learning Objective: 9.3.1: Know how sleep is studied as well as how it is subdivided into stages
Cognitive Domain: Comprehension
Answer Location: What Is Sleep?
Difficulty Level: Medium
49. ____ sleep is subdivided into stages of progressively deeper sleep stages a. REM b. Non-REM c. Paradoxical d. Alpha wave
Ans: B
Learning Objective: 9.3.1: Know how sleep is studied as well as how it is subdivided into stages
Cognitive Domain: Comprehension
Answer Location: What Is Sleep?
Difficulty Level: Medium a. light-heat cues b. orexin cue c. zeitgebers d. environmental cues
50. Factors in the environment that influence circadian rhythms are called ____.
Ans: C
Learning Objective: 9.3.2: Explain how sleep is regulated by homeostatic and circadian processes
Cognitive Domain: Knowledge
Answer Location: Homeostatic and Circadian Influences on Sleep and Wakefulness
Difficulty Level: Easy a. to light/dark cycles b. accumulation of environmental cues c. accumulation of somnogens d. depletion of energy stores
51. The humoral theory of sleep regulation states that the degree of wakefulness is related to the ____ .
Ans: C
Learning Objective: 9 3 2: Explain how sleep is regulated by homeostatic and circadian processes.
Cognitive Domain: Knowledge
Answer Location: Homeostatic and Circadian Influences on Sleep and Wakefulness
Difficulty Level: Easy a. drive-need cycle b. hormonal cycle c. light/dark cycle d. 24-hour cycle
52. The “second wind” effect is due to the influence of physiological, behavioral, or psychological events that occur over a consistent ____.
Ans: D
Learning Objective: 9 3 2: Explain how sleep is regulated by homeostatic and circadian processes.
Cognitive Domain: Knowledge
Answer Location: Homeostatic and Circadian Influences on Sleep and Wakefulness
Difficulty Level: Easy a. medulla oblongata b. cerebellum c. hypothalamus d. thalamus
53. Circadian rhythms are controlled by circadian clocks, which are present in every system of the body, with a master clock located in the brain. This master clock is thought to be the suprachiasmatic nucleus (SCN) located in the ____.
Ans: C
Learning Objective: 9 3 2: Explain how sleep is regulated by homeostatic and circadian processes.
Cognitive Domain: Knowledge
Answer Location: Homeostatic and Circadian Influences on Sleep and Wakefulness
Difficulty Level: Easy
54. In the development of a drug designed to improve sleep, a company claims that is it effective because it contains a(n) ____ blocker a. insulin b. adenosine c. orexin d. glutamate
Ans: C
Learning Objective: 9.3.3: Explain how brain areas and neurotransmitters interact in wakefulness and sleep.
Cognitive Domain: Application
Answer Location: The Neurochemistry and Physiology of Wakefulness and Sleep
Difficulty Level: Medium
55. Researchers gave participants varying dosage a new supplement, which they claim improves alertness and focus. The supplement is likely to increase the release of a. insulin b. adenosine c. norepinephrine d. glutamate
Ans: C
Learning Objective: 9 3 3: Explain how brain areas and neurotransmitters interact in wakefulness and sleep.
Cognitive Domain: Application
Answer Location: The Neurochemistry and Physiology of Wakefulness and Sleep
Difficulty Level: Medium a. hippocampus b. basal forebrain c. lateral hypothalamus d. thalamus
56. The ascending arousal system (AAS) promotes wakefulness by exciting the cortex and it is stimulated by the input from orexinergic neurons in the ____.
Ans: C
Learning Objective: 9.3.3: Explain how brain areas and neurotransmitters interact in wakefulness and sleep.
Cognitive Domain: Application
Answer Location: The Neurochemistry and Physiology of Wakefulness and Sleep
Difficulty Level: Medium a. at face value b. as probable solutions c. as action plans d. as memories
57. The difference in Freud’s explanations for dreams and that of the activationsynthesis hypothesis is primarily that dream events and images are in Freud’s view representations of motives and conflicts, whereas activation-synthesis theory regards them ____.
Ans: A
Learning Objective: 9 3 3: Explain how brain areas and neurotransmitters interact in wakefulness and sleep.
Cognitive Domain: Application
Answer Location: The Neurochemistry and Physiology of Wakefulness and Sleep
Difficulty Level: Medium a. melatonin b. insulin c. adenosine d. norepinephrine
58. Because research indicates that the body releases sleep-promoting hormones shortly before sleep, a good natural supplement for sleep enhancement might be .
Ans: A
Learning Objective: 9 3 3: Explain how brain areas and neurotransmitters interact in wakefulness and sleep.
Cognitive Domain: Application
Answer Location: The Neurochemistry and Physiology of Wakefulness and Sleep
Difficulty Level: Medium a. REM b. Circadian rhythm c. homeostatic drive d. deep sleep
59. The stage of sleep associated with vivid dreams called ____.
Ans: A
Learning Objective: 9.3.3: Explain how brain areas and neurotransmitters interact in wakefulness and sleep.
Cognitive Domain: Application
Answer Location: The Neurochemistry and Physiology of Wakefulness and Sleep
Difficulty Level: Medium a. circadian rhythm resets b. homeostatic drive c. synaptic repair d. memory
60. Sleep is not a cessation of most brain activity but is thought to be important for cellular repair, brain development, and ____ .
Ans: D
Learning Objective: 9 3 3: Explain how brain areas and neurotransmitters interact in wakefulness and sleep.
