Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Test Bank to accompany The Mind’s Machine, Fourth Edition Watson • Breedlove

Chapter 1: Structure and Function: Neuroanatomy and Research Methods Multiple Choice Questions 1. Dendrites are a. a type of glial cell. b. the input zone of a nerve cell. c. the conduction zone of a nerve cell. d. small interneurons.

Answer: b Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.1 Name and describe the general functions of the four main parts of a neuron.

Bloom’s Level: 2. Understanding 2. Which pathway represents the most common sequence of information flow through a neuron? a. Cell body → axon → dendrite → axon terminal b. Dendrite → cell body → axon → axon hillock c. Dendrite → cell body → axon → axon terminal d. Dendrite → axon terminal → cell body → axon Answer: c Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.1 Name and describe the general functions of the four main parts of a neuron.

Bloom’s Level: 3. Applying 3. Which statement about neurons is true? a. All neurons have the same four functional zones. b. Multipolar neurons can have many dendrites and many axons. c. Some interneurons lack a nucleus. d. Unipolar neurons are especially common in the visual system.

Answer: a Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.1 Name and describe the general functions of the four main parts of a neuron.

Bloom’s Level: 3. Applying

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

4. Preventing the formation of on dendrites would decrease the space available for synapses. a. synaptic vesicles b. dendritic spines c. the myelin sheath d. the axon hillock Answer: b Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.1 Name and describe the general functions of the four main parts of a neuron.

Bloom’s Level: 4. Analyzing 5. Neurons receive information from other neurons at the zone through cellular extensions called . a. integration; hillock b. input; dendrites c. conduction; axon d. output; terminal Answer: b Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.1 Name and describe the general functions of the four main parts of a neuron.

Bloom’s Level: 2. Understanding 6. Axon terminals typically form synapses on the cell body or dendrites of a(n) a. postsynaptic neuron. b. presynaptic neuron. c. oligodendrocyte. d. Schwann cell.

Answer: a Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.1 Name and describe the general functions of the four main parts of a neuron.

Bloom’s Level: 1. Remembering 7. Axon terminals a. are found within synaptic vesicles. b. are protrusions occurring along the length of dendrites. c. form synapses onto other cells. d. are specialized synapses occurring on muscles.

Answer: c Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.1 Name and describe the general functions of the four main parts of a neuron.

Bloom’s Level: 2. Understanding

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

8. When you reach out for your pen and feel its shape in your hand, which type of neurons are conveying the sensation in your fingers to your spinal cord? a. Multipolar b. Bipolar c. Unipolar d. Depolarized Answer: c Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.2 Classify neurons according to both structure and function.

Bloom’s Level: 3. Applying 9. Bipolar neurons have at one of the cell and at the other end. a. many dendrites; a single axon b. a single dendrite; a single axon c. many dendrites; branching axons d. a single dendrite; axon terminals Answer: b Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.2 Classify neurons according to both structure and function.

Bloom’s Level: 3. Applying 10. Large nerve cell bodies are about in diameter. a. 10 m b. 10 mm c. 100 m d. 1 cm Answer: c Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.2 Classify neurons according to both structure and function.

Bloom’s Level: 1. Remembering 11. The Spanish anatomist Santiago Ramón y Cajal showed that a. neurons are continuous with one another and are functionally dependent. b. neurons are continuous with one another but are functionally independent. c. although neurons come very close together, they are not continuous with one another, but they are functionally dependent on one another. d. although neurons come very close together, they are not continuous with one another and are functionally independent.

Answer: d Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.2 Classify neurons according to both structure and function.

Bloom’s Level: 2. Understanding 12. Axonal transport is a. bidirectional, moving materials from the neuronal cell body toward the axon terminals, and from axon terminals out to other, distant cell bodies.

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b. bidirectional, moving materials from the neuronal cell body toward the axon terminals, and from axon terminals back to the cell body. c. unidirectional, moving materials from the neuronal cell body toward the axon terminals only. d. unidirectional, moving materials from axon terminals to the cell body only.

Answer: b Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.3 Outline the key components of a synapse and the major steps in neurotransmission.

Bloom’s Level: 4. Analyzing 13. Which of the following is in the correct order of size, from largest to smallest? a. A synaptic cleft → an axon terminal → the diameter of an ion channel → the thickness of the neuronal membrane b. The thickness of the neuronal membrane → a synaptic cleft → an axon terminal → the diameter of an ion channel c. The diameter of an ion channel → the thickness of the neuronal membrane → an axon terminal → a synaptic cleft d. An axon terminal → a synaptic cleft → the thickness of the neuronal membrane → the diameter of an ion channel Answer: d Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.3 Outline the key components of a synapse and the major steps in neurotransmission.

Bloom’s Level: 4. Analyzing 14. Synaptic vesicles a. are found in the postsynaptic membrane. b. capture and react to neurotransmitters such as dopamine and glutamate. c. are released by dendrites in response to a neural impulse. d. eventually fuse with the neural membrane.

Answer: d Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.3 Outline the key components of a synapse and the major steps in neurotransmission.

Bloom’s Level: 4. Analyzing 15. Substances are conveyed from the cell body of the neuron to the distant reaches of the axon through the process of a. retrograde transport. b. neuroplasticity. c. anterograde transport. d. myelination.

Answer: c Section: 1.1 The Nervous System Is Made of Specialized Cells

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Learning Objective: 1.1.3 Outline the key components of a synapse and the major steps in neurotransmission.

Bloom’s Level: 2. Understanding 16. The major function of Schwann cells is a. transmission of nutrients to neurons. b. myelination of peripheral nerve fibers. c. scavenging of cellular debris. d. myelination of axons in the brain.

Answer: b Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.4 Describe the four principal types of glial cells and their basic functions.

Bloom’s Level: 2. Understanding 17. Which glial cells interact with blood vessels? a. Oligodendrocytes b. Astrocytes c. Microglial cells d. Stellate cells Answer: b Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.4 Describe the four principal types of glial cells and their basic functions.

Bloom’s Level: 2. Understanding 18. The human brain contains nearly a. 80–90 billion circuits. b. 80–90 billion neurons. c. 80–90 billion synapses. d. 80–90 million glial cells.

Answer: b Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: Not aligned Bloom’s Level: 1. Remembering 19. The somatic nervous system includes the a. autonomic nervous system and the spinal nerves. b. peripheral nervous system. c. sensory pathways. d. cranial nerves and the spinal nerves.

Answer: d Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.1 Explain what a nerve is, and distinguish between somatic and autonomic nerves.

Bloom’s Level: 2. Understanding

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20. The long nerve that is the major route for information travelling between the brain and many visceral organs is the nerve. a. vagus b. trigeminal c. trochlear d. hypoglossal Answer: a Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.1 Explain what a nerve is, and distinguish between somatic and autonomic nerves.

Bloom’s Level: 1. Remembering 21. Which cranial nerve is not involved in the control of eye movements? a. Oculomotor b. Trigeminal c. Trochlear d. Abducens Answer: b Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.2 Identify the cranial and spinal nerves by name and function.

Bloom’s Level: 2. Understanding 22. What would be the consequence for a patient with damage to the eighth cranial nerve? a. Blindness b. An inability to speak c. Impaired balance d. In inability to chew Answer: c Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.2 Identify the cranial and spinal nerves by name and function.

Bloom’s Level: 3. Applying 23. Axons of the sympathetic nervous system exit the central nervous system from the a. thoracic and lumbar regions spinal cord. b. sympathetic chain. c. cervical and sacral regions of the spinal cord. d. cranial nerves.

Answer: a Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.2 Identify the cranial and spinal nerves by name and function.

Bloom’s Level: 2. Understanding 24. The efferent nerves of the autonomic nervous system (ANS) go to a. the cortex.

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b. the cerebellum. c. voluntary muscles. d. various organs of the body.

Answer: d Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.2 Identify the cranial and spinal nerves by name and function.

Bloom’s Level: 2. Understanding 25. Damage to efferent cranial nerves would result in impairments; damage to afferent cranial nerves would result in impairments. a. sensory; motor b. motor; sensory c. sympathetic; parasympathetic d. parasympathetic; sympathetic Answer: b Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.2 Identify the cranial and spinal nerves by name and function.

Bloom’s Level: 3. Applying 26. The major divisions of the spinal cord are cervical, thoracic, , and sacral. a. cranial b. ventral c. trigeminal d. lumbar Answer: d Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.2 Identify the cranial and spinal nerves by name and function.

Bloom’s Level: 1. Remembering 27. The reason that sympathetic and parasympathetic nervous systems have different effects on the organs is because a. they are controlled by different brain regions. b. they innervate different organ systems. c. the sympathetic nerves travel a longer distance to reach their ganglia compared to parasympathetic nerves. d. they release different neurotransmitters.

Answer: d Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.3 Describe the general functions of the two divisions of the autonomic nervous system.

Bloom’s Level: 2. Understanding 28. Which of the following is not a consequence of parasympathetic activation? a. Increased salivation b. Increased heart rate c. Dilation of blood vessels in the skin

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d. Increased digestion Answer: b Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.3 Describe the general functions of the two divisions of the autonomic nervous system.

Bloom’s Level: 2. Understanding 29. An individual finds themselves in a situation that requires a fight-or-flight response, leading to an accelerated heartrate. Which neurotransmitter is directly responsible for the increased cardiac muscle activity? a. Norepinephrine b. Acetylcholine c. Dopamine d. Glutamate Answer: a Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.3 Describe the general functions of the two divisions of the autonomic nervous system.

Bloom’s Level: 3. Applying 30. The human brain is essentially folded into the skull; about two-thirds of the of it is hidden within the folds (sulci), thereby allowing a. greater protection of the surface of the brain. b. increased thermoregulation of the brain. c. a larger surface area to fit into the cranial space. d. faster neural transmission.

Answer: c Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.4 Name the main anatomical structures that make up the two cerebral hemispheres.

Bloom’s Level: 4. Analyzing 31. The central sulcus divides the and lobes. a. frontal; parietal b. parietal; occipital c. frontal; temporal d. temporal; occipital Answer: a Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.4 Name the main anatomical structures that make up the two cerebral hemispheres.

Bloom’s Level: 2. Understanding 32. The hemispheres. a. cortex

is the main source of communication between the left and the right

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b. basal ganglia c. cerebellum d. corpus callosum Answer: d Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.4 Name the main anatomical structures that make up the two cerebral hemispheres.

Bloom’s Level: 2. Understanding 33. Which statement about white and gray matter is true? a. White matter is analogous to insulation. b. Gray matter is analogous to air conditioning. c. White matter is white due its density of neuronal cell bodies. d. Gray matter is gray because it is older tissue than white matter.

Answer: a Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.5 Summarize the anatomical conventions used to describe locations and projections within the nervous system, and distinguish between gray matter and white matter structures.

Bloom’s Level: 3. Applying 34. Which statement regarding the spinal cord is true? a. The spinal cord does not have meningeal support. b. Gray matter is in the center of the spinal cord, and white matter surrounds it. c. Dorsal roots convey motor information, and ventral roots convey sensory information. d. Sacral cross sections are larger than thoracic cross sections.

Answer: b Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.5 Summarize the anatomical conventions used to describe locations and projections within the nervous system, and distinguish between gray matter and white matter structures.

Bloom’s Level: 4. Analyzing 35. A cut in the plane would sever all the tracts that connect the left and right cerebral hemispheres. a. horizontal b. axial c. midsagittal d. coronal Answer: c Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.5 Summarize the anatomical conventions used to describe locations and projections within the nervous system, and distinguish between gray matter and white matter structures.

Bloom’s Level: 3. Applying

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36. In terms of its position on your body, your nose is and . a. superior; dorsal b. caudal; anterior c. medial; anterior d. ventral; dorsal Answer: c Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.5 Summarize the anatomical conventions used to describe locations and projections within the nervous system, and distinguish between gray matter and white matter structures.

Bloom’s Level: 3. Applying 37. In terms of its position on his body, the top of a dog’s head is a. proximal. b. posterior. c. caudal. d. dorsal.

Answer: d Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.5 Summarize the anatomical conventions used to describe locations and projections within the nervous system, and distinguish between gray matter and white matter structures.

Bloom’s Level: 3. Applying 38. A group of axons traveling together within the brain is called a a. tract. b. nerve. c. nucleus. d. ganglion.

Answer: a Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.5 Summarize the anatomical conventions used to describe locations and projections within the nervous system, and distinguish between gray matter and white matter structures.

Bloom’s Level: 1. Remembering 39. In humans, the plane that passes through the ears and divides the top of the brain from the rest of the brain is called the plane. a. sagittal b. coronal c. horizontal d. caudal Answer: c Section: 1.2 The Nervous System Extends throughout the Body

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Learning Objective: 1.2.5 Summarize the anatomical conventions used to describe locations and projections within the nervous system, and distinguish between gray matter and white matter structures.

Bloom’s Level: 3. Applying 40. In the developing fetus, the telencephalon becomes the a. cortex. b. midbrain. c. hypothalamus. d. spinal cord.

Answer: a Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.6 Describe the fetal development of the brain, and catalog the major adult brain divisions that arise from each fetal region.

Bloom’s Level: 1. Remembering 41. The five main divisions of the human brain are visible about days after conception. a. 5 b. 20 c. 35 d. 50 Answer: d Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.6 Describe the fetal development of the brain, and catalog the major adult brain divisions that arise from each fetal region.

Bloom’s Level: 1. Remembering 42. How many distinct layers are observed in the human cortex? a. 1 b. 3 c. 6 d. 12 Answer: c Section: 1.3 The Brain Shows Regional Specialization of Functions Learning Objective: 1.3.1 Describe the cellular organization of the cortex.

Bloom’s Level: 1. Remembering 43. Which statement about cortical columns is true? a. They are found only in the basal ganglia. b. They extend through the entire thickness of the cortex. c. They are made up primarily of gray matter. d. Within each column, most of the synaptic interconnections of neurons are horizontal.

Answer: b Section: 1.3 The Brain Shows Regional Specialization of Functions Learning Objective: 1.3.1 Describe the cellular organization of the cortex.

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Bloom’s Level: 4. Analyzing 44. The most prominent type of neuron in the cerebral cortex, the cell, is found mostly in layer III or layer . a. pyramidal; I b. glial; II c. interneuron; IV d. pyramidal; V Answer: d Section: 1.3 The Brain Shows Regional Specialization of Functions Learning Objective: 1.3.1 Describe the cellular organization of the cortex.

Bloom’s Level: 2. Understanding 45. Damage to the cingulate gyrus would most likely impair a. attention. b. pain perception. c. motor control. d. vision.

Answer: a Section: 1.3 The Brain Shows Regional Specialization of Functions Learning Objective: 1.3.2 Identify the major components of the basal ganglia and limbic system, and state some of the behavioral functions of each.

Bloom’s Level: 3. Applying 46. Almost all incoming sensory information passes through the , which sends the information on to the overlying cortex. a. hypothalamus b. caudate nucleus c. thalamus d. hippocampus Answer: c Section: 1.3 The Brain Shows Regional Specialization of Functions Learning Objective: 1.3.2 Identify the major components of the basal ganglia and limbic system, and state some of the behavioral functions of each.

Bloom’s Level: 1. Remembering 47. The brainstem consists of the a. spinal cord, cerebellum, and medulla. b. spinal cord, cerebellum, and pons. c. midbrain, cerebellum, and spinal cord. d. midbrain, pons, and medulla.

Answer: d Section: 1.3 The Brain Shows Regional Specialization of Functions Learning Objective: 1.3.3 Name the major divisions of the brainstem and midbrain, and identify key functions performed by each.

Bloom’s Level: 1. Remembering

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48. Within the midbrain, auditory information is received by the and visual information is received by the . a. inferior colliculi; superior colliculi b. caudate nucleus; putamen c. tectum; tegmentum d. periaqueductal gray; reticular formation Answer: a Section: 1.3 The Brain Shows Regional Specialization of Functions Learning Objective: 1.3.3 Name the major divisions of the brainstem and midbrain, and identify key functions performed by each.

Bloom’s Level: 2. Understanding 49. The ventricular system contains a. the blood-brain barrier. b. blood. c. cerebrospinal fluid. d. the meninges.

Answer: c Section: 1.4 Specialized Support Systems Protect and Nourish the Brain Learning Objective: 1.4.1 Name and describe the meninges, ventricular system, and glymphatic system, and review their clinical significance.

Bloom’s Level: 2. Understanding 50. The specialized vascular tissue that produces the cerebrospinal fluid is called the a. tectum. b. meninges. c. corpus callosum. d. choroid plexus.

Answer: d Section: 1.4 Specialized Support Systems Protect and Nourish the Brain Learning Objective: 1.4.1 Name and describe the meninges, ventricular system, and glymphatic system, and review their clinical significance.

Bloom’s Level: 2. Understanding 51. Which statement best describes the blood-brain barrier? a. It is a part of the immune system that facilitates the release of antibodies to protect the brain from infectious agents. b. It is a property of the walls of brain capillaries that prevents large molecules from entering the brain. c. It is a property of the blood vessels of the brain that promotes the diffusion of nutrients into the tissue of the brain. d. It is a property of neurons that prevents them from accidentally releasing their neurotransmitters into the blood circulation.

Answer: b Section: 1.4 Specialized Support Systems Protect and Nourish the Brain

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Learning Objective: 1.4.1 Name and describe the meninges, ventricular system, and glymphatic system, and review their clinical significance.

Bloom’s Level: 4. Analyzing 52. The drainage of wastes from the brain and distribution of nutrients, immune system components, and signaling substances are carried out by the brain’s system. a. arachnoid b. vagus c. periaqueductal d. glymphatic Answer: d Section: 1.4 Specialized Support Systems Protect and Nourish the Brain Learning Objective: 1.4.1 Name and describe the meninges, ventricular system, and glymphatic system, and review their clinical significance.

Bloom’s Level: 3. Applying 53. In its common usage, the term “stroke” refers to a. brain damage caused by a reduction or blockage of blood flow to the brain. b. brain damage caused by external toxic agents such as drugs. c. brain damage due to head trauma. d. any process that causes a sudden intellectual deterioration.

Answer: a Section: 1.4 Specialized Support Systems Protect and Nourish the Brain Learning Objective: 1.4.2 Give an outline of the vascular supply of the brain, and note the signs and symptoms of stroke.

Bloom’s Level: 2. Understanding 54. In the noninvasive technique called , researchers direct focused magnetic fields onto specific cortical areas of alert, awake subjects, while tracking any resultant change in behavior. a. cognitive behavioral therapy b. transcranial magnetic stimulation c. positron emission tomography d. diffusor tensor imaging Answer: b Section: 1.5 Scientists Have Devised Clever Techniques for Studying the Structure and Function of the Nervous System Learning Objective: 1.5.1 Distinguish between invasive and noninvasive experimental techniques.

Bloom’s Level: 2. Understanding 55. Subtractive analysis is useful for a. detecting brain tumors. b. highly accurate images of brain structure. c. single trial experiments that connect behaviors to brain activity.

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d. studies that average brain activity over multiple subjects to gather information about the neural basis of behavior.

Answer: d Section: 1.5 Scientists Have Devised Clever Techniques for Studying the Structure and Function of the Nervous System Learning Objective: 1.5.2 Review the techniques for studying the detailed, cellular structure and function of the brain, and review their application in various types of studies.

Bloom’s Level: 3. Applying 56. Which type of stain is used to reveal the entire neuron with all its processes? a. Nissl b. Golgi c. In situ hybridization d. Anterograde labeling Answer: b Section: 1.5 Scientists Have Devised Clever Techniques for Studying the Structure and Function of the Nervous System Learning Objective: 1.5.2 Review the techniques for studying the detailed, cellular structure and function of the brain, and review their application in various types of studies.

Bloom’s Level: 1. Remembering 57. Horseradish peroxidase (HRP) is a molecule that can be taken up by axon terminals and then carried back to the cell body for visualization of the neuron. Dysfunction in which cellular process would prevent cell labeling by HRP? a. Anterograde transport b. Retrograde transport c. Dendritic transport d. In situ hybridization Answer: b Section: 1.5 Scientists Have Devised Clever Techniques for Studying the Structure and Function of the Nervous System Learning Objective: 1.5.2 Review the techniques for studying the detailed, cellular structure and function of the brain, and review their application in various types of studies.

Bloom’s Level: 4. Analyzing 58. The physiological activity of the brain can be visualized using a. positron emission tomography (PET). b. computerized axial tomography (CT). c. magnetic resonance imaging (MRI). d. electron microscopy.

Answer: a Section: 1.5 Scientists Have Devised Clever Techniques for Studying the Structure and Function of the Nervous System

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Learning Objective: 1.5.3 Summarize the major brain-imaging technologies used to study living human brains, highlighting their differing uses and limitations.

Bloom’s Level: 2. Understanding 59. A brain tumor is best imaged by a(n) scan. a. fMRI b. PET c. CT scan d. TMS Answer: c Section: 1.5 Scientists Have Devised Clever Techniques for Studying the Structure and Function of the Nervous System Learning Objective: 1.5.3 Summarize the major brain-imaging technologies used to study living human brains, highlighting their differing uses and limitations.

Bloom’s Level: 3. Applying 60. MRI makes use of waves and fields to form images of the structure of the living brain. a. sound; magnetic b. light; electric c. radio; magnetic d. gamma; electric Answer: c Section: 1.5 Scientists Have Devised Clever Techniques for Studying the Structure and Function of the Nervous System Learning Objective: 1.5.3 Summarize the major brain-imaging technologies used to study living human brains, highlighting their differing uses and limitations.

Bloom’s Level: 3. Applying 61. If researcher wanted to know which brain region(s) is/are active when a person is listening to music, the imaging technique that would be most appropriate is a. DTI. b. CT. c. fMRI. d. PET. Answer: functional magnetic resonance imaging (or fMRI) Section: 1.5 Scientists Have Devised Clever Techniques for Studying the Structure and Function of the Nervous System Learning Objective: 1.5.3 Summarize the major brain-imaging technologies used to study living human brains, highlighting their differing uses and limitations.

Bloom’s Level: 3. Applying 62. An experiment in which specific areas of the brain are destroyed in a group of animals to observe the change in their sleep patterns from a pre-surgery baseline value is an example of a(n) a. within-participants experiment.

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b. between- participants experiment. c. behavioral intervention experiment. d. experiment with no control group.

Answer: a Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.1 Describe and distinguish between correlational studies and experimental studies—in which either the body is altered and behavior is measured, or behavior is manipulated and bodily changes are measured—and explain how scientists rely on all three types of studies to develop research programs.

Bloom’s Level: 4. Analyzing 63. Which type of study best describes the experiment in which a subject’s performance on a cognitive task while in a brain scanner is compared with the age of the subject? a. Somatic intervention b. Behavioral intervention c. Correlational d. Epigenetic intervention Answer: c Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.1 Describe and distinguish between correlational studies and experimental studies—in which either the body is altered and behavior is measured, or behavior is manipulated and bodily changes are measured—and explain how scientists rely on all three types of studies to develop research programs.

Bloom’s Level: 3. Applying 64. Which protocol is an example of a somatic intervention study? a. Measuring the extent of brain abnormalities in patients with schizophrenia b. Observing patterns of brain activity in animals trained in a maze c. Measuring hormones in male rats exposed to female rats d. Giving a group of rats a drug and then observing the effect of the drug on the rats’ behavior.

Answer: d Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.1 Describe and distinguish between correlational studies and experimental studies—in which either the body is altered and behavior is measured, or behavior is manipulated and bodily changes are measured—and explain how scientists rely on all three types of studies to develop research programs.

Bloom’s Level: 4. Analyzing 65. Which protocol is an example of a behavioral intervention study? a. Measuring the extent of brain abnormalities in patients with schizophrenia b. Observing patterns of brain activity in animals trained in a maze c. Castrating male rats and then examining mating behavior when exposed to female rats

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d. Giving a group of rats a drug and then observing the effect of the drug on the rats’ behavior.

Answer: b Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.1 Describe and distinguish between correlational studies and experimental studies—in which either the body is altered and behavior is measured, or behavior is manipulated and bodily changes are measured—and explain how scientists rely on all three types of studies to develop research programs.

Bloom’s Level: 4. Analyzing 66. The relationship between brain size and learning scores is a. causal. b. variable. c. not equal. d. correlational.

Answer: d Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.1 Describe and distinguish between correlational studies and experimental studies—in which either the body is altered and behavior is measured, or behavior is manipulated and bodily changes are measured—and explain how scientists rely on all three types of studies to develop research programs.

Bloom’s Level: 2. Understanding 67. In an experimental manipulation, before a group of rats were timed running in a maze, half the rats in a study were given caffeine and half were not. In this study, the caffeine is the variable and the running in the maze is the variable. a. within-subjects; between-subjects b. dependent; independent c. between-subject; within-subjects d. independent; dependent Answer: d Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.1 Describe and distinguish between correlational studies and experimental studies—in which either the body is altered and behavior is measured, or behavior is manipulated and bodily changes are measured—and explain how scientists rely on all three types of studies to develop research programs.

Bloom’s Level: 3. Applying 68. In a(n) -subjects experiment, the control group is the same as the experimental group and the individuals are tested at two different time points. a. between b. including c. within

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

d. excluding Answer: c Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.2 Discuss the major theoretical perspectives that inform research in behavioral neuroscience.

Bloom’s Level: 2. Understanding 69. While studies can tell us which behavioral and bodily variables may be linked, they cannot reveal . a. molecular level; biological processes b. correlational; causality c. comparative; independent variables d. somatic; correlation Answer: b Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.2 Discuss the major theoretical perspectives that inform research in behavioral neuroscience.

Bloom’s Level: 2. Understanding 70. There are ethicists who argue that animal research is justified only when it a. is used for cancer research. b. produces immediate and measurable benefits. c. has demonstrated long-lasting benefits. d. has demonstrated benefits for at least one-third of the human population.

Answer: b Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.3 Discuss important issues that modern behavioral neuroscience must contend with, such as the use of animals in research, and the replication crisis in behavioral research.

Bloom’s Level: 1. Remembering 71. The idea that we can understand complex systems by looking at their simpler constituent parts is known as a. correlation. b. causality. c. fractionation. d. reductionism.

Answer: d Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.4 Explain the different levels of analysis that may be focused on by behavioral neuroscientists, and describe how they may relate to one another.

Bloom’s Level: 2. Understanding

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

72. A basic spinal reflex involves input from a sensory neuron (e.g., pain from stepping on a tack) to a motor neuron in the spinal cord (which would lift the leg). The level of analysis of this reflex is the level. a. neural systems b. synaptic c. circuit d. molecular Answer: c Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.4 Explain the different levels of analysis that may be focused on by behavioral neuroscientists, and describe how they may relate to one another.

Bloom’s Level: 3. Applying 73. The level of analysis of the study of membrane permeability of neurotransmitter receptors is the level. a. neural systems b. synaptic c. circuit d. molecular Answer: d Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.4 Explain the different levels of analysis that may be focused on by behavioral neuroscientists, and describe how they may relate to one another.

Bloom’s Level: 3. Applying 74. The level of analysis of the study of neurotransmitter release is the level. a. neural systems b. synaptic c. circuit d. molecular Answer: b Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.4 Explain the different levels of analysis that may be focused on by behavioral neuroscientists, and describe how they may relate to one another.

Bloom’s Level: 3. Applying 75. The level of analysis of the study of specific interactions of the different lobes of the brain is the level. a. neural systems b. synaptic c. circuit d. molecular

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Answer: a Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.4 Explain the different levels of analysis that may be focused on by behavioral neuroscientists, and describe how they may relate to one another.

Bloom’s Level: 3. Applying

Fill-in-the-Blank Questions 76. The most common type of neuron in vertebrates are neurons.

Answer: multipolar Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.2 Classify neurons according to both structure and function.

Bloom’s Level: 1. Remembering 77. Presynaptic and postsynaptic neurons are separated by a gap called the .

Answer: synaptic cleft Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.3 Outline the key components of a synapse and the major steps in neurotransmission.

Bloom’s Level: 1. Remembering 78. In the anterior part of the developing fetal forebrain lies the , which will develop into the cerebral hemispheres.

Answer: telencephalon Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.6 Describe the fetal development of the brain, and catalog the major adult brain divisions that arise from each fetal region.

Bloom’s Level: 2. Understanding 79. The controls the pituitary gland is the brain’s primary interface with the body’s hormonal systems.’

Answer: hypothalamus Section: 1.3 The Brain Shows Regional Specialization of Functions Learning Objective: 1.3.2 Identify the major components of the basal ganglia and limbic system, and state some of the behavioral functions of each.

Bloom’s Level: 2. Understanding 80. The portion of the brainstem that connects the brainstem to the medulla is the .

Answer: pons Section: 1.3 The Brain Shows Regional Specialization of Functions Learning Objective: 1.3.3 Name the major divisions of the brainstem and midbrain, and identify key functions performed by each.

Bloom’s Level: 3. Applying

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81. In the space between the dura mater and is a matrix called arachnoid (or subarachnoid) space , which is filled with cerebrospinal fluid.

Answer: pia mater Section: 1.4 Specialized Support Systems Protect and Nourish the Brain Learning Objective: 1.4.1 Name and describe the meninges, ventricular system, and glymphatic system, and review their clinical significance.

Bloom’s Level: 2. Understanding 82. are used to make CT scan images.

Answer: X-rays Section: 1.5 Scientists Have Devised Clever Techniques for Studying the Structure and Function of the Nervous System Learning Objective: 1.5.3 Summarize the major brain-imaging technologies used to study living human brains, highlighting their differing uses and limitations.

Bloom’s Level: 2. Understanding 83. In a study, a researcher measures how closely changes in one variable are associated with changes in another variable.

Answer: correlational Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.1 Describe and distinguish between correlational studies and experimental studies—in which either the body is altered and behavior is measured, or behavior is manipulated and bodily changes are measured—and explain how scientists rely on all three types of studies to develop research programs.

Bloom’s Level: 1. Remembering 84. Electrical messages used by nerve cells are essentially the same in a jellyfish or a cockroach. This observation suggests that this mechanism is a characteristic.

Answer: conserved Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.3 Discuss important issues that modern behavioral neuroscience must contend with, such as the use of animals in research, and the replication crisis in behavioral research.

Bloom’s Level: 2. Understanding 85. Focus on a single neuron within a brain involves the level of analysis.

Answer: cellular Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.4 Explain the different levels of analysis that may be focused on by behavioral neuroscientists, and describe how they may relate to one another.

Bloom’s Level: 3. Applying

Short Answer Questions

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

86. Outline the pathway of the neural signal beginning at the dendrites and ending at the synaptic cleft.

Answer: Dendrites → Cell body → Axon hillock → Axon → Axon terminals → Presynaptic membrane of axon terminals → Synaptic cleft Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.1 Name and describe the general functions of the four main parts of a neuron.

Bloom’s Level: 3. Applying 87. Draw and describe a myelinated axon of the peripheral nervous system. What purpose does myelin serve and what medical problem results when it is compromised?

Answer: The diagram should include the following components: axon hillock (optional), axon, Schwann cells, and nodes of Ranvier. A single Schwann cell wraps one myelin segment, and the neural signal travels faster down a myelinated axon as it jumps from node to node. Multiple sclerosis is the disease that is caused by degenerating myelin.

Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.4 Describe the four principal types of glial cells and their basic functions.

Bloom’s Level: 3. Applying 88. Name the four cranial nerves that have both afferent and efferent pathways. Then name two cranial nerves that just have afferent pathways, and two that just have efferent pathways.

Answer: Both afferent and efferent: Trigeminal, facial, glossopharyngeal, vagus.

Afferent (any two): Olfactory, optic, vestibulocochlear.

Efferent (any two): Oculomotor, trochlear, abducens, spinal accessory, hypoglossal.

Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.2 Identify the cranial and spinal nerves by name and function.

Bloom’s Level: 3. Applying 89. What is the function of the basal ganglia, and what structures comprise this system?

Answer: The basal ganglia plays a critical role in the control of movement (see textbook Figure 1.14A). It is made up of the caudate nucleus, the putamen, and the globus pallidus.

Section: 1.3 The Brain Shows Regional Specialization of Functions Learning Objective: 1.3.2 Identify the major components of the basal ganglia and limbic system, and state some of the behavioral functions of each.

Bloom’s Level: 3. Applying 90. What is the function of the limbic system, and what structures comprise this system?

Answer: The limbic system plays an important role in emotion and learning (see textbook Figure 1.14B). It system is made up of the amygdala, the hippocampus, the fornix, the cingulate gyrus, the mammillary bodies and the olfactory bulbs.

Section: 1.3 The Brain Shows Regional Specialization of Functions Learning Objective: 1.3.2 Identify the major components of the basal ganglia and limbic system, and state some of the behavioral functions of each.

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Bloom’s Level: 3. Applying 91. List the structures of the midbrain.

Answer: The tectum, which includes the inferior and superior colliculi, and the tegmentum, which includes the substantia nigra, the periaqueductal gray, and the some of the reticular formation.

Section: 1.3 The Brain Shows Regional Specialization of Functions Learning Objective: 1.3.3 Name the major divisions of the brainstem and midbrain, and identify key functions performed by each.

Bloom’s Level: 3. Applying 92. Describe the brain’s glymphatic system, the functions it carries out, and it’s proposed significance in protecting the brain from neurological damage.

Answer: The brain’s glymphatic system is analogous to the body’s lymphatic system, in that it is responsible for removal of CSF fluids containing wastes and distribution of various nutrients, immune system components, and signaling compounds. Recent research indicates that the glymphatic system may play role in protecting against such neurological issues as Alzheimer’s disease, stroke, and multiple sclerosis.

Section: 1.4 Specialized Support Systems Protect and Nourish the Brain Learning Objective: 1.4.1 Name and describe the meninges, ventricular system, and glymphatic system, and review their clinical significance.

Bloom’s Level: 3. Applying 93. Explain how PET scans differ from CT scans.

Answer: CT or CAT is an abbreviation for computerized axial tomography. These scans provide medium-resolution images of the living brain by sequential X-rays of the brain taken in an arc around the head. The many individual X-ray images are then mathematically combined to provide an anatomical map of the brain. They are useful for visualizing strokes, tumors, or cortical shrinkage. Positron emission tomography, or PET scans provide maps of brain activity during a behavioral task. Radioactively labeled substances such as glucose are injected into the bloodstream while a person engages in a cognitive task. As the most active brain regions selectively take up the radioactive glucose, PET provides a moment-to-moment color-coded map of brain activity.