Cognitive Domain: Application
Answer Location: The Neurochemistry and Physiology of Wakefulness and Sleep
Difficulty Level: Medium
True/False
1. The fulfillment of basic needs are important for survival
Ans: T
Learning Objective: 9.1.2: Describe need reduction theory and how it involves homeostasis.
Cognitive Domain: Knowledge
Answer Location: Need Reduction Theory
Difficulty Level: Easy
2. Many of our behaviors are motivated by non-homeostatic drives. Ans: T
Learning Objective: 9 1 2: Describe need reduction theory and how it involves homeostasis.
Cognitive Domain: Knowledge
Answer Location: Need Reduction Theory
Difficulty Level: Easy
3. The relationship between performance levels of arousal is known as the SamuelsonYerkes law.
Ans: F
Learning Objective: 9 1 3: Describe arousal theory and how it is related to personality and performance
Cognitive Domain: Knowledge
Answer Location: Arousal Theory
Difficulty Level: Easy
4. Sensation seekers may have low levels of D2 dopamine receptors.
Ans: T
Learning Objective: 9.1.3: Describe arousal theory and how it is related to personality and performance
Cognitive Domain: Comprehension
Answer Location: Arousal Theory
Difficulty Level: Medium
5. The antidepressant drug pimozide reduced the amount of work that rats performed to obtain a food reward.
Ans: F
Learning Objective: 9.1.4: Describe the different theories aimed at explaining the neurobiological basis of reward
Cognitive Domain: Knowledge
Answer Location: Pleasure Seeking and Reward
Difficulty Level: Easy
6. Only mammals and birds can regulate their body temperature through internal mechanisms.
Ans: T
Learning Objective: 9 2 1: Explain how organisms regulate their body temperatures
Cognitive Domain: Knowledge
Answer Location: Temperature Regulation
Difficulty Level: Easy
7. Satiety refers to the state of being fed or to the feeling of satisfaction that follows a meal.
Ans: T
Learning Objective: 9.2.2: Explain the mechanisms that underlie hunger and satiety.
Cognitive Domain: Knowledge
Answer Location: Energy Balance, Hunger and Eating
Difficulty Level: Easy
8. Hunger is the drive generated when the body’s energy need is sufficient.
Ans: F
Learning Objective: 9 2 2: Explain the mechanisms that underlie hunger and satiety
Cognitive Domain: Knowledge
Answer Location: Energy Balance, Hunger and Eating
Difficulty Level: Easy
9. Ghrelin release results in the generation of hunger signals, which promote energy homeostasis.
Ans: T
Learning Objective: 9.2.2: Explain the mechanisms that underlie hunger and satiety.
Cognitive Domain: Knowledge
Answer Location: Energy Balance, Hunger and Eating
Difficulty Level: Easy
Essay
1. Shultz reported four main findings about the activity of dopamine neurons while monkeys were performing the learned association between the presentation of a visual stimulus and a juice reward task (Schultz, 1986). Briefly detail the dopamine neuron activity findings.
Ans: Answers will vary. Model Answer: 1. During initial training on the task, dopamine neurons showed heightened activity after monkeys received the US by itself.
2. The same dopamine neurons gradually stopped responding to the US as the monkeys learned that the CS reliably predicted the US.
3. As dopamine neurons lost their response to the US, the same neurons started to respond to the reward-predicting CS.
4. Omission of the US (creating a negative PE), after the presentation of the CS, resulted in a dip in the response of dopamine neurons
Learning Objective: 9 1 4: Describe the different theories aimed at explaining the neurobiological basis of reward
Cognitive Domain: Comprehension
Answer Location: Pleasure Seeking and Reward
Difficulty Level: Medium
2. Briefly review the evidence related to the separate pathways used for thermoregulation than the one that leads to the perception of temperature as discovered by researchers at Nagoya University.
Ans: Answers will vary. Model Answer: Researchers at Nagoya University in Japan (Yahiro, Kataoka, Nakamura & Nakamura, 2017) investigated the separate pathways hypothesis by testing the response of rats placed on floor plates of different temperatures. When given a free choice, the rats preferred to remain on floor plates kept at 28oC rather than floor plates kept at 15oC or 38oC, which presumably felt too cold and too hot respectively. They found that when they injected the rats with a toxin that damaged the STC pathway (which as you read above is responsible for perceiving temperature), the rats remained on the 28oC floor plate, even if they were no longer able to perceive temperature. Rats in which the researchers disabled part of the LPBPOA pathway, no longer tried to avoid the cold and hot plates. The results of the study led to two conclusions:
Input of the STC to the somatosensory cortex, hence the sensation of temperature, is not necessary to produce behaviors aimed at maintaining body temperature.
Behaviors aimed at maintaining body temperature are dependent on the LPB-POA pathway.
Learning Objective: 9 2 1: Explain how organisms regulate their body temperatures
Cognitive Domain: Application
Answer Location: Temperature Regulation
Difficulty Level: Hard
3. Give a detailed overview of how the body uses food for energy for bodily processes had homeostasis. Be specific.
Ans: Answer will vary. Model Answer: Food energy comes from macronutrients: carbohydrates, fats and proteins. Carbohydrates are metabolized into glucose. Glucose is stored as glycogen in the liver. Fats are stored in adipose cells (fat cells) as triglycerides. Energy demands by neurons and other cells are met by (1) the release of glycogen from the liver, which is transformed back into glucose and (2) the release of triglycerides from fat cells, which are transformed into fatty acids and ketones. While you eat, and in the period immediately after, your energy stores are replenished, as nutrients are absorbed into the bloodstream and stored (as mentioned, carbohydrates are stored as glycogen and fats as triglycerides). This is referred to as the prandial state, or simply, “fed.”