Section: 1.5 Scientists Have Devised Clever Techniques for Studying the Structure and Function of the Nervous System Learning Objective: 1.5.3 Summarize the major brain-imaging technologies used to study living human brains, highlighting their differing uses and limitations.

Bloom’s Level: 3. Applying 94. How are somatic research interventions different from behavioral research interventions?

Answer: The somatic intervention approach looks for relationships between body variables and behavioral variables. These interventions first manipulate body structure or function and then look for a resultant change in behavior. Behavioral interventions take the opposite approach; they involve manipulating behavior first and then looking for the resultant change in body structure or function.

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Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.1 Describe and distinguish between correlational studies and experimental studies—in which either the body is altered and behavior is measured, or behavior is manipulated and bodily changes are measured—and explain how scientists rely on all three types of studies to develop research programs.

Bloom’s Level: 3. Applying 95. What are the obligations of a researcher to ensure the ethical treatment of research animals?

Answer: Researchers have an obligation to minimize the discomfort of animals; they are subject to continual ethical oversight, they are bound by animal protection legislation, and they must adhere to nationally mandated animal care policies. These policies emphasize the use of as few animals as possible, and the use of the simplest species that can answer a research question.

Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.3 Discuss important issues that modern behavioral neuroscience must contend with, such as the use of animals in research, and the replication crisis in behavioral research.

Bloom’s Level: 3. Applying

Discussion Questions 96. Draw and describe the main structural components and the four functional components of a typical neuron.

Answer: Answers and discussion will vary.

Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.1 Name and describe the general functions of the four main parts of a neuron.

Bloom’s Level: 3. Applying 97. Give an account of the ways in which neurons may be categorized. What are the various categories, and what are some examples for each category?

Answer: Answers and discussion will vary.

Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.2 Classify neurons according to both structure and function.

Bloom’s Level: 3. Applying 98. Draw and describe a typical synapse, then outline the sequence of events that occurs when a neural signal arrives.

Answer: Answers and discussion will vary.

Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.3 Outline the key components of a synapse and the major steps in neurotransmission.

Bloom’s Level: 3. Applying

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99. What are glial cells? Name the four types of glial cells and describe a function for each one.

Answer: Answers and discussion will vary.

Section: 1.1 The Nervous System Is Made of Specialized Cells Learning Objective: 1.1.4 Describe the four principal types of glial cells and their basic functions.

Bloom’s Level: 3. Applying 100. Give a full description of the physical and functional layout of the spinal cord, including the segmentation and sensory/motor roots.

Answer: Answers and discussion will vary.

Section: 1.2 The Nervous System Extends throughout the Body Learning Objective: 1.2.2 Identify the cranial and spinal nerves by name and function.

Bloom’s Level: 3. Applying 101. Describe the components and general function of the basal ganglia and limbic system, midbrain, and hindbrain.

Answer: Answers will vary.

Section: 1.3 The Brain Shows Regional Specialization of Functions Learning Objective: 1.3.2 Identify the major components of the basal ganglia and limbic system, and state some of the behavioral functions of each.

Bloom’s Level: 2. Understanding 102. Discuss the specialized support systems present in the nervous system that are designed to protect and nourish the brain.

Answer: Answers and discussion will vary.

Section: 1.4 Specialized Support Systems Protect and Nourish the Brain Learning Objective: 1.4.1 Name and describe the meninges, ventricular system, and glymphatic system, and review their clinical significance.

Bloom’s Level: 3. Applying 103. Describe the differences between invasive and noninvasive techniques used to study the brain. Which would be more useful in studies at the cellular level, and which is applicable to larger-scale brain activity?

Answer: Answers and discussion will vary.

Section: 1.5 Scientists Have Devised Clever Techniques for Studying the Structure and Function of the Nervous System Learning Objective: 1.5.1 Distinguish between invasive and noninvasive experimental techniques.

Bloom’s Level: 3. Applying 104. Compare and contrast at least four different human brain imaging technologies through discussion of their technical bases and the types of information each provides.

Answer: Answers and discussion will vary.

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Section: 1.5 Scientists Have Devised Clever Techniques for Studying the Structure and Function of the Nervous System Learning Objective: 1.5.2 Review the techniques for studying the detailed, cellular structure and function of the brain, and review their application in various types of studies. Bloom’s Level: 3. Applying 105. Design a somatic intervention study with the following components: an independent variable, a dependent variable, a control group and a between-participants experiment.

Answer: Answers and discussion will vary.

Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.1 Describe and distinguish between correlational studies and experimental studies—in which either the body is altered and behavior is measured, or behavior is manipulated and bodily changes are measured—and explain how scientists rely on all three types of studies to develop research programs.

Bloom’s Level: 3. Applying 106. How does reductionism relate to levels of analysis in biological psychology? What levels of analyses are necessary in the study of the biological basis of, for example, sexual orientation?

Answer: Answers and discussion will vary.

Section: 1.6 Careful Research Design Is Essential for Progress in Behavioral Neuroscience Learning Objective: 1.6.4 Explain the different levels of analysis that may be focused on by behavioral neuroscientists, and describe how they may relate to one another.

Bloom’s Level: 3. Applying

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Test Bank to accompany

The Mind’s Machine, Fourth Edition Watson • Breedlove

Chapter 2: Neurophysiology: The Generation, Transmission, and Integration of Neural Signals Multiple Choice Questions 1. Which statement regarding ions is true? a. Positively charged cations are attracted to the intracellular fluid. b. Positively charged anions are attracted to the intracellular fluid. c. Negatively charged anions are drawn to the intracellular fluid. d. Negatively charged anions are balanced across the cell membrane.

Answer: a Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.1 Identify the two physical forces that make neurons more negatively charged inside than outside.

Bloom’s Level: 2. Understanding 2. Electrostatic pressure derives from a. the force that causes molecules to diffuse from high concentration to low concentration. b. the distribution of electrical charges. c. the distribution of molecules. d. selective permeability.

Answer: b Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.1 Identify the two physical forces that make neurons more negatively charged inside than outside.

Bloom’s Level: 2. Understanding 3. Inside the neuron there is a high concentration of ions, while outside the cell there is a high concentration of ions. a. potassium; sodium b. sodium; potassium c. calcium; sodium d. calcium; chloride Answer: a Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.1 Identify the two physical forces that make neurons more negatively charged inside than outside.

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Bloom’s Level: 1. Remembering 4. The sodium-potassium pump is responsible for a. exchanging three sodium ions for every two potassium ions from the intracellular environment. b. initiating the action potential. c. maintaining the equilibrium potential. d. exchanging three potassium ions for every two sodium ions from the intracellular environment.

Answer: a Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.1 Identify the two physical forces that make neurons more negatively charged inside than outside.

Bloom’s Level: 4. Analyzing 5. The resting membrane potential is maintained by electrostatic pressure and acting on the cation . a. permeability; sodium b. local potential; calcium c. afterpotential; chloride d. diffusion; potassium Answer: d Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.1 Identify the two physical forces that make neurons more negatively charged inside than outside.

Bloom’s Level: 2. Understanding 6. The equilibrium potential corresponds to a. the rising phase of the action potential. b. the afterpotential. c. the membrane potential at which the movement of ions across the membrane is balanced. d. temporally summated graded potentials.

Answer: c Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.1 Identify the two physical forces that make neurons more negatively charged inside than outside.

Bloom’s Level: 3. Applying 7. In general, the action potential is initiated at the a. synapse. b. outer reaches of the dendrite. c. axon hillock. d. node of Ranvier.

Answer: c Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System

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Learning Objective: 2.1.2 Understand the changes in a neuron’s membrane that produce a large electrical signal called an action potential.

Bloom’s Level: 2. Understanding 8. The overall amplitude of the action potential is about a. 50 mV. b. –60 mV. c. 100 mV. d. 1 V. Answer: c Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.2 Understand the changes in a neuron’s membrane that produce a large electrical signal called an action potential.

Bloom’s Level: 3. Applying 9. An action potential can be likened to the action of what common household fixture? a. Microwave b. Water heater c. Dishwasher d. Toilet Answer: d Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.2 Understand the changes in a neuron’s membrane that produce a large electrical signal called an action potential.

Bloom’s Level: 2. Understanding 10. Hyperpolarizing stimuli a. decrease the likelihood the neuron will fire an action potential. b. increase the likelihood the neuron will fire an action potential. c. increase movement of sodium ions into the neuron. d. decrease the membrane potential.

Answer: a Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.2 Understand the changes in a neuron’s membrane that produce a large electrical signal called an action potential.

Bloom’s Level: 3. Applying 11. Action potentials are all-or-none phenomena. This means that a. they must fire a certain number of times a second to communicate information accurately. b. they require a certain amount of stimulus to fire. c. the amplitude of the action potential is independent of the size of the stimulus. d. the amplitude of the action potential changes based on the intensity of the stimulus.

Answer: c

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.2 Understand the changes in a neuron’s membrane that produce a large electrical signal called an action potential.

Bloom’s Level: 2. Understanding 12. The size of the action potential is independent of stimulus magnitude. This is referred to as the property of action potentials. a. ionic b. resting c. all-or-none d. threshold Answer: c Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.2 Understand the changes in a neuron’s membrane that produce a large electrical signal called an action potential.

Bloom’s Level: 2. Understanding 13. After the spike of an action potential, axons may exhibit small potential changes, called a. the threshold. b. afterpotentials. c. micropotentials. d. the refractory phase.

Answer: b Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.2 Understand the changes in a neuron’s membrane that produce a large electrical signal called an action potential.

Bloom’s Level: 1. Remembering 14. The peak of the action potential is caused by the of channels. a. opening; potassium b. closing; potassium c. opening; sodium d. closing; sodium Answer: c Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.3 Explain the changes in channels and movement of ions that underlie the action potential.

Bloom’s Level: 3. Applying 15. During the relative refractory phase, a. voltage-gated sodium channels are open. b. all gated channels are closed. c. no amount of stimulation can induce another action potential. d. the neuron is briefly hyperpolarized.

Answer: d

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Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.3 Explain the changes in channels and movement of ions that underlie the action potential.

Bloom’s Level: 3. Applying 16. The generation of the action potential depends on channels, which are opened through a process of regenerative . a. potassium; hyperpolarization b. potassium; depolarization c. sodium; hyperpolarization d. sodium; depolarization Answer: d Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.3 Explain the changes in channels and movement of ions that underlie the action potential.

Bloom’s Level: 3. Applying 17. The are regularly spaced along the length of myelinated axons. a. nodes of Ranvier b. dendrites c. ion channels d. sodium-potassium pumps Answer: a Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.4 Understand how the action potential spreads along the length of an axon.

Bloom’s Level: 1. Remembering 18. The conduction velocity of an action potential a. is always the same, no matter how large the axon is. b. varies, depending on where it is taking place in the brain. c. varies, depending on the diameter of the axon. d. is dependent upon the water content in the myelin of each specific neuron.

Answer: c Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.4 Understand how the action potential spreads along the length of an axon.

Bloom’s Level: 1. Remembering 19. Action potentials generally are not propagated along dendrites because dendrites usually have few a. voltage-gated ion channels. b. sodium channels. c. myelin. d. cell membranes.

Answer: a

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Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.4 Understand how the action potential spreads along the length of an axon.

Bloom’s Level: 2. Understanding 20. Myelin increases the speed of conduction because it a. offers little resistance to the flow of ionic current. b. releases special chemicals that aid conduction. c. increases ionic transfer across the membrane. d. offers considerable resistance to the flow of ionic current.

Answer: d Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.4 Understand how the action potential spreads along the length of an axon.

Bloom’s Level: 2. Understanding 21. The form of conduction that is characteristic of myelinated axons is called a. Ranvier diffusion. b. saltatory conduction. c. progressive conduction. d. insulated diffusion.

Answer: b Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.4 Understand how the action potential spreads along the length of an axon.

Bloom’s Level: 1. Remembering 22. The speed with which the largest-diameter myelinated axons in mammals conduct action potentials is a. 150 mm/s. b. 150 m/s. c. 1 m/s. d. 1000 m/s.

Answer: b Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.4 Understand how the action potential spreads along the length of an axon.

Bloom’s Level: 1. Remembering 23. Which statement about multiple sclerosis is false? a. It damages myelin. b. It interferes with saltatory conduction. c. It causes complex partial seizures. d. Currently there is no cure.

Answer: c Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System

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Learning Objective: 2.1.5 Understand how each neuron uses these electrical signals to integrate information from other neurons.

Bloom’s Level: 3. Applying 24. Inhibitory postsynaptic potentials differ from excitatory postsynaptic potentials most significantly in their a. direction of membrane polarization. b. degree of effect. c. ease of elicitation. d. overall speed.

Answer: a Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.5 Understand how each neuron uses these electrical signals to integrate information from other neurons.

Bloom’s Level: 4. Analyzing 25. Most IPSPs are attributable to the a. opening of sodium channels. b. closing of potassium channels. c. opening of chloride channels. d. concurrent opening of sodium, potassium, and chloride channels.

Answer: c Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.5 Understand how each neuron uses these electrical signals to integrate information from other neurons.

Bloom’s Level: 2. Understanding 26. A neuron can be pushed to threshold if many EPSPs arrive at the axon hillock in quick succession. This process is referred to as a. active propagation. b. spatial summation. c. temporal summation. d. threshold afterpotential.

Answer: c Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.5 Understand how each neuron uses these electrical signals to integrate information from other neurons.

Bloom’s Level: 2. Understanding 27. A neuron can be pushed to threshold if many EPSPs arrive at the axon hillock at the same time, but from different locations across the cell body. This process is referred to as a. active propagation. b. spatial summation. c. temporal summation. d. threshold afterpotential.

Answer: b

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.5 Understand how each neuron uses these electrical signals to integrate information from other neurons.

Bloom’s Level: 2. Understanding 28. Inhibitory postsynaptic potentials are characterized by the postsynaptic membrane. a. depolarization of b. hyperpolarization of c. decreased threshold of d. no change in Answer: b Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.5 Understand how each neuron uses these electrical signals to integrate information from other neurons.

Bloom’s Level: 2. Understanding 29. Neurophysiology is the study of a. the electrical activity of neurons. b. neurons and neurotransmitters. c. the life processes of neurons. d. the nervous system.

Answer: c Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: Not aligned Bloom’s Level: 1. Remembering 30. Ions are molecules that carry an electric charge due to the gain or loss of a. protons. b. electrons. c. neutrons. d. positrons.

Answer: b Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: Not aligned Bloom’s Level: 1. Remembering 31. A key causal event in the release of neurotransmitter molecules from vesicles into the synaptic cleft is the a. influx of sodium ions in response to the arrival of an action potential at the terminal. b. influx of calcium ions in response to the arrival of an action potential at the terminal. c. efflux of sodium ions in response to the arrival of an action potential at the terminal. d. efflux of calcium ions at the axon hillock.

Answer: b Section: 2.2 Synaptic Transmission Requires a Sequence of Events

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Learning Objective: 2.2.1 Identify the sequence of steps that take place when one neuron releases a chemical signal to affect another.

Bloom’s Level: 3. Applying 32. Whether a synapse is excitatory or inhibitory is determined by the a. number of action potentials arriving at the presynaptic axon terminal. b. size of the calcium current flowing into the presynaptic axon terminal. c. type of transmitter receptor in the postsynaptic neuron. d. sensitivity of the presynaptic membrane.

Answer: c Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.1 Identify the sequence of steps that take place when one neuron releases a chemical signal to affect another.

Bloom’s Level: 4. Analyzing 33. The “lock-and-key” analogy relates to the a. action of transmitter molecules on receptor proteins. b. activation of the nerve impulse. c. degradation of transmitter molecules by enzymes. d. binding of G proteins to transmitter receptors.

Answer: a Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.1 Identify the sequence of steps that take place when one neuron releases a chemical signal to affect another.

Bloom’s Level: 2. Understanding 34. A ligand is a a. type of drug. b. type of electrical stimulus. c. cholinergic synapse. d. substance that binds to receptor molecules.

Answer: d Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.1 Identify the sequence of steps that take place when one neuron releases a chemical signal to affect another.

Bloom’s Level: 1. Remembering 35. The specialized presynaptic membrane receptors that remove molecules of transmitter from the synapse are called a. translators. b. transponders. c. transporters. d. agonists.

Answer: c Section: 2.2 Synaptic Transmission Requires a Sequence of Events

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Learning Objective: 2.2.1 Identify the sequence of steps that take place when one neuron releases a chemical signal to affect another.

Bloom’s Level: 1. Remembering 36. Any substance that binds to a receptor is known as a(n) a. agonist. b. antagonist. c. ligand. d. ion.

Answer: c Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.1 Identify the sequence of steps that take place when one neuron releases a chemical signal to affect another.

Bloom’s Level: 1. Remembering 37. The toxins bungarotoxin and curare both block receptors, preventing . a. GABA; postsynaptic IPSPs b. ACh; muscle contractions c. glycine; event-related potentials d. glutamate; postsynaptic EPSPs Answer: b Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.1 Identify the sequence of steps that take place when one neuron releases a chemical signal to affect another.

Bloom’s Level: 2. Understanding 38. The enzyme breaks down molecules of the neurotransmitter acetylcholine, stopping its action at synapses. a. curare b. bungarotoxin c. monoamine oxidase d. acetylcholinesterase Answer: d Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.1 Identify the sequence of steps that take place when one neuron releases a chemical signal to affect another.

Bloom’s Level: 1. Remembering 39. Transporter molecules are involved in the of neurotransmitter at the synapse. a. reuptake b. degradation c. activation d. diffusion Answer: a Section: 2.2 Synaptic Transmission Requires a Sequence of Events

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Learning Objective: 2.2.1 Identify the sequence of steps that take place when one neuron releases a chemical signal to affect another.

Bloom’s Level: 2. Understanding 40. After release, neurotransmitters are deactivated in the synapse by a. afterpotentials. b. the process of enzymatic degradation. c. postsynaptic receptors. d. reverse transmitters.

Answer: b Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.1 Identify the sequence of steps that take place when one neuron releases a chemical signal to affect another.

Bloom’s Level: 2. Understanding 41. Which molecule is a cholinergic antagonist? a. Bungarotoxin b. Nicotine c. Dopamine d. Acetylcholine Answer: a Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.2 Understand how a variety of chemical signals enables a diversity of neuronal responses to other neurons.

Bloom’s Level: 1. Remembering 42. The numbers of some receptors found in the brain may vary during the day by a. 1 to 2%. b. 10%. c. 50%. d. 100%.

Answer: c Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.2 Understand how a variety of chemical signals enables a diversity of neuronal responses to other neurons.

Bloom’s Level: 1. Remembering 43. The neurotransmitter acetylcholine (ACh) acts on at least receptors. a. 2 b. 3 c. 4 d. 10 Answer: c Section: 2.2 Synaptic Transmission Requires a Sequence of Events

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different types of

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 2.2.2 Understand how a variety of chemical signals enables a diversity of neuronal responses to other neurons.

Bloom’s Level: 1. Remembering 44. The nicotinic ACh receptor has ligand-binding site(s). a. 1 b. 2 c. 3 d. 4 Answer: b Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.2 Understand how a variety of chemical signals enables a diversity of neuronal responses to other neurons.

Bloom’s Level: 1. Remembering 45. Bungarotoxin is derived from a type of a. mushroom. b. snake. c. spider. d. plant.

Answer: b Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.2 Understand how a variety of chemical signals enables a diversity of neuronal responses to other neurons.

Bloom’s Level: 1. Remembering 46. The active ingredient in tobacco products the action of . a. inhibits; acetylcholine b. inhibits; GABA c. mimics; acetylcholine d. mimics; GABA Answer: c Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.2 Understand how a variety of chemical signals enables a diversity of neuronal responses to other neurons.

Bloom’s Level: 3. Applying 47. The substance curare, which is used by native South Americans for poisoning the tip of arrowheads, a. selectively blocks sodium channels. b. selectively blocks potassium channels. c. increases levels of acetylcholinesterase. d. blocks acetylcholine receptors.

Answer: d Section: 2.2 Synaptic Transmission Requires a Sequence of Events

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 2.2.2 Understand how a variety of chemical signals enables a diversity of neuronal responses to other neurons.

Bloom’s Level: 2. Understanding 48. Cholinergic receptors use as their synaptic transmitter. a. ACh b. dopamine c. AChE d. nicotine Answer: a Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.2 Understand how a variety of chemical signals enables a diversity of neuronal responses to other neurons.

Bloom’s Level: 2. Understanding 49. Axo-axonic synapses a. do not exist in mammalian species. b. often terminate near the axon terminal. c. often terminate on the dendritic spine. d. are always inhibitory.

Answer: b Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.2 Understand how a variety of chemical signals enables a diversity of neuronal responses to other neurons.

Bloom’s Level: 2. Understanding 50. Which type of synaptic connection allows the presynaptic neuron to strongly facilitate or inhibit the activity of the postsynaptic neuron? a. Axo-axonic b. Axo-dendritic c. Axo-somatic d. Dendro-dendritic Answer: a Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.2 Understand how a variety of chemical signals enables a diversity of neuronal responses to other neurons.

Bloom’s Level: 2. Understanding 51. Which characteristic is not a factor in the speed of the knee-jerk reflex? a. Myelination b. Fast synapses c. IPSPs d. Axon diameter Answer: c Section: 2.2 Synaptic Transmission Requires a Sequence of Events

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Learning Objective: 2.2.3 Identify the interactions between neurons and muscles that underlie a simple reflex.

Bloom’s Level: 4. Analyzing 52. A tap on the patellar tendon activates a. the knee jerk reflex. b. an oscillator circuit. c. the flexion reflex. d. the yawning reflex.

Answer: a Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.3 Identify the interactions between neurons and muscles that underlie a simple reflex.

Bloom’s Level: 2. Understanding 53. In the knee jerk reflex, the total time between the stimulus and the initiation of the response is about ms. a. 10 b. 40 c. 100 d. 400 Answer: b Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.3 Identify the interactions between neurons and muscles that underlie a simple reflex.

Bloom’s Level: 1. Remembering 54. Spontaneous electrical rhythms that can be recorded from the surface of the scalp are a. a pathological condition that signals epilepsy. b. a reflection of the constant movement of neurons. c. generated by the activity of populations of neurons. d. a measure of the brain’s reaction to sensory stimuli.

Answer: c Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.1 Understand how electroencephalograms (EEGs) work.

Bloom’s Level: 4. Analyzing 55. To determine if someone is legally dead many countries employ the use of an a. ERP. b. EKG. c. MRI. d. EEG. Answer: d Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.1 Understand how electroencephalograms (EEGs) work.

Bloom’s Level: 2. Understanding

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

56. One of the benefits of ERPs is they a. can reliably detect seizure activity. b. average out background cortical noise. c. have an unpredictable wave shape. d. can isolate damage in deep brain structures.

Answer: b Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.2 Explain the logic of event-related potentials.

Bloom’s Level: 3. Applying 57. The early components of event-related potentials are associated primarily with a. cognitive processing. b. endogenous factors. c. cortical responses. d. brainstem activity.

Answer: d Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.2 Explain the logic of event-related potentials.

Bloom’s Level: 2. Understanding 58. Event-related potentials are particularly useful for diagnosing problems with at birth. a. breathing b. muscle contraction c. hearing d. vision Answer: c Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.2 Explain the logic of event-related potentials.

Bloom’s Level: 3. Applying 59. Complex partial seizures are often preceded by an unusual sensation referred to as a. psychomotor retardation. b. a predrome. c. an aura. d. proxy.

Answer: c Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.3 Understand the electrical activity underlying the brain disorder called epilepsy.

Bloom’s Level: 1. Remembering 60. Spike-and-wave EEG activity is evident for seizure. a. 1‒5

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seconds during a simple partial

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

b. 5‒15 c. 15‒30 d. 30‒45 Answer: b Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.3 Understand the electrical activity underlying the brain disorder called epilepsy.

Bloom’s Level: 1. Remembering 61. Desynchronized electrical activity is seen a. during a seizure. b. only in brainstem structures. c. in a normal active brain. d. only in children.

Answer: c Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.3 Understand the electrical activity underlying the brain disorder called epilepsy.

Bloom’s Level: 3. Applying 62. seizures are most often accompanied by an unusual sensation called an aura and may not necessarily involve the entire brain. a. Tonic-clonic b. Complex partial c. Simple partial d. Clonic Answer: b Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.3 Understand the electrical activity underlying the brain disorder called epilepsy.

Bloom’s Level: 2. Understanding 63. Loss of consciousness and intense bursts of synchronized EEG are characteristic of seizures. a. tonic-clonic b. complex partial c. simple partial d. focal Answer: a Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.3 Understand the electrical activity underlying the brain disorder called epilepsy.

Bloom’s Level: 1. Remembering 64. Which statement about complex partial seizures is true? a. They do not involve the entire brain.

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b. They produce a set of characteristic behaviors. c. They are more common in the elderly. d. During an episode, a person will stop moving and stare into space.

Answer: a Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.3 Understand the electrical activity underlying the brain disorder called epilepsy.

Bloom’s Level: 3. Applying 65. If you were to record EEG from six parts of the brain during a tonic-clonic seizure, you would see a. different gradations of spiking activity. b. the same relative intensity of spiking from each part of the brain. c. variable intensity of spiking depending on the locus of seizure onset. d. no activity in brainstem structures during the seizure.

Answer: b Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.3 Understand the electrical activity underlying the brain disorder called epilepsy.

Bloom’s Level: 3. Applying 66. Research is currently underway into as a potential treatment for seizures. a. curare b. glutamate c. caffeine d. cannabidiol Answer: d Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.3 Understand the electrical activity underlying the brain disorder called epilepsy.

Bloom’s Level: 1. Remembering 67. was a pioneer in mapping the brain through electric stimulation. a. John Hughlings Jackson b. Marco Delgado c. Wilder Penfield d. Eric Kandel Answer: c Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.4 Appreciate how neurosurgeons discovered important “maps” by electrically stimulating the brain.

Bloom’s Level: 1. Remembering 68. Stimulation of the precentral and postcentral gyrus helped determine the location of and cortex, respectively. a. sensory; motor

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b. motor; sensory c. language; emotion d. emotion; language Answer: b Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.4 Appreciate how neurosurgeons discovered important “maps” by electrically stimulating the brain.

Bloom’s Level: 3. Applying 69. Stimulation studies were able to create “maps” of how the various parts of the body are laid out on the cortex. These maps provided the basis for the cartoon depiction of areas of greatest representation in the brain. This cartoon depiction is referred to as the a. homunculus. b. petite fille. c. grand homme. d. mini-self.

Answer: a Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.4 Appreciate how neurosurgeons discovered important “maps” by electrically stimulating the brain.

Bloom’s Level: 1. Remembering 70. The term still used to depict Penfield’s maps of the brain is the a. sulcus. b. electric mind maps. c. aura. d. homunculus.

Answer: d Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.4 Appreciate how neurosurgeons discovered important “maps” by electrically stimulating the brain.

Bloom’s Level: 1. Remembering

Fill–in-the-Blank Questions 71. During the phase, an action potential cannot be initiated because Na+ channels are unresponsive.

Answer: absolute refractory Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.3 Explain the changes in channels and movement of ions that underlie the action potential.

Bloom’s Level: 2. Understanding 72. During an action potential, the small potential change after a spike is called the .

Answer: afterpotential

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2. 1.4 Understand how the action potential spreads along the length of an axon.

Bloom’s Level: 1. Remembering 73. Application of a stimulus to a neuron makes it less likely to fire.

Answer: hyperpolarizing Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2. 1.4 Understand how the action potential spreads along the length of an axon.

Bloom’s Level: 2. Understanding 74. velocity refers to the speed at which an action potential travels down the axon.

Answer: Conduction Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2. 1.4 Understand how the action potential spreads along the length of an axon.

Bloom’s Level: 1. Remembering 75. In saltatory conduction, the action potential jumps from one to the next.

Answer: node of Ranvier Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2. 1.4 Understand how the action potential spreads along the length of an axon.

Bloom’s Level: 1. Remembering 76. During the process of , transmitter molecules are reabsorbed by the same axon terminal that originally released them.

Answer: reuptake Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.1 Identify the sequence of steps that take place when one neuron releases a chemical signal to affect another.

Bloom’s Level: 2. Understanding 77. The enzyme acetylcholinesterase terminates the activity of the transmitter acetylcholine through the process of .

Answer: degradation Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.1 Identify the sequence of steps that take place when one neuron releases a chemical signal to affect another.

Bloom’s Level: 3. Applying 78. Following an action potential at the presynaptic membrane, the presynaptic terminal is depolarized, and there is an influx of ions.

Answer: calcium

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.1 Identify the sequence of steps that take place when one neuron releases a chemical signal to affect another.

Bloom’s Level: 3. Applying 79. The plant poison, is an antagonist that blocks ACh receptors.

Answer: curare Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.2 Understand how a variety of chemical signals enables a diversity of neuronal responses to other neurons.

Bloom’s Level: 3. Applying 80. Nicotine, which acts like a transmitter at a receptor, is referred to as an that receptor.

Answer: agonist Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.2 Understand how a variety of chemical signals enables a diversity of neuronal responses to other neurons.

Bloom’s Level: 3. Applying

of

Short Answer Questions 91. What accounts for and maintains the resting potential?

Answer: The concentrations of potassium and sodium ions inside and outside the cell are different, and the neuronal membrane is selectively permeable to potassium but not to sodium. The flow of potassium ions across the membrane along with the barriers to the movement of sodium ions causes the resting potential, which is maintained by electrostatic pressure pulling K+ ions into the neuron and the concentration gradient pushing them out. When electrostatic pressure balances the concentration gradient, at the equilibrium potential this point corresponds to the resting potential of about –60 mV. Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.1 Identify the two physical forces that make neurons more negatively charged inside than outside.

Bloom’s Level: 3. Applying 82. What are sodium-potassium pumps and what is their function?

Answer: Sodium-potassium pumps are cell membrane-bound proteins that push three sodium ions out of the intracellular environment for every two potassium ions pumped in.

They are energetically expensive but essential for maintaining the resting potential.

Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.1 Identify the two physical forces that make neurons more negatively charged inside than outside.

Bloom’s Level: 2. Understanding 83. Explain the events that occur at the axon hillock to trigger an action potential.

Answer: Action potentials are initiated at the axon hillock when the excess of EPSPs

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

exceeds IPSPs and the neuron reaches threshold. Summation can be either temporal (EPSPs arriving at nearly the same time) or spatial (EPSPs from different locations).

Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.2 Understand the changes in a neuron’s membrane that produce a large electrical signal called an action potential.

Bloom’s Level: 4. Analyzing 84. How is the absolute refractory period different from the relative refractory period?

Answer: Immediately following the production of an action potential, no amount of stimulus can induce another action potential because the voltage-gated sodium channels cannot respond. This is the absolute refractory period. This phase is followed by a period of reduced sensitivity during which only strong stimulation can produce another action potential. This is the relative refractory period, and the neuron is temporarily hyperpolarized.

Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.3 Explain the changes in channels and movement of ions that underlie the action potential.

Bloom’s Level: 2. Understanding 85. How do excitatory postsynaptic potentials (EPSPs) differ from inhibitory postsynaptic potentials (IPSPs)?

Answer: EPSPs are depolarizing; they decrease the resting potential and increase the likelihood that the neuron will fire an action potential. IPSPs are hyperpolarizing; they decrease the likelihood that the neuron will fire an action potential. Hyperpolarizations increase the membrane potential (farther from 0) and depolarizations decrease it (closer to 0).

Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.5 Understand how each neuron uses these electrical signals to integrate information from other neurons.

Bloom’s Level: 3. Applying 86. Outline the sequence of synaptic events that take place during chemical synaptic transmission.

Answer: 1. An action potential arrives at the presynaptic axon terminal.

2. The arrival of the depolarizing action potential triggers the opening of voltage-gated calcium channels and the influx of calcium.

3. Ca2+ causes the vesicles to fuse with the presynaptic membrane and release transmitters into the synaptic cleft.

4. Some transmitter molecules bind to special receptor molecules in the postsynaptic membrane and ion channels in the postsynaptic membrane open. This creates a local EPSP or IPSP in the postsynaptic neuron.

5. The EPSPs or IPSPs spread passively over the dendrites and cell body to the axon hillock.

6. Synaptic transmission stops.

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7. Synaptic transmitter may also activate presynaptic receptors, resulting in a decrease in transmitter release.

Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.1 Identify the sequence of steps that take place when one neuron releases a chemical signal to affect another.

Bloom’s Level: 2. Understanding 87. Create a short paragraph using the following terms: Transporters, reuptake, degradation, acetylcholinesterase, acetylcholine, dopamine Answer: (Sample answer.) Transmitters must be cleared from the synaptic cleft to prevent ongoing activation of postsynaptic receptors. The synaptic cleft is cleared by two different mechanisms. In reuptake, presynaptic transporters bring the transmitter back inside the axon terminal. Dopamine activity is terminated mainly by reuptake. In degradation, enzymes present in the synaptic cleft rapidly break down and inactivate the transmitter. Acetylcholine is deactivated this way by the enzyme acetylcholinesterase.

Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.1 Identify the sequence of steps that take place when one neuron releases a chemical signal to affect another.

Bloom’s Level: 3. Applying 88. Explain the difference between agonists and antagonists, and provide an example of each.

Answer: An agonist is a molecule that acts like a transmitter at a receptor. Nicotine is an example of an acetylcholine agonist. An antagonist is a substance the blocks or inhibits a transmitter. Curare and bungarotoxin are examples of acetylcholine antagonists.

Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.2 Understand how a variety of chemical signals enables a diversity of neuronal responses to other neurons.

Bloom’s Level: 4. Analyzing 89. What is the electroencephalogram (EEG) and what does it detect?

Answer: In the electroencephalogram (EEG), electrodes are places on the scalp and detect the gross electrical activity of the cortex. EEG can provide useful information about the activity of brain regions during behavioral processes, as well as pathological brain states such as epilepsy.

Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.1 Understand how electroencephalograms (EEGs) work.

Bloom’s Level: 2. Understanding 90. What are complex partial seizures?

Answer: Complex partial seizures are a form of epilepsy characterized by pathological brain activity that does not involve the entire brain. They are often preceded by an aura and present with symptoms that reflect the function of the particular brain region affected. In some individuals, complex partial seizures can be provoked by stimuli such as loud noises or flashing lights.

Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain

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Learning Objective: 2.3.3 Understand the electrical activity underlying the brain disorder called epilepsy.

Bloom’s Level: 2. Understanding

Discussion Questions 91. Give a detailed explanation of how the resting membrane potential is established and how it is maintained.

Answer: Answers and discussion will vary.

Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.1 Identify the two physical forces that make neurons more negatively charged inside than outside.

Bloom’s Level: 2. Understanding 92. Discuss how an action potential can be likened to a toilet. Highlight each component of the action potential and the aspects of flushing to which each corresponds.

Answer: Answers and discussion will vary.

Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.2 Understand the changes in a neuron’s membrane that produce a large electrical signal called an action potential.

Bloom’s Level: 4. Analyzing 93. Summarize the various mechanisms by which ion channels may change their shape, thereby altering ion flow through the cell membrane.

Answer: Answers and discussion will vary.

Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.3 Explain the changes in channels and movement of ions that underlie the action potential.

Bloom’s Level: 3. Applying 94. Describe the refractory phase and its physiological basis. What is its significance for neuronal activity?

Answer: Answers and discussion will vary.

Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.3 Explain the changes in channels and movement of ions that underlie the action potential.

Bloom’s Level: 2. Understanding 95. Give a step-by-step description of the generation of an action potential and its transmission along an axon. Describe how the presence or absence of myelin affects this process.

Answer: Answers and discussion will vary.

Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.4 Understand how the action potential spreads along the length of an axon.

Bloom’s Level: 3. Applying

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

96. Describe the characteristics of temporal and spatial summation in single nerve cells.

In what ways are these processes important for information processing by the nervous system?

Answer: Answers and discussion will vary.

Section: 2.1 Electrical Signals Are the Vocabulary of the Nervous System Learning Objective: 2.1.5 Understand how each neuron uses these electrical signals to integrate information from other neurons.

Bloom’s Level: 4. Analyzing 97. Describe some of the mechanisms by which the actions of neurotransmitters are stopped rapidly. Why is this process important?

Answer: Answers and discussion will vary.

Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.1 Identify the sequence of steps that take place when one neuron releases a chemical signal to affect another.

Bloom’s Level: 3. Applying 98. Discuss three factors that account for the rapidity of the knee-jerk reflex.

Answer: Answers and discussion will vary.

Section: 2.2 Synaptic Transmission Requires a Sequence of Events Learning Objective: 2.2.3 Identify the interactions between neurons and muscles that underlie a simple reflex.

Bloom’s Level: 3. Applying 99. What are event-related potentials, and how are they useful in studying the workings of the normal brain?

Answer: Answers and discussion will vary.

Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.2 Explain the logic of event-related potentials.

Bloom’s Level: 2. Understanding 100. Describe at least two major classes of seizure disorder, highlighting their behavioral and electrophysiological differences.

Answer: Answers and discussion will vary.

Section: 2.3 EEGs Measure Gross Electrical Activity of the Human Brain Learning Objective: 2.3.3 Understand the electrical activity underlying the brain disorder called epilepsy.

Bloom’s Level: 3. Applying

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Test Bank to accompany

The Mind’s Machine, Fourth Edition Watson • Breedlove

Chapter 3: The Chemistry of Behavior: Neurotransmitters and Neuropharmacology Multiple Choice Questions 1. When an action potential arrives at the axon terminal, in the presynaptic terminal membrane. a. voltage-gated calcium channels close b. sodium channels open c. sodium channels close d. voltage-gated calcium channels open Answer: d Section: 3.1 Synaptic Transmission Is a Complex Electrochemical Process Learning Objective: 3.1.1 Review the neuronal processes leading to the release of neurotransmitter into a synapse.

Bloom’s Level: 1. Remembering 2. The neurologist Otto Loewi’s pivotal discovery was that neurotransmitters communicate via signaling. a. electrical b. chemical c. gas exchange d. ionic Answer: b Section: 3.1 Synaptic Transmission Is a Complex Electrochemical Process Learning Objective: 3.1.1 Review the neuronal processes leading to the release of neurotransmitter into a synapse.

Bloom’s Level: 3. Applying 3. The receptor uses a system of second messengers to cause changes in excitability. a. ionotropic b. metabotropic c. GABAA d. nicotinic Answer: b Section: 3.1 Synaptic Transmission Is a Complex Electrochemical Process Learning Objective: 3.1.2 Explain how receptors capture, recognize, and respond to molecules of neurotransmitter. © 2021 Oxford University Press

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Bloom’s Level: 1. Remembering 4. When activated extracellularly, G protein–coupled receptors (GPCrs) initiate a. transporters to uptake degraded neurotransmitters for recycling. b. a G protein signaling mechanism outside the cell. c. a G protein signaling mechanism inside the cell. d. the release of neurotransmitter molecules into the synaptic cleft.

Answer: c Section: 3.1 Synaptic Transmission Is a Complex Electrochemical Process Learning Objective: 3.1.3 Give a general overview of the concept of receptor subtypes and how their existence adds complexity to neural signaling.

Bloom’s Level: 3. Applying 5. Muscarinic receptors are a. all inhibitory. b. metabotropic. c. all excitatory. d. ionotropic.

Answer: b Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.1 Identify general properties shared by most neurotransmitters, summarizing the criteria for establishing that a substance acts as a neurotransmitter.

Bloom’s Level: 1. Remembering 6. Which qualification is not a specific criterion for classifying a substance as a neurotransmitter? a. Existence of the substance in the presynaptic terminal b. Release of the substance when nerve impulses reach the terminal ending c. Existence of specific receptors for the substance on the postsynaptic membrane d. Ability of the substance to travel long distances between the site of origin and target area Answer: d Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.1 Identify general properties shared by most neurotransmitters, summarizing the criteria for establishing that a substance acts as a neurotransmitter.

Bloom’s Level: 5. Evaluating 7. Which chemical is not a catecholamine neurotransmitter? a. Dopamine b. Serotonin c. Epinephrine d. Norepinephrine Answer: b

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Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.2 Name the major neurotransmitters, and briefly describe the chemical families of transmitters to which they belong.

Bloom’s Level: 2. Understanding 8. Which chemical is not a monoamine neurotransmitter? a. Dopamine b. Serotonin c. Epinephrine d. Acetylcholine Answer: d Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.2 Name the major neurotransmitters, and briefly describe the chemical families of transmitters to which they belong.

Bloom’s Level: 2. Understanding 9. Which chemical is not an amino acid neurotransmitter? a. Dopamine b. Glutamate c. GABA d. Glycine Answer: a Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.2 Name the major neurotransmitters, and briefly describe the chemical families of transmitters to which they belong.

Bloom’s Level: 2. Understanding 10. Two opioids are -enkephalin and leu-enkephalin. a. exogenous; met b. endogenous; tau c. exogenous; tau d. endogenous; met Answer: d Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.2 Name the major neurotransmitters, and briefly describe the chemical families of transmitters to which they belong.

Bloom’s Level: 2. Understanding 11. Two types of acetylcholine receptors are called a. AMPA; NMDA b. α1; α2 c. muscarinic; nicotinic © 2021 Oxford University Press

and

.

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d. delta; kappa Answer: c Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.2 Name the major neurotransmitters, and briefly describe the chemical families of transmitters to which they belong.

Bloom’s Level: 1. Remembering 12. The NMDA receptor is a type of receptor for the neurotransmitter a. GABA. b. dopamine. c. glutamate. d. acetylcholine.

Answer: c Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.2 Name the major neurotransmitters, and briefly describe the chemical families of transmitters to which they belong.

Bloom’s Level: 1. Remembering 13. GABA receptors are a. inhibitory. b. all ionotropic. c. all metabotropic. d. excitatory.

Answer: a Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.2 Name the major neurotransmitters, and briefly describe the chemical families of transmitters to which they belong.

Bloom’s Level: 1. Remembering 14. The system is a dopamine-containing projection that originates in the substantia nigra and projects to the basal ganglia. a. mesostriatal b. mesolimbocortical c. cholinergic d. lateral tegmental Answer: a Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.3 Trace the anatomical distribution of the major transmitters in the brain.

Bloom’s Level: 1. Remembering 15. The neurotransmitter © 2021 Oxford University Press

is found in nuclei of the basal forebrain.

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a. acetylcholine b. dopamine c. norepinephrine d. serotonin Answer: a Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.3 Trace the anatomical distribution of the major transmitters in the brain.

Bloom’s Level: 2. Understanding 16. In the human brain, about neurons use serotonin as their primary neurotransmitter. a. 200,000 b. 1 million c. 200 million d. 40% of Answer: a Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.3 Trace the anatomical distribution of the major transmitters in the brain.

Bloom’s Level: 1. Remembering 17. Damage to the would affect projections using the neurotransmitter serotonin. a. locus coeruleus b. raphe nucleus c. basal forebrain d. substantia nigra Answer: b Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.3 Trace the anatomical distribution of the major transmitters in the brain.

Bloom’s Level: 4. Analyzing 18. Damage to which site would affect projections using the neurotransmitter norepinephrine? a. Locus coeruleus b. Raphe nucleus c. Basal forebrain d. Substantia nigra Answer: a Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain © 2021 Oxford University Press

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Learning Objective: 3.2.3 Trace the anatomical distribution of the major transmitters in the brain.

Bloom’s Level: 4. Analyzing 19. Noradrenergic axons project into the a. limbic system. b. thalamic nuclei. c. cerebral cortex. d. All of the above Answer: d Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.3 Trace the anatomical distribution of the major transmitters in the brain.

Bloom’s Level: 1. Remembering 20. In the mammalian brain, the major inhibitory neurotransmitter is a. serotonin. b. acetylcholine. c. GABA. d. glycine.

Answer: c Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.3 Trace the anatomical distribution of the major transmitters in the brain.

Bloom’s Level: 1. Remembering 21. Drugs that mimic GABAA receptors might be effective in treating a. schizophrenia. b. severe depression. c. anxiety disorders. d. Alzheimer’s disease.

Answer: c Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.4 Briefly discuss some of the major functional roles of the classical transmitters.

Bloom’s Level: 3. Applying 22. A drug or toxin that resembles the endogenous ligand and that can bind to the receptor and activate it is called as a(n) a. endogenous drug. b. exogenous mimic. c. receptor agonist. d. receptor antagonist. © 2021 Oxford University Press

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Answer: c Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.1 Distinguish between agonist, antagonist, and partial agonist drug actions.

Bloom’s Level: 2. Understanding 23. If a newly-developed drug is found to bind to dopamine receptors but does not activate them, the drug is classified as a(n) a. antagonist. b. endogenous ligand. c. prototype. d. agonist.

Answer: a Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.1 Distinguish between agonist, antagonist, and partial agonist drug actions.

Bloom’s Level: 3. Applying 24. If drug A is found to bind to a certain type of receptor more strongly than drug B, then drug A is said to have greater a. affinity. b. selectivity. c. potency. d. specificity.

Answer: a Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.2 Explain the concepts of binding affinity and efficacy, and discuss the general relationship between a drug’s dose and its effects.

Bloom’s Level: 3. Applying 25. Higher doses of a drug tend to increase the proportion of receptors that are bound and affected by the drug, thereby increasing the response. This relationship is called the a. intrinsic activity. b. effective dose. c. dose-response curve. d. binding affinity.

Answer: c Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.2 Explain the concepts of binding affinity and efficacy, and discuss the general relationship between a drug’s dose and its effects.

Bloom’s Level: 3. Applying 26. The affinities of drugs are expressed in units of concentration—the affinity, the the concentration required. a. higher; lower b. higher; higher © 2021 Oxford University Press

the

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c. lower; higher d. lower; lower Answer: a Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.2 Explain the concepts of binding affinity and efficacy, and discuss the general relationship between a drug’s dose and its effects.

Bloom’s Level: 3. Applying 27. A patient in the hospital requires anti-nausea medication. Which procedure would provide the most rapid route of administration? a. Pill b. IV drip c. Subcutaneous shot d. Oral syrup Answer: b Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.2 Explain the concepts of binding affinity and efficacy, and discuss the general relationship between a drug’s dose and its effects.

Bloom’s Level: 3. Applying 28. People who have used a particular dose of a drug several times may develop a similar response to the same dosage of other drugs in the same class. This is an example of a. sensitization. b. tolerance. c. withdrawal. d. cross-tolerance.

Answer: d Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.3 Summarize the routes of administration of drugs and the ways in which the brain and body adapt to the presence of drugs over time.

Bloom’s Level: 3. Applying 29. Down-regulation of a neuron’s receptors might be caused by a. the antagonistic effects of a drug. b. the agonistic effects of a drug. c. a drug that both inhibits and excites the nervous system. d. two similar drugs exerting opposite effects.

Answer: b Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.3 Summarize the routes of administration of drugs and the ways in which the brain and body adapt to the presence of drugs over time.

Bloom’s Level: 3. Applying 30. Repeated exposure to a drug leading to a decrease in physiological response is called a. substance abuse. b. addiction. © 2021 Oxford University Press

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c. withdrawal. d. tolerance.

Answer: d Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.3 Summarize the routes of administration of drugs and the ways in which the brain and body adapt to the presence of drugs over time.

Bloom’s Level: 2. Understanding 31. specifically blocks the release of ACh from axon terminals at the injection site. a. Curare b. Botulinum toxin c. Tetrodotoxin d. Cocaine Answer: b Section: 3.4 Drugs Affect Each Stage of Neural Conduction and Synaptic Transmission Learning Objective: 3.4.1 Summarize the ways in which drugs alter presynaptic processes, with examples.

Bloom’s Level: 1. Remembering 32. Verapamil inhibits neurotransmitter release by blocking a. sodium channels. b. autoreceptors. c. calcium channels. d. storage in vesicles.

Answer: c Section: 3.4 Drugs Affect Each Stage of Neural Conduction and Synaptic Transmission Learning Objective: 3.4.1 Summarize the ways in which drugs alter presynaptic processes, with examples.

Bloom’s Level: 2. Understanding 33. Which substance inhibits the production of neurotransmitter? a. Caffeine b. Amphetamine c. Botulinum toxin d. Colchicine Answer: d Section: 3.4 Drugs Affect Each Stage of Neural Conduction and Synaptic Transmission Learning Objective: 3.4.1 Summarize the ways in which drugs alter presynaptic processes, with examples.

Bloom’s Level: 2. Understanding 34. Adenosine regulates synaptic activity through its actions on a. postsynaptic receptors. b. neurotransmitter reuptake. c. synaptic enzymes. © 2021 Oxford University Press

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d. presynaptic autoreceptors.

Answer: d Section: 3.4 Drugs Affect Each Stage of Neural Conduction and Synaptic Transmission Learning Objective: 3.4.1 Summarize the ways in which drugs alter presynaptic processes, with examples.

Bloom’s Level: 3. Applying 35. Which of the following is not a characteristic of adenosine? a. It may be antagonized by caffeine. b. It blocks transporter mechanism on vesicles. c. It acts on presynaptic receptors. d. It inhibits transmitter release.

Answer: b Section: 3.4 Drugs Affect Each Stage of Neural Conduction and Synaptic Transmission Learning Objective: 3.4.1 Summarize the ways in which drugs alter presynaptic processes, with examples.

Bloom’s Level: 4. Analyzing 36. Curare is a drug that selectively blocks receptors for a. serotonin. b. GABA. c. acetylcholine. d. norepinephrine.

Answer: c Section: 3.4 Drugs Affect Each Stage of Neural Conduction and Synaptic Transmission Learning Objective: 3.4.2 Summarize drug effects on postsynaptic processes, with examples.

Bloom’s Level: 1. Remembering 37. The mood-stabilizing drug lithium acts by a. inhibiting cyclic AMP. b. blocking NMDA receptors. c. inhibiting serotonin reuptake. d. activating AMPA receptors.

Answer: a Section: 3.4 Drugs Affect Each Stage of Neural Conduction and Synaptic Transmission Learning Objective: 3.4.2 Summarize drug effects on postsynaptic processes, with examples.

Bloom’s Level: 2. Understanding 38. Caffeine exerts its action by presynaptic adenosine receptors, which the amount of neurotransmitter released. a. blocking; increases b. blocking; decreases c. opening; increases d. opening; decreases © 2021 Oxford University Press

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Answer: a Section: 3.4 Drugs Affect Each Stage of Neural Conduction and Synaptic Transmission Learning Objective: 3.4.3 Define autoreceptors and explain their function, using caffeine as an example.

Bloom’s Level: 1. Remembering 39. Which compound competes with adenosine for presynaptic autoreceptors, thus preventing adenosine from inhibiting transmitter release. a. Amphetamine b. Tetrodotoxin c. Botulinum toxin d. Caffeine Answer: d Section: 3.4 Drugs Affect Each Stage of Neural Conduction and Synaptic Transmission Learning Objective: 3.4.3 Define autoreceptors and explain their function, using caffeine as an example.

Bloom’s Level: 2. Understanding 40. Through the process of , neurotransmitter is cleared from synapses. a. reuptake b. consolidation c. diffusion d. a blockade Answer: a Section: 3.4 Drugs Affect Each Stage of Neural Conduction and Synaptic Transmission Learning Objective: 3.4.4 Review the processes that terminate transmitter action at synapses.

Bloom’s Level: 1. Remembering 41. The antipsychotic drug haloperidol is particularly selective for dopamine receptors. a. D1 b. D2 c. D3 d. autoAnswer: b Section: 3.5 Some Neuroactive Drugs Provide Relief from Mental Illness and Pain Learning Objective: 3.5.1 Summarize the two major types of antipsychotic medications, and review their pharmacological actions.

Bloom’s Level: 1. Remembering 42. Drugs called second-generation antipsychotics block a. dopamine receptors. b. serotonin receptors. c. dopamine and serotonin receptors. d. all dopamine receptor subtypes. © 2021 Oxford University Press

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Answer: c Section: 3.5 Some Neuroactive Drugs Provide Relief from Mental Illness and Pain Learning Objective: 3.5.1 Summarize the two major types of antipsychotic medications, and review their pharmacological actions.

Bloom’s Level: 2. Understanding 43. Benzodiazepines, such as diazepam, or other anxiolytics, appear to modulate the activity of receptors for the neurotransmitter a. dopamine. b. serotonin. c. GABA. d. acetylcholine.

Answer: c Section: 3.5 Some Neuroactive Drugs Provide Relief from Mental Illness and Pain Learning Objective: 3.5.2 Discuss the major types of actions of drugs for treating depression and anxiety, with examples.

Bloom’s Level: 2. Understanding 44. Which chemical is a pure compound extracted from poppies? a. Opium b. Dynorphin c. Enkephalin d. Morphine Answer: a Section: 3.5 Some Neuroactive Drugs Provide Relief from Mental Illness and Pain Learning Objective: 3.5.3 Review the discovery of opiates, and their major actions in the brain. Using the opiate receptors as examples, discuss the significance of the discovery of orphan receptors in the brain.

Bloom’s Level: 1. Remembering 45. The discovery that the brain contains specific receptors for manufactured opiate drugs such as morphine implies that the body must make an substance to interact with the same receptors. a. exogenous b. endogenous c. excitatory d. inhibitory Answer: b Section: 3.5 Some Neuroactive Drugs Provide Relief from Mental Illness and Pain Learning Objective: 3.5.3 Review the discovery of opiates, and their major actions in the brain. Using the opiate receptors as examples, discuss the significance of the discovery of orphan receptors in the brain.

Bloom’s Level: 3. Applying 46. Which of the following is a type of opiate receptor? a. µ © 2021 Oxford University Press

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b. δ c. κ d. All of the above Answer: d Section: 3.5 Some Neuroactive Drugs Provide Relief from Mental Illness and Pain Learning Objective: 3.5.3 Review the discovery of opiates, and their major actions in the brain. Using the opiate receptors as examples, discuss the significance of the discovery of orphan receptors in the brain.

Bloom’s Level: 1. Remembering 47. The active ingredient in cannabis, THC, exerts its effects on the brain through interactions with receptors. a. opioid b. glutamate c. GABA d. cannabinoid Answer: d Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.1 Identify the main active ingredients in cannabis, describe their sites of action in the brain, and discuss the effects of cannabinoids on behavior.

Bloom’s Level: 2. Understanding 48. The main active ingredient found in cannabis is a. hashish. b. tetracycline. c. delta-9-tetrahydrocannabinol (THC). d. phencyclidine (PCP).

Answer: c Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.1 Identify the main active ingredients in cannabis, describe their sites of action in the brain, and discuss the effects of cannabinoids on behavior.

Bloom’s Level: 1. Remembering 49. Cannabinoids have been found to be widely distributed in the brain, but apparently, they are not present in significant numbers in the a. hippocampus. b. substantia nigra. c. cerebral cortex. d. cerebellum.

Answer: d Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.1 Identify the main active ingredients in cannabis, describe their sites of action in the brain, and discuss the effects of cannabinoids on behavior.

Bloom’s Level: 2. Understanding

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50. Current research suggests that the substance is an endogenous ligand for cannabinoid receptors. a. hashish b. anandamide c. delta-9-tetrahydrocannabinol (THC) d. dynorphin Answer: b Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.1 Identify the main active ingredients in cannabis, describe their sites of action in the brain, and discuss the effects of cannabinoids on behavior.

Bloom’s Level: 1. Remembering 51. On occasion, chronic abusers of amphetamines have been misdiagnosed as suffering from a. panic disorder. b. depression. c. autism. d. schizophrenia.

Answer: d Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.2 Compare and contrast the main families of stimulant drugs, and explain how they interact with neurons, their major effects, and risks they pose to human health.

Bloom’s Level: 2. Understanding 52. Cocaine and amphetamine both potently affect the of the monoamine neurotransmitters and in the synapse. a. accumulation; norepinephrine; dopamine b. binding; serotonin; dopamine c. synthesis; acetylcholine; serotonin d. metabolism; GABA; norepinephrine Answer: a Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.2 Compare and contrast the main families of stimulant drugs, and explain how they interact with neurons, their major effects, and risks they pose to human health.

Bloom’s Level: 4. Analyzing 53. Cocaine was initially used as a(n) a. food additive. b. analgesic. c. antipsychotic. d. treatment for hysteria.

Answer: a Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience

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Learning Objective: 3.6.2 Compare and contrast the main families of stimulant drugs, and explain how they interact with neurons, their major effects, and risks they pose to human health.

Bloom’s Level: 1. Remembering 54. Which outcome does not result from amphetamine use? a. Increased stamina b. Increased sense of well-being c. Decreased appetite d. Enhanced long-term memory Answer: d Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.2 Compare and contrast the main families of stimulant drugs, and explain how they interact with neurons, their major effects, and risks they pose to human health.

Bloom’s Level: 2. Understanding 55. Reduced gray matter, absence of the corpus callosum, abnormal brain organization, and characteristic deformities of the head and face are seen in a. addiction to methamphetamine. b. cocaine addiction. c. fetal alcohol syndrome. d. addiction to street-level heroin.

Answer: c Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.3 Review the modes of action of alcohol in the brain, and discuss the prevalence and treatment of alcohol use disorders.

Bloom’s Level: 3. Applying 56. Alcohol’s calming influence may be attributed to its ability to a. decrease norepinephrine secretion. b. increase anandamide secretion. c. reduce postsynaptic inhibition. d. enhance postsynaptic inhibition.

Answer: d Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.3 Review the modes of action of alcohol in the brain, and discuss the prevalence and treatment of alcohol use disorders.

Bloom’s Level: 3. Applying 57. Alcohol alters the functioning of the brain via interaction with a. myelin. b. GABA receptors. c. benzodiazepine receptors. d. genes.

Answer: b © 2021 Oxford University Press

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Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.3 Review the modes of action of alcohol in the brain, and discuss the prevalence and treatment of alcohol use disorders.

Bloom’s Level: 2. Understanding 58. Blockage of which receptor type would prevent the hallucinogenic properties of LSD? a. 5-HT2a b. NMDA c. Opioid kappa d. Muscarinic Answer: a Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.4 Define hallucinogenic drugs, and summarize the ways in which the major hallucinogens have shared or different actions in the brain, their major behavioral effects, and their potential therapeutic applications.

Bloom’s Level: 3 Applying 59. The molecular structure of LSD resembles that of the neurotransmitter a. dopamine. b. glutamate. c. GABA. d. serotonin.

Answer: d Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.4 Define hallucinogenic drugs, and summarize the ways in which the major hallucinogens have shared or different actions in the brain, their major behavioral effects, and their potential therapeutic applications.

Bloom’s Level: 2. Understanding 60. The drug “Ecstasy,” or MDMA, is a hallucinogenic form of . a. cannabis b. opioids c. cocaine d. amphetamine Answer: d Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.4 Define hallucinogenic drugs, and summarize the ways in which the major hallucinogens have shared or different actions in the brain, their major behavioral effects, and their potential therapeutic applications.

Bloom’s Level: 2. Understanding 61. Lysergic acid diethylamide (LSD) appears to exert its effects through its interactions with receptors for the neurotransmitter a. dopamine. b. norepinephrine. © 2021 Oxford University Press

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c. glycine. d. serotonin.

Answer: d Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.4 Define hallucinogenic drugs, and summarize the ways in which the major hallucinogens have shared or different actions in the brain, their major behavioral effects, and their potential therapeutic applications.

Bloom’s Level: 1. Remembering 62. Which neurotransmitter/neuromodulator has not been shown to be affected by MDMA (“Ecstasy”)? a. Dopamine b. Enkephalin c. Oxytocin d. Prolactin Answer: b Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.4 Define hallucinogenic drugs, and summarize the ways in which the major hallucinogens have shared or different actions in the brain, their major behavioral effects, and their potential therapeutic applications.

Bloom’s Level: 1. Remembering 63. According to DSM-5 criteria about % of adults in United States have a diagnoses of alcohol use disorder. a. 7 b. 9 c. 12 d. 18 Answer: a Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: 3.7.1 Provide a formal definition of substance abuse, and distinguish between mild, moderate, and severe forms.

Bloom’s Level: 1. Remembering 64. The model of drug abuse and addiction focuses on the addict’s desire to avoid withdrawal symptoms. a. positive reward b. physical dependence c. disease d. moral Answer: b Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: 3.7.2 Summarize the major theoretical models of substance abuse.

Bloom’s Level: 1. Remembering

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

65. One perspective on drug addiction proposes that a feature shared by all habit-forming drugs is that they a. evoke hallucinations. b. have strong rewarding properties. c. cause a chronic maladaptation syndrome. d. cause bursts of intense activity.

Answer: b Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: 3.7.2 Summarize the major theoretical models of substance abuse.

Bloom’s Level: 4. Analyzing 66. Drugs that stimulate the pathway provide powerful positive rewards that may eclipse the pleasures derived from other activities. a. cholinergic b. dopaminergic c. noradrenergic d. serotonergic Answer: b Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: 3.7.2 Summarize the major theoretical models of substance abuse.

Bloom’s Level: 2. Understanding 67. The model of drug abuse argues that people become addicted to drugs because of the powerful reinforcement they provide. a. moral model b. positive reward c. disease model d. physical dependence Answer: b Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: 3.7.2 Summarize the major theoretical models of substance abuse.

Bloom’s Level: 1. Remembering 68. The triggering of drug cravings after returning to location or setting where they were previously used is called drug use. a. symbol-induced b. cue-induced c. situational d. spontaneous Answer: b Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: 3.7.3 Describe some individual differences that affect susceptibility to addiction.

Bloom’s Level: 1. Remembering

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69. Abnormalities of which brain region may be implicated in addiction to various substances? a. Insula b. Lateral tegmental area c. Thalamus d. Pituitary Answer: a Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: 3.7.3 Describe some individual differences that affect susceptibility to addiction.

Bloom’s Level: 1. Remembering 70. The is an area of the brain which, when lesioned, allows patients to quit smoking effortlessly. a. cerebellum b. corpus callosum c. insula d. thalamus Answer: c Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: 3.7.3 Describe some individual differences that affect susceptibility to addiction.

Bloom’s Level: 1. Remembering 71. The drug methadone is used to treat people who have become addicted to a. cocaine. b. amphetamine. c. alcohol. d. heroin.

Answer: d Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: 3.7.4 Review leading categories of treatments for addiction, briefly explaining the logic of each.

Bloom’s Level: 1. Remembering 72. Disulfiram (Antabuse) is prescribed for people who are trying to overcome dependence on a. cocaine. b. amphetamine. c. alcohol. d. heroin.

Answer: c Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: 3.7.4 Review leading categories of treatments for addiction, briefly explaining the logic of each.

Bloom’s Level: 1. Remembering © 2021 Oxford University Press

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73. A common feature of addictive drugs appears to be that they cause the release of in the . a. serotonin; amygdala b. dopamine; nucleus accumbens c. norepinephrine; ventral tegmental area d. GABA; insula Answer: b Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: Not aligned Bloom’s Level: 2. Understanding

Fill-in-the-Blank Questions 74. Neurotransmitter molecules are returned to the presynaptic terminal by transporter proteins in a process called .

Answer: reuptake Section: 3.1 Synaptic Transmission Is a Complex Electrochemical Process Learning Objective: 3.1.1 Review the neuronal processes leading to the release of neurotransmitter into a synapse.

Bloom’s Level: 1. Remembering 75. Nitric oxide belongs to the family of neurotransmitters.

Answer: gas Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.2 Name the major neurotransmitters, and briefly describe the chemical families of transmitters to which they belong.

Bloom’s Level: 2. Understanding 76. The extent to which a drug activates a response when bound to a receptor is it’s .

Answer: efficacy Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.2 Explain the concepts of binding affinity and efficacy, and discuss the general relationship between a drug’s dose and its effects.

Bloom’s Level: 2. Understanding 77. A decrease in receptor availability at a synapse is referred to as .

Answer: down-regulation Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.3 Summarize the routes of administration of drugs and the ways in which the brain and body adapt to the presence of drugs over time.

Bloom’s Level: 3. Applying

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

78. In response to an agonist, target neurons (increase) the number of receptors at a synapse.

Answer: up-regulate Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.3 Summarize the routes of administration of drugs and the ways in which the brain and body adapt to the presence of drugs over time.

Bloom’s Level: 3. Applying 79. The of drug molecules (or other ligand) refers to their propensity to bind to receptors.

Answer: affinity Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.3 Summarize the routes of administration of drugs and the ways in which the brain and body adapt to the presence of drugs over time.

Bloom’s Level: 2. Understanding 80. The factors that affect the movement of a drug into, through, and out of the body is called .

Answer: pharmacokinetics Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.3 Summarize the routes of administration of drugs and the ways in which the brain and body adapt to the presence of drugs over time.

Bloom’s Level: 1. Remembering 81. The increased alertness brought on by drinking coffee (caffeine) is due to the blocking of presynaptic receptors, which increases the amount of neurotransmitter released.

Answer: adenosine Section: 3.4 Drugs Affect Each Stage of Neural Conduction and Synaptic Transmission Learning Objective: 3.4.1 Summarize the ways in which drugs alter presynaptic processes, with examples.

Bloom’s Level: 2. Understanding 82. By block sodium channels, a compound found in pufferfish, called , prevents action potentials from occurring.

Answer: tetrodotoxin Section: 3.4 Drugs Affect Each Stage of Neural Conduction and Synaptic Transmission Learning Objective: 3.4.1 Summarize the ways in which drugs alter presynaptic processes, with examples.

Bloom’s Level: 2. Understanding 83. Most antipsychotic medications act by blocking receptors.

Answer: dopaminergic Section: 3.5 Some Neuroactive Drugs Provide Relief from Mental Illness and Pain Learning Objective: 3.5.1 Summarize the two major types of antipsychotic medications, and review their pharmacological actions. © 2021 Oxford University Press

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Bloom’s Level: 2. Understanding 84. The periaqueductal gray area of the brain contains a high density of receptors.

Answer: opioid Section: 3.5 Some Neuroactive Drugs Provide Relief from Mental Illness and Pain Learning Objective: 3.5.3 Review the discovery of opiates, and their major actions in the brain. Using the opiate receptors as examples, discuss the significance of the discovery of orphan receptors in the brain.

Bloom’s Level: 2. Understanding 85. Ketamine blocks receptors and increases activity in the prefrontal cortex and hippocampus.

Answer: NMDA Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.4 Define hallucinogenic drugs, and summarize the ways in which the major hallucinogens have shared or different actions in the brain, their major behavioral effects, and their potential therapeutic applications.

Bloom’s Level: 2. Understanding 86. The moral model of drug abuse suggests that addiction is caused by what factor?

Answer: Character weakness in addicts Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: 3.7.2 Summarize the major theoretical models of substance abuse.

Bloom’s Level: 2. Understanding 87. Damage to the dopamine neural pathway in either the nucleus accumbens or the leads to dysfunction in the experience of reward.

Answer: ventral tegmental area Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: 3.7.2 Summarize the major theoretical models of substance abuse.

Bloom’s Level: 4. Analyzing

Short Answer Questions 88. Compare and contrast metabotropic receptors and ionotropic receptors.

Answer: Metabotropic and ionotropic receptors are both receptor proteins that respond when an appropriate neurotransmitter or other substance (such as a drug) binds to them.

A metabotropic receptor is a receptor protein that does not contain ion channels, but may, when activated, use a second messenger system to open nearby ion channels to produce other (often slower) cellular effects. Ionotropic receptors are receptor proteins that contain an ion channel that opens when the receptor is bound by an agonist, triggering a local postsynaptic membrane potential.

Section: 3.1 Synaptic Transmission Is a Complex Electrochemical Process Learning Objective: 3.1.2 Explain how receptors capture, recognize, and respond to molecules of neurotransmitter. © 2021 Oxford University Press

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Bloom’s Level: 4. Analyzing 89. List the amino acid and amine neurotransmitters Answer: Amino acid neurotransmitters: GABA, glutamate, glycine, and histamine Amine neurotransmitters: Quaternary amines: Acetylcholine; Monoamines: Catecholamines: Norepinephrine, epinephrine, and dopamine; Indoleamines: Serotonin and melatonin Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.2 Name the major neurotransmitters, and briefly describe the chemical families of transmitters to which they belong.

Bloom’s Level: 1. Remembering 90. Create a paragraph using the following terms: Dopaminergic, mesolimbocortical pathway, mesostriatal pathway, ventral tegmental area, limbic system, cortex, substantia nigra, basal ganglia Answer: The mesolimbocortical and mesostriatal pathways are two major dopaminergic (dopamine producing neurons) pathways in the brain. The mesolimbocortical pathway projects from the ventral tegmental area of the midbrain to the limbic system and cortex.