Later, when nutrients no longer enter the bloodstream, the body relies on the release of stored energy from the liver as glucose and from fat cells as fatty acids and ketones. This is referred to as the postabsorptive state, or “fasted.”
Learning Objective: 9.2.2: Explain the mechanisms that underlie hunger and satiety.
Cognitive Domain: Analysis
Answer Location: Energy Balance, Hunger and Eating
Difficulty Level: Medium
4. Discuss and explain how each of the sleep stages are differentiated by their characteristic EEG rhythm.
Ans: Answers will vary. Model Answer: Should include some of the following detail: The waking state is characterized by what are known as beta waves. These are low amplitude waves of high frequency, ranging from 13 to 30 Hz. However, when a person is awake, but in a relaxed state, alpha waves, which are more regular and of lower frequency, are observed. Alpha waves range from 8 to 13 Hz. These waves become more frequent if the relaxing person’s eyes are closed.
Stage 1 sleep is the transition between wakefulness and deeper stages of sleep.
Stage 1 is characterized by theta waves, which are of slightly higher amplitude to that of beta and alpha waves but are of lower frequency (3 to 7 Hz).
Stage 2 sleep is marked by what are known as sleep spindles and K-complexes.
Sleep spindles are series of high-frequency spikes of activity lasting anywhere from 0.5 to 1.0 seconds. K-complexes are slight negative deflections in a wave (the wave’s movement is exaggerated downwards) followed by a positive deflection (exaggerated upwards). Stage 2 is a light form of sleep from which a person is easily awakened. If you wake someone up during this stage, she may or may not know that she was sleeping. If you ever feel asleep while watching a movie with your friend and denied that you were sleeping after she woke you up, you were probably in stage 2.
Stages 3 and 4 are the stages of deep sleep. These stages are marked by high amplitude and low frequency wavelengths, ranging from 1 to 4 Hz, known as delta waves. At this point it would be difficult to wake up your friend who may be angry with you if you succeed. The appearance of delta waves is associated with stage 3. Stage 4 sleep is characterized when delta waves consist of more than 50% of recorded brain waves. Stages 3 and 4 are also known as slow-wave sleep (SWS).
Learning Objective: 9.3.1: Know how sleep is studied as well as how it is subdivided into stages.
Cognitive Domain: Comprehension
Answer Location: What Is Sleep?
Difficulty Level: Medium
5. Discuss how, although deprived of the fluctuation of light and dark cues, the rhythmicity of physiological processes such as body temperature and hormone secretion remains constant and we maintain wake/sleep cycles.
Ans: Answers will vary. Model Answer: Should include some of the following salient points:
Researcher Jurgen Aschoff found that circadian rhythms of several physiological mechanisms were maintained while living in an underground bunker without time cues. Researcher, Charles Czeisler compared the sleep/wake cycles of subjects when free to choose their own light-dark cycles (free running) to when a dark cycle was imposed (entrained) for 6 weeks. They found that subjects on free-running cycle displayed a sleep rhythm of about 25 hours compared to 24 hours when the cycle was entrained. Altogether, this shows that some cycles are stable despite the absence of light/dark cues. Examples of these are body temperature and cortisol levels. Levels of alertness, memory, and speed of decision-making have periodic daytime peaks that are stable during free-running conditions, which may explain the “second wind effect.” However, sleep/wake cycles can become desynchronized from stable rhythms not entrained by light/dark.
Learning Objective: 9.3.2: Explain how sleep is regulated by homeostatic and circadian processes
Cognitive Domain: Application
Answer Location: Homeostatic and Circadian Influences on Sleep and Wakefulness
Difficulty Level: Hard
Chapter 10: Hormones: Social and Reproductive Behavior Test Bank
Multiple Choice a. synaptic cleft b. neurotransmitters c. endocrine system d. bloodstream
1. Hormones are produced and secreted by glands, known as endocrine glands, into the ____ .
Ans: D
Learning Objective: 10 1 1: Explain what hormones are and describe how they were discovered.
Cognitive Domain: Knowledge
Answer Location: Hormones and Their Discovery
Difficulty Level: Easy a. mental b. cognitive c. behavioral d. hormonal
2. Early research by physiologist Berthold produced evidence that indicated that testicles produced substance that influenced physical and ____ development.
Ans: C
Learning Objective: 10 1 1: Explain what hormones are and describe how they were discovered
Cognitive Domain: Knowledge
Answer Location: Hormones and Their Discovery
Difficulty Level: Easy a. endocrine b. hormone c. secretion d. testosterone
3. Physiologists Bayless and Starling coined the term .
Ans: B
Learning Objective: 10 1 1: Explain what hormones are and describe how they were discovered
Cognitive Domain: Comprehension
Answer Location: Hormones and Their Discovery
Difficulty Level: Medium a. mesh of small blood vessels b. dendritic web c. mesh of small glands d. neural network
4. The hypothalamus is connected to the anterior pituitary through the hypophyseal portal system, which is a ____ .
Ans: A
Learning Objective: 10 1 2: Identify the different types of hormones and explain the roles played by the hypothalamus and pituitary.
Cognitive Domain: Knowledge
Answer Location: Types of Hormones and the Roles of the Hypothalamus and Pituitary
Difficulty Level: Easy a. slave gland b. central gland c. control gland d. master gland
5. Because the pituitary glands release several hormones that regulate a wide array of biological functions, it is sometimes called the ____.
Ans: D
Learning Objective: 10.1.2: Identify the different types of hormones and explain the roles played by the hypothalamus and pituitary
Cognitive Domain: Knowledge
Answer Location: Types of Hormones and the Roles of the Hypothalamus and Pituitary
Difficulty Level: Easy a. thalamus b. hypothalamus c. pineal gland d. adrenal cortex
6. The pituitary gland works synergistically with the to control activation or inhibition of hormone release from the pituitary.
Ans: B
Learning Objective: 10 1 2: Identify the different types of hormones and explain the roles played by the hypothalamus and pituitary.
Cognitive Domain: Comprehension
Answer Location: Types of Hormones and the Roles of the Hypothalamus and Pituitary Difficulty Level: Medium
7. When low TSH levels are discovered. An additional test of the ____ maybe be recommended a. posterior pituitary b. anterior pituitary c. pineal gland d. thalamus
Ans: B
Learning Objective: 10 1 2: Identify the different types of hormones and explain the roles played by the hypothalamus and pituitary.
Cognitive Domain: Comprehension
Answer Location: Types of Hormones and the Roles of the Hypothalamus and Pituitary
Difficulty Level: Medium a. intracrine b. paracrine c. hypothalamic d. exocrine
8. Hormones that mediate effects within the same cell that synthesized it are ____.
Ans: A
Learning Objective: 10.1.2: Identify the different types of hormones and explain the roles played by the hypothalamus and pituitary.
Cognitive Domain: Comprehension
Answer Location: Types of Hormones and the Roles of the Hypothalamus and Pituitary
Difficulty Level: Medium a. thyroid gland b. pituitary gland c. pineal gland d. adrenal gland
9. The steroid hormone cortisol is produced in the ____.
Ans: D
Learning Objective: 10.1.3: Differentiate steroid and nonsteroid hormones by their structure and their actions.
Cognitive Domain: Knowledge
Answer Location: Steroid and Nonsteroid Hormones
Difficulty Level: Easy
10. One functional difference between steroid and non-steroid hormones is their ability to a. trigger hormone release b. enter cells c. inhibit the pituitary d. connect cells
Ans: B
Learning Objective: 10 1 3: Differentiate steroid and nonsteroid hormones by their structure and their actions.
Cognitive Domain: Comprehension
Answer Location: Steroid and Nonsteroid Hormones
Difficulty Level: Medium a. loss of muscle mass b. loss of bone density c. insulin resistance d. dopamine inhibition
11. Anabolic-androgenic steroids (AAS) are drugs designed to mimic natural steroids. They are used to treat diseases that cause ____.
Ans: A
Learning Objective: 10 1 3: Differentiate steroid and nonsteroid hormones by their structure and their actions
Cognitive Domain: Comprehension
Answer Location: Steroid and Nonsteroid Hormones
Difficulty Level: Medium a. illicit drug use b. extreme mood swings c. mania d. roid rage
12. The most publicized psychological side effect attributed to the use of anabolicandrogenic steroids (AAS) is known as .
Ans: D
Learning Objective: 10.1.3: Differentiate steroid and nonsteroid hormones by their structure and their actions
Cognitive Domain: Knowledge
Answer Location: Steroid and Nonsteroid Hormones
Difficulty Level: Easy a. Depression b. Extreme mood swings c. Mania d. Roid rage
13. ____ is associated with the loss of impulse control and overreaction to stimuli that does not usually provoke a reaction.
Ans: D
Learning Objective: 10 1 3: Differentiate steroid and nonsteroid hormones by their structure and their actions
Cognitive Domain: Knowledge
Answer Location: Steroid and Nonsteroid Hormones
Difficulty Level: Easy a. thyroxine b. cortisol c. oxytocin d. prolactin
14. The hormone ____ is important for maintaining the body’s metabolic rate.
Ans: A
Learning Objective: 10 1 4: Explain the actions of specific hormones
Cognitive Domain: Knowledge
Answer Location: The Actions of Specific Pituitary Hormones
Difficulty Level: Easy a. bleeding b. breathing c. blood pressure d. increased perspiration
15. When vasopressin is released into the general circulation, it causes an increase in ____.
Ans: C
Learning Objective: 10.1.4: Explain the actions of specific hormones.
Cognitive Domain: Comprehension
Answer Location: The Actions of Specific Pituitary Hormones
Difficulty Level: Medium a. vasopressin b. oxytocin c. pepsin d. prolactin
16. During childbirth if a mother’s progression slows she may be administered a drug that acts like the natural hormone ____ to increase contractions.
Ans: B
Learning Objective: 10.1.4: Explain the actions of specific hormones.
Cognitive Domain: Comprehension
Answer Location: The Actions of Specific Pituitary Hormones
Difficulty Level: Medium a. adrenaline b. pheromone c. thyroxine d. oxytocin
17. A patient is concerned over rather quick and unexplainable weight loss, muscle weakness, and fatigue. A test of levels of ____ may be recommended.
Ans: C
Learning Objective: 10 1 4: Explain the actions of specific hormones
Cognitive Domain: Application
Answer Location: The Actions of Specific Pituitary Hormones
Difficulty Level: Medium a. hypothyroidism b. hyperthyroidism c. GH deficiency d. Parkinson’s
18. A test for ____ would be appropriate for a patient complaining of unexplainable weight gain along with feeling cold all the time, hoarseness, fatigue, and puffy swollen neck.
Ans: A
Learning Objective: 10.1.4: Explain the actions of specific hormones.
Cognitive Domain: Application
Answer Location: The Actions of Specific Pituitary Hormones
Difficulty Level: Medium a. thalamus b. hypothalamus c. pineal gland d. adrenal cortex
19. Growth Hormone supplementation or therapy is used for diseases that affect the or pituitary.
Ans: B
Learning Objective: 10.1.4: Explain the actions of specific hormones.