The mesostriatal pathway projects from the substantia nigra to the basal ganglia.

Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.3 Trace the anatomical distribution of the major transmitters in the brain.

Bloom’s Level: 3. Applying 91. What is a dose-response curve?

Answer: It is a graphical representation of the effects of a drug (y-axis) plotted against the dose given (x-axis).

Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.2 Explain the concepts of binding affinity and efficacy, and discuss the general relationship between a drug’s dose and its effects.

Bloom’s Level: 1. Remembering 92. Explain what it means to say that a drug has a high bioavailability.

Answer: This means that it presents in the body in a form that can interact with physiological mechanisms.

Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.3 Summarize the routes of administration of drugs and the ways in which the brain and body adapt to the presence of drugs over time.

Bloom’s Level: 4. Analyzing 93. Identify three ways drugs can affect presynaptic transmitter release (Note: focus on transmitter release, not transmitter production or clearance).

Answer: 1. They can prevent conduction of the action potential thereby preventing synaptic transmission (e.g., tetrodotoxin). 2. They can alter release of transmitters into the © 2021 Oxford University Press

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synaptic cleft. (e.g., calcium channel blockers inhibit the release of transmitters, and amphetamine stimulates release of catecholamine transmitters). 3. They can modulate transmitter release by presynaptic receptors (e.g., caffeine competes with adenosine for presynaptic autoreceptors, and prevents adenosine from inhibiting transmitter release).

Section: 3.4 Drugs Affect Each Stage of Neural Conduction and Synaptic Transmission Learning Objective: 3.4.1 Summarize the ways in which drugs alter presynaptic processes, with examples.

Bloom’s Level: 3. Applying 94. What are two ways that drugs can affect neurotransmitter postsynaptic receptors?

Answer: 1. They can block postsynaptic receptors and prevent them from being activated by transmitters (e.g., curare blocks acetylcholine receptors). 2. They can activate postsynaptic receptors and mimic neurotransmitter effects (e.g., LSD is an agonist at some serotonin receptors).

Section: 3.4 Drugs Affect Each Stage of Neural Conduction and Synaptic Transmission Learning Objective: 3.4.2 Summarize drug effects on postsynaptic processes, with examples.

Bloom’s Level: 4. Analyzing 95. Briefly explain how selective serotonin reuptake inhibitors (SSRIs) work.

Answer: They allow transmitter to accumulate in the synaptic cleft.

Section: 3.5 Some Neuroactive Drugs Provide Relief from Mental Illness and Pain Learning Objective: 3.5.2 Discuss the major types of actions of drugs for treating depression and anxiety, with examples.

Bloom’s Level: 4. Analyzing 96. What are the three classes of antidepressant medications, and how do they alter transmitter function?

Answer: Monoamine oxidase inhibitors block the enzyme responsible for breaking down monoamine transmitters such as dopamine, serotonin, and norepinephrine. Tricyclic antidepressants block the reuptake of serotonin and norepinephrine. Selective serotonin reuptake inhibitors (SSRIs) block reuptake at serotonergic synapses. In all three cases, the outcome is an accumulation of transmitter in the synapse.

Section: 3.5 Some Neuroactive Drugs Provide Relief from Mental Illness and Pain Learning Objective: 3.5.2 Discuss the major types of actions of drugs for treating depression and anxiety, with examples.

Bloom’s Level: 2. Understanding 97. Explain how tobacco affects the brain and body.

Answer: The main psychoactive ingredient in tobacco is nicotine, which is a stimulant.

Tobacco products are often ingested via smoking, allowing nicotine (along with may other substances) to rapidly enter the brain and the bloodstream. It binds to the nicotinic acetylcholine receptor and produces a number of effects including increased heart rate, blood pressure, and digestive action. It also increases alertness and enhances some aspects of cognitive performance. Nicotine also stimulates the ventral tegmental area to exert its rewarding/addicting effects. © 2021 Oxford University Press

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Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.2 Compare and contrast the main families of stimulant drugs, and explain how they interact with neurons, their major effects, and risks they pose to human health.

Bloom’s Level: 4. Analyzing 98. What are hallucinogens? List at least two and the transmitter systems they affect.

Answer: Hallucinogens are drugs that alter sensory perception and produce peculiar experiences. 1. Lysergic acid diethylamide is a serotonin agonist. 2. Mescaline (extract from the peyote plant) is a serotonin agonist. 3. Psilocybin (“magic” mushrooms) is a serotonin agonist. 4. 3,4-methylenedioxymethamphetamine (MDMA) is a serotonin agonist, but also interacts with dopamine.

Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: 3.6.4 Define hallucinogenic drugs, and summarize the ways in which the major hallucinogens have shared or different actions in the brain, their major behavioral effects, and their potential therapeutic applications.

Bloom’s Level: 3. Applying 99. Explain the positive reward model of drug abuse. What evidence supports this model of addiction?

Answer: The positive reward model of drug abuse proposes that people begin abusing drugs and become addicted to them because the drugs provide powerful reinforcement.

There is abundant animal research supporting this model. Lab animals will press a lever thousands of times to receive a single, small dose of an addictive compound such as cocaine or methamphetamine.

Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: 3.7.2 Summarize the major theoretical models of substance abuse.

Bloom’s Level: 3. Applying

Discussion Questions 100. Identify and discuss the formal criteria for classifying a substance as a neurotransmitter.

Answer: Answers and discussion will vary.

Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.1 Identify general properties shared by most neurotransmitters, summarizing the criteria for establishing that a substance acts as a neurotransmitter.

Bloom’s Level: 2. Understanding 101. Describe, with examples, the differences between neuropeptides and neurotransmitters.

Answer: Answers and discussion will vary.

Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain

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Learning Objective: 3.2.2 Name the major neurotransmitters, and briefly describe the chemical families of transmitters to which they belong.

Bloom’s Level: 3. Applying 102. Describe the anatomy of the dopaminergic systems of the brain.

Answer: Answers and discussion will vary.

Section: 3.2 Neurotransmitter Substances Differ in Their Chemical Structure and in Their Distribution within the Brain Learning Objective: 3.2.3 Trace the anatomical distribution of the major transmitters in the brain.

Bloom’s Level: 2. Understanding 103. Describe the relationship between routes of administration and the effects of drugs.

Answer: Answers and discussion will vary.

Section: 3.3 Drugs Fit Like Keys into Molecular Locks Learning Objective: 3.3.3 Summarize the routes of administration of drugs and the ways in which the brain and body adapt to the presence of drugs over time.

Bloom’s Level: 3. Applying 104. Discuss, with examples, how drugs can alter presynaptic processes.

Answer: Answers and discussion will vary.

Section: 3.4 Drugs Affect Each Stage of Neural Conduction and Synaptic Transmission Learning Objective: 3.4.1 Summarize the ways in which drugs alter presynaptic processes, with examples.

Bloom’s Level: 3. Applying 105. Outline the major classes of antipsychotic drugs and describe how they interact with transmitter systems.

Answer: Answers and discussion will vary.

Section: 3.5 Some Neuroactive Drugs Provide Relief from Mental Illness and Pain Learning Objective: 3.5.1 Summarize the two major types of antipsychotic medications, and review their pharmacological actions.

Bloom’s Level: 3. Applying 106. Explain, with examples, how both legal and illegal psychoactive drugs can affect conscious experiences.

Answer: Answers and discussion will vary.

Section: 3.6 Some Neuroactive Drugs Are Used to Alter Conscious Experience Learning Objective: Not aligned Bloom’s Level: 3. Applying 107. Discuss the four models developed to explain substance abuse.

Answer: Answers and discussion will vary.

Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: 3.7.2 Summarize the major theoretical models of substance abuse.

Bloom’s Level: 3. Applying © 2021 Oxford University Press

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108. Are rodent models of drug addiction useful contributions to substance abuse research? Why or why not? What might be missed with this approach and what findings would you expect to be consistent across species?

Answer: Answers and discussion will vary.

Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: 3.7.2 Summarize the major theoretical models of substance abuse.

Bloom’s Level: 5. Evaluating 109. Summarize at least four pharmacological therapies that have been proposed as treatments for drug dependency, noting the mode of action of each.

Answer: Answers and discussion will vary.

Section: 3.7 Substance Abuse and Addiction Are Global Social Problems Learning Objective: 3.7.4 Review leading categories of treatments for addiction, briefly explaining the logic of each.

Bloom’s Level: 3. Applying

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Test Bank to accompany

The Mind’s Machine, Fourth Edition Watson • Breedlove

Chapter 4: Development of the Brain Multiple Choice Questions 1. In human embryonic development, the beginning of the brain is evident in the anterior portion of the neural tube by day a. 1. b. 10. c. 22. d. 60.

Answer: c Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.1 List the six stages of cellular processes needed for brain development.

Bloom’s Level: 1. Remembering 2. Trauma that affects the central nervous system of a human embryo between 22 and 24 days after fertilization would not affect a. development of the neural plate. b. neural crest formation. c. brain formation. d. neurogenesis in the forebrain.

Answer: b Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.1 List the six stages of cellular processes needed for brain development.

Bloom’s Level: 3. Applying 3. An embryo has an unclosed neural groove and a neural crest. About how old is this embryo, assuming normal development? a. 18 days b. 20 days c. 22 days d. 24 days Answer: b Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.1 List the six stages of cellular processes needed for brain development.

Bloom’s Level: 3. Applying

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

4. In human embryonic development, the crests of the neural groove come together to form the a. ectoderm. b. neural tube. c. brain plate. d. forebrain.

Answer: b Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.1 List the six stages of cellular processes needed for brain development.

Bloom’s Level: 1. Remembering 5. In neurogenesis, cells that give rise to neurons divide in via mitosis, which takes place within the zone inside the neural tube. a. forebrain b. midbrain c. hindbrain d. ventricular Answer: d Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.1 List the six stages of cellular processes needed for brain development.

Bloom’s Level: 1. Remembering 6. Mitosis, which produces the cells that will give rise to the nervous system takes place in the a. ventricular zone. b. forebrain. c. intermediate layer. d. radial glia.

Answer: a Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.1 List the six stages of cellular processes needed for brain development.

Bloom’s Level: 1. Remembering 7. The number of neurons that die during early development is a. small. b. close to zero. c. large. d. variable from one individual to another.

Answer: c Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.2 Describe the two phases of brain development characterized by the loss of structures.

Bloom’s Level: 1. Remembering

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8. Which component is necessary for apoptosis? a. Methylation b. Neurotrophic factors c. Neurogenesis markers d. Death genes Answer: d Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.2 Describe the two phases of brain development characterized by the loss of structures.

Bloom’s Level: 1. Remembering 9. During a period of normal cell death, developing neurons are thought to compete for a. acetylcholine. b. death genes. c. neurotrophic factors. d. glucose.

Answer: c Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.3 Identify the basic mechanism that directs each developing neuron to take on the appropriate structure and function.

Bloom’s Level: 2. Understanding 10. The particular fate of an undifferentiated cell depends partially upon which factor? a. The production of progeny cells b. Cell-cell interactions c. Neurogenesis d. Apoptosis Answer: b Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.3 Identify the basic mechanism that directs each developing neuron to take on the appropriate structure and function.

Bloom’s Level: 2. Understanding 11. Which of the following prevents neurons from undergoing apoptosis? a. Methylation b. Neurotrophic factors c. Neurogenesis markers d. Death genes Answer: b Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.3 Identify the basic mechanism that directs each developing neuron to take on the appropriate structure and function.

Bloom’s Level: 1. Remembering 12. The mitotic division of nonneural cells to produce neurons is called

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a. synaptogenesis. b. neurogenesis. c. apoptosis. d. differentiation.

Answer: b Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.3 Identify the basic mechanism that directs each developing neuron to take on the appropriate structure and function.

Bloom’s Level: 1. Remembering 13. During development, the process in which one cell affects the differentiation of other neighboring cells is called a. cell proliferation. b. cell-cell interaction. c. cell competition. d. cell diffusion.

Answer: b Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.3 Identify the basic mechanism that directs each developing neuron to take on the appropriate structure and function.

Bloom’s Level: 1. Remembering 14. Undifferentiated cells, if gathered from embryonic tissue and transplanted into the brain, will differentiate and integrate properly. a. ventricular b. apoptotic c. stem d. mesodermal Answer: c Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.3 Identify the basic mechanism that directs each developing neuron to take on the appropriate structure and function.

Bloom’s Level: 1. Remembering 15. Which statement regarding gene expression is true? a. Gene expression in vertebrates is a predetermined result of mitotic lineages. b. Environmental factors, including experience, affect gene expression and thus cell differentiation. c. In vertebrates, gene expression in neural cells is independent of signals from the external environment. d. In neurogenesis, cell differentiation takes place before gene expression.

Answer: b Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.3 Identify the basic mechanism that directs each developing neuron to take on the appropriate structure and function.

Bloom’s Level: 4. Analyzing

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16. In an experiment, a researcher takes undifferentiated cells and places them with cells from a particular brain region. When the undifferentiated cells begin to differentiate, they take on the appropriate identity for that brain region. These formerly undifferentiated cells are a. target cells. b. stem cells. c. glial cells. d. germ cells.

Answer: b Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.3 Identify the basic mechanism that directs each developing neuron to take on the appropriate structure and function.

Bloom’s Level: 3. Applying 17. Which process occurs to only a limited extent after birth? a. Synaptogenesis b. Glial cell formation c. Neurogenesis d. Myelination Answer: c Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.4 Discuss the significance of generating new neurons in adulthood.

Bloom’s Level: 2. Understanding 18. In the adult brain, neurogenesis is evident in the a. amygdala. b. extrastriate cortex. c. hippocampus. d. basal ganglia.

Answer: c Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.4 Discuss the significance of generating new neurons in adulthood.

Bloom’s Level: 1. Remembering 19. Adult neurogenesis especially affects a region of a brain that would help a person a. navigate their way home from a friend’s house. b. read a textbook. c. remain patient when someone is annoying them. d. recognize their mother.

Answer: a Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.4 Discuss the significance of generating new neurons in adulthood.

Bloom’s Level: 3. Applying

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20. People affected by Fragile X syndrome have a chromosome that is prone to breaking because the DNA at one site is a. methylated. b. unstable. c. increased. d. reduced.

Answer: b Section: 4.2 An Explosion of Synapse Formation Is Followed by Synapse Rearrangement Learning Objective: 4.2.1 Describe the process of synapse rearrangement, and offer evidence that a net loss of synapses may be adaptive.

Bloom’s Level: 2. Understanding 21. In the human cerebral cortex, the pruning of dendrites and axon terminals occurs last in cortex. a. auditory b. visual c. motor d. prefrontal Answer: d Section: 4.2 An Explosion of Synapse Formation Is Followed by Synapse Rearrangement Learning Objective: 4.2.1 Describe the process of synapse rearrangement, and offer evidence that a net loss of synapses may be adaptive.

Bloom’s Level: 1. Remembering 22. In human cerebral cortex, there is a net of synapses from late childhood until . a. loss; midadolescence b. increase; young adulthood b. increase; midlife c. loss; older age Answer: a Section: 4.2 An Explosion of Synapse Formation Is Followed by Synapse Rearrangement Learning Objective: 4.2.1 Describe the process of synapse rearrangement, and offer evidence that a net loss of synapses may be adaptive.

Bloom’s Level: 3. Applying 23. Teenagers with the highest IQ show a. very little cortical thinning. b. an especially long period of cortical thinning. c. higher levels of neurotrophic factors. d. lower levels of neurotrophic factors.

Answer: b Section: 4.2 An Explosion of Synapse Formation Is Followed by Synapse Rearrangement Learning Objective: 4.2.1 Describe the process of synapse rearrangement, and offer evidence that a net loss of synapses may be adaptive.

Bloom’s Level: 2. Understanding

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24. The importance of loss of synapses during development is demonstrated in people with , a condition in which the normal elimination of synapses after birth does not occur, leading to intellectual disability. a. PKU b. fragile X syndrome c. Parkinson’s disease d. Alzheimer’s disease Answer: b Section: 4.2 An Explosion of Synapse Formation Is Followed by Synapse Rearrangement Learning Objective: 4.2.1 Describe the process of synapse rearrangement, and offer evidence that a net loss of synapses may be adaptive.

Bloom’s Level: 2. Understanding 25. The visual problems associated with amblyopia illustrate the importance of a. genetic control of brain development. b. life-long plasticity of visual development. c. induction on brain development. d. early experience on brain development.

Answer: d Section: 4.2 An Explosion of Synapse Formation Is Followed by Synapse Rearrangement Learning Objective: 4.2.2 Describe studies showing that visual experience early in life is required to develop normal vision.

Bloom’s Level: 2. Understanding 26. If one eye of a kitten is occluded during the sensitive period, visual cortex cells later show responses to visual stimuli presented to that eye. a. increased b. decreased c. variable d. spontaneous Answer: b Section: 4.2 An Explosion of Synapse Formation Is Followed by Synapse Rearrangement Learning Objective: 4.2.2 Describe studies showing that visual experience early in life is required to develop normal vision.

Bloom’s Level: 2. Understanding 27. If a child is born with vision impairment that is not repaired within the first 6 months of life, the child will have particular difficulty in recognizing a. complex scenes. b. inanimate objects c. moving objects. d. faces.

Answer: d Section: 4.2 An Explosion of Synapse Formation Is Followed by Synapse Rearrangement

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Learning Objective: 4.2.2 Describe studies showing that visual experience early in life is required to develop normal vision.

Bloom’s Level: 1. Remembering 28. A synapse that has a large effect on the postsynaptic cell and thus grows stronger at the expense of synapses that have weaker effects is known as a synapse. a. Hebbian b. Hubel c. dominant d. neurotrophic Answer: a Section: 4.2 An Explosion of Synapse Formation Is Followed by Synapse Rearrangement Learning Objective: 4.2.2 Describe studies showing that visual experience early in life is required to develop normal vision.

Bloom’s Level: 2. Understanding 29. In the context of genetics, the term “expression” refers to a. characteristics that are inherited. b. the way a cell makes an mRNA transcript of a gene. c. how a cell looks under the microscope. d. the way a cell makes a copy of a gene within DNA. Answer: b Section: 4.3 Experience Can Affect Brain Development by Altering Gene Expression Learning Objective: 4.3.1 Describe how the environment can regulate gene expression and how experience and genes interact to affect behavior.

Bloom’s Level: 3. Applying 30. Which would not be considered an extrinsic influence on cells? a. Experience b. Nutrition c. Induction d. Genes Answer: d Section: 4.3 Experience Can Affect Brain Development by Altering Gene Expression Learning Objective: 4.3.1 Describe how the environment can regulate gene expression and how experience and genes interact to affect behavior.

Bloom’s Level: 2. Understanding 31. Children who have inherited PKU can be helped by a. surgery. b. dietary manipulation. c. enriched environments. d. gene therapy.

Answer: b Section: 4.3 Experience Can Affect Brain Development by Altering Gene Expression

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 4.3.1 Describe how the environment can regulate gene expression and how experience and genes interact to affect behavior.

Bloom’s Level: 2. Understanding 32. PKU is a hereditary disorder that involves faulty metabolism of a. sugar. b. alcohol. c. lipid. d. protein.

Answer: d Section: 4.3 Experience Can Affect Brain Development by Altering Gene Expression Learning Objective: 4.3.1 Describe how the environment can regulate gene expression and how experience and genes interact to affect behavior.

Bloom’s Level: 1. Remembering 33. Which statement concerning phenylketonuria (PKU) is true? a. It manifests due to excessive intake of fatty foods. b. It is interesting to researchers because it does not require an interaction of genes and environment to be expressed. c. Left untreated, it can cause intellectual disability. d. For those affected, dietary restrictions are critical later in life.

Answer: c Section: 4.3 Experience Can Affect Brain Development by Altering Gene Expression Learning Objective: 4.3.1 Describe how the environment can regulate gene expression and how experience and genes interact to affect behavior.

Bloom’s Level: 2. Understanding 34. The physical characteristics that make up an individual and constantly change throughout out life are called the individual’s a. genotype. b. phenotype. c. clone. d. epigenome.

Answer: b Section: 4.3 Experience Can Affect Brain Development by Altering Gene Expression Learning Objective: 4.3.1 Describe how the environment can regulate gene expression and how experience and genes interact to affect behavior.

Bloom’s Level: 1. Remembering 35. Which statement provides an example of epigenetics? a. Mothering style affecting the developing brain b. Genetic mutations arising every other generation c. Genetic mutations eliminating maternal behavior d. Selective breeding of dogs to develop an ultra-aggressive strain Answer: a Section: 4.3 Experience Can Affect Brain Development by Altering Gene Expression

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Learning Objective: 4.3.2 Define epigenetic changes, and explain how they might play a role in the interaction of genes and the environment.

Bloom’s Level: 4. Analyzing 36. Which statement describes evidence of epigenetic effects on gene expression? a. Synaptic remodeling proceeds in a caudal to rostral direction. b. Identical twins have identical genes and identical phenotypes. c. Monocular deprivation can lead to blindness in that eye. d. Mice raised by foster parents behave more like their foster parents than their genetic parents.

Answer: d Section: 4.3 Experience Can Affect Brain Development by Altering Gene Expression Learning Objective: 4.3.2 Define epigenetic changes, and explain how they might play a role in the interaction of genes and the environment.

Bloom’s Level: 3. Applying 37. Methylation gene expression through . a. facilitates; DNA modification b. inhibits; DNA modification c. facilitates; chromosomal deletion d. inhibits; chromosomal deletion Answer: b Section: 4.3 Experience Can Affect Brain Development by Altering Gene Expression Learning Objective: 4.3.3 Describe the mechanism by which rodent dams can alter their offspring’s lifelong stress response.

Bloom’s Level: 4. Analyzing 38. Rodent pups with an inattentive mother secrete an abnormally high level of glucocorticoids in response to stress as adults. In terms of epigenetics, this response is due to a. methylation of glucocorticoids. b. methylation of the gene for the glucocorticoid receptor. c. decreased glucocorticoid expression. d. inactivation of stress genes.

Answer: b Section: 4.3 Experience Can Affect Brain Development by Altering Gene Expression Learning Objective: 4.3.3 Describe the mechanism by which rodent dams can alter their offspring’s lifelong stress response.

Bloom’s Level: 2. Understanding 39. Which feature does not normally change during the life span? a. Genotype b. Phenotype c. Synaptic structure d. Dendritic architecture Answer: a

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Section: 4.3 Experience Can Affect Brain Development by Altering Gene Expression Learning Objective: Not aligned Bloom’s Level: 2. Understanding 40. Each senile plaque within the brains of patients with Alzheimer’s disease contains a. beta-amyloid. b. NGF. c. melanin. d. neurofibrillary tangles.

Answer: a Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.1 Describe the current model of processes underlying the degeneration seen in Alzheimer’s disease.

Bloom’s Level: 1. Remembering 41. It appears that Alzheimer’s disease is not simply the result of “wear-and-tear,” because a. there is pronounced cortical atrophy. b. some people who are not highly educated may still get Alzheimer’s. c. people who reach the age 85–90 without symptoms become increasingly less likely ever to develop them. d. children do not develop Alzheimer’s.

Answer: c Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.1 Describe the current model of processes underlying the degeneration seen in Alzheimer’s disease.

Bloom’s Level: 1. Remembering 42. Which life choice would most likely reduce one’s risk of developing Alzheimer’s disease? a. Sleeping at least 10 hours a day b. Drinking a glass of red wine every day c. Playing 18 holes of golf every day without a golf cart d. Relaxing at home, listening to classical music, and eating organically grown food Answer: c Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.1 Describe the current model of processes underlying the degeneration seen in Alzheimer’s disease.

Bloom’s Level: 1. Remembering 43. Cognitive impairment in Alzheimer’s patients is most closely correlated with in the brains of Alzheimer’s patients. a. clumps of dead neurons b. increased metabolism c. neurofibrillary tangles and amyloid plaques d. patches of degrading axons

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Answer: c Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.1 Describe the current model of processes underlying the degeneration seen in Alzheimer’s disease.

Bloom’s Level: 1. Remembering 44. A person over 55 years of age shows problems with delayed memory, and MRI images show a decrease in normal volume of the hippocampal formation. PET scans show no decrease in cerebral metabolism. This person most likely has a. senile dementia. b. Alzheimer’s disease. c. age-related memory loss. d. Parkinson’s disease.

Answer: c Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.1 Describe the current model of processes underlying the degeneration seen in Alzheimer’s disease.

Bloom’s Level: 4. Analyzing 45. Neurofibrillary tangles are a. clumps of dead neurons in the brains of Alzheimer’s patients. b. senile plaques in the brains of Alzheimer’s patients. c. abnormal whorls of neurofilaments. d. patches of dead and dying axons.

Answer: c Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.1 Describe the current model of processes underlying the degeneration seen in Alzheimer’s disease.

Bloom’s Level: 2. Understanding 46. A patient with cognitive symptoms shows cortical atrophy in the frontal, temporal, and parietal brain areas, and a PET scans reveals pronounced reduction of metabolism in posterior parietal cortex and parts of the temporal lobe, among other symptoms. This patient most likely has a. age-related aging. b. Parkinson’s. c. Alzheimer’s. d. amnesia.

Answer: c Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.1 Describe the current model of processes underlying the degeneration seen in Alzheimer’s disease.

Bloom’s Level: 4. Analyzing 47. Patients with Alzheimer’s disease gradually lose many of the basal forebrain neurons that produce the transmitter

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

a. dopamine. b. serotonin. c. acetylcholine. d. norepinephrine.

Answer: c Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.1 Describe the current model of processes underlying the degeneration seen in Alzheimer’s disease.

Bloom’s Level: 1. Remembering 48. In people with Alzheimer’s disease, amyloid plaques are found in the , cortex, and associated limbic system sites. a. hippocampus b. amygdala c. basal ganglia d. cerebellum Answer: a Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.1 Describe the current model of processes underlying the degeneration seen in Alzheimer’s disease.

Bloom’s Level: 1. Remembering 49. At present, the only way to identify Alzheimer’s disease with confidence is through a. olfactory testing. b. genetic screening. c. postmortem examination. d. MRI. Answer: c Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.1 Describe the current model of processes underlying the degeneration seen in Alzheimer’s disease.

Bloom’s Level: 1. Remembering 50. Which of the following can postpone the appearance of Alzheimer’s disease? a. Antidepressant medications b. A lean body mass c. Good social supports d. Adequate amounts of sleep Answer: d Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.1 Describe the current model of processes underlying the degeneration seen in Alzheimer’s disease.

Bloom’s Level: 2. Understanding 51. A challenge with treatment for Alzheimer’s that involves trying to inhibit the production of beta-amyloid is that

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

a. it causes an increase in neurofibrillary tangles. b. it decreases brain metabolism. c. the enzymes that favor beta-amyloid production have not been identified. d. it is not known if beta-amyloid production is caused by Alzheimer’s or if it is a response to it.

Answer: d Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.2 Critique the amyloid hypothesis of Alzheimer’s.

Bloom’s Level: 2. Understanding 52. The use of , which has an affinity for beta-amyloid, means a formal diagnosis of Alzheimer’s can now occur prior to death. a. MRI scans b. autoradiography c. immunocytochemistry d. Pittsburgh Blue dye (PiB) Answer: d Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.3 Discuss how brain imaging may help us understand the mechanism(s) of Alzheimer’s.

Bloom’s Level: 3. Applying 53. A person over 55 years of age shows problems with delayed memory, and MRI images show a decrease in normal volume of the hippocampal formation. PET scans show no decrease in cerebral metabolism. This person most likely has a. senile dementia. b. Alzheimer’s disease. c. age-related memory loss. d. Parkinson’s disease.

Answer: c Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: Not aligned Bloom’s Level: 3. Applying

Fill-in-the-Blank Questions 54. In embryonic development, the layer the nervous system arises from is the Answer: ectoderm Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.1 List the six stages of cellular processes needed for brain development Bloom’s Level: 2. Understanding 55. The interior of the neural tube eventually develops into the zone.

Answer: ventricular Section: 4.1 Growth and Development of the Brain Are Orderly Processes

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.

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 4.1.1 List the six stages of cellular processes needed for brain development Bloom’s Level: 1. Remembering 56. In neural development, after migrating to their appropriate positions, new cells undergo .

Answer: differentiation Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.1 List the six stages of cellular processes needed for brain development Bloom’s Level: 1. Remembering 57. Chemical factors within the brain, particularly during development, that aid in the survival of neurons are called .

Answer: neurotrophic factors Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.3 Identify the basic mechanism that directs each developing neuron to take on the appropriate structure and function.

Bloom’s Level: 1. Remembering 58. Research indicates that exercising, socializing, and mental stimulation facilitates the growth of new brain neurons in adulthood, which is called brain .

Answer: neurogenesis Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.4 Discuss the significance of generating new neurons in adulthood.

Bloom’s Level: 2. Understanding 59. Synapses that become stronger or weaker depending on their effectiveness in driving their target cell are known as synapses.

Answer: Hebbian Section: 4.2 An Explosion of Synapse Formation Is Followed by Synapse Rearrangement Learning Objective: 4.2.1 Describe the process of synapse rearrangement, and offer evidence that a net loss of synapses may be adaptive.

Bloom’s Level: 2. Understanding 60. The critical stage of development during which an organism can be permanently altered by an experience or treatment is called the period.

Answer: sensitive Section: 4.2 An Explosion of Synapse Formation Is Followed by Synapse Rearrangement Learning Objective: 4.2.2 Describe studies showing that visual experience early in life is required to develop normal vision.

Bloom’s Level: 2. Understanding 61. In mammals, the developmental formation of prevented by eliminating input from one eye.

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vision within the brain can be

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Answer: binocular Section: 4.2 An Explosion of Synapse Formation Is Followed by Synapse Rearrangement Learning Objective: 4.2.2 Describe studies showing that visual experience early in life is required to develop normal vision.

Bloom’s Level: 1. Remembering 62. Chemical modification of DNA that does not affect the gene’s nucleotide sequence but that makes it less likely to be expressed is called .

Answer: methylation Section: 4.3 Experience Can Affect Brain Development by Altering Gene Expression Learning Objective: 4.3.3 Describe the mechanism by which rodent dams can alter their offspring’s lifelong stress response.

Bloom’s Level: 1. Remembering 63. At the cellular level, certain regions of the brains of individuals with Alzheimer’s show strange patches termed plaques.

Answer: amyloid Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.1 Describe the current model of processes underlying the degeneration seen in Alzheimer’s disease.

Bloom’s Level: 1. Remembering

Short Answer Questions 64. Describe the six stages of development of the nervous system.

Answer: 1. Neurogenesis: the mitotic division of nonneuronal cells to produce neurons. 2.

Cell migration: the massive movements of nerve cells or their precursors to establish distinct nerve cell populations. 3. Cell differentiation: the refining of cells into distinctive types of neurons or glial cells. 4. Synaptogenesis: the establishment of synaptic connections as axons and dendrites grow. 5. Neuronal cell death: the selective death of many nerve cells. 6. Synapse rearrangement: the loss of some synapses and the development of others, to refine synaptic connections.

Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.1 List the six stages of cellular processes needed for brain development.

Bloom’s Level: 1. Remembering 65. What are neurotrophic factors? Describe the role they play in neural connections to target structures.

Answer: Neurotrophic factors are chemicals produced by target cells that affect survival of new neurons. The neurons compete for synaptic connections to target structures; those that obtain enough neurotrophic factor survive, and those that don’t die.

Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.3 Identify the basic mechanism that directs each developing neuron to take on the appropriate structure and function.

Bloom’s Level: 3. Applying

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

66. What is synaptic rearrangement? Explain how numbers of synapses in the human cortex change from birth to adulthood.

Answer: From birth until about one year of age, neurons in the cortex grow longer, with more elaborate dendrites that are dense with synapses. As we move into adulthood, some of these many synapses are retracted and/or lost, and new synaptic connections are made.

This change in number and makeup of synapses is called synaptic rearrangement.

Section: 4.2 An Explosion of Synapse Formation Is Followed by Synapse Rearrangement Learning Objective: 4.2.1 Describe the process of synapse rearrangement, and offer evidence that a net loss of synapses may be adaptive.

Bloom’s Level: 3. Applying 67. Which brain areas are affected by light deprivation of one eye during the critical period? What is the effect on cortical neurons?

Answer: Monocular deprivation during the critical period affects the visual cortex, thalamus. It also permanently impairs vision in the deprived eye. Light deprivation of one eye causes cortical neurons to respond only to input in the nondeprived eye.

Section: 4.2 An Explosion of Synapse Formation Is Followed by Synapse Rearrangement Learning Objective: 4.2.2 Describe studies showing that visual experience early in life is required to develop normal vision.

Bloom’s Level: 2. Understanding 68. Differentiate genotype from phenotype.

Answer: A person’s genotype is all the genetic information that they have inherited. An example is the genes responsible for eye or hair color. A person’s phenotype is the sum of an individual’s physical characteristic at a particular time and is determined by both genetics and environmental influences.

Section: 4.3 Experience Can Affect Brain Development by Altering Gene Expression Learning Objective: 4.3.1 Describe how the environment can regulate gene expression and how experience and genes interact to affect behavior.

Bloom’s Level: 3. Applying 69. Explain how methylation of genes in the brains of rodents can be affected by experience.

Answer: In experiments with rodents, young rats raised by poor mothers (e.g., that don’t groom their young) secrete increased glucocorticoids in response to stress as adults. This greater stress response induces methylation of the glucocorticoid receptor gene of the brain, making the young rats hyper-responsive to stress for the rest of their lives.

Section: 4.3 Experience Can Affect Brain Development by Altering Gene Expression Learning Objective: 4.3.3 Describe the mechanism by which rodent dams can alter their offspring’s lifelong stress response.

Bloom’s Level: 2. Understanding 70. What are the structural changes seen in the brain of a patient with Alzheimer’s disease?

Answer:

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Strange patches termed amyloid plaques appear in cortex, the hippocampus, and associated limbic system sites. Some cells show abnormalities called neurofibrillary tangles, which are abnormal whorls of neurofilaments that form a tangled array inside the cell. The number of neurofibrillary tangles is directly related to the magnitude of cognitive impairment. Patients with Alzheimer’s gradually lose many cholinergic neurons in the basal forebrain and reveal striking cortical atrophy, especially in the frontal, temporal and parietal areas.

Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.1 Describe the current model of processes underlying the degeneration seen in Alzheimer’s disease.

Bloom’s Level: 2. Understanding 71. Which recent technique in the diagnoses of Alzheimer’s involves of brain imaging using dye? How might this type of imaging be useful for tracking the progression of the disease.

Answer: Pittsburg Blue dye, together with a PET scan, can be used to image of levels of beta-amyloid in the brains of patients. The benefit of this technique is that it can be used to monitor amyloid levels in patients receiving treatment, to determine if to determine if the treatment is effective over time.

Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.3 Discuss how brain imaging may help us understand the mechanism(s) of Alzheimer’s.

Bloom’s Level: 3. Applying

Discussion Questions 72. Describe the sequence of events in the formation of the human nervous system, from conception to about 25 days of embryonic development.

Answer: Answers and discussion will vary.

Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.1 List the six stages of cellular processes needed for brain development.

Bloom’s Level: 3. Applying 73. Describe the cellular processes associated with apoptosis.

Answer: Answers and discussion will vary.

Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.2 Describe the two phases of brain development characterized by the loss of structures.

Bloom’s Level: 3. Applying 74. Citing experimental evidence, describe how the synaptic targets of developing neurons regulate cell death.

Answer: Answers and discussion will vary.

Section: 4.1 Growth and Development of the Brain Are Orderly Processes

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 4.1.2 Describe the two phases of brain development characterized by the loss of structures.

Bloom’s Level: 3. Applying 75. Describe the process of synaptic rearrangement in the developing brain.

Answer: Answers and discussion will vary.

Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.3 Identify the basic mechanism that directs each developing neuron to take on the appropriate structure and function.

Bloom’s Level: 3. Applying 76. Write a coherent and informative paragraph incorporating each of the following terms or concepts: proliferation; migration; differentiation; synaptogenesis; apoptosis; synaptic rearrangement Answer: Answers and discussion will vary.

Section: 4.1 Growth and Development of the Brain Are Orderly Processes Learning Objective: 4.1.3 Identify the basic mechanism that directs each developing neuron to take on the appropriate structure and function.

Bloom’s Level: 3. Applying 77. Discuss the observations that would likely result from microscopic examination of cortical tissue samples from an Alzheimer’s patient.

Answer: Answers and discussion will vary.

Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: 4.4.1 Describe the current model of processes underlying the degeneration seen in Alzheimer’s disease.

Bloom’s Level: 3. Applying 78. Discuss the various factors influencing age-related impairments in memory.

Answer: Answers and discussion will vary.

Section: 4.4 The Brain Continues to Change as We Grow Older Learning Objective: Not aligned Bloom’s Level: 3. Applying

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Test Bank to accompany

The Mind’s Machine, Fourth Edition Watson • Breedlove

Chapter 5: The Sensorimotor System

Multiple Choice Questions 1. The brain recognizes action potentials from different sensory modalities as separate and distinct because a. action potentials from different sensory modalities are carried on different nerve tracts. b. the volley of action potentials differs for each sensory modality. c. action potentials from different sensory modalities utilize different neurotransmitter systems. d. action potentials from different sensory modalities are processed through different frontal lobe regions.

Answer: a Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.1 Understand the concepts of labeled lines and sensory transduction.

Bloom’s Level: 4. Analyzing 2. are sparsely located throughout the skin and respond to stretching of fingers and limbs. a. Meissner’s corpuscles b. Pacinian corpuscles c. Merkel’s discs d. Ruffini corpuscles Answer: d Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.2 Describe several different types of receptors in the skin and the stimuli they detect.

Bloom’s Level: 1. Remembering 3. Vibration of stretches the neuronal membrane, allowing sodium channels to open and graded receptor potentials to occur. a. free nerve endings b. Pacinian corpuscles c. Merkel’s discs d. Ruffini’s corpuscles Answer: b Section: 5.1 Sensory Processing and the Somatosensory System

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 5.1.2 Describe several different types of receptors in the skin and the stimuli they detect.

Bloom’s Level: 2. Understanding 4. The receptor potential produced by a Pacinian corpuscle in response to mechanical stimulation is a. all-or-none. b. hyperpolarizing. c. proportional to stimulus intensity. d. not affected by stimulus intensity.

Answer: c Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.2 Describe several different types of receptors in the skin and the stimuli they detect.

Bloom’s Level: 3. Applying 5. Which receptor types would be most useful for reading Braille? a. Pacinian corpuscles b. Free nerve endings c. Ruffini corpuscles d. Merkel’s discs Answer: d Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.2 Describe several different types of receptors in the skin and the stimuli they detect.

Bloom’s Level: 3. Applying 6. The onion-like receptor found in skin that selectively responds to vibration and pressure is the a. Ruffini corpuscle. b. Pacinian corpuscle. c. Meissner’s corpuscle. d. Merkel’s disc.

Answer: b Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.2 Describe several different types of receptors in the skin and the stimuli they detect.

Bloom’s Level: 1. Remembering 7. The of a sensory neuron is the stimulus region that causes the cell to alter its firing rate. a. receptive field b. adaptative field c. modulatory region d. phasic-tonic region Answer: a

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.3 Relate the concepts of receptive fields and sensory adaptation.

Bloom’s Level: 2. Understanding 8. Which statement about the receptive field of a sensory neuron on skin is true? a. All receptive fields of sensory nerves are excitatory. b. Receptive fields of sensory neurons have a characteristic shape with excitatory and inhibitory regions. c. Receptive fields of sensory neurons differ in size and shape, but all respond to the same type and quality of stimulation. d. Receptive fields of skin sensory neurons are either excitatory or inhibitory.

Answer: b Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.3 Relate the concepts of receptive fields and sensory adaptation.

Bloom’s Level: 3. Applying 9. Receptors that show little or no adaptation to maintained stimulation are called receptors. a. photic b. phasic c. tonic d. clonic Answer: c Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.3 Relate the concepts of receptive fields and sensory adaptation.

Bloom’s Level: 1. Remembering 10. The progressive loss of sensitivity of a sensory receptor as a consequence of sustained stimulation is known as a. specific nerve energy. b. tonic reception. c. labeled lines. d. sensory adaptation.

Answer: d Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.3 Relate the concepts of receptive fields and sensory adaptation.

Bloom’s Level: 1. Remembering 11. Which statement best reflects the evolutionary advantage of sensory adaptation? a. It prevents fatigue of sensory receptors. b. It prevents the constant excitation of the hairs of your skin by your clothing. c. It prevents the nervous system from being overwhelmed by stimuli that offer very little information about the world. d. It allows the brain to reassign sensory cortex in people who lose a limb.

Answer: c Section: 5.1 Sensory Processing and the Somatosensory System

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 5.1.3 Relate the concepts of receptive fields and sensory adaptation.

Bloom’s Level: 5. Evaluating 12. Most sensory fibers do not fire more than a. 10 impulses per second. b. 1,200 impulses per minute. c. 1,200 impulses per second. d. once per second.

Answer: c Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.3 Relate the concepts of receptive fields and sensory adaptation.

Bloom’s Level: 1. Remembering 13. On entering the spinal cord, the somatosensory projections ascend through the system. a. primary cortical b. dorsal column c. spinothalamic d. anterolateral Answer: b Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.4 Describe the neural pathway for the system reporting touch information from the body.

Bloom’s Level: 1. Remembering 14. The dorsal column system crosses to the contralateral side of the nervous system at the level of the a. spinal cord. b. thalamus. c. cerebral cortex. d. medulla.

Answer: d Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.4 Describe the neural pathway for the system reporting touch information from the body.

Bloom’s Level: 2. Understanding 15. Cortical neurons that respond to information in more than one sensory modality are known as a. association cortex neurons. b. multi cells. c. hypercomplex cells. d. polymodal neurons.

Answer: d Section: 5.1 Sensory Processing and the Somatosensory System

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 5.1.4 Describe the neural pathway for the system reporting touch information from the body.

Bloom’s Level: 1. Remembering 16. The representation of the human body in the somatosensory cortex especially emphasizes the a. trunk of the body. b. legs and arms. c. midline structures of the body. d. hands and lips.

Answer: d Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.4 Describe the neural pathway for the system reporting touch information from the body.

Bloom’s Level: 2. Understanding 17. Which body part is not highly represented on the sensory homunculus? a. Fingers b. Lips c. Hands d. Eyes Answer: d Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.4 Describe the neural pathway for the system reporting touch information from the body.

Bloom’s Level: 2. Understanding 18. Which portion of the body is represented most medially in the somatosensory cortex? a. Hands b. Lips c. Legs d. Thumbs Answer: c Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.4 Describe the neural pathway for the system reporting touch information from the body.

Bloom’s Level: 2. Understanding 19. Plasticity of somatosensory cortical maps is evident following a. musical training. b. limb amputation in adults. c. surgical transplant of a hand. d. All of the above Answer: d Section: 5.1 Sensory Processing and the Somatosensory System

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 5.1.4 Describe the neural pathway for the system reporting touch information from the body.

Bloom’s Level: 4. Analyzing 20. The band of the skin that is innervated by a single spinal nerve is called a a. polymodal strip. b. dorsal column. c. dermatome. d. cutaneous segment.

Answer: c Section: 5.1 Sensory Processing and the Somatosensory System, Learning Objective: 5.1.4 Describe the neural pathway for the system reporting touch information from the body.

Bloom’s Level: 1. Remembering 21. Professional musicians who play string instruments have expanded cortical representations of their . a. right fingers b. left fingers c. lips d. torso Answer: b Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.4 Describe the neural pathway for the system reporting touch information from the body.

Bloom’s Level: 3. Applying 22. S1 is located in the a. central sulcus. b. precentral gyrus. c. postcentral gyrus. d. occipital lobe.

Answer: c Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.4 Describe the neural pathway for the system reporting touch information from the body.

Bloom’s Level: 1. Remembering 23. neurons are very active in people with synesthesia. a. Polymodal b. Dorsal c. Visual d. Nonprimary Answer: a Section: 5.1 Sensory Processing and the Somatosensory System

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 5.1.4 Describe the neural pathway for the system reporting touch information from the body.

Bloom’s Level: 3. Applying 24. Which of the following is an example of synesthesia? a. Envisioning bright fireworks whenever you hear Mozart b. Going to a movie by yourself c. Getting upset when you forget an appointment d. Remembering a conversation word for word Answer: a Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: Not aligned Bloom’s Level: 5. Evaluating 25. Some species of snakes are sensitive to a. ultrasonic sounds. b. radio-frequency signals. c. infrared energy. d. GPS signals.

Answer: c Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: Not aligned Bloom’s Level: 1. Remembering 26. According to the McGill Pain Questionnaire, describing a “shooting” pain in your arm uses which dimension(s) of pain? a. Motivational-affective b. Cognitive-evaluative c. Sensory-discriminative d. Situational-interpretive Answer: c Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.1 List and describe the three separate components of pain experience.

Bloom’s Level: 3. Applying 27. Which molecule is involved in pain pathways in the spinal cord? a. Acetylcholine b. Substance P c. GABA d. Nitrous oxide Answer: b Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.2 Describe the neuronal receptor cells that detect painful stimuli and the molecular receptor proteins they use.

Bloom’s Level: 1. Remembering

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

28. The painful sensations induced by capsaicin are mediated by receptors. a. TRPV1 b. TRPM3 c. substance P d. TRP2 Answer: a Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.2 Describe the neuronal receptor cells that detect painful stimuli and the molecular receptor proteins they use.

Bloom’s Level: 1. Remembering 29. The receptors through which capsaicin exerts its effects are a. opiate receptors. b. nicotinic acetylcholine receptors. c. responsive to sudden increases in temperature. d. especially dense in somatosensory cortex.

Answer: c Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.2 Describe the neuronal receptor cells that detect painful stimuli and the molecular receptor proteins they use.

Bloom’s Level: 4. Analyzing 30. Mice lacking the gene for TRPV1 respond to but not to . a. light touch; mechanosensory pain b. mildly painful stimuli; extremely painful stimuli c. mechanosensory pain; mild heat d. auditory stimuli; visual stimuli Answer: c Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.2 Describe the neuronal receptor cells that detect painful stimuli and the molecular receptor proteins they use.

Bloom’s Level: 2. Understanding 31. Thin, unmyelinated fibers conduct pain information via the anterolateral system slowly. a. Aα b. Aδ c. C d. beta Answer: c Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.2 Describe the neuronal receptor cells that detect painful stimuli and the molecular receptor proteins they use.

Bloom’s Level: 1. Remembering

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

32. Mice that lack substance P exhibit a. total insensitivity to pain stimuli. b. insensitivity to mildly painful stimuli but normal responses to intensely painful stimuli. c. insensitivity to intensely painful stimuli but normal responses to mildly painful stimuli. d. exaggerated responses to mildly painful stimuli.

Answer: c Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.2 Describe the neuronal receptor cells that detect painful stimuli and the molecular receptor proteins they use.

Bloom’s Level: 2. Understanding 33. Pain-induced release of substance P in the dorsal horn of the spinal cord causes a. remodeling of pain pathway neurons. b. a temporary blockade for subsequent pain signals. c. increased production of acetylcholine receptors, which improves pain suppression by the brain. d. reduction of endogenous opiate secretion, allowing for important pain stimuli to reach the brain.

Answer: a Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.2 Describe the neuronal receptor cells that detect painful stimuli and the molecular receptor proteins they use.

Bloom’s Level: 4. Analyzing 34. One possibility for opioid mechanism is that action in the causes descending fibers from the brainstem to directly inhibit dorsal horn cells that transmit information. a. periaqueductal gray; pain b. somatosensory cortex; vibration c. thalamus; heat d. pons; light touch Answer: a Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.3 Trace the neuronal pathway that transmits pain information from the periphery to the brain, as well as the neuronal pathway by which the brain can modulate pain.

Bloom’s Level: 3. Applying 35. Afferent fibers from the periphery that carry nociceptive information terminate on neurons in the a. dorsal horn cells of the spinal cord. b. medulla. c. central brainstem. d. ventral horn cells of the spinal cord.

Answer: a Section: 5.2 Pain: The Body’s Emergency Signaling System

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 5.2.3 Trace the neuronal pathway that transmits pain information from the periphery to the brain, as well as the neuronal pathway by which the brain can modulate pain.

Bloom’s Level: 4. Analyzing 36. Information about pain and temperature in the anterolateral system crosses the midline at the level of the a. cerebral cortex. b. thalamus. c. medulla. d. spinal cord.

Answer: d Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.3 Trace the neuronal pathway that transmits pain information from the periphery to the brain, as well as the neuronal pathway by which the brain can modulate pain.

Bloom’s Level: 1. Remembering 37. A delta (A) fibers can rapidly transmit pain information to the brain because a. they have the shortest axons. b. they are unmyelinated. c. they have large-diameter axons. d. they have small-diameter axons.

Answer: c Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.3 Trace the neuronal pathway that transmits pain information from the periphery to the brain, as well as the neuronal pathway by which the brain can modulate pain.

Bloom’s Level: 2. Understanding 38. What part of the CNS integrates pain information? a. Medulla b. Parietal cortex c. Cingulate cortex d. Sensorimotor cortex Answer: c Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.3 Trace the neuronal pathway that transmits pain information from the periphery to the brain, as well as the neuronal pathway by which the brain can modulate pain.

Bloom’s Level: 1. Remembering 39. Phantom limb pain is an example of a. neuropathic b. psychosomatic c. intractable

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pain.

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

d. naturopathic Answer: a Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.3 Trace the neuronal pathway that transmits pain information from the periphery to the brain, as well as the neuronal pathway by which the brain can modulate pain.

Bloom’s Level: 1. Remembering 40. In the mirror treatment of phantom limb pain, the visual illusion a. acts to relax and comfort the amputee. b. tricks the brain into thinking it is controlling the amputated limb. c. focuses attention away from the pain. d. puts the amputee into a hypnotic state.

Answer: b Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.3 Trace the neuronal pathway that transmits pain information from the periphery to the brain, as well as the neuronal pathway by which the brain can modulate pain.

Bloom’s Level: 2. Understanding 41. Which statement about the use of morphine to relieve surgical pain is true? a. Although morphine is addictive, the risk of addiction when it is used to relieve surgical pain is estimated to be less than 1%. b. Because morphine is highly addictive, it is not generally prescribed to manage severe pain. c. Morphine relieves surgical pain by binding to endogenous cannabinoid receptors. d. Over-the-counter medications are just as effective as morphine for treating severe pain.

Answer: a Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.4 Discuss the various methods for controlling pain, including advantages and disadvantages of each.

Bloom’s Level: 2. Understanding 42. Cannabis reduces pain by a. stimulating endogenous cannabinoid receptors in the spinal cord and brain. b. suppressing endogenous cannabinoid receptors in the spinal cord and brain. c. stimulating endogenous cannabinoid receptors in the spinal cord only. d. suppressing endogenous cannabinoid receptors in the spinal cord only.

Answer: a Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.4 Discuss the various methods for controlling pain, including advantages and disadvantages of each.

Bloom’s Level: 2. Understanding 43. The pain control procedure in TENS is based on a. mechanical stimulation of the skin.

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b. electrical stimulation of the skin. c. the administration of drugs. d. hypnotic suggestion and placebo effect.

Answer: b Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.4 Discuss the various methods for controlling pain, including advantages and disadvantages of each.

Bloom’s Level: 2. Understanding 44. It is thought that TENS may affect pain relief by causing release of endogenous opioids because naloxone a. enhances the analgesic action of TENS. b. inhibits the inflammation associated with TENS. c. reduces the analgesic effect of TENS. d. has no effect on TENS. Answer: c Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.4 Discuss the various methods for controlling pain, including advantages and disadvantages of each.

Bloom’s Level: 3. Applying 45. It is thought that acupuncture relieves pain by a. blocking the pain signals in the spinal cord. b. altering the brain’s perception of pain. c. blocking pain signals to the brain. d. activating endogenous opioids and through the placebo effect.

Answer: d Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.4 Discuss the various methods for controlling pain, including advantages and disadvantages of each.

Bloom’s Level: 2. Understanding 46. Naloxone (Narcan), which is used to revive people who are dying of opioid overdose, is an opioid a. agonist. b. antagonist. c. COX-1 inhibitor. d. COX-2 inhibitor.

Answer: b Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: Not aligned Bloom’s Level: 2. Understanding 47. EMG studies have revealed that a voluntary movement of the arm, for example, when asked to pull a lever, is immediately preceded by a. a brief cessation of breathing.

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b. rapid eye movements. c. recruitment of muscle fibers according to the “size principle.” d. a postural response.

Answer: d Section: 5.3 Movement and the Motor System Learning Objective: 5.3.1 Discuss the importance of motor planning and sensory feedback in controlling behavior.

Bloom’s Level: 2. Understanding 48. Nervous system motor plans must balance a trade-off between a. speed and accuracy. b. complexity and accuracy. c. complexity and force. d. force and precision.

Answer: a Section: 5.3 Movement and the Motor System Learning Objective: 5.3.1 Discuss the importance of motor planning and sensory feedback in controlling behavior.

Bloom’s Level: 2. Understanding 49. Just prior to voluntarily moving of the arms, for example, to pull a lever, a person will adjust their . This is an example of . a. posture; ataxia b. legs; motor planning c. torso; mirror neurons d. eyes; proprioception Answer: b Section: 5.3 Movement and the Motor System Learning Objective: 5.3.1 Discuss the importance of motor planning and sensory feedback in controlling behavior.

Bloom’s Level: 3. Applying 50. Blocking at the neuromuscular junction blocks a muscle . a. norepinephrine; relaxation b. dopamine; ataxia c. acetylcholine; contraction d. glutamate; tension Answer: c Section: 5.3 Movement and the Motor System Learning Objective: 5.3.2 Trace the pathways by which the brain sends commands to individual muscles.

Bloom’s Level: 3. Applying 51. The pyramidal motor system begins in the travels to the and then the . a. parietal; thalamus; medulla

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cortex, and the pathway then

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b. frontal; medulla; spinal cord c. parietal; medulla; pons d. frontal; thalamus; medulla Answer: b Section: 5.3 Movement and the Motor System Learning Objective: 5.3.2 Trace the pathways by which the brain sends commands to individual muscles.

Bloom’s Level: 4. Analyzing 52. A motor unit is a a. single motor neuron and all the muscle fibers it innervates. b. collection of neuron that travel to the same muscle group. c. collection of neuron that produce the same movement. d. single motor neuron and a single muscle fiber.

Answer: a Section: 5.3 Movement and the Motor System Learning Objective: 5.3.2 Trace the pathways by which the brain sends commands to individual muscles.

Bloom’s Level: 1. Remembering 53. The neurotransmitter is produced and released by motor neurons to stimulate skeletal muscles. a. dopamine b. glutamate c. serotonin d. acetylcholine Answer: d Section: 5.3 Movement and the Motor System Learning Objective: 5.3.2 Trace the pathways by which the brain sends commands to individual muscles.

Bloom’s Level: 2. Understanding 54. Motor neurons are referred to as the “final common pathway” because they are the a. last motor neurons in a chain that actually innervates the muscle. b. the only pathway by which the brain and spinal cord can control movement. c. part of the dorsal motor system closest to the brainstem. d. white matter of the spinal cord.

Answer: b Section: 5.3 Movement and the Motor System Learning Objective: 5.3.2 Trace the pathways by which the brain sends commands to individual muscles.

Bloom’s Level: 4. Analyzing 55. Which receptor is likely to respond to an overload that threatens to tear muscles or ligaments? a. Muscle spindle

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b. Golgi tendon organ c. Intrafusal fiber d. All of the above Answer: b Section: 5.3 Movement and the Motor System Learning Objective: 5.3.3 Distinguish between the two main types of sensory feedback from muscles to the nervous system.

Bloom’s Level: 3. Applying 56. Which receptor responds when you stretch your arm out to catch an object? a. Muscle spindle b. Golgi tendon organ c. Intrafusal fiber d. Dermatome Answer: a Section: 5.3 Movement and the Motor System Learning Objective: 5.3.3 Distinguish between the two main types of sensory feedback from muscles to the nervous system.

Bloom’s Level: 3. Applying 57. Severing sensory fibers from a monkey’s arm will cause the monkey to stop using that arm, but it will begin to use it again if the other (good) arm is restrained. This demonstrates that a. primates will use a damaged limb if they have no alternative. b. over time the cortex can train the limbs to respond. c. proprioceptive information can be supplemented with feedback from other senses. d. the sensory pathways are malleable after injury.

Answer: c Section: 5.3 Movement and the Motor System Learning Objective: 5.3.3 Distinguish between the two main types of sensory feedback from muscles to the nervous system.

Bloom’s Level: 5. Evaluating 58. Golgi tendon organs are to as muscle spindles are to . a. tension; stretch b. stretch; tension c. proprioception; paresis d. paresis; proprioception Answer: a Section: 5.3 Movement and the Motor System Learning Objective: 5.3.3 Distinguish between the two main types of sensory feedback from muscles to the nervous system.

Bloom’s Level: 3. Applying 59. Lesions of the extrapyramidal system typically interfere with spinal reflexes by a. eliminating them.

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b. exaggerating them. c. temporarily blocking them. d. causing seizure activity upstream in the cortex.

Answer: b Section: 5.3 Movement and the Motor System Learning Objective: 5.3.4 Discuss the interaction of various cortical and subcortical brain regions in regulating behavior.

Bloom’s Level: 2. Understanding 60. Which statement about the primary motor cortex (M1) is true? a. The motor homunculus is an accurate representation of M1. b. M1 is under ipsilateral control. c. Motor representations on M1 change with training. d. Motor representations on M1 are static and do not change with training.

Answer: c Section: 5.3 Movement and the Motor System Learning Objective: 5.3.4 Discuss the interaction of various cortical and subcortical brain regions in regulating behavior.

Bloom’s Level: 2. Understanding 61. Which statement about the primary motor cortex is false? a. It is a major source of axons that form the pyramidal tract. b. Many M1 cells have directional sensitivity. c. Cortical maps of M1 show plasticity, changing with experience d. It occupies a large part of the upper medulla.

Answer: d Section: 5.3 Movement and the Motor System Learning Objective: 5.3.4 Discuss the interaction of various cortical and subcortical brain regions in regulating behavior.

Bloom’s Level: 2. Understanding 62. The seems to be important in the initiation of movement sequences. a. SMA b. premotor cortex c. M1 d. cerebellum Answer: a Section: 5.3 Movement and the Motor System Learning Objective: 5.3.4 Discuss the interaction of various cortical and subcortical brain regions in regulating behavior.

Bloom’s Level: 1. Remembering 63. The supplementary motor area and the premotor cortex are areas of a. the parietal lobe. b. association cortex. c. nonprimary motor cortex.

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d. the cerebellum.

Answer: c Section: 5.3 Movement and the Motor System Learning Objective: 5.3.4 Discuss the interaction of various cortical and subcortical brain regions in regulating behavior.

Bloom’s Level: 2. Understanding 64. The SMA appears to be especially active a. following the execution of reflexes. b. during the control of movements that are internally generated. c. during the control of movements that are externally generated. d. following the completion of learned movements.

Answer: b Section: 5.3 Movement and the Motor System Learning Objective: 5.3.4 Discuss the interaction of various cortical and subcortical brain regions in regulating behavior.

Bloom’s Level: 2. Understanding 65. Mirror neurons are especially interesting to researchers because a. they appear to trigger specific movements. b. they fire when a monkey sees another monkey (or human) performing a simple movement previously performed by the monkey itself. c. they might be part of a neural system for empathy. d. All of the above Answer: d Section: 5.3 Movement and the Motor System Learning Objective: 5.3.4 Discuss the interaction of various cortical and subcortical brain regions in regulating behavior.

Bloom’s Level: 3. Applying 66. Some individuals born without a still show normal motor skills. a. cerebellum b. hippocampus c. cingulate d. thalamus Answer: a Section: 5.3 Movement and the Motor System Learning Objective: 5.3.4 Discuss the interaction of various cortical and subcortical brain regions in regulating behavior.

Bloom’s Level: 1. Remembering 67. Damage to the a. globus pallidus b. cerebellum c. spinal cord d. cerebral motor cortex

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results in decomposition of movement.

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Answer: b Section: 5.3 Movement and the Motor System Learning Objective: 5.3.4 Discuss the interaction of various cortical and subcortical brain regions in regulating behavior.

Bloom’s Level: 3. Applying 68. Parkinson’s disease is linked to a. degeneration of dopamine neurons of the substantia nigra. b. destruction of the caudate and putamen. c. decreased availability of serotonin. d. atrophy of motor cortex.

Answer: a Section: 5.3 Movement and the Motor System Learning Objective: 5.3.5 Describe the behavioral symptoms and underlying pathology of two major motor disorders.

Bloom’s Level: 2. Understanding 69. Biceps and triceps are a. antagonists. b. reciprocals. c. muscle fibers. d. synergists.

Answer: a Section: 5.3 Movement and the Motor System Learning Objective: Not aligned Bloom’s Level: 2. Understanding 70. When athletes work out to improve their stamina, one of the goals is to enhance their a. fast-twitch muscle fibers. b. muscle spindles. c. slow-twitch muscle fibers. d. neural motor plans.

Answer: c Section: 5.3 Movement and the Motor System Learning Objective: Not aligned Bloom’s Level: 3. Applying

Fill-in-the-Blank Questions 71. According to the concept of , particular nerve cells in the brain recognize sensory information that is specific to only particular types of information.

Answer: labeled lines Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.1 Understand the concepts of labeled lines and sensory transduction.

Bloom’s Level: 2. Understanding

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72. Plunging your hand into a bucket of cold water activates skin receptors called .

Answer: free nerve endings.

Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.2 Describe several different types of receptors in the skin and the stimuli they detect.

Bloom’s Level: 3. Applying 73. A is a skin receptor type that is especially sensitive to stretching of the skin.

Answer: Ruffini corpuscle Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.2 Describe several different types of receptors in the skin and the stimuli they detect.

Bloom’s Level: 1. Remembering 74. The adaptive significance of pain receptors is to prevent ongoing injury.

Answer: tonic Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.3 Relate the concepts of receptive fields and sensory adaptation.

Bloom’s Level: 2. Understanding 75. A person is suffering from acute pain and describes it to the doctor as “constant, dull throbbing.” That description falls into the dimension of the pain experience.

Answer: sensory-discriminative Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.1 List and describe the three separate components of pain experience.

Bloom’s Level: 3. Applying 76. The sensory receptor that responds to noxious heat is also stimulated by , the heat-producing substance found in chili peppers.

Answer: capsaicin Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.2 Describe the neuronal receptor cells that detect painful stimuli and the molecular receptor proteins they use.

Bloom’s Level: 1. Remembering 77. Receptors with the initials respond very high temperatures but do not respond to capsaicin, the chemical that makes chili peppers spicy hot.

Answer: TRPM3 Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.2 Describe the neuronal receptor cells that detect painful stimuli and the molecular receptor proteins they use.

Bloom’s Level: 2. Understanding

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78. Lesions of the system generally do not cause paralysis, but they usually exaggerate spinal reflexes.

Answer: extrapyramidal Section: 5.3 Movement and the Motor System Learning Objective: 5.3.4 Discuss the interaction of various cortical and subcortical brain regions in regulating behavior.

Bloom’s Level: 2. Understanding 79. A neuron that fires shortly before an individual makes a specific movement and when they see another individual make the same movement is called a .

Answer: mirror neuron Section: 5.3 Movement and the Motor System Learning Objective: 5.3.4 Discuss the interaction of various cortical and subcortical brain regions in regulating behavior.

Bloom’s Level: 1. Remembering 80. The supplementary motor cortex and the premotor cortex together make up the motor cortex.

Answer: nonprimary Section: 5.3 Movement and the Motor System Learning Objective: 5.3.4 Discuss the interaction of various cortical and subcortical brain regions in regulating behavior.

Bloom’s Level: 1. Remembering

Short-Answer Questions 81. List and discuss the function of each of the different types of receptor cells found in the skin. Why do receptor cells types differ across species?

Answer: Pacinian corpuscles are embedded in the innermost layer of the skin and respond to vibration (greater than 200 cycles per second) and pressure. Meissner’s corpuscles are essential for touch and changes in stimuli. Merkel’s discs are also touch receptors and are responsive to edges and isolated points on a surface. Ruffini corpuscles are sparsely distributed and detect skin stretch. Free nerve endings detect pain, itch heat, and cold stimuli and are covered with abundant nociceptors. Different species have different receptor cells, as they have evolved only to detect environmental stimuli that are biologically important to them.

Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.2 Describe several different types of receptors in the skin and the stimuli they detect.

Bloom’s Level: 3. Applying 82. What are tonic and phasic receptors and how are they related to sensory adaptation?

Answer: A tonic receptor is a receptor in which the frequency of action potentials declines little or not at all when stimulation is maintained. A phasic receptor responds to ongoing stimulation with a rapid decline in action potentials. Sensory adaptation is the progressive loss of receptor sensitivity when stimulation is maintained. Thus, phasic

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receptors display sensory adaptation, while tonic receptors do not. Pain receptors are more often tonic than phasic.

Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.3 Relate the concepts of receptive fields and sensory adaptation.

Bloom’s Level: 2. Understanding 83. Describe the receptive field of a somatosensory neuron. What happens when the patch of skin it innervates is stimulated?

Answer: The receptive field of a somatosensory neuron is doughnut shaped, with either an excitatory center and an inhibitory surround, or an inhibitory center and an excitatory surround. In the case of an excitatory center/inhibitory surround neuron, touch in the center of the field excites the somatosensory neuron, while touch in the surrounding field inhibits it. Touch outside the receptive field has no effect on the somatosensory neuron.

See Figure 5.5 in the textbook.

Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.3 Relate the concepts of receptive fields and sensory adaptation.

Bloom’s Level: 3. Applying 84. Outline the pathway of pain and temperature information to the cingulate cortex.

Answer: Pain and temperature information is transmitted by rapidly-conducting myelinated A delta fibers and slower-conducting unmyelinated C fibers. These nerve fibers send their axons to enter the dorsal horns of the spinal cord, where they synapse onto spinal neurons on the opposite side and project upwards forming the anterolateral system which begins in the medulla. From the medulla, projections ascend to the pons, midbrain the thalamus, and finally to the cingulate cortex.

Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.3 Trace the neuronal pathway that transmits pain information from the periphery to the brain, as well as the neuronal pathway by which the brain can modulate pain.

Bloom’s Level: 3. Applying 85. Write a short paragraph using the following terms: opiates; endorphins, pain relief; TENS; placebo; acupuncture; naloxone.

Answer: (Sample answer.) Opiates are a class of opium-related drugs (morphine is an example). They offer pain relief by binding to specific receptors in the brain. The body produces its own opiate-like substances, one of which is endorphin. Transcutaneous electrical nerve stimulation (TENS) is a form of pain management therapy in which mild electrical stimulation is applied to nerves around the injury site to relieve pain. It has been hypothesized that TENS closes the spinal gates thereby reducing pain signals to the brain.

When naloxone (an opioid antagonist) is administered with TENS, it blocks some of the pain-relieving action. Pain relief can also be provided through the use of placebos, which also act on the body’s internal opioid system. Research suggests acupuncture might work by triggering a release of endorphins, thus resembling a placebo.

Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.4 Discuss the various methods for controlling pain, including advantages and disadvantages of each.

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Bloom’s Level: 3. Applying 86. Differentiate the motor and sensory homunculi. What purpose does the odd-looking little character (called a homunculus) serve?

Answer: The sensory homunculus depicts the body with each area drawn in proportion to the size of its representation in the primary somatosensory cortex. The parts of the body that are more sensitive to touch, such as the lips, hands, and fingers have larger representations than do less sensitive regions, such as the back and shoulders. The motor homunculus depicts a figure drawn proportional to the amount of motor cortex devoted to the corresponding muscles. The parts of the body required for fine motor skills and coordination are more represented than parts that are not. Recent research, however, has shown the motor homunculus is an oversimplification. In any case, the homunculi offer a (somewhat) accurate visual representation of sensory and motor cortical mapping, and because it does not all body parts have equal representation, the result is these two strange-looking characters.

Section: 5.3 Movement and the Motor System Learning Objective: 5.3.2 Trace the pathways by which the brain sends commands to individual muscles.