Cognitive Domain: Application
Answer Location: The Actions of Specific Pituitary Hormones
Difficulty Level: Medium
20. Luteinizing hormone is a gonadotropic hormone that plays a crucial role in a. developmental growth b. reproduction c. homeostasis d. metabolism Ans: B
Learning Objective: 10.1.4: Explain the actions of specific hormones.
Cognitive Domain: Application
Answer Location: The Actions of Specific Pituitary Hormones
Difficulty Level: Medium a. social behaviors b. food consumption c. fight or flight response d. depression Ans: A
21. The social behavior neural network (SBNN) mediates ____.
Learning Objective: 10 2 1: Describe the hormonal bases of social behaviors
Cognitive Domain: Knowledge
Answer Location: Social Behavior
Difficulty Level: Easy a. thalamus b. amygdala c. fornix d. hippocampus
22. Stimulating hormone receptors in the ____ facilitates social recognition behavior.
Ans: D
Learning Objective: 10 2 1: Describe the hormonal bases of social behaviors
Cognitive Domain: Comprehension
Answer Location: Social Behavior
Difficulty Level: Medium a. social behaviors b. social recognition c. parenting d. pair bonding
23. What is the name for behavioral interactions between individuals of the same species that are beneficial to one or more individuals of the species?
Ans: A
Learning Objective: 10.2.1: Describe the hormonal bases of social behaviors.
Cognitive Domain: Knowledge
Answer Location: Social Behavior
Difficulty Level: Easy a. Adrenalin b. Oxytocin c. Luteinizing hormone d. Cortisol
24. ____ release is triggered by social touching, mating, and cohabitation.
Ans: B
Learning Objective: 10 2 1: Describe the hormonal bases of social behaviors
Cognitive Domain: Comprehension
Answer Location: Social Behavior
Difficulty Level: Medium
25. In a landmark study, the effects of intracerebroventricular infusions of different doses of ____ on the development of a preference for a male partner were tested on female prairie voles a. adrenalin b. oxytocin c. luteinizing hormone d. cortisol
Ans: B
Learning Objective: 10.2.1: Describe the hormonal bases of social behaviors.
Cognitive Domain: Knowledge
Answer Location: Social Behavior
Difficulty Level: Easy a. thyroxine b. testosterone c. vasopressin d. cortisol
26. In a study using prairie voles, it was found male voles showed no signs of aggression toward an intruder when injected with a ____ receptor antagonist.
Ans: B
Learning Objective: 10 2 1: Describe the hormonal bases of social behaviors
Cognitive Domain: Knowledge
Answer Location: Social Behavior
Difficulty Level: Easy
27. The brain area considered to be central in the regulation of parenting behavior is the of the hypothalamus a. prefrontal cortex b. ventral tegmental area c. amygdala d. median preoptic area
Ans: d
Learning Objective: 10.2.1: Describe the hormonal bases of social behaviors.
Cognitive Domain: Comprehension
Answer Location: Social Behavior
Difficulty Level: Medium a. from the senses. b. from chemical stimuli c. from present internal state d. from environmental prompt
28. In humans, parental care is driven by both bottom-up and top-down processes generated by conscious thought, based on information ____.
Ans: A
Learning Objective: 10.2.1: Describe the hormonal bases of social behaviors.
Cognitive Domain: Comprehension
Answer Location: Social Behavior
Difficulty Level: Medium a. copulative receptivity b. lordosis pathway c. biological hormone d. behavioral estrus
29. In studies of reproduction using rodents, the reproductive pattern was such that females mate only during what is known as ____ stages.
Ans: D
Learning Objective: 10.2.2: Explain the hormonal bases for and differences in female and male reproductive behavior
Cognitive Domain: Comprehension
Answer Location: Sexual and Reproductive Behavior
Difficulty Level: Medium a. testosterone b. progesterone c. estradiol d. oxytocin
30. In female rodents, the coordination of ovulation, receptivity, and the desire to mate is achieved by the hormone ____ .
Ans: C
Learning Objective: 10.2.2: Explain the hormonal bases for and differences in female and male reproductive behavior
Cognitive Domain: Comprehension
Answer Location: Sexual and Reproductive Behavior
Difficulty Level: Medium a. adrenaline b. pheromone c. thyroxine d. oxytocin
31. The main stimulus for male reproductive behavior in male rodents is ____, released by a female in estrus.
Ans: B
Learning Objective: 10 2 2: Explain the hormonal bases for and differences in female and male reproductive behavior.
Cognitive Domain: Comprehension
Answer Location: Sexual and Reproductive Behavior
Difficulty Level: Medium a. testosterone b. progesterone c. dopamine d. serotonin
32. The motivation to engage in reproductive behavior in male rodents is thought to occur through the release of ____ in the MPOA.
Ans: C
Learning Objective: 10.2.2: Explain the hormonal bases for and differences in female and male reproductive behavior
Cognitive Domain: Comprehension
Answer Location: Sexual and Reproductive Behavior
Difficulty Level: Medium a. testosterone b. progesterone c. dopamine d. serotonin
33. In rodents, MPOA dopamine release and copulatory ability were restored in castrated rats by injections of ____ .
Ans: A
Learning Objective: 10 2 2: Explain the hormonal bases for and differences in female and male reproductive behavior.
Cognitive Domain: Comprehension
Answer Location: Sexual and Reproductive Behavior
Difficulty Level: Medium a. top 19 b. top 30 c. top 50 d. top 60
34. In a study published in 2007, psychologists Meston and Buss listed the ___reasons for why people have sex for reason other than reproduction.
Ans: C
Learning Objective: 10 2 2: Explain the hormonal bases for and differences in female and male reproductive behavior.
Cognitive Domain: Comprehension
Answer Location: Sexual and Reproductive Behavior
Difficulty Level: Medium a. progesterone cycle b. ovarian cycle c. menstrual cycle d. ovulation cycle
35. The human uterine cycle is driven by steroid hormones produced in the ____.
Ans: B
Learning Objective: 10 2 2: Explain the hormonal bases for and differences in female and male reproductive behavior.
Cognitive Domain: Comprehension
Answer Location: Sexual and Reproductive Behavior
Difficulty Level: Medium a. progesterone cycle b. ovarian cycle c. menstrual cycle d. ovulation cycle
36. The peak estrogen level in human females occurs just prior to the ____ cycle.
Ans: B
Learning Objective: 10 2 2: Explain the hormonal bases for and differences in female and male reproductive behavior.
Cognitive Domain: Comprehension
Answer Location: Sexual and Reproductive Behavior
Difficulty Level: Medium
37. Should fertilization occur in the human sexual cycle, high levels of ____ are released to support pregnancy a. testosterone b. progesterone c. dopamine d. serotonin
Ans: A
Learning Objective: 10 2 2: Explain the hormonal bases for and differences in female and male reproductive behavior.
Cognitive Domain: Comprehension
Answer Location: Sexual and Reproductive Behavior
Difficulty Level: Medium a. rising b. ebbing c. low d. high
38. In human females in the luteal phase, estrogen levels are ____.
Ans: B
Learning Objective: 10.2.2: Explain the hormonal bases for and differences in female and male reproductive behavior.
Cognitive Domain: Comprehension
Answer Location: Sexual and reproductive behavior
Difficulty Level: Medium
39. In human females in the luteal phase, progesterone levels are a. rising b. ebbing c. low d. high Ans: D
Learning Objective: 10.2.2: Explain the hormonal bases for and differences in female and male reproductive behavior.
Cognitive Domain: Comprehension
Answer Location: Sexual and Reproductive Behavior
Difficulty Level: Medium a. testosterone b. progesterone c. dopamine d. seratonine
40. The theory that early exposure to ____ determines sex-specific phenotypes is supported by studies in which castrated males behave like females.
Ans: A
Learning Objective: 10 3 1: Describe how male and female phenotypes are activated and organized.
Cognitive Domain: Knowledge
Answer Location: The Organizing Effects of Hormones
Difficulty Level: Easy
41. The sex-determining region Y protein ____ is the protein that causes the fetus to produce male gonads and to inhibit the formation of female gonads a. myosin b. actin c. elastin d. Y protein
Ans: D
Learning Objective: 10 3 1: Describe how male and female phenotypes are activated and organized
Cognitive Domain: Knowledge
Answer Location: The Organizing Effects of Hormones
Difficulty Level: Easy a. thalamus b. hypothalamus c. hippocampus d. subcortical
42. The most obvious difference in brain structures between males and females is the size of the sexually dimorphic nucleus of the pre-optic area (SDN-POA) of the ____.
Ans: B
Learning Objective: 10.3.1: Describe how male and female phenotypes are activated and organized
Cognitive Domain: Knowledge
Answer Location: The Organizing Effects of Hormones
Difficulty Level: Easy a. thyroxine b. testosterone c. vasopressin d. cortisol
43. Congenital adrenal hyperplasia (CAH) is a genetic disorder in which people lack one of the enzymes used by the adrenal glands to produce ____ .
Ans: D
Learning Objective: 10 3 2: Explain the role of hormones in determining sexual orientation
Cognitive Domain: Knowledge
Answer Location: Sexual Orientation
Difficulty Level: Easy
44. Melanocorticoids, which regulate sodium and potassium levels, also regulate levels of androgens such as ____ a. testosterone b. progesterone c. oxytocin d. vasopressin
Ans: A
Learning Objective: 10.3.2: Explain the role of hormones in determining sexual orientation
Cognitive Domain: Knowledge
Answer Location: Sexual Orientation
Difficulty Level: Easy
45. The behavioral, physiological, and morphological trait differences between homosexuals and heterosexuals have been attributed to homosexuals being exposed to atypical amounts of testosterone during development b. progesterone c. oxytocin d. vasopressin d. testosterone
Ans: D
Learning Objective: 10.3.2: Explain the role of hormones in determining sexual orientation.
Cognitive Domain: Comprehension
Answer Location: Sexual Orientation
Difficulty Level: Medium a. gonads b. hormones c. traits d. social behavior
46. The sex-determining region Y protein causes the fetus to produce male ____.
Ans: A
Learning Objective: 10 3 2: Explain the role of hormones in determining sexual orientation.
Cognitive Domain: Comprehension
Answer Location: Sexual Orientation
Difficulty Level: Medium
47. Vasopressin and oxytocin have been shown to be important for the development of a. parental guarding b. caregiving behavior c. pair bonds d. all of the above
Ans: D
Learning Objective: 10.2.1: Describe the hormonal bases of social behaviors.
Cognitive Domain: Knowledge
Answer Location: Social behavior
Difficulty Level: Easy a. stress response b. metabolic rate c. tissue growth d. sperm production
48. The thyroid-stimulating hormone maintains ____ and brain development.
Ans: B
Learning Objective: 10.1.4: Explain the actions of specific hormones.
Cognitive Domain: Comprehension
Answer Location: The Actions of Specific Pituitary Hormones
Difficulty Level: Medium a. Dehydrated b. Diuretic c. Hypertonicity d. Anti-diuretic Ans: C
49. ____ is a condition when blood plasma salt is overly concentrated in the plasma relative to water inside blood cells.
Learning Objective: 10.1.4: Explain the actions of specific hormones.
Cognitive Domain: Knowledge
Answer Location: The actions of specific pituitary hormones
Difficulty Level: Easy a. not essential b. involuntary c. secondary d. voluntary Ans: A
50. Cortisol released in during the stress response gives the body a burst of energy by preventing glucose from being stored, thus making more of it available to the muscles, while shutting down processes that are ____.
Learning Objective: 10.1.4: Explain the actions of specific hormones.
Cognitive Domain: Knowledge
Answer Location: The Actions of Specific Pituitary Hormones
Difficulty Level: Easy
True/False
1. Anabolic androgenic steroids (AAS) are synthetic drugs that mimic the effects of the hormone testosterone enhancing muscularity and strength.
Ans: T
Learning Objective: 10.1.1: Explain what hormones are and describe how they were discovered
Cognitive Domain: Knowledge
Answer Location: Androgenic Anabolic Steroids: What’s With All the Rage?
Difficulty Level: Easy
2. The communication pathways of synaptic signaling via neurotransmitters is the same as endocrine signaling via hormones.
Ans: F
Learning Objective: 10.1.1: Explain what hormones are and describe how they were discovered
Cognitive Domain: Comprehension
Answer Location: Hormones and Their Discovery
Difficulty Level: Medium
3. Paracrine hormones affect cells in the immediate vicinity of the one that released it Ans: T
Learning Objective: 10 1 2: Identify the different types of hormones and explain the roles played by the hypothalamus and pituitary.
Cognitive Domain: Comprehension
Answer Location: Types of Hormones and the Roles of the Hypothalamus and Pituitary
Difficulty Level: Medium
4. Neurosecretory cells in the hypothalamus synthesize oxytocin and vasopressin. Ans: T
Learning Objective: 10.1.2: Identify the different types of hormones and explain the roles played by the hypothalamus and pituitary
Cognitive Domain: Comprehension
Answer Location: Types of Hormones and the Roles of the Hypothalamus and Pituitary
Difficulty Level: Medium
5. Prolonged use of anabolic-androgenic steroids is associated with many side effects, including acne, balding, and reduced sexual desire among others.
Ans: T
Learning Objective: 10.1.3: Differentiate steroid and nonsteroid hormones by their structure and their actions.
Cognitive Domain: Knowledge
Answer Location: Steroid and Nonsteroid Hormones
Difficulty Level: Easy
6. Steroid hormones are synthesized from a type of fat. Ans: T
Learning Objective: 10.1.3: Differentiate steroid and nonsteroid hormones by their structure and their actions
Cognitive Domain: Knowledge
Answer Location: Steroid and Nonsteroid Hormones
Difficulty Level: Easy
7. Infants born with insufficient levels of thyroxine will suffer intellectual deficiency unless it is administered to them shortly after birth.
Ans: T
Learning Objective: 10.1.4: Explain the actions of specific hormones.
Cognitive Domain: Knowledge
Answer Location: The Actions of Specific Pituitary Hormones
Difficulty Level: Easy
8. Human parental caregiving also depends on cultural norms, practices based on short- and long-term family goals generating top-down processes requiring the participation of subcortical areas.
Ans: F
Learning Objective: 10 2 1: Describe the hormonal bases of social behaviors
Cognitive Domain: Knowledge
Answer Location: Social Behavior
Difficulty Level: Easy
9. There is research evidence that testosterone levels rise during encounters with potential sexual partners.
Ans: T
Learning Objective: 10 2 2: Explain the hormonal bases for and differences in female and male reproductive behavior.
Cognitive Domain: Knowledge
Answer Location: Sexual and Reproductive Behavior
Difficulty Level: Easy
10. It was found that male participants had increased testosterone levels when they performed a skill while being observed by a female.
Ans: T
Learning Objective: 10 2 2: Explain the hormonal bases for and differences in female and male reproductive behavior.
Cognitive Domain: Knowledge
Answer Location: Sexual and Reproductive Behavior
Difficulty Level: Easy
11. Some of the evidence for the role of dopamine in sexual behavior comes from the observation that men treated with the drug L-dopa, a precursor of dopamine experience an increase in sexual desire, whereas participants treated with antipsychotic medication, dopamine antagonists, experienced a decrease in sexual desire.
Ans: T
Learning Objective: 10.2.2: Explain the hormonal bases for and differences in female and male reproductive behavior
Cognitive Domain: Knowledge
Answer Location: Sexual and Reproductive Behavior
Difficulty Level: Easy
12. Differences in brain structures between homosexual and heterosexual men have been found.
Ans: T
Learning Objective: 10.3.2: Explain the role of hormones in determining sexual orientation
Cognitive Domain: Knowledge
Answer Location: Sexual Orientation
Difficulty Level: Easy
13. Females with a CHA genetic disorder that affects the adrenal gland’s ability to produce cortisol display masculinized genitals and behavior.
Ans: T
Learning Objective: 10 3 2: Explain the role of hormones in determining sexual orientation
Cognitive Domain: Knowledge
Answer Location: Sexual Orientation
Difficulty Level: Easy
14. Hormones interact with the expression of genes on the “Y” and “X” chromosomes in determining the differences between males and females.
Ans: T
Learning Objective: 10.3.1: Describe how male and female phenotypes are activated and organized
Cognitive Domain: Knowledge
Answer Location: The Organizing Effects of Hormones
Difficulty Level: Easy
15. Women with a genetic disorder called congenital adrenal hyperplasia are equally likely to be heterosexual as women in the general population.
Ans: F
Learning Objective: 10.3.2: Explain the role of hormones in determining sexual orientation.
Cognitive Domain: Comprehension
Answer Location: Sexual Orientation
Difficulty Level: Medium
Essay
1. Discuss the structure and action differences in steroid and non-steroid hormones. Ans: Answers will vary. Model Answer: Should include most of the following: Steroid hormones are synthesized from cholesterol, which is a type of fat. Steroid hormones are produced in the adrenal glands, ovaries (in women), and testes (in men). Steroids produced in the adrenal glands include aldosterone and cortisol. Steroids produced in the ovaries and testes include progesterone and testosterone respectively. Non-steroid hormones are peptides, which are short chains of amino acids, the building blocks of proteins. Non-steroid hormones include norepinephrine, insulin, leptin, and ghrelin.
Steroid and non-steroid hormones differ in their structure and by the mechanism by which they have their effects. Steroid hormones have the ability to trigger the synthesis of new proteins by DNA (carries code to synthesize protein. They do so by (1) being able to diffuse through cell membranes (2) binding through receptors within cells, and (3) entering the cell nucleus and binding to the DNA. In contrasts, non-steroid hormones do not have the ability to enter the cell. They have their effects by binding to receptors located on the cell membrane, which stimulates a second messenger within the cell. This triggers a cascade of events, which ends up activating enzymes within the cell.
Learning Objective: 10 1 3: Differentiate steroid and nonsteroid hormones by their structure and their actions
Cognitive Domain: Analysis
Answer Location: Steroid and Nonsteroid Hormones
Difficulty Level: Hard
2. Discuss the stress response process in terms of the adrenocorticotropic hormone. Ans: Answers will vary. Model Answer: Should contain the salient points as presented below.
ACTH is at the center of what is known as the stress response. The stress response is triggered by mildly stressful situations such as getting up in the morning to being exposed to extremely stressful experiences such as witnessing or being the victim of a car accident or being in the middle of a natural disaster. The stress response is activated by activity in what is known as the hypothalamic-pituitary adrenal axis. In the presence of a stressor, the hypothalamus releases corticotropin-releasing factor (CRH) into the anterior pituitary. In response to CRH, the anterior pituitary releases ACTH in the general circulation. ACTH bonds to receptors in the adrenal glands located on top of the kidneys. The binding of ACTH to these receptors stimulates the release of the hormone cortisol. It is involved in triggering the "fight or flight" response of the sympathetic nervous system. It also provides the body with a burst of energy by preventing glucose from being stored, thus making more of it available to the muscles, while shutting down processes that are not essential for immediate survival.
Learning Objective: 10.1.4: Explain the actions of specific hormones.
Cognitive Domain: Application
Answer Location: The Actions of Specific Pituitary Hormones
Difficulty Level: Medium
3. Discuss how hormones are involved in the physiology and the psychology or parenting at the early stage of pregnancy and birth. Ans: Answers will vary. Model Answer: The process of parenting actually begins during pregnancy. In fact, as you will read below, parental behavior is primed by the hormones of pregnancy. These are the steroid hormones progesterone and estrogen; levels of progesterone and estrogen gradually rise during pregnancy, peak at childbirth to sharply drop. After childbirth (postpartum), the hormones associated with lactation, prolactin and oxytocin are released. During childbirth, oxytocin induces contraction of the uterus to then be released in pulses. As mentioned above, suckling of the baby on the mother’s breasts triggers the hypothalamus to release oxytocin into the posterior pituitary, resulting in the contraction of the cells of the mammary glands, which in turn causes the release of milk. Prolactin triggers milk production and prepares breast tissue for its release. As progesterone and estrogen prime parental behavior prolactin and oxytocin form its trigger.
Learning Objective: 10 2 1: Describe the hormonal bases of social behaviors
Cognitive Domain: Analysis
Answer Location: Social Behavior
Difficulty Level: Hard
4. Discuss how hormone therapy is used for the prevention of depressive symptoms during the perimenopausal period
Ans: Answers will vary. Model Answer: Should include the primary elements below: The perimenopausal period is the period of transition to menopause when the ovaries gradually produce less estrogen. The lifetime prevalence of depression in women is 21%. Interestingly, the incidence of depression in women increases around reproductive events. For example, post-partum depression, which follows childbirth, premenstrual dysphoric disorder (PMDD), and depression occurs during the transition to menopause. Perimenopausal women have two to four times the risk of suffering from depression. What do all of these events have in common? A shift in the balance of reproductive hormones estrogen and progesterone.
This has laid the ground for researchers to explore the possibility that HRT may be used in the prevention of depression in perimenopausal women. In a study published in 2018 (Gordon et al., 2018), 172 women were given transdermal estradiol or micronized progesterone (progesterone taken in pill form) for 12 months. They found that 32.3% women receiving a placebo developed clinically significant symptoms of depression versus only 17.3% of the women receiving treatment.
It is important, however, to realize that not all women will suffer from depressive symptoms during perimenopause. The risk is significantly higher in women who have a history of depression or who have suffered from PMDD. It is also important to know that severe depressive symptoms such as those observed in major depressive disorders are better treated with antidepressant medication. Hormone replacement therapy may be more appropriate to treat mild symptoms and is not recommended as a first-line treatment. When seeking treatment for perimenopausal depression, one must also consider psychotherapy, which works more gradually than HRT but may come with more lasting benefits
Learning Objective: 10 3 2: Explain the role of hormones in determining sexual orientation
Cognitive Domain: Comprehension
Answer Location: Sexual Orientation
Difficulty Level: Medium