Bloom’s Level: 4. Analyzing 87. Explain how motor neurons cause muscles to contract.

Answer: Motor neurons send action potentials along their axons and axon collaterals where they synapse at neuromuscular junctions, releasing acetylcholine (ACh) onto muscle fibers. This triggers a series of chemical events that cause actin and myosin filaments to slide past one another, producing a muscle contraction.

Section: 5.3 Movement and the Motor System Learning Objective: 5.3.2 Trace the pathways by which the brain sends commands to individual muscles.

Bloom’s Level: 3. Applying 88. What are Golgi tendon organs and what is their function?

Answer: Golgi tendon organs are receptors within tendons that send neural signals to the CNS when a muscle contracts. They function to monitor the force of muscle contractions and can detect overloads that might cause damage to muscles and tendons. They also cause a reflexive relaxation of the affected muscle, which protects the muscle.

Section: 5.3 Movement and the Motor System Learning Objective: 5.3.3 Distinguish between the two main types of sensory feedback from muscles to the nervous system.

Bloom’s Level: 1. Remembering 89. What are mirror neurons, and why do researchers find them so interesting?

Answer: Mirror neurons are found in the premotor cortex and other cortical regions that are activated both when an individual makes a particular movement, and when the individual sees another individual make the same movement. These neurons are especially interesting because their activity suggests that they are important in the

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understanding of other individuals’ actions. This has implications for research on autism, empathy, and language.

Section: 5.3 Movement and the Motor System Learning Objective: 5.3.4 Discuss the interaction of various cortical and subcortical brain regions in regulating behavior.

Bloom’s Level: 3. Applying 90. Write a short paragraph using the following terms: Extrapyramidal system; basal ganglia; cerebellum; ataxia; Parkinson’s disease; Huntington’s disease.

Answer: (Sample answer.) The extrapyramidal system is a motor pathway with tracts that enter the spinal cord outside the pyramids of the medulla and includes projections from the basal ganglia, the cerebellum, and other brainstem structures. The effects of extrapyramidal system damage or disease depend on where they occur in the body.

Cerebellar damage can result in ataxia (loss of coordination) of the legs. In Parkinson’s disease, there is a degeneration of dopaminergic neurons in the substantia nigra. Loss of these neurons, which project to the caudate and putamen of the basal ganglia, results in a cluster of motor symptoms such as resting tremors and slow movements. Huntington’s disease is a genetic disorder in which degeneration of the basal ganglia, including the caudate nucleus and the putamen, results in a syndrome of abrupt, involuntary writhing movements and changes in mental functioning.

Section: 5.3 Movement and the Motor System Learning Objective: 5.3.5 Describe the behavioral symptoms and underlying pathology of two major motor disorders.

Bloom’s Level: 3. Applying

Discussion Questions 91. Name four sensory receptors found in the skin and identify the stimuli to which each is sensitive.

Answer: Answers and discussion will vary.

Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.2 Describe several different types of receptors in the skin and the stimuli they detect.

Bloom’s Level: 1. Remembering 92. What is meant by “sensory adaptation,” and what is its evolutionary significance?

Answer: Answers and discussion will vary.

Section: 5.1 Sensory Processing and the Somatosensory System Learning Objective: 5.1.3 Relate the concepts of receptive fields and sensory adaptation.

Bloom’s Level: 2. Understanding 93. Provide a precise anatomical description of the major sensory projections from the periphery to the brain.

Answer: Answers and discussion will vary.

Section: 5.1 Sensory Processing and the Somatosensory System

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Learning Objective: 5.1.4 Describe the neural pathway for the system reporting touch information from the body.

Bloom’s Level: 2. Understanding 94. Discuss phantom limb pain and give at least one example of a therapy that may help to alleviate it.

Answer: Answers and discussion will vary.

Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.3 Trace the neuronal pathway that transmits pain information from the periphery to the brain, as well as the neuronal pathway by which the brain can modulate pain.

Bloom’s Level: 2. Understanding 95. Describe the biological value of information suppression and the ways it is achieved by the nervous system.

Answer: Answers and discussion will vary.

Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.4 Discuss the various methods for controlling pain, including advantages and disadvantages of each.

Bloom’s Level: 3. Applying 96. Describe the mechanisms of the nervous system that function to modulate pain perception.

Answer: Answers and discussion will vary.

Section: 5.2 Pain: The Body’s Emergency Signaling System Learning Objective: 5.2.4 Discuss the various methods for controlling pain, including advantages and disadvantages of each.

Bloom’s Level: 2. Understanding 97. Discuss the following statement: “The homunculus is a useful tool for understanding the primary motor and somatosensory cortices.”

Answer: Answers and discussion will vary.

Section: 5.3 Movement and the Motor System Learning Objective: 5.3.2 Trace the pathways by which the brain sends commands to individual muscles.

Bloom’s Level: 3. Applying 98. Discuss the functional and anatomical distinctions between the pyramidal and extrapyramidal systems.

Answer: Answers and discussion will vary.

Section: 5.3 Movement and the Motor System Learning Objective: 5.3.2 Trace the pathways by which the brain sends commands to individual muscles.

Bloom’s Level: 3. Applying

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99. Discuss the functional and anatomical distinctions between primary and nonprimary motor cortex.

Answer: Answers and discussion will vary.

Section: 5.3 Movement and the Motor System Learning Objective: 5.3.4 Discuss the interaction of various cortical and subcortical brain regions in regulating behavior.

Bloom’s Level: 3. Applying 100. Discuss the role of the basal ganglia and the cerebellum in motor control, illustrating your answer with at least one human clinical example for each.

Answer: Answers and discussion will vary.

Section: 5.3 Movement and the Motor System Learning Objective: 5.3.4 Discuss the interaction of various cortical and subcortical brain regions in regulating behavior.

Bloom’s Level: 3. Applying

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Test Bank to accompany

The Mind’s Machine, Fourth Edition Watson • Breedlove

Chapter 6: Hearing, Balance, Taste, and Smell Multiple Choice Questions 1. The wide variety of ear shapes and sizes seen in mammals can be attributed to a. a common ancestor. b. common ecological niches. c. climate. d. adaptations to different environmental challenges.

Answer: d Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.1 Explain how the external ear and middle ear capture and concentrate sound energy and convey it to the inner ear.

Bloom’s Level: 4. Analyzing 2. The tensor tympani and stapedius muscles are essential for a. sound localization. b. intensifying auditory stimuli. c. adjusting the tension of the round window to incoming sounds. d. protecting the auditory system from intense sounds.

Answer: d Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.1 Explain how the external ear and middle ear capture and concentrate sound energy and convey it to the inner ear.

Bloom’s Level: 3. Applying 3. The ear contains the tiny chain of bones that facilitate sound conduction. a. inner b. middle c. external d. pinna Answer: b Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.1 Explain how the external ear and middle ear capture and concentrate sound energy and convey it to the inner ear.

Bloom’s Level: 2. Understanding 4. Which structure is not part of the external or middle ear? a. Stapedius muscle b. Pinna

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c. Organ of Corti d. Tympanic membrane Answer: c Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.2 Sketch the anatomy of the middle and inner ears, highlighting the location of sensorineural components.

Bloom’s Level: 2. Understanding 5. The tiny bones of the middle ear are collectively known as the a. stapes. b. ossicles. c. scala media. d. otoliths.

Answer: b Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.2 Sketch the anatomy of the middle and inner ears, highlighting the location of sensorineural components.

Bloom’s Level: 1. Remembering 6. The tensor tympani is attached to the a. malleus. b. incus. c. oval window. d. stapedius.

Answer: a Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.2 Sketch the anatomy of the middle and inner ears, highlighting the location of sensorineural components.

Bloom’s Level: 2. Understanding 7. The stapes connects to the a. malleus. b. oval window. c. round window. d. tympanic membrane.

Answer: b Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.2 Sketch the anatomy of the middle and inner ears, highlighting the location of sensorineural components.

Bloom’s Level: 2. Understanding 8. The organ of Corti includes all the following except a. a framework of supporting cells. b. hair cells. c. the stapedius muscle. d. the terminations of the auditory nerve fibers.

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Answer: c Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.2 Sketch the anatomy of the middle and inner ears, highlighting the location of sensorineural components.

Bloom’s Level: Remembering 9. The organ of Corti lies within the a. vestibular canal. b. tympanic canal. c. tectorial duct. d. middle canal.

Answer: d Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.2 Sketch the anatomy of the middle and inner ears, highlighting the location of sensorineural components.

Bloom’s Level: 2. Understanding 10. The stereocilia of the hair cells contact the a. inner hair cells. b. basilar membrane. c. auditory nerve fibers. d. tectorial membrane.

Answer: d Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.2 Sketch the anatomy of the middle and inner ears, highlighting the location of sensorineural components.

Bloom’s Level: 2. Understanding 11. In the organ of Corti, which structure is located between the basilar membrane and the tectorial membrane? a. Tensor tympani b. Stapedius muscle c. Stapes d. Hair cells Answer: d Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.2 Sketch the anatomy of the middle and inner ears, highlighting the location of sensorineural components.

Bloom’s Level: 2. Understanding 12. The canals of the cochlea are filled with of . a. hair cells; mechanical motion b. air; wind c. fluid; waves d. ampullae; waves

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; thus, sound is carried in the form

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Answer: c Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.3 Explain how vibrations travel through the cochlea and how they are converted into neural activity.

Bloom’s Level: 3. Applying 13. The swaying of stereocilia in response to sound waves results in an influx of at the base of the hair cell, leading to neurotransmitter release. a. Na+ b. K+ c. Cl– d. Ca2+ Answer: d Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.3 Explain how vibrations travel through the cochlea and how they are converted into neural activity.

Bloom’s Level: 2. Understanding 14. Most auditory nerve fibers carry messages hair cells. a. to the inner b. to the outer c. from the inner d. from the outer Answer: c Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.3 Explain how vibrations travel through the cochlea and how they are converted into neural activity.

Bloom’s Level: 3. Applying 15. Which of the following does not describe a type of neural connection with hair cells? a. IHC afferents, which convey messages from the hair cells to the brain, give rise to the perception of sound. b. OHC afferents, which convey messages from the hair cells to the brain, convey information to the brain about the perception of sounds coming specifically from the basilar membrane. c. IHC efferents, which lead from the brain to the hair cells, provide a way for the brain to control afferent responsiveness. d. OHC efferents, which lead from the brain to the OHCs, transmit commands to the OHCs to change their length, thereby controlling the stiffness of regions of the basilar membrane.

Answer: b Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.3 Explain how vibrations travel through the cochlea and how they are converted into neural activity.

Bloom’s Level: 4. Analyzing

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16. The auditory stimulus is transduced into electrical signals by the a. vestibulocochlear nerve. b. hair cells. c. ossicles. d. otoliths.

Answer: b Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.4 Describe the process by which the organ of Corti encodes the frequencies of sounds.

Bloom’s Level: 2. Understanding 17. The mechanical responses of the OHCs appear to act as a cochlear a. rectifier. b. attenuator. c. tuner. d. bandpass filter.

Answer: c Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.4 Describe the process by which the organ of Corti encodes the frequencies of sounds.

Bloom’s Level: 3. Applying 18. Inner hair cells release the neurotransmitter , and outer hair cells release the neurotransmitter . a. glutamate; ACh b. ACh; GABA c. glutamate; GABA d. GABA; glutamate Answer: a Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.4 Describe the process by which the organ of Corti encodes the frequencies of sounds.

Bloom’s Level: 1. Remembering 19. Fibers of the nerve contact the bases of hair cells. a. facial b. trochlear c. accessory d. vestibulocochlear Answer: d Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.4 Describe the process by which the organ of Corti encodes the frequencies of sounds.

Bloom’s Level: 2. Understanding

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20. Most information about auditory stimuli is conveyed from inner hair cells to the brain by the transmitter a. acetylcholine. b. glutamate. c. GABA. d. aspartate.

Answer: b Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.5 Summarize the neural projections between the cochlea and brain.

Bloom’s Level: 2. Understanding 21. The nerve fibers that contact the inner hair cells make up about % of the afferent fibers in the auditory nerve. a. 10 b. 25 c. 65 d. 95 Answer: d Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.5 Summarize the neural projections between the cochlea and brain.

Bloom’s Level: 1. Remembering 22. The are the regions of the auditory pathway of the human brain in which information from both ears is first integrated. a. superior colliculi b. inferior colliculi c. superior olivary nuclei d. medial geniculate nuclei Answer: c Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.6 Identify the principal auditory pathways and structures of the brain, and describe the integration of signals from the left and right ears.

Bloom’s Level: 2. Understanding 23. Brain scans of an individual listening to words is likely to show activation of a. the primary auditory area. b. portions of the thalamus. c. portions of the cerebellum. d. All the above Answer: d Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.6 Identify the principal auditory pathways and structures of the brain, and describe the integration of signals from the left and right ears.

Bloom’s Level: 3. Applying

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24. Speech, in comparison to noise, activates a. the same brain regions. b. more extensive brain regions. c. smaller brain regions. d. only the left hemisphere.

Answer: b Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.6 Identify the principal auditory pathways and structures of the brain, and describe the integration of signals from the left and right ears.

Bloom’s Level: 3. Applying 25. Studies of cortical activation have revealed that similar brain regions are activated when a subject is listening to words and when he or she is a. speaking. b. listening to music. c. trying to lip-read. d. reading a book.

Answer: c Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.6 Identify the principal auditory pathways and structures of the brain, and describe the integration of signals from the left and right ears.

Bloom’s Level: 2. Understanding 26. The basic frequency is called the , and multiples of the basic frequency are called . a. amplitude; harmonics b. fundamental; pure tones c. fundamental; harmonics d. pure tone; timbre Answer: c Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.7 Describe the orderly map of frequencies found at each level of the auditory system.

Bloom’s Level: 1. Remembering 27. Frequency of sound is measured in a. hertz. b. Fourier units. c. dynes. d. decibels.

Answer: a Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.7 Describe the orderly map of frequencies found at each level of the auditory system.

Bloom’s Level: 1. Remembering

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28. Sounds that are higher on the dB scale are perceived as a. quieter. b. louder. c. more complex. d. purer.

Answer: b Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.7 Describe the orderly map of frequencies found at each level of the auditory system.

Bloom’s Level: 3. Applying 29. Each level of the auditory system shows mapping. a. topographic b. tonotopic c. tomographic d. tonic Answer: b Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.7 Describe the orderly map of frequencies found at each level of the auditory system.

Bloom’s Level: 1. Remembering 30. The sound of a jetliner 200 feet overhead is about decibels above the threshold of hearing of an average person. a. 80 b. 100 c. 120 d. 140 Answer: c Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: Not aligned Bloom’s Level: 1. Remembering 31. The average hearing capacity of humans is in the range of Hz. a. 20–20,000 b. 100–100,000 c. 200–250,000 d. 1,000–50,000 Answer: a Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: 6.2.1 Explain the relationship between frequency and pitch, and discuss the ranges of frequencies perceived by humans and other species.

Bloom’s Level: 1. Remembering

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32. Bats are very sensitive to sounds of very high frequencies (greater than 20,000 Hz), which are also called a. ultrasound. b. infrasound. c. harmonic sound. d. timbre.

Answer: a Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: 6.2.1 Explain the relationship between frequency and pitch, and discuss the ranges of frequencies perceived by humans and other species.

Bloom’s Level: 1. Remembering 33. Suppose a person is listening to music and increases the bass level. This may a. signal to her brain a change in pitch through place coding. b. increase the activation of receptors near the apex of the cochlea. c. signal to her brain a change in pitch through temporal coding. d. All the above Answer: d Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: 6.2.2 Describe the two major ways in which frequency information is encoded.

Bloom’s Level: 3. Applying 34. Frequency discrimination in which the pitch of a sound is determined by the rate of firing of auditory neurons is called a. place coding. b. binaural processing. c. temporal coding. d. pitch processing.

Answer: c Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: 6.2.2 Describe the two major ways in which frequency information is encoded.

Bloom’s Level: 3. Applying 35. If a person facing forward hears a sound to her left, a. her left ear hears exactly twice as well as her right ear. b. her right ear will be cast in a sound shadow. c. she experiences no onset disparity. d. she must turn away from the sound to allow for spectral filtering.

Answer: b Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: 6.2.3 Explain the principal features of sound that the nervous system uses for sound localization.

Bloom’s Level: 3. Applying

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

36. Sound latency differences between the two ears allows an animal to a. determine if a sound is biologically relevant. b. amplify sounds. c. dampen sounds. d. localize sounds.

Answer: d Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: 6.2.3 Explain the principal features of sound that the nervous system uses for sound localization.

Bloom’s Level: 2. Understanding 37. Which statement best describes the human auditory cortex? a. It is specialized to detect simple and pure tones. b. It is specialized to detect sounds containing many frequencies and complex patterns. c. It is specialized to detect low-frequency sounds. d. It is specialized to detect high-frequency sounds.

Answer: b Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: 6.2.4 Discuss the functions of auditory cortex, from an ecological perspective.

Bloom’s Level: 2. Understanding 38. Experience, music, and language all shape the responses of the cortex. a. thalamic b. olivary c. auditory d. amusic Answer: c Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: 6.2.5 Evaluate the importance of experience in the development and tuning of the auditory system, throughout the life span.

Bloom’s Level: 1. Remembering 39. Among musicians, the extent of brain response to musical notes is correlated with a. training on the piano, as opposed to a wind or string instrument. b. age at which musical training began. c. verbal ability. d. pitch sensitivity.

Answer: b Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: 6.2.6 Describe the relationship between musical experience and the development of auditory competencies in music and other domains.

Bloom’s Level: 2. Understanding 40. Which outcome is not likely to occur if an infant is exposed to serious musical training?

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a. Heschl’s gyrus will be close to twice as large as that of nontrained infants by adulthood. b. The brain will become extra sensitive to musical notes. c. The brain will become more sensitive to infrasound. d. Heschl’s gyrus will be twice as strongly activated by musical notes as compared to nontrained individuals by adulthood.

Answer: c Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: 6.2.6 Describe the relationship between musical experience and the development of auditory competencies in music and other domains.

Bloom’s Level: 3. Applying 41. The phenomenon of amusia is an inability to a. interpret jokes. b. discern tunes accurately. c. sing and dance at the same time. d. play a musical instrument.

Answer: b Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: Not aligned Bloom’s Level: 2. Understanding 42. The arcuate fasciculus is very prominent in individuals who a. have a strong ability to discriminate pitch. b. have no ability to discriminate pitch. c. have amusia. d. are sensitive to loud noises.

Answer: a Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: Not aligned Bloom’s Level: 2. Understanding 43. What is the main difference between hearing loss and deafness? a. Hearing loss can develop during life, while deafness is always a congenital condition. b. Hearing loss is not considered a hearing disorder, while deafness is. c. Deafness can be brought about by an accident or other event, while hearing loss is a slow process. d. Hearing loss is defined as decreased sensitivity to sound, while deafness is hearing loss such that speech perception is not possible.

Answer: d Section: 6.3 Hearing Loss Is a Widespread Problem Learning Objective: 6.3.1 Define and distinguish between hearing loss and deafness.

Bloom’s Level: 2. Understanding 44. Which statement about sensorineural deafness is true? a. It is the result of a failure of sound vibrations to reach the inner ear.

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b. It is caused by damage to hair cells or interruption of the vestibulocochlear nerve carrying information to the brain. c. It is caused by damage to auditory brain areas. d. It is caused by damage to the ossicles of the middle ear, which deadens the nerves at the base of the cochlea.

Answer: b Section: 6.3 Hearing Loss Is a Widespread Problem Learning Objective: 6.3.2 Describe and contrast the three major categories of hearing loss.

Bloom’s Level: 2. Understanding 45. Which of the following is not a principal class of deafness? a. Central deafness b. Conduction deafness c. Peripheral deafness d. Sensorineural deafness Answer: c Section: 6.3 Hearing Loss Is a Widespread Problem Learning Objective: 6.3.2 Describe and contrast the three major categories of hearing loss.

Bloom’s Level: 1. Remembering 46. The initial site of damage in noise-induced deafness is usually a. the eardrum. b. nerve fibers. c. cochlear nuclei. d. hair cells.

Answer: d Section: 6.3 Hearing Loss Is a Widespread Problem Learning Objective: 6.3.3 Identify potentially harmful noise intensities, and discuss the ways in which noise damages the auditory system.

Bloom’s Level: 3. Applying 47. Which statement about cochlear implants is false? a. They work by stimulating the ossicles and hair cells directly. b. They electrically stimulate the cochlea at locations corresponding to a sound’s pitch. c. They send information about low frequencies to electrodes, stimulating nerves at the apex of the cochlea. d. They send information about high frequencies to electrodes, stimulating nerves at the base of the cochlea.

Answer: a Section: 6.3 Hearing Loss Is a Widespread Problem Learning Objective: 6.3.4 Summarize and evaluate methods for treating each form of hearing loss.

Bloom’s Level: 4. Analyzing

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48. Hearing may be partially restored in deaf people through the use of devices called a. pseudostereocilia. b. binaural replacements. c. cochlear implants. d. sound shadows.

Answer: c Section: 6.3 Hearing Loss Is a Widespread Problem Learning Objective: 6.3.4 Summarize and evaluate methods for treating each form of hearing loss.

Bloom’s Level: 2. Understanding 49. Which structure is not part of the vestibular system? a. Saccule b. Semicircular canals c. Eustachian tube d. Utricle Answer: c Section: 6.4 Balance: The Inner Ear Senses the Position and Movement of the Head Learning Objective: 6.4.1 Describe the anatomical features of the vestibular system.

Bloom’s Level: 2. Understanding 50. The contains the receptor cells for the vestibular system. a. ampulla b. vestibular nuclei c. organ of Corti d. pinna Answer: a Section: 6.4 Balance: The Inner Ear Senses the Position and Movement of the Head Learning Objective: 6.4.1 Describe the anatomical features of the vestibular system.

Bloom’s Level: 2. Understanding 51. Which event signals the brain that the head has moved? a. The opening of ion channels on stereocilia b. The sound latency difference between the two ears c. The deflecting of the stereocilia in the ampulla d. The activation of efferent fibers in the semicircular canals Answer: c Section: 6.4 Balance: The Inner Ear Senses the Position and Movement of the Head Learning Objective: 6.4.2 Explain how accelerations and changes in the position of the head are transduced into sequences of action potentials.

Bloom’s Level: 4. Analyzing 52. Vestibular nuclei in the brainstem receive information from a. the ampulla. b. vestibular organs. c. vestibular hair cells.

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d. the basilar membrane.

Answer: b Section: 6.4 Balance: The Inner Ear Senses the Position and Movement of the Head Learning Objective: 6.4.3 Describe the vestibular projections to the brainstem, and summarize the functional importance of these projections.

Bloom’s Level: 1. Remembering 53. Sensory conflict theory argues that we feel badly when we receive contradictory sensory messages. Passengers on an airplane in turbulence may experience an uncomfortable conflict between and information. a. visual; auditory b. vestibular; motor c. vestibular; visual d. visual; motor Answer: c Section: 6.4 Balance: The Inner Ear Senses the Position and Movement of the Head Learning Objective: 6.4.4 Discuss some of the consequences of vestibular dysfunction or abnormal vestibular stimulation.

Bloom’s Level: 3. Applying 54. is the experience of nausea brought on by unnatural passive movement. a. Conduction motion b. Motion sickness c. Sensorineural movement d. Motion shadows Answer: b Section: 6.4 Balance: The Inner Ear Senses the Position and Movement of the Head Learning Objective: 6.4.4 Discuss some of the consequences of vestibular dysfunction or abnormal vestibular stimulation.

Bloom’s Level: 1. Remembering 55. The vestibular system informs the brain about a. acoustic stimuli. b. the movement and position of the body. c. forces that act within the body cavities. d. stimulation of the autonomic nervous system.

Answer: b Section: 6.4 Balance: The Inner Ear Senses the Position and Movement of the Head Learning Objective: Not aligned Bloom’s Level: 2. Understanding 56. Which is not a type of taste papillae? a. Turbinate b. Foliate c. Fungiform d. Circumvallate

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Answer: a Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes Learning Objective: 6.5.1 Describe the structure, function, and distribution of the papillae on the tongue.

Bloom’s Level: 2. Understanding 57. The

of the tongue contain taste , which are made up of taste . a. kokumi; pores; microvilli b. taste buds; microvilli; papillae c. tastants; foliates; neurons d. papillae; buds; receptor cells Answer: d Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes Learning Objective: 6.5.2 Summarize the structure of taste buds, and discuss their relationship to papillae.

Bloom’s Level: 1. Remembering 58. People perceive sweet a. only at the tip of the tongue. b. only on the left side of the tongue. c. only on the right side of the tongue. d. anywhere on the tongue where there are taste receptors.

Answer: d Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes Learning Objective: 6.5.3 Describe the basic tastes and the distribution of taste sensitivity across the surface of the tongue.

Bloom’s Level: 2. Understanding 59. Which is not typically considered one of the basic tastes? a. Umami b. Salty c. Sour d. Fruity Answer: d Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes Learning Objective: 6.5.3 Describe the basic tastes and the distribution of taste sensitivity across the surface of the tongue.

Bloom’s Level: 1. Remembering 60. Humans have evolved a high sensitivity to a. bitter b. salty c. sour d. sweet Answer: a

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taste.

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes Learning Objective: 6.5.3 Describe the basic tastes and the distribution of taste sensitivity across the surface of the tongue.

Bloom’s Level: 2. Understanding 61. The sweet taste is mediated by a. hydrogen ions interacting with ionotropic receptors. b. sodium ions. c. slow, metabotropic receptors. d. T2R receptors.

Answer: c Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes Learning Objective: 6.5.4 Describe the specialized cellular mechanisms through which taste cells transduce each of the major tastes.

Bloom’s Level: 2. Understanding 62. Salty taste is mediated by a. hydrogen ions. b. sodium and chloride ions. c. slow, metabotropic receptors. d. T2R receptors.

Answer: b Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes Learning Objective: 6.5.4 Describe the specialized cellular mechanisms through which taste cells transduce each of the major tastes.

Bloom’s Level: 2. Understanding 63. The fifth taste, called , is apparently mediated in part by a type of . a. edamame; ligand-gated sodium channel b. umami; ligand-gated sodium channel c. edamame; GABA receptor d. umami; metabotropic glutamate receptor Answer: d Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes Learning Objective: 6.5.4 Describe the specialized cellular mechanisms through which taste cells transduce each of the major tastes.

Bloom’s Level: 2. Understanding 64. One of the reasons that monosodium glutamate is used as a flavor enhancer is that a. it activates sodium channels in taste buds. b. it suppresses receptors for sweet in taste buds. c. the umami receptor responds to foods that are naturally savory. d. it activates TR2 receptors.

Answer: c Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 6.5.4 Describe the specialized cellular mechanisms through which taste cells transduce each of the major tastes.

Bloom’s Level: 2. Understanding 65. Which correctly shows the pathway that taste information follows in the gustatory pathway? a. Tongue, brainstem nuclei, pituitary, somatosensory cortex b. Tongue, pituitary, brainstem nuclei, somatosensory cortex c. Tongue, brainstem nuclei, somatosensory cortex, thalamus d. Tongue, brainstem nuclei, thalamus, somatosensory cortex Answer: d Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes Learning Objective: 6.5.5 Trace the neural projection of gustatory information to the brainstem and higher-order systems.

Bloom’s Level: 3. Applying 66. The system is the sensory system that detects taste. a. circumvallate b. gustatory c. umami d. papillae Answer: b Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes Learning Objective: Not aligned Bloom’s Level: 1. Remembering 67. Researchers have recently discovered taste receptors in various tissues throughout the human body, far from the head. The function of these receptors is largely unknown, but they may play a role in a. detection of toxins. b. appetite and digestion. c. immune system functions. d. detecting subtle tastes.

Answer: b Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes Learning Objective: Not aligned Bloom’s Level: 1. Remembering 68. The olfactory epithelium contains all the following types of cells except cells. a. basal b. receptor c. supporting d. glomerular Answer: d Section: 6.6 Smell: Chemicals in the Air Elicit Odor Sensations

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Learning Objective: 6.6.1 Describe the main structures of the olfactory system, with a focus on the cells and projections of the olfactory epithelium.

Bloom’s Level: 2. Understanding 69. The prepyriform cortex is also known as the a. primary olfactory cortex. b. amygdala. c. orbitofrontal cortex. d. occipital lobe.

Answer: a Section: 6.6 Smell: Chemicals in the Air Elicit Odor Sensations Learning Objective: 6.6.1 Describe the main structures of the olfactory system, with a focus on the cells and projections of the olfactory epithelium.

Bloom’s Level: 1. Remembering 70. Olfactory neurons have the capacity to regenerate in adulthood, while brain neurons do not. Why is it thought olfactory neurons adapted this function? a. As a reaction to an increasingly complex olfactory environment b. As a response to the hazards of the olfactory environment c. As a response to declining of air quality d. To compensate for losses of other senses as we age Answer: b Section: 6.6 Smell: Chemicals in the Air Elicit Odor Sensations Learning Objective: 6.6.2 Explain the process of olfactory transduction, and discuss the function and variety of olfactory receptors that have been discovered.

Bloom’s Level: 1. Remembering 71. In contrast to other sensory systems, olfactory information is not relayed to the primary sensory cortex through the a. hypothalamus. b. amygdala. c. olfactory bulb. d. thalamus.

Answer: d Section: 6.6 Smell: Chemicals in the Air Elicit Odor Sensations Learning Objective: 6.6.3 Trace the projection route of olfactory information, and main olfactory structures, from the olfactory epithelium to the cortex.

Bloom’s Level: 1. Remembering 72. Although humans produce only 400 olfactory receptor proteins, we able to discriminate possibly 1 trillion odors because a. each odor activates a characteristic combination of different kinds of receptor molecules. b. each odor is broken down into its component parts. c. we have many specific genes per receptor. d. olfactory neurons are continually replaced through adulthood.

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Answer: a Section: 6.6 Smell: Chemicals in the Air Elicit Odor Sensations Learning Objective: 6.6.4 Compare and contrast human olfactory capabilities with those of other species.

Bloom’s Level: 4. Analyzing 73. The vomeronasal system appears to specialize in detecting a. pungent smells. b. pheromones. c. phonemes. d. odors.

Answer: b Section: 6.6 Smell: Chemicals in the Air Elicit Odor Sensations Learning Objective: 6.6.5 Describe the structure and function of the vomeronasal system, and weigh the evidence for and against the idea that humans detect pheromones.

Bloom’s Level: 1. Remembering 74. Vomeronasal organ (VNO) receptors project to the a. main olfactory bulb. b. accessory olfactory bulb. c. medial dorsal thalamus. d. orbitofrontal cortex.

Answer: b Section: 6.6 Smell: Chemicals in the Air Elicit Odor Sensations Learning Objective: 6.6.5 Describe the structure and function of the vomeronasal system, and weigh the evidence for and against the idea that humans detect pheromones.

Bloom’s Level: 1. Remembering

Fill-in-the-Blank Questions 75. The number of cycles per second in a sound wave is referred as its .

Answer: frequency Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.7 Describe the orderly map of frequencies found at each level of the auditory system.

Bloom’s Level: 2. Understanding 76. A multiple of a particular frequency is called the .

Answer: harmonic Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.7 Describe the orderly map of frequencies found at each level of the auditory system.

Bloom’s Level: 2. Understanding 77. is defined as frequency discrimination in which the pitch of a sound is determined by location of activated hair cells along the basilar membrane.

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Answer: Place coding theory Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: 6.2.2 Describe the two major ways in which frequency information is encoded.

Bloom’s Level: 2. Understanding 78. is defined as frequency discrimination in which the pitch of a sound is determined by the rate of firing of auditory neurons Answer: Temporal coding theory Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: 6.2.2 Describe the two major ways in which frequency information is encoded.

Bloom’s Level: 2. Understanding 79. The disparity between the two ears in the time of arrival of a sound is the .

Answer: interaural temporal difference Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: 6.2.3 Explain the principal features of sound that the nervous system uses for sound localization.

Bloom’s Level: 2. Understanding 80. After many years of going to loud rock concerts a young man reports ringing in his ears, or .

Answer: tinnitus Section: 6.3 Hearing Loss Is a Widespread Problem Learning Objective: 6.3.3 Identify potentially harmful noise intensities, and discuss the ways in which noise damages the auditory system.

Bloom’s Level: 3. Applying 81. A hearing impairment that arises from problems with the middle ear is called deafness.

Answer: conduction Section: 6.3 Hearing Loss Is a Widespread Problem Learning Objective: 6.3.4 Summarize and evaluate methods for treating each form of hearing loss.

Bloom’s Level: 2. Understanding 82. The surface of the tongue is scattered with many , which have taste buds within their walls.

Answer: papillae Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes Learning Objective: 6.5.1 Describe the structure, function, and distribution of the papillae on the tongue.

Bloom’s Level: 1. Remembering 83. In nature, a

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taste often signals the presence of toxins.

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Answer: bitter Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes Learning Objective: 6.5.3 Describe the basic tastes and the distribution of taste sensitivity across the surface of the tongue.

Bloom’s Level: 1. Remembering 84. The system is the sensory system that detects taste.

Answer: gustatory Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes Learning Objective: Not aligned Bloom’s Level: 1. Remembering

Short-Answer Questions 85. Create a short paragraph using the following terms: sound, pinna, ear (or auditory) canal, tympanic membrane, ossicles, middle ear, oval window.

Answer: The pinna funnels sound waves to the ear canal. Sound arriving at the tympanic membrane (also called the eardrum) causes it to vibrate, setting in motion the vibration of the ossicles of the middle ear. The ossicles transmit vibration from the tympanic membrane to the oval window of the inner ear.

Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.1 Explain how the external ear and middle ear capture and concentrate sound energy and convey it to the inner ear.

Bloom’s Level: 3. Applying 86. Where and how does auditory transduction occur in the ear?

Answer: Auditory transduction occurs in the hair cells of the organ of Corti. Each hair cell has a sloping brush of stereocilia on its upper surface. The movement of the basilar membrane relative to the tectorial membrane causes the stereocilia to bend, causing cation ion channels of the stereocilia to physically open. The influx of potassium and calcium ions triggers a rapid depolarization, which leads to a rapid influx of calcium ions at the base of the hair cell. This causes synaptic vesicles at the base of the hair cell to fuse with the presynaptic membrane and release neurotransmitter, stimulating adjacent nerve fibers.

Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.3 Explain how vibrations travel through the cochlea and how they are converted into neural activity.

Bloom’s Level: 3. Applying 87. Outline the auditory pathway from the brainstem to the cortex.

Answer: The vestibulocochlear nerve (cranial nerve VIII) projects to the brainstem. Here, the auditory fibers terminate in the cochlear nuclei. Output from the cochlear nuclei projects to the superior olivary nuclei, each of which receives inputs from both right and left cochlear nuclei. The superior olivary nuclei then pass information derived from both ears to the inferior colliculi. Outputs of the inferior colliculi go to the medial geniculate nuclei of the thalamus. Pathways from the medial geniculate nuclei extend to several

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auditory cortical areas including the primary auditory cortex.

Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.5 Summarize the neural projections between the cochlea and brain.

Bloom’s Level: 3. Applying 88. Explain how the brain localizes higher-frequency sounds.

Answer: The brain analyzes the difference in sound loudness received by each ear (interaural intensity differences) and the difference in the time of arrival at each ear (interaural temporal differences). These differences occur because one ear is pointed more directly towards and is closer to the sound source than the other. Alternatively, the head causes a sound shadow, blocking sounds originating on one side from reaching both ears with equal loudness.

Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: 6.2.3 Explain the principal features of sound that the nervous system uses for sound localization.

Bloom’s Level: 4. Analyzing 89. What is conduction deafness?

Answer: Conduction deafness is a hearing impairment in which the ears fail to convert sound vibrations in air into waves of fluid in the cochlea. It is associated with defects in the external or middle ear.

Section: 6.3 Hearing Loss Is a Widespread Problem Learning Objective: 6.3.2 Describe and contrast the three major categories of hearing loss.

Bloom’s Level: 2. Understanding 90. Differentiate central deafness from word deafness and cortical deafness.

Answer: Central deafness is a hearing impairment in which the auditory areas of the brain fail to process and interpret action potentials from sound stimuli in meaningful ways.

Word deafness is a form of central deafness that is characterized by the specific inability to hear words although other sounds can be detected. Cortical deafness is a form of central deafness that is characterized by difficulty in recognizing all complex sounds, including verbal and nonverbal sounds.

Section: 6.3 Hearing Loss Is a Widespread Problem Learning Objective: 6.3.2 Describe and contrast the three major categories of hearing loss.

Bloom’s Level: 2. Understanding 91. Create a paragraph using the following terms: vestibular system, balance, semicircular canals, utricle, saccule, ampullae, and vestibulocochlear nerve.

Answer: (Sample answer.) The vestibular system is the sensory system that detects balance. In mammals the vestibular system consists of three semicircular canals plus the utricle and the saccule. The three semicircular canals are oriented in the three different planes in which the head can rotate. Each type of head movement is registered by a corresponding semicircular canal in the same plane of rotation. The rotation of the head is

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translated into movement of fluid within the semicircular canals, which stimulates hair cells in ampullae at the base of the canals, exciting the vestibulocochlear nerve.

Section: 6.4 Balance: The Inner Ear Senses the Position and Movement of the Head Learning Objective: 6.4.1 Describe the anatomical features of the vestibular system.

Bloom’s Level: 3. Applying 92. Why is a gustatory system that detects the taste of bitter evolutionarily adaptive?

Answer: In nature, bitter tastes often signal the presence of toxins or poisons. Through evolutionary time, it would have been adaptive for organisms to evolve a sensitivity (and dislike) to bitter tastes, as this would reduce the chances of accidental poisoning when eating.

Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes Learning Objective: 6.5.4 Describe the specialized cellular mechanisms through which taste cells transduce each of the major tastes.

Bloom’s Level: 4. Analyzing 93. What is the evidence that humans can communicate via pheromones? What is the evidence that humans cannot communicate via pheromones?

Answer: Trace amine-associated receptors (TAARs) have been found in the human olfactory epithelium. In mice, these TAARs reportedly respond to sex-specific pheromones instead of odorants. Research suggests exposure to each other’s body odor can cause women’s menstrual cycles to synchronize. Female tears cause reductions in testosterone and sexual arousal in men. However, the vomeronasal organ (VNO) is either vestigial or absent in humans. Almost all our V1R and V2R VNO receptor genes have become nonfunctional “pseudogenes” over evolutionary time.

Section: 6.6 Smell: Chemicals in the Air Elicit Odor Sensations Learning Objective: 6.6.4 Compare and contrast human olfactory capabilities with those of other species.

Bloom’s Level: 3. Applying

Discussion Questions 94. Outline the pathway of sound from the pinna to the primary auditory cortex.

Answer: Answers and discussion will vary.

Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.1 Explain how the external ear and middle ear capture and concentrate sound energy and convey it to the inner ear.

Bloom’s Level: 3. Applying 95. Describe the function of the organ of Corti.

Answer: Answers and discussion will vary.

Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.4 Describe the process by which the organ of Corti encodes the frequencies of sounds.

Bloom’s Level: 3. Applying

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96. Summarize the sequence of cellular events that occurs in a hair cell after a stereocilium bends.

Answer: Answers and discussion will vary.

Section: 6.1 Hearing: Pressure Waves in the Air Are Perceived as Sound Learning Objective: 6.1.4 Describe the process by which the organ of Corti encodes the frequencies of sounds.

Bloom’s Level: 3. Applying 97. Describe the stimulus cues that are employed in sound localization.

Answer: Answers and discussion will vary.

Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: 6.2.3 Explain the principal features of sound that the nervous system uses for sound localization.

Bloom’s Level: 3. Applying 98. Discuss, with scientific evidence, the ways experience can modify the auditory cortex.

Answer: Answers and discussion will vary.

Section: 6.2 Specialized Neural Systems Extract Information from Auditory Signals Learning Objective: 6.2.5 Evaluate the importance of experience in the development and tuning of the auditory system, throughout the life span.

Bloom’s Level: 4. Analyzing 99. Describe the effects of damage to the auditory system. Can they be treated or cured?

Answer: Answers and discussion will vary.

Section: 6.3 Hearing Loss Is a Widespread Problem Learning Objective: 6.3.4 Summarize and evaluate methods for treating each form of hearing loss.

Bloom’s Level: 2. Understanding 100. Describe the vestibular system and its function. What happens when it receives contradictory sensory information?

Answer: Answers and discussion will vary.

Section: 6.4 Balance: The Inner Ear Senses the Position and Movement of the Head Learning Objective: 6.4.4 Discuss some of the consequences of vestibular dysfunction or abnormal vestibular stimulation.

Bloom’s Level: 2. Understanding 101. Compare and contrast taste buds and papillae.

Answer: Answers and discussion will vary.

Section: 6.5 Taste: Chemicals in Foods Are Perceived as Tastes Learning Objective: 6.5.2 Summarize the structure of taste buds, and discuss their relationship to papillae.

Bloom’s Level: 3. Applying

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102. Compare and contrast the two chemical senses, taste and smell. Be sure to compare the different receptor types employed in each system.

Answer: Answers and discussion will vary.

Section: 6.6 Smell: Chemicals in the Air Elicit Odor Sensations Learning Objective: 6.6.2 Explain the process of olfactory transduction, and discuss the function and variety of olfactory receptors that have been discovered.

Bloom’s Level: 2. Understanding 103. Explain the evolutionary and genetic reasons why humans have fewer olfactory receptors than mice do.

Answer: Answers and discussion will vary.

Section: 6.6 Smell: Chemicals in the Air Elicit Odor Sensations Learning Objective: 6.6.4 Compare and contrast human olfactory capabilities with those of other species.

Bloom’s Level: 4. Analyzing

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Test Bank to accompany

The Mind’s Machine, Fourth Edition Watson • Breedlove

Chapter 7: Vision: From Eye to Brain Multiple Choice Questions 1. The is (are) primarily responsible for refracting light to form an image on the retina. a. cornea b. lens c. pupil d. extraocular muscles Answer: a Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.1 Describe how a visual scene is projected onto the back of the eyes.

Bloom’s Level: 2. Understanding 2. The bending of light rays by the optical components of the eye is called a. diffraction. b. fractionation. c. polarization. d. refraction.

Answer: d Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.1 Describe how a visual scene is projected onto the back of the eyes.

Bloom’s Level: 1. Remembering 3. The muscles are essential for accommodation. a. orbital b. ciliary c. extraocular d. lentiform Answer: b Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.1 Describe how a visual scene is projected onto the back of the eyes.

Bloom’s Level: 1. Remembering 4. The process by which the shape of the lens is altered in order to project a sharp image onto the retina is called a. adaptation.

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b. habituation. c. refraction. d. accommodation.

Answer: d Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.1 Describe how a visual scene is projected onto the back of the eyes.

Bloom’s Level: 2. Understanding 5. Cones in the retina form synapses with which of the following cell types? a. Bipolar cells b. Amacrine cells c. Ganglion cells d. Horizontal cells Answer: a Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.2 Identify the major types of neurons there, which detect and analyze light.

Bloom’s Level: 2. Understanding 6. Which of the following is incorrectly paired? a. Bipolar cells; graded potentials b. Ganglion cells; action potentials c. Horizontal cells; action potentials d. Photoreceptors; graded potentials Answer: c Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.2 Identify the major types of neurons there, which detect and analyze light.

Bloom’s Level: 4. Analyzing 7. In the scotopic system, the relationship between the number of visual receptor cells and the number of ganglion cells demonstrates a of information. a. transduction b. regression c. convergence d. divergence Answer: c Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.2 Identify the major types of neurons there, which detect and analyze light.

Bloom’s Level: 2. Understanding 8. Which statement about rod receptors is false? a. In the dark, rod receptors continually release neurotransmitter onto bipolar cells.

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b. When light hits the photopigment, it triggers a cascade of chemical reactions that hyperpolarize the rod receptor. c. Rods are concentrated outside the fovea. d. Rods contain a special photopigment called S opsin.

Answer: d Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.2 Identify the major types of neurons there, which detect and analyze light.

Bloom’s Level: 4. Analyzing 9. Quanta of light that enter the eye are captured in rod cells by a. photons. b. rhodan. c. rhodopsin. d. the iris.

Answer: c Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.2 Identify the major types of neurons there, which detect and analyze light.

Bloom’s Level: 1. Remembering 10. Which statement about photopic and scotopic vision is false? a. The photopic system uses only cone receptors. b. Rod receptors can be activated by weak light intensity because of their high sensitivity. c. The receptive field of cone receptors outside the fovea is small. d. There are more rods than cones in the retina.

Answer: c Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.2 Identify the major types of neurons there, which detect and analyze light.

Bloom’s Level: 4. Analyzing 11. A high density of is responsible for the dark color of the fovea, and this density is what make visual so high in this area. a. rods; refraction b. cones; acuity c. rods; blur d. cones; variable Answer: b Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

Bloom’s Level: 3. Applying 12. Hawks have much better visual acuity than humans because they have a. specialized cones for detecting detail.

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b. specialized cones for detecting distance. c. more densely packed cones in the fovea. d. larger eyes relative to their body size.

Answer: c Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

Bloom’s Level: 3. Applying 13. What is responsible for the lack of photoreceptors at the optic disc and consequent blind spot? a. It is the location where blood vessels and ganglion cell axons leave the eye. b. It is a location with a high density of pigment obscuring photoreceptor cells. c. It is the location where parts of the two optic nerves cross the midline. d. It is point of attachment for eye muscles.

Answer: a Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

Bloom’s Level: 4. Analyzing 14. The blind spot in our visual field is created by at the . a. densely packed cones; lens b. fewer rods; fovea c. thicker photoreceptors; optic nerve d. a lack of photoreceptors; optic disc Answer: d Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

Bloom’s Level: 2. Understanding 15. of the pupils is associated with the use of drugs that block acetylcholine transmission, such as belladonna. a. Myopia b. Refraction c. Constriction d. Dilation Answer: d Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

Bloom’s Level: 2. Understanding 16. Visual acuity is highest in the region of the retina called the a. fovea.

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b. optic disc. c. lens. d. iris.

Answer: a Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

Bloom’s Level: 1. Remembering 17. The optic disc is the a. area of highest visual acuity in the retina. b. area of the retina through which the axons of the ganglion cells exit. c. area of the retina with the highest concentration of rods. d. round opening of the eye through which light enters.

Answer: b Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

Bloom’s Level: 2. Understanding 18. The phenomenon of adaptation refers to a. the constantly changing sensitivity of photoreceptors to light in order to match illumination levels. b. the capacity of many photoreceptor cells to send signals to a single cell. c. the sensitization of photoreceptors to light levels that are constant. d. increases in the number of rods in response to increased length of time in darkness.

Answer: a Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

Bloom’s Level: 2. Understanding 19. light and convergence are properties of the scotopic system, whereas light and convergence are properties of the photopic system. a. Dim; high; bright; low b. Dim; low; bright; high c. Bright; high; dim; low d. Bright; low; dim; high Answer: a Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

Bloom’s Level: 3. Applying 20. The brightest light we can see is about we can see.

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times as intense as the dimmest light

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a. 100,000 b. 10 million c. 1 billion d. 10 billion Answer: d Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

Bloom’s Level: 1. Remembering 21. Inhibitors of the neurotransmitter cause the pupil of the eye to . a. ACh; dilate b. norepinephrine; constrict c. serotonin; constrict d. GABA; dilate Answer: a Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

Bloom’s Level: 3. Applying 22. At any given time, a photoreceptor operates approximately over a -fold range of brightness. a. 10 b. 100 c. 1,000 d. 1 million Answer: b Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

Bloom’s Level: 2. Understanding 23. Why is it best to look slightly off center to see a distant, dim star? a. Light reaches rods directly in the periphery, without having to pass through layers of cells and blood vessels. b. Cones are absent in the fovea and numerous in the retinal periphery, and are more sensitive than rods to dim light. c. Rods are numerous in the fovea and absent in the retinal periphery, and are sensitive to dim light. d. Rods are absent in the fovea and numerous in the retinal periphery, and are sensitive to dim light.

Answer: d Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

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Bloom’s Level: 3. Applying 24. People differ in their concentration of , and this variation may account for differences in in different individuals. a. cones; acuity b. cones; peripheral vision c. rods; acuity d. rods; peripheral vision Answer: a Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

Bloom’s Level: 3. Applying 25. About half of the human V1 is devoted to the fovea and the retinal region surrounding it, thereby facilitating high acuity in the a. entire visual field. b. periphery of the visual field. c. central part of the visual field. d. upper portions of the visual field.

Answer: c Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.4 Describe the orderly mapping of information from a visual scene projecting into the brain.

Bloom’s Level: 2. Understanding 26. Individuals with blindsight a. are unable to detect trichromatic colors. b. have no conscious perception of visual stimuli but are still able to discriminate better than would be predicted by chance alone. c. have hallucinations within the region of injury. d. perceive objects in space that are not present.

Answer: b Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.4 Describe the orderly mapping of information from a visual scene projecting into the brain.

Bloom’s Level: 2. Understanding 27. Which pathway accurately describes the route for the passage of visual information to the brain? a. Optic tract, optic nerve, optic radiations b. Optic radiations, optic nerve, optic tract c. Optic nerve, optic radiations, optic tract d. Optic nerve, optic tract, optic radiations Answer: d Section: 7.1 The Vision Pathway Extends from the Eye to the Brain

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Learning Objective: 7.1.4 Describe the orderly mapping of information from a visual scene projecting into the brain.

Bloom’s Level: 3. Applying 28. Which statement regarding visual fields is true? a. The left visual field projects to the eyes and then to the left cerebral hemisphere. b. The right visual field projects to the eyes and then to the right cerebral hemisphere. c. The left visual field projects to the left eye only, and then to both cerebral hemispheres. d. The right visual field projects to the eyes and then to the left cerebral hemisphere.

Answer: d Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.4 Describe the orderly mapping of information from a visual scene projecting into the brain.

Bloom’s Level: 4. Analyzing 29. What features of the visual system of a prey animal, such as a rabbit, serve to better detect predators? a. Their eyes are placed on the sides of the head, they have wide peripheral vision, and little overlap in their fields of vision. b. Their eyes are proportionally large and they have pinpoint acuity, due to a density of cones in the fovea. c. They have a wide field of vision due to the large overlap in their fields of vision. d. They have smaller proportion of retinal fibers crossing the midline than predatory species do.

Answer: a Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.4 Describe the orderly mapping of information from a visual scene projecting into the brain.

Bloom’s Level: 4. Analyzing 30. Most axons of the retinal ganglion cells terminate in the a. optic chiasm. b. superior colliculus. c. lateral geniculate nucleus. d. primary visual cortex.

Answer: c Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.4 Describe the orderly mapping of information from a visual scene projecting into the brain.

Bloom’s Level: 2. Understanding 31. A point of light located in the upper left of the visual field is projected to the part of the retina. a. upper left b. lower right c. upper right

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d. lower left Answer: b Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.4 Describe the orderly mapping of information from a visual scene projecting into the brain.

Bloom’s Level: 3. Applying 32. Receptor cells and bipolar cells release the neurotransmitter a. glutamate. b. GABA. c. acetylcholine. d. glycine.

Answer: a Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.1 Describe the kinds of light stimuli that best excite or inhibit neurons in the retina, LGN, and striate and extrastriate cortex.

Bloom’s Level: 1. Remembering 33. Cells in the primate LGN have receptive fields that a. are orientation specific. b. are color sensitive. c. are concentric. d. show a high rate of spontaneous activity.

Answer: c Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.1 Describe the kinds of light stimuli that best excite or inhibit neurons in the retina, LGN, and striate and extrastriate cortex.

Bloom’s Level: 1. Remembering 34. The receptive fields of retinal ganglion cells are a. complex. b. concentric. c. hypercomplex. d. columnar.

Answer: b Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.1 Describe the kinds of light stimuli that best excite or inhibit neurons in the retina, LGN, and striate and extrastriate cortex.

Bloom’s Level: 1. Remembering 35. When light hits the center of an off-center bipolar cell’s receptive field, it and releases glutamate, which in turn off-center ganglion cells. a. depolarizes; more; hyperpolarizes

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b. hyperpolarizes; less; hyperpolarizes c. depolarizes; less; depolarizes d. hyperpolarizes; more; depolarizes Answer: b Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.1 Describe the kinds of light stimuli that best excite or inhibit neurons in the retina, LGN, and striate and extrastriate cortex.

Bloom’s Level: 4. Analyzing 36. An on-center/off-surround cell responds most strongly when a. both its the center and surround are illuminated. b. a spot of light illuminates part of its center. c. the center of its receptive field is illuminated. d. a spot of light illuminates part of its surround.

Answer: c Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.1 Describe the kinds of light stimuli that best excite or inhibit neurons in the retina, LGN, and striate and extrastriate cortex.

Bloom’s Level: 2. Understanding 37. In the retina, when illuminated, cone receptors that connect to an on-center bipolar cell cause in the on-center bipolar cell. a. a depolarization b. a hyperpolarization c. an action potential d. no change Answer: a Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.1 Describe the kinds of light stimuli that best excite or inhibit neurons in the retina, LGN, and striate and extrastriate cortex.

Bloom’s Level: 3. Applying 38. In cells, light falling in the center of the cell causes excitation, and light falling in the surround causes inhibition. a. on-center/on-surround b. on-center/off-surround c. off-center/on-surround d. off-center/off-surround Answer: b Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.1 Describe the kinds of light stimuli that best excite or inhibit neurons in the retina, LGN, and striate and extrastriate cortex.

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Bloom’s Level: 3. Applying 39. The boundaries of visual objects are enhanced through the process of a. visual acuity. b. spatial-frequency. c. lateral inhibition. d. extrastriate perception.

Answer: c Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.2 Understand why our perception of light and dark is not a simple function of how much light strikes the eye.

Bloom’s Level: 2. Understanding 40. Simple cortical visual cells are most likely to be activated by a. bars of particular width, orientation, and location in the visual field. b. movement of a bar or edge. c. a boundary between two hues. d. biologically relevant information.

Answer: a Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.3 Explain how simple receptive fields of the retina can be combined to produce more-complex receptive fields in V1.

Bloom’s Level: 2. Understanding 41. Hubel and Wiesel’s theoretical model has been characterized as a model of cortical visual processing. a. spatial-frequency filter b. hierarchical c. human-recognition d. receptive-field Answer: b Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.4 Contrast hierarchical models of visual processing with a spatial-frequency model.

Bloom’s Level: 2. Understanding 42. Which statement describes the spatial-frequency model? a. More complex receptive fields are built up from inputs of simpler ones. b. Spectrally opponent cortical cells contribute to the perception of color. c. The visual system analyzes the number of cycles of light-dark patches in any stimulus. d. The tendency of rods and cones to adjust their light sensitivity to match ambient illumination.

Answer: c

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Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.4 Contrast hierarchical models of visual processing with a spatial-frequency model.

Bloom’s Level: 4. Analyzing 43. Damage to cortical area V5 results in an inability to perceive a. color. b. motion. c. orientation. d. form.

Answer: b Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.5 Identify extrastriate brain regions specialized to detect complex forms and motion.

Bloom’s Level: 2. Understanding 44. Cells in brain area respond to illusory contours. a. V1 b. V2 c. V3 d. V4 Answer: b Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.5 Identify extrastriate brain regions specialized to detect complex forms and motion.

Bloom’s Level: 1. Remembering 45. Cortical area V4 has many cells that respond preferentially to a. motion. b. concentric and radial stimuli. c. particular complex forms. d. bright objects.

Answer: b Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.5 Identify extrastriate brain regions specialized to detect complex forms and motion.

Bloom’s Level: 2. Understanding 46. In area V5 of the visual cortex, cells appear to be sensitive to a. form. b. wavelength. c. motion.

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d. orientation.

Answer: c Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.5 Identify extrastriate brain regions specialized to detect complex forms and motion.

Bloom’s Level: 2. Understanding 47. The human visual system responds within very narrow range of the electromagnetic range: from about nanometers. a. 1 to 100 b. 100 to 200 c. 400 to 700 d. 1,000 to 10,000 Answer: c Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.1 Know the physical properties of light that make objects appear colored.

Bloom’s Level: 1. Remembering 48. The human visual system a. can only detect high frequency, short wavelengths. b. can only detect low frequency, long wavelengths. c. detects all wavelengths. d. detects light within a narrow range of the electromagnetic range.

Answer: d Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.1 Know the physical properties of light that make objects appear colored.

Bloom’s Level: 4. Analzying 49. Which property is not a dimension of color perception? a. Brightness b. Complexity c. Hue d. Saturation Answer: b Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.1 Know the physical properties of light that make objects appear colored.

Bloom’s Level: 2. Understanding 50. When you look at the blue sky on clear day, your perception of the blue color is produced by a. long-wavelength photons. b. short-wavelength photons.

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c. infrared rays. d. gamma rays.

Answer: a Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.1 Know the physical properties of light that make objects appear colored.

Bloom’s Level: 3. Applying 51. Which statement about color perception is true? a. The trichromatic hypothesis is supported at the level of the retina. b. The opponent-process hypothesis is consistent with current research on cones. c. Spectrally opponent cells are found only in the eye. d. Research has largely refuted both the opponent-process and the trichromatic theories of color perception.

Answer: a Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.2 Realize that our perception of color does not simply reflect those properties of light.

Bloom’s Level: 2. Understanding 52. People with normal color vision have more receptors than receptors, and the precise proportions of these receptors among individuals. a. S; M; can vary b. S; M; are always the same c. L; M; can vary d. L; M; are always the same Answer: c Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.2 Realize that our perception of color does not simply reflect those properties of light.

Bloom’s Level: 3. Applying 53. The hypothesis proposed that there are separate receptors in the retina sensitive to blue, green, and red. a. opponent-process b. spectrally opponent c. dichromatic d. trichromatic Answer: d Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.3 Be able to discuss the two major theories of how the visual system can detect colors.

Bloom’s Level: 2. Understanding 54. In cells, two different regions of the light spectrum have opposite effects on firing response.

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a. dichromatic b. trichromatic c. spectrally opponent d. ganglion Answer: c Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.4 Understand how comparing the activity of two or more types of cones informs us about color.

Bloom’s Level: 2. Understanding 55. When a gene carrying a third photopigment was introduced into photoreceptors of adult male squirrel monkeys with dichromatic vision, the monkeys a. gained the ability to discriminate short-wavelength stimuli (blue) from longwavelength stimuli (not blue). b. lost the ability to discriminate short-wavelength stimuli (blue) from long-wavelength stimuli (not blue). c. gained trichromatic vision. d. gained yellow-blue discrimination.

Answer: c Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.4 Understand how comparing the activity of two or more types of cones informs us about color.

Bloom’s Level: 2. Understanding 56. Among mammals, color vision is a. weak in some species. b. trichromatic in some Carnivora. c. usually stronger in nocturnal than in diurnal species of the same family. d. completely lacking in some species.

Answer: a Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.4 Understand how comparing the activity of two or more types of cones informs us about color.

Bloom’s Level: 1. Remembering 57. The domestic cat is classified as a(n) a. excellent trichromat. b. robust dichromat. c. feeble trichromat. d. feeble dichromat.

Answer: d Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.4 Understand how comparing the activity of two or more types of cones informs us about color.

Bloom’s Level: 2. Understanding

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58. In the monkey LGN, 70–80% of the cells are spectrally opponent, while very few spectrally opponent cells are found in the cat LGN. This may be the reason that monkeys a. cannot detect the color of rapidly-moving objects, while cats can. b. cannot distinguish black and white as well as cats can. c. cannot distinguish bright colors as well as cats can. d. can distinguish colors easily, while cats cannot.

Answer: d Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.4 Understand how comparing the activity of two or more types of cones informs us about color.

Bloom’s Level: 2. Understanding 59. Cortical region is especially rich in color-sensitive cells. a. V1 b. V2 c. V4 d. V5 Answer: c Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.4 Understand how comparing the activity of two or more types of cones informs us about color.

Bloom’s Level: 1. Remembering 60. Genes for the M and L pigments are on the X chromosome, and males have only one X chromosome, while women have two. This explains why a. men are more likely than women to have visual impairments. b. women are more likely than men to have visual impairments. c. women and men are about equally likely to have visual impairments. d. the incidence of visual impairments is most affected by age.

Answer: a Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.5 Understand why men are more likely than women to have difficulty distinguishing colors.

Bloom’s Level: 4. Analyzing 61. The dorsal stream system of visual processing is said to specialize in processing information about a. “what.” b. “who.” c. “when.” d. “where.”

Answer: d Section: 7.4 What versus Where: Cortical Visual Areas Are Organized into Two Streams Learning Objective: 7.4.1 Identify the major streams of visual processing that deal with what a stimulus is, and where it is.

Bloom’s Level: 1. Remembering

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62. The ventral stream system of visual processing is said to specialize in processing information about a. “what.” b. “how.” c. “when.” d. “where.”

Answer: a Section: 7.4 What versus Where: Cortical Visual Areas Are Organized into Two Streams Learning Objective: 7.4.1 Identify the major streams of visual processing that deal with what a stimulus is, and where it is.

Bloom’s Level: 1. Remembering 63. The most likely effect of damage sustained to the dorsal stream is a. color blindness. b. optic ataxia. c. the inability to recognize familiar faces. d. blindsight.

Answer: b Section: 7.4 What versus Where: Cortical Visual Areas Are Organized into Two Streams Learning Objective: 7.4.1 Identify the major streams of visual processing that deal with what a stimulus is, and where it is.

Bloom’s Level: 4. Analyzing 64. What was the proposition that helped to explain why patient D.F. could not perceive objects but could reach for and hold for objects in her visual field? a. There is one visual processing stream that is responsible for identifying, locating, and guiding movements toward objects. b. There are two primary visual processing streams; one responsible for identifying objects, and one for processing visual information surrounding the object of interest. c. There are two primary visual processing streams; one responsible for identifying objects, and one for locating objects and guiding movements toward them. d. There are three primary visual processing streams; one for identifying objects, one for identifying faces, and one for all other visual stimuli.

Answer: c Section: 7.4 What versus Where: Cortical Visual Areas Are Organized into Two Streams Learning Objective: 7.4.2 Understand why D.F. can use vision to guide her movements but not to recognize objects.

Bloom’s Level: 3. Applying 65. If an individual were to experience bilateral damage at the junction of the occipital and temporal cortex, the likely result would be loss of a. color vision. b. the ability to detect motion. c. the ability to recognize common objects. d. the ability to grasp objects by their center of mass.

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Answer: c Section: 7.4 What versus Where: Cortical Visual Areas Are Organized into Two Streams Learning Objective: 7.4.2 Understand why D.F. can use vision to guide her movements but not to recognize objects.

Bloom’s Level: 4. Analyzing 66. A patient enters the ER after a near-drowning episode. He was without oxygen for a significant period of time, and an MRI scan showed bilateral damage to the border between the occipital and temporal lobes. Which symptom would you expect this patient to display? a. The inability to name common objects or familiar people b. The inability to follow a laser pointer moving on a screen c. The inability to differentiate between red and green d. The presence of a scotoma in both the right and left visual field Answer: a Section: 7.4 What versus Where: Cortical Visual Areas Are Organized into Two Streams Learning Objective: 7.4.2 Understand why D.F. can use vision to guide her movements but not to recognize objects.

Bloom’s Level: 4. Analyzing 67. Recent research suggests myopia may be caused by a. too much sun. b. too much reading and close-up visual activities. c. indoor lighting. d. genetic influences.

Answer: c Section: 7.4 What versus Where: Cortical Visual Areas Are Organized into Two Streams Learning Objective: 7.4.3 Describe the underlying causes of nearsightedness and how it can be avoided.

Bloom’s Level: 3. Applying 68. Amblyopia is best treated with a. dark glasses. b. surgical correction and an eye patch. c. more time outdoors. d. corrective lenses.

Answer: b Section: 7.4 What versus Where: Cortical Visual Areas Are Organized into Two Streams Learning Objective: 7.4.4 Understand the role of visual experience in sharpening vision, especially in children.

Bloom’s Level: 3. Applying 69. The most common age-related cause of vision loss is a. color blindness. b. myopia. c. amblyopia.

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d. macular degeneration.

Answer: d Section: 7.4 What versus Where: Cortical Visual Areas Are Organized into Two Streams Learning Objective: Not aligned Bloom’s Level: 1. Remembering

Fill-in-the-Blank Questions 70. In vertebrates, the is primarily responsible for fine-tuning refraction.

Answer: lens Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.1 Describe how a visual scene is projected onto the back of the eyes.

Bloom’s Level: 1. Remembering 71. The photopigment in rods that responds to light is called .

Answer: rhodopsin Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.2 Identify the major types of neurons there, which detect and analyze light.

Bloom’s Level: 1. Remembering 72. Dilation of the pupils is controlled by the division of the nervous system.

Answer: sympathetic Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

Bloom’s Level: 2. Understanding 73. In , the interconnected neurons inhibit adjacent cells, resulting in contrast at the edge of regions.

Answer: lateral inhibition Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.1 Describe the kinds of light stimuli that best excite or inhibit neurons in the retina, LGN, and striate and extrastriate cortex.

Bloom’s Level: 1. Remembering 74. According to the model, the visual system analyzes the number of cycles of light-dark (or color) patches in any stimulus.

Answer: spatial-frequency (or spatial frequency) Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.4 Contrast hierarchical models of visual processing with a spatial-frequency model.

Bloom’s Level: 1. Remembering

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75. In some insects, the -wavelength receptors respond to ultraviolet wavelengths that humans cannot see.

Answer: short Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.1 Know the physical properties of light that make objects appear colored.

Bloom’s Level: 1. Remembering 76. The hypothesis of color perception states there are three different types of cones, and each one is excited by a different part of the spectrum and each has a separate pathway to the brain.

Answer: trichromatic Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.3 Be able to discuss the two major theories of how the visual system can detect colors.

Bloom’s Level: 2. Understanding 77. In , individuals can identify objects, but have trouble using their vision to reach for and grasp them.

Answer: optic ataxia Section: 7.4 What versus Where: Cortical Visual Areas Are Organized into Two Streams Learning Objective: 7.4.1 Identify the major streams of visual processing that deal with what a stimulus is, and where it is.

Bloom’s Level: 3. Applying 78. In the condition called , the eyeball is too long, causing the cornea and lens to focus images in front of the retina instead of on it.

Answer: myopia Section: 7.4 What versus Where: Cortical Visual Areas Are Organized into Two Streams Learning Objective: 7.4.3 Describe the underlying causes of nearsightedness and how it can be avoided.

Bloom’s Level: 2. Understanding 79. In the condition called macular degeneration, the region of the eye that is damaged is the .

Answer: retina Section: 7.4 What versus Where: Cortical Visual Areas Are Organized into Two Streams Learning Objective: Not aligned Bloom’s Level: 1. Remembering

Short-Answer Questions 80. Create a short paragraph using the following terms: fovea, cones, rods, center of visual field, retinal periphery, acuity, receptive fields, light Answer: The center of the visual field lands on the fovea, the part of the retina with the

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greatest density of photoreceptors. Cones are concentrated here. Cones have small receptive fields, so offer greater acuity (sharpness of vision), but have low sensitivity to light. Rod photoreceptors are concentrated in the peripheral retina. Rods have larger receptive fields and high sensitivity to light, so are best for seeing in dim light. Cones require brighter light to function, and are used for daytime vision.

Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.2 Identify the major types of neurons there, which detect and analyze light.

Bloom’s Level: 3. Applying 81. Outline how the optic disc relates to the blind spot.

Answer: The optic disc is the region of the retina where ganglion cell axons (optic nerve) and blood vessels exit the back of the eyeball. There are no rods and cones in this region of the retina, and thus there is an area of the visual field where light cannot be seen or detected. This region is known as the blind spot.

Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.2 Identify the major types of neurons there, which detect and analyze light.

Bloom’s Level: 2. Understanding 82. Explain the three ways the eye responds to the vastly different light intensities it encounters.

Answer: 1. Pupil contraction and dilation: In bright light the pupil can quickly contract to admit much less light into the eye. In dim light the pupil dilates to admit more light. 2.

Range fractionation: Different photoreceptors in the retina respond to different intensities of light. For example, rods have low thresholds for light intensity and cones have high thresholds. 3. Photoreceptor adaptation: Rods and cones adjust their light sensitivity to match ambient illumination.

Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

Bloom’s Level: 3. Applying 83. Discuss the two basic types of retinal receptive fields found in bipolar cells and ganglion cells, and LGN. Answer: 1. On-center/off-surround receptive field: A concentric receptive field in which stimulation of the center excites the cell of interest while stimulation of the surround inhibits it. 2. Off-center/on-surround receptive field: A concentric receptive field in which stimulation of the center inhibits the cell of interest while stimulation of the surround excites it.

Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: .7.2.3 Explain how simple receptive fields of the retina can be combined to produce more-complex receptive fields in V1.

Bloom’s Level: 2. Understanding

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84. Explain the spatial-frequency model of visual processing.

Answer: This model proposes that the visual system analyzes the number of cycles of light-dark (or color) patches in any stimulus. Some cycles are narrow, others broad. Some cycles of light-dark are oriented vertically, others horizontally, etc. The model suggests that, the visual system is actually breaking down complex stimuli into their individual spatial-frequency components in the perception of form (such as face recognition).

Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.4 Contrast hierarchical models of visual processing with a spatial-frequency model.

Bloom’s Level: 2. Understanding 85. Which wavelengths of light are detected by the human visual system? Provide an example of an organism that can detect wavelengths of light that humans cannot.

Answer: The human visual system responds only to particles of light whose wavelengths lie within a very narrow portion of the entire electromagnetic range. This range is between 400 and 700 nanometers, and is known as the visible spectrum. Birds and bees can see ultraviolet light, which is higher in frequency and shorter in wavelength.

Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.1 Know the physical properties of light that make objects appear colored.

Bloom’s Level: 3. Applying 86. Which theory of color perception has been best supported by what we now know about cones? How has that theory also been shown to be insufficient?

Answer: Measurements of photopigments in cones have borne out the trichromatic hypothesis. Each cone of the human retina has one of three classes of pigments (or opsins). The response of a cone depends on which wavelength of light its pigment absorbs to hyperpolarize the cell and release less neurotransmitter. However, none of the photopigments are activated solely by a narrow range of wavelengths; they are broadly tuned. There are no color-specific cones as originally predicted.

Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.3 Be able to discuss the two major theories of how the visual system can detect colors.

Bloom’s Level: 4. Analyzing 87. Differentiate the dorsal stream from the ventral stream.

Answer: Researchers have proposed that primates have two main cortical processing streams, both originating from the primary visual cortex: The dorsal processing stream is responsible for determining the spatial location of objects, and the ventral processing stream is responsible for visually identifying faces and objects.

Section: 7.4 What versus Where: Cortical Visual Areas Are Organized into Two Streams Learning Objective: 7.4.1 Identify the major streams of visual processing that deal with what a stimulus is, and where it is.

Bloom’s Level: 2. Understanding

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88. What is amblyopia and how is it treated?

Answer: Amblyopia is a condition that develops when the eyes are not aligned, with poor vision in the affected eye, even though the eye and retina are normal. It is a developmental condition of concern because if the two eyes are not aligned properly during the early years of life, a child’s primary visual cortex will eventually suppress the information coming from the affected eye. This will result in one eye becoming functionally blind. Amblyopia can be corrected with surgery that brings the two eyes into better alignment. Another treatment involves covering the “good” eye with an eye patch which forces the weak eye to work harder. A combination of surgery, patches, and eye exercises has the best prognosis.

Section: 7.4 What versus Where: Cortical Visual Areas Are Organized into Two Streams Learning Objective: 7.4.4 Understand the role of visual experience in sharpening vision, especially in children.

Bloom’s Level: 2. Understanding 89. What is macular degeneration? Describe the differences between “dry” macular degeneration and “wet” macular degeneration? Which type is more common? Which type is more severe?

Answer: Macular degeneration is damage to the retina that results in visual impairment.

In “dry” macular degeneration, the retinal pigmented epithelium atrophies, resulting in death of photoreceptors that lie over the epithelium. In “wet” macular degeneration, there is abnormal growth of retinal capillaries which causes the retina to detach and/or death of photoreceptors. The “dry” type is more common, and is considered less severe.

Section: 7.4 What versus Where: Cortical Visual Areas Are Organized into Two Streams Learning Objective: Not aligned Bloom’s Level: 2. Understanding

Discussion Questions 90. Identify and describe the cells of the retina and discuss the pattern of their interconnections.

Answer: Answers and discussion will vary.

Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.2 Identify the major types of neurons there, which detect and analyze light.

Bloom’s Level: 2. Understanding 91. Compare and contrast the properties of the human photopic and scotopic visual systems.

Answer: Answers and discussion will vary.

Section: 7.1 The Vision Pathway Extends from the Eye to the Brain Learning Objective: 7.1.3 Explain how we are able to detect visual images over a very broad range of illumination.

Bloom’s Level: 3. Applying

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92. Describe the opposing effects of glutamate on bipolar cells and how these effects relate to lateral inhibition.

Answer: Answers and discussion will vary.

Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.1 Describe the kinds of light stimuli that best excite or inhibit neurons in the retina, LGN, and striate and extrastriate cortex.

Bloom’s Level: 3. Applying 93. Describe the ways that the cells of the retina interact to produce and enhance the boundaries of visual objects.

Answer: Answers and discussion will vary.

Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.3 Explain how simple receptive fields of the retina can be combined to produce more-complex receptive fields in V1.

Bloom’s Level: 2. Understanding 94. Describe the differences between a hierarchical and spatial-frequency model of vision.

Answer: Answers and discussion will vary.

Section: 7.2 Neurons at Different Levels of the Visual System Have Very Different Receptive Fields Learning Objective: 7.2.4 Contrast hierarchical models of visual processing with a spatial-frequency model.

Bloom’s Level: 2. Understanding 95. Describe how true color perception is produced in the cortex and the ways that color information is used to improve the accuracy of visual perception.

Answer: Answers and discussion will vary.

Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.2.5 Identify extrastriate brain regions specialized to detect complex forms and motion.

Bloom’s Level: 3. Applying 96. Our perception of light versus dark is created by the brain in response to many factors, not just wavelength of light. List these other factors.

Answer: Answers and discussion will vary.

Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.3 Be able to discuss the two major theories of how the visual system can detect colors.

Bloom’s Level: 2. Understanding 97. Compare and contrast trichromatic and opponent-process theories of color vision.

Answer: Answers and discussion will vary.

Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones

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Learning Objective: 7.3.3 Be able to discuss the two major theories of how the visual system can detect colors.

Bloom’s Level: 2. Understanding 98. Describe the response characteristics of the visual cortical cells found in areas V2 and V4, and identify the types of stimuli that cells in these regions respond most strongly to.

Answer: Answers and discussion will vary.

Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.4 Understand how comparing the activity of two or more types of cones informs us about color.

Bloom’s Level: 3. Applying 99. Discuss the statement: “Most mammalian species probably have some degree of color vision.” Provide examples of species with different degrees of color sensitivity.

Answer: Answers and discussion will vary.

Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.4 Understand how comparing the activity of two or more types of cones informs us about color.

Bloom’s Level: 3. Applying 100. Discuss the incidence of impaired color vision in humans. What is the nature of the impairment, and how is it passed on from generation to generation?

Answer: Answers and discussion will vary.

Section: 7.3 Color Vision Depends on Integrating Information from the Retinal Cones Learning Objective: 7.3.5 Understand why men are more likely than women to have difficulty distinguishing colors.

Bloom’s Level: 3. Applying 101. Discuss the two parallel processing pathways in the visual system, and elaborate on the various effects one can experience if one of these streams is impaired.

Answer: Answers and discussion will vary.

Section: 7.4 What versus Where: Cortical Visual Areas Are Organized into Two Streams Learning Objective: 7.4.1 Identify the major streams of visual processing that deal with what a stimulus is, and where it is.

Bloom’s Level: 2. Understanding

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Test Bank to accompany

The Mind’s Machine, Fourth Edition Watson • Breedlove

Chapter 8: Hormones and Sex Multiple Choice Questions 1. Glands that secrete their products outside the body are referred to as glands. a. exocrine b. endocrine c. ectocrine d. autocrine Answer: a Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.1 Distinguish the different classes of chemical signaling, from neurotransmitters to hormones and pheromones.

Bloom’s Level: 1. Remembering 2. Glands that release their products within the body are called glands. a. amacrine b. endocrine c. allomone d. lachrymose Answer: b Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.1 Distinguish the different classes of chemical signaling, from neurotransmitters to hormones and pheromones.

Bloom’s Level: 1. Remembering 3. As a result of his experiments with roosters, Berthold concluded that a. the testes secrete testosterone. b. the testes release a masculinizing chemical into the blood. c. hormones are important for homeostasis. d. castration has different effects in birds than in mammals.

Answer: b Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.1 Distinguish the different classes of chemical signaling, from neurotransmitters to hormones and pheromones.

Bloom’s Level: 2. Understanding 4. Compared to neurotransmitters, hormone effects are generally a. more widespread in the body and affect distant targets. b. produced by comparable quantities of substance. c. more limited with respect to target sites.

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d. shorter lasting.

Answer: a Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.1 Distinguish the different classes of chemical signaling, from neurotransmitters to hormones and pheromones.

Bloom’s Level: 2. Understanding 5. Neuronal and hormonal communication both involve a. all-or-none impulses. b. specialized receptor molecules. c. movement of materials through the bloodstream. d. voluntary control.

Answer: b Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.1 Distinguish the different classes of chemical signaling, from neurotransmitters to hormones and pheromones.

Bloom’s Level: 2. Understanding 6. Some flowers attract bees by releasing into the air. a. nectar b. pheromones c. pollen d. allomones Answer: d Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.1 Distinguish the different classes of chemical signaling, from neurotransmitters to hormones and pheromones.

Bloom’s Level: 1. Remembering 7. is a tropic hormone. a. Testosterone b. Vasopressin c. Cortisol d. Luteinizing hormone Answer: d Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.1 Distinguish the different classes of chemical signaling, from neurotransmitters to hormones and pheromones.

Bloom’s Level: 1. Remembering 8. Experimenters delete the gene for a given receptor in a rat. The animal is then observed to determine if a given behavior remains intact or not. This scenario illustrates a experiment. a. modeling b. knockout c. cloning

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d. immunocytochemistry Answer: b Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.1 Distinguish the different classes of chemical signaling, from neurotransmitters to hormones and pheromones.

Bloom’s Level: 3. Applying 9. Which pair lists two of the three major classes of hormones? a. Lipophilic and lipotropic b. Peptide and steroid c. Transcriptional and translational d. Ionotropic and metabotropic Answer: b Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.2 Contrast the mechanisms of action of peptide and amine hormones versus steroid hormones.

Bloom’s Level: 1. Remembering 10. The molecular structure of peptide hormones involves a. four interconnected rings of carbon atoms. b. short chains of amino acids. c. long chains of amino acids. d. modified tyrosine molecules.

Answer: b Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.2 Contrast the mechanisms of action of peptide and amine hormones versus steroid hormones.

Bloom’s Level: 1. Remembering 11. The molecular structure of steroid hormones involves a. four interconnected rings of carbon atoms. b. short chains of amino acids. c. long chains of amino acids. d. modified tyrosine molecules.

Answer: a Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.2 Contrast the mechanisms of action of peptide and amine hormones versus steroid hormones.

Bloom’s Level: 1. Remembering 12. Which molecule is not a steroid hormone? a. ACTH b. Cortisol c. Aldosterone d. Estradiol Answer: a

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Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.2 Contrast the mechanisms of action of peptide and amine hormones versus steroid hormones.

Bloom’s Level: 1. Remembering 13. Which molecule is an amine hormone? a. Testosterone b. Estrogen c. Cortisol d. Melatonin Answer: d Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.2 Contrast the mechanisms of action of peptide and amine hormones versus steroid hormones.

Bloom’s Level: 1. Remembering 14. Peptide hormones typically affect cellular processes by a. entering the cell and providing a source of metabolic energy. b. interacting with specific receptors located in the cell nucleus. c. binding to DNA and altering gene expression. d. binding to membrane-bound receptors on the cell surface.

Answer: d Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.2 Contrast the mechanisms of action of peptide and amine hormones versus steroid hormones.

Bloom’s Level: 3. Applying 15. Steroid hormones typically exert their effects by a. binding to receptor proteins on the surface of the target cell and altering gene expression. b. diffusing through the cell membrane, binding to receptor molecules and altering gene expression. c. binding to specific receptor proteins on the surface of the target cell and altering the cell membrane. d. diffusing through the cell membrane, binding to receptor molecules and halting all gene expression.

Answer: b Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.2 Contrast the mechanisms of action of peptide and amine hormones versus steroid hormones.

Bloom’s Level: 3. Applying 16. What is the appropriate technique for visualizing the location of peptide receptors within cells of the rat hypothalamus? a. Immunocytochemistry b. Radioimmunoassay

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c. CT scan d. fMRI Answer: a Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.2 Contrast the mechanisms of action of peptide and amine hormones versus steroid hormones.

Bloom’s Level: 3. Applying 17. In the body’s synthesis of steroids, is/are synthesized from . a. progesterone; estrogens b. androgens; estrogens c. estrogens; androgens d. progesterone; testosterone Answer: c Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.2 Contrast the mechanisms of action of peptide and amine hormones versus steroid hormones.

Bloom’s Level: 3. Applying 18. Which statement about the presence of specific hormones in men and women is true? a. Testosterone is found exclusively in males. b. Oxytocin is found exclusively in females. c. Estrogen is found exclusively in females. d. All steroids are found in both males and females.

Answer: d Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.2 Contrast the mechanisms of action of peptide and amine hormones versus steroid hormones.

Bloom’s Level: 2. Understanding 19. The posterior pituitary a. contains the cell bodies of oxytocin neurosecretory cells. b. contains the axon terminals of vasopressin neurosecretory cells. c. releases its hormones into the hypothalamic-pituitary portal system. d. is regulated by releasing factors from the hypothalamus.

Answer: b Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.3 Contrast the modes of hormone release from the posterior pituitary versus the anterior pituitary.

Bloom’s Level: 2. Understanding 20. Cells located in the synthesize oxytocin and vasopressin and transport these hormones to the . a. hypothalamus; posterior pituitary b. hypothalamus; anterior pituitary c. posterior pituitary; median eminence

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d. anterior pituitary; median eminence Answer: a Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.3 Contrast the modes of hormone release from the posterior pituitary versus the anterior pituitary.

Bloom’s Level: 3. Applying 21. Vasopressin is secreted by the a. kidneys. b. anterior pituitary. c. posterior pituitary. d. thalamus.

Answer: c Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.3 Contrast the modes of hormone release from the posterior pituitary versus the anterior pituitary.

Bloom’s Level: 1. Remembering 22. Which statement about oxytocin and vasopressin is false? a. They are secreted in response to hypothalamic releasing hormones. b. They are peptide hormones. c. They are posterior pituitary hormones. d. They are synthesized in cell bodies of the hypothalamus.

Answer: a Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.3 Contrast the modes of hormone release from the posterior pituitary versus the anterior pituitary.

Bloom’s Level: 2. Understanding 23. The essential feature of tropic hormones is that they a. are released across synapses. b. affect only neurons. c. affect only the pituitary. d. affect the secretion of other endocrine glands.

Answer: d Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.3 Contrast the modes of hormone release from the posterior pituitary versus the anterior pituitary.

Bloom’s Level: 2. Understanding 24. Which structure is located between the hypothalamus and the pituitary? a. Mammillary bodies b. Median eminence c. Paraventricular nucleus d. Preoptic area Answer: b

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Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.3 Contrast the modes of hormone release from the posterior pituitary versus the anterior pituitary.

Bloom’s Level: 1. Remembering 25. Which molecule is not secreted by the pituitary? a. Thyroid-stimulating hormone b. FSH c. Progesterone d. Prolactin Answer: c Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.3 Contrast the modes of hormone release from the posterior pituitary versus the anterior pituitary.

Bloom’s Level: 2. Understanding 26. Which list represents the correct sequence of events in the regulation of gonadal steroid hormones in men? a. GnRH, gonads, anterior pituitary, release of androgens b. GnRH, anterior pituitary, gonads, release of androgens c. Anterior pituitary, GnRH; gonads, release of androgens d. Anterior pituitary, release of androgens, gonads, GnRH Answer: b Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.4 Explain how the brain regulates circulating levels of hormone.

Bloom’s Level: 3. Applying 27. The hypothalamic-pituitary portal system is essential for production of a. oxytocin. b. antidiuretic hormone. c. follicle-stimulating hormone. d. vasopressin.

Answer: c Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.4 Explain how the brain regulates circulating levels of hormone.

Bloom’s Level: 2. Understanding 28. In the testes, cells produce testosterone under the influence of , and cells produce sperm under the influence of . a. Sertoli; FSH; Leydig; LH b. Leydig; LH; Sertoli; FSH c. Sertoli; LH; Leydig; FSH d. Leydig; FSH; Sertoli; LH Answer: b Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.4 Explain how the brain regulates circulating levels of hormone.

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Bloom’s Level: 2. Understanding 29. In the female, increased levels of estrogens during the ovarian cycle induce the release of , which triggers ovulation and the development of the corpus luteum, which then secrets . a. LH; progesterone b. FSH; estradiol c. GnRH; estradiol d. FSH; progesterone Answer: a Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.4 Explain how the brain regulates circulating levels of hormone.

Bloom’s Level: 2. Understanding 30. The hypothalamic hormone that controls the release of LH and FSH from the pituitary is called hormone. a. thyroid-stimulating b. growth c. follicle-stimulating d. gonadotropin-releasing Answer: d Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.4 Explain how the brain regulates circulating levels of hormone.

Bloom’s Level: 1. Remembering 31. Which sequence represents the correct order of events in the male reproductive tract? a. FSH, Sertoli cells, sperm production b. FSH, Sertoli cells, synthesis of testosterone c. LH, Leydig cells, sperm production d. GnRH, Leydig cells, synthesis of testosterone Answer: a Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.4 Explain how the brain regulates circulating levels of hormone.

Bloom’s Level: 3. Applying 32. The hormone controls the milk letdown reflex and plays a role in formation of social bonds. a. estrogen b. luteinizing hormone c. oxytocin d. follicle-stimulating hormone Answer: c Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.5 Give examples of the interaction of hormonal and neuronal communication in controlling behavior.

Bloom’s Level: 1. Remembering

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33. Stimulation of the nipple of a breastfeeding mother stimulates the release of from the pituitary. a. vasopressin; anterior b. oxytocin; anterior c. vasopressin; posterior d. oxytocin; posterior Answer: d Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.5 Give examples of the interaction of hormonal and neuronal communication in controlling behavior.

Bloom’s Level: 2. Understanding 34. Male mice with knockouts of the gene display “social amnesia,” failing to recognize previously encountered females. a. oxytocin b. testosterone c. FSH d. melatonin Answer: a Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.5 Give examples of the interaction of hormonal and neuronal communication in controlling behavior.

Bloom’s Level: 2. Understanding 35. Which best describes the interaction of endocrine activity and behavior? a. Cyclical: An experience causes a release of hormones, which affect future behavior and experience. b. A one-way interaction: Hormones affect behavior, but behavior does not affect hormones. c. A one-way interaction: Behavior affects hormones, but hormones do not affect behavior. d. Unpredictable: Sometimes they affect one another, but it depends on the circumstance.

Answer: a Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.5 Give examples of the interaction of hormonal and neuronal communication in controlling behavior.

Bloom’s Level: 3. Applying 36. Which sequence represents the correct order of the stages of reproductive behavior? a. Receptive behavior, sexual attraction, proceptive behavior, postcopulatory behavior b. Sexual attraction, refractory phase, copulation, postcopulatory behavior c. Sexual attraction, proceptive behavior, copulation, postcopulatory behavior d. Proceptive behavior, sexual attraction, postcopulatory behavior, receptive behavior Answer: c Section: 8.2 Reproductive Behavior Is Regulated by the Brain

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Learning Objective: 8.2.1 Discuss the sequence of mating behaviors in animals and the role of hormones in regulating those behaviors.

Bloom’s Level: 3. Applying 37. Sexual receptivity, often corresponding with ovulation in female mammals, is necessary for a. copulation. b. maternal behavior. c. appetitive behavior. d. penile erection.

Answer: a Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.1 Discuss the sequence of mating behaviors in animals and the role of hormones in regulating those behaviors.

Bloom’s Level: 2. Understanding 38. Of all the stages of reproductive and sexual behavior, is required before other behaviors can occur. a. copulation b. proceptive behavior c. intromission d. sexual attraction Answer: d Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.1 Discuss the sequence of mating behaviors in animals and the role of hormones in regulating those behaviors.

Bloom’s Level: 2. Understanding 39. Male rats do not engage in sexual behavior during the period that follows ejaculation. a. copulatory b. refractory c. proceptive d. Coolidge Answer: b Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.1 Discuss the sequence of mating behaviors in animals and the role of hormones in regulating those behaviors.

Bloom’s Level: 1. Remembering 40. The role of the is to monitor steroid hormone concentration and, at the right time in the ovulatory cycle, enable a neural circuit that allows the lordosis response in rats. a. periaqueductal gray b. medial preoptic area c. ventromedial hypothalamus

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d. vomeronasal organ Answer: c Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.1 Discuss the sequence of mating behaviors in animals and the role of hormones in regulating those behaviors.

Bloom’s Level: 2. Understanding 41. The restoration of sexual function in a male castrated in adulthood and treated with testosterone demonstrates the effect of hormones. a. activational b. organizational c. copulatory d. proceptive Answer: a Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.1 Discuss the sequence of mating behaviors in animals and the role of hormones in regulating those behaviors.

Bloom’s Level: 2. Understanding 42. Parental behaviors are classified as behaviors. a. attraction b. proceptive c. copulatory d. postcopulatory Answer: d Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.1 Discuss the sequence of mating behaviors in animals and the role of hormones in regulating those behaviors.

Bloom’s Level: 2. Understanding 43. The main activity of male and female rats following an intromission is a. grooming. b. sleeping. c. vocalization. d. drinking.

Answer: a Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.1 Discuss the sequence of mating behaviors in animals and the role of hormones in regulating those behaviors.

Bloom’s Level: 1. Remembering 44. Which animal would show the strongest lordosis behavior? a. A female rat with ovaries removed in adulthood that is given progesterone b. A female rat with ovaries removed early in life that is given estrogen in adulthood c. A female rat with ovaries removed in adulthood that is given estrogen followed by progesterone

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d. A male rat castrated in adulthood that is given estrogen followed by progesterone Answer: c Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.1 Discuss the sequence of mating behaviors in animals and the role of hormones in regulating those behaviors.

Bloom’s Level: 5. Evaluating 45. The Coolidge effect is the a. resumption of sexual activity by a male animal when exposed to a novel female. b. resumption of sexual activity by a female animal when exposed to an attractive male. c. spontaneous abortion of pregnancy by female mice exposed to the urine of a strange male. d. synchronization of ovulation in many species of primates.

Answer: a Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.1 Discuss the sequence of mating behaviors in animals and the role of hormones in regulating those behaviors.

Bloom’s Level: 3. Applying 46. Which factor is most important in determining whether an adult male rat and a female rat will mate? a. Assertiveness of the male b. Size of the female c. Size of the male d. Willingness of the female Answer: d Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.1 Discuss the sequence of mating behaviors in animals and the role of hormones in regulating those behaviors.

Bloom’s Level: 2. Understanding 47. After estrogen treatment, increases in the size of may be observed in the VMH of female rats. a. neuronal cell bodies b. axons c. glial cells d. dendrites Answer: d Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.2 Outline the brain regions that control sexual behavior in male and female rats.

Bloom’s Level: 2. Understanding 48. In male rats, the medial amygdala plays an important role in sexual behavior by conveying information about to the . a. testosterone levels; VNO

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b. pheromone signals; mPOA c. proceptive behavior; VMH d. copulatory responses; PAG Answer: b Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.2 Outline the brain regions that control sexual behavior in male and female rats.

Bloom’s Level: 3. Applying 49. In the brain of the male rat, the region especially important for reproductive behavior is the a. medial preoptic area. b. anterior hypothalamus. c. Onuf’s nucleus. d. ventromedial hypothalamus.

Answer: a Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.2 Outline the brain regions that control sexual behavior in male and female rats.

Bloom’s Level: 1. Remembering 50. In the circuit mediating behavior in female rats, the VMH sends axons to the region of the midbrain. a. proceptive behaviors; medial amygdala b. lordosis; periaqueductal gray c. mounting; medullary reticular formation d. lordosis; medial amygdala Answer: b Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.2 Outline the brain regions that control sexual behavior in male and female rats.

Bloom’s Level: 2. Understanding 51. The is specialized for the detection of pheromones. a. vomeronasal organ b. medial preoptic area c. VMH d. olfactory epithelium Answer: a Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.2 Outline the brain regions that control sexual behavior in male and female rats.

Bloom’s Level: 1. Remembering

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52. A virgin rat finds the scent of rat pups aversive, but maternal behavior in a virgin rat can be induced by lesions anywhere along the path from olfactory bulb to medial amygdala to VMH because after lesioning, a. the scent of the pups will no longer bother her. b. she will no longer detect the scent of the pups. c. the sight of the pups will be more important in inducing material care. d. the scent will still bother her but her maternal instinct will take over.

Answer: b Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.3 Describe the maternal behaviors of rats and the roles of experience versus hormones in facilitating them.

Bloom’s Level: 3. Applying 53. Which statement about differences in sexual arousal in men and women is true? a. Men and women show similar patterns of copulatory sequence. b. Masturbation rates are quite similar among adult men and women. c. The human sexual response resembles a cycle rather than a linear series of events. d. For women, desire is crucial for sexual initiation.

Answer: d Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.4 Describe the typical sequence of sexual arousal in women and men, and offer a critical appraisal of whether hormones influence human sexual behavior.

Bloom’s Level: 3. Applying 54. Research indicates that treating postmenopausal women with low doses of can revive sexual interest. a. androgen only b. estrogen only c. progesterone d. both androgen and estrogen Answer: d Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.4 Describe the typical sequence of sexual arousal in women and men, and offer a critical appraisal of whether hormones influence human sexual behavior.

Bloom’s Level: 1. Remembering 55. Women who have recently given birth show increased sensitivity to the odors of their newborns, and can distinguish odors among different babies. This increased sensitivity appears to be due to a. the mother’s experiences immediately after delivery. b. the effect of hormones after delivery. c. time of year that the baby was born. d. the mother’s sleep patterns after delivery.

Answer: b Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: Not aligned

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Bloom’s Level: 3. Applying 56. Sperm and ova are known as , and when they fuse they form a(n) a. undifferentiated cells; zygote b. zygotes; embryo c. gametes; zygote d. zygotes; gamete Answer: c Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: Not aligned Bloom’s Level: 2. Understanding 57. The enzyme 5-alpha-reductase is essential for the development of the a. gonads in both sexes. b. wolffian ducts in males. c. external genitalia in males. d. testes in males.

Answer: c Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.1 Describe the chain of molecular and hormonal events that sculpt the mammalian fetus into a male or female form.

Bloom’s Level: 2. Understanding 58. During mammalian sexual differentiation, the male internal reproductive tract develops from the a. müllerian ducts. b. wolffian ducts. c. genital tubercle. d. urogenital sinus.

Answer: b Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.1 Describe the chain of molecular and hormonal events that sculpt the mammalian fetus into a male or female form.

Bloom’s Level: 1. Remembering 59. Sry protein is produced in the a. ovaries. b. testes. c. indifferent gonads. d. brain.

Answer: c Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures

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Learning Objective: 8.3.1 Describe the chain of molecular and hormonal events that sculpt the mammalian fetus into a male or female form.

Bloom’s Level: 1. Remembering 60. Which molecule is not involved in masculinization of the external genitals in humans? a. DHT b. Testosterone c. AMH d. 5-alpha-reductase Answer: c Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.1 Describe the chain of molecular and hormonal events that sculpt the mammalian fetus into a male or female form.

Bloom’s Level: 2. Understanding 61. Which correctly lists the organs derived from the wolffian duct system? a. Seminal vesicles, vas deferens, testes, epididymis, prostate b. Seminal vesicles, vas deferens, prostate, epididymis c. Seminal vesicles, vas deferens, epididymis d. Seminal vesicles, epididymis, prostate, testes Answer: c Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.1 Describe the chain of molecular and hormonal events that sculpt the mammalian fetus into a male or female form.

Bloom’s Level: 3. Applying 62. Which statement about the gonads is true? a. They are the last sex organs to differentiate. b. They originate from identical tissue—the indifferent gonad—in males and females. c. They develop from either the ovaries or testes, the primordial gonads. d. They develop after the wolffian system develops.

Answer: b Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.1 Describe the chain of molecular and hormonal events that sculpt the mammalian fetus into a male or female form.

Bloom’s Level: 2. Understanding 63. The internal sex organs a. require hormonal stimulation in both males and females for proper development. b. are bisexual early in development, unlike the gonads. c. develop from the müllerian system in males. d. require hormonal stimulation in males.

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Answer: d Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.1 Describe the chain of molecular and hormonal events that sculpt the mammalian fetus into a male or female form.

Bloom’s Level: 3. Applying 64. Development of masculine external genitalia is guaranteed by the presence of a. the XY chromosome pattern. b. the wolffian duct system. c. secretion of androgens. d. None of the above Answer: d Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.2 Identify several differences of sexual development that affect that process.

Bloom’s Level: 2. Understanding 65. The external genitalia of a human female with CAH often have a masculine form at birth as a result of overproduction of androgens by the fetal a. adrenal glands. b. ovaries. c. pituitary gland. d. testes.

Answer: a Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.2 Identify several differences of sexual development that affect that process.

Bloom’s Level: 2. Understanding 66. Which condition causes a genetic female to develop an anatomical appearance resembling a male? a. A high level of androgen during fetal development b. A deficiency in estradiol c. A deficiency in testosterone d. An XO chromosome pattern Answer: a Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.2 Identify several differences of sexual development that affect that process.

Bloom’s Level: 3. Applying 67. Which individual would be likely to have normal, functioning ovaries?

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a. A XY individual treated with estrogen in early life b. A XY individual with a genetic mutation in the SRY gene c. An individual with a deficiency in 5-alpha-reductase (guevedoces) d. An individual with AIS Answer: b Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.2 Identify several differences of sexual development that affect that process.

Bloom’s Level: 3. Applying 68. The complete androgen insensitivity phenotype in an XY adult would include which of the following? a. Testes, uterus, fallopian tubes, labia, breasts b. Testes, vas deferens, uterus, fallopian tubes, breasts c. Testes, labia, clitoris d. Ovaries, uterus, fallopian tubes, labia, breasts Answer: c Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.2 Identify several differences of sexual development that affect that process.

Bloom’s Level: 3. Applying 69. Which statement about the external genitalia is true? a. Ovarian hormones are responsible for development of the labial folds, clitoris, and outer part of the vagina. b. In people with androgen insensitivity syndrome, the external genitalia are female in appearance. c. In males and females, the external genitals develop from separate precursors. d. AMH masculinizes the male external genitalia.

Answer: b Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.2 Identify several differences of sexual development that affect that process.

Bloom’s Level: 4. Analyzing 70. The external genitalia of an XY individual can have a feminine form at birth as a result of a. the XX chromosomal pattern. b. insensitivity to androgens. c. oversecretion of estrogens by the adrenal glands. d. excessive conversion of androgens to estrogens.

Answer: b

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Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.2 Identify several differences of sexual development that affect that process.

Bloom’s Level: 3. Applying 71. Which statement about CAH females is false? a. They have a fully developed müllerian duct system. b. They are likely to be described as “tomboys” by their parents. c. They may have a partially masculinized phallus. d. None of the above; all are true.

Answer: d Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.2 Identify several differences of sexual development that affect that process.

Bloom’s Level: 4. Analyzing 72. Human females with congenital adrenal hyperplasia typically exhibit genitalia and are more likely to show a(n) orientation than other women. a. female; heterosexual b. male; homosexual c. intersex; homosexual d. intersex; asexual Answer: c Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.2 Identify several differences of sexual development that affect that process.

Bloom’s Level: 2. Understanding 73. Research evidence suggests that fetal exposure to increases the likelihood that a girl will grow up to be homosexual. a. progesterone b. 5-alpha reductase c. androgens d. AMH Answer: c Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.2 Identify several differences of sexual development that affect that process.

Bloom’s Level: 2. Understanding 74. Exposure of female rat pups to testosterone during a sensitive period from just before birth to just after birth results in a greatly reduced frequency of in adulthood.

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a. lordosis b. aggression c. eating d. general activity Answer: a Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.3 Explain the organizational hypothesis of how sex differences in animal behavior arise.

Bloom’s Level: 2. Understanding 75. The hypothesis would explain differences between the brains and behavior of male and female rats as being due to the effects of androgens the during a sensitive period of development. a. immediate b. temporary c. activational d. organizational Answer: d Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.3 Explain the organizational hypothesis of how sex differences in animal behavior arise.

Bloom’s Level: 2. Understanding 76. The appearance of the sexually dimorphic nucleus of the POA (SDN-POA) is more evident in male rats than in female rats because a. females do not have these cells at birth. b. these cells proliferate more rapidly in males. c. early exposure to androgens results in a nucleus that is larger in males. d. the cells of the nucleus stain more readily in males.

Answer: c Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.4 Describe the role of hormones in the development of two prominent sexual dimorphisms in neuronal structure.

Bloom’s Level: 4. Analyzing 77. What is responsible for the difference in the bulbocavernosus (BC) muscles between male and female rats? a. In both males and females the spinal motor neurons connect to BC muscle and both sexes expresses androgen receptors, but only in males do androgens promote motor neuron development and survival of the muscle. b. In both males and females the spinal motor neurons connect to BC muscle but only males express androgen receptors, thus only in males do circulating androgens promote motor neuron development and survival of the muscle.

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c. In females the spinal motor neurons do not connect to BC muscle and thus androgen receptors cannot promote motor neuron development so the muscle degenerates. d. Motor neurons of the spinal nucleus of the bulbocavernosus (SNB) are not present in females, so BC muscle never forms.

Answer: a Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.4 Describe the role of hormones in the development of two prominent sexual dimorphisms in neuronal structure.

Bloom’s Level: 4. Analyzing 78. As females with CAH grow older, the proportion who report same-sex attractions increases suggesting that a. in CAH females, for brain masculinization influences sexual orientation later than in non-CAH females. b. CAH females start out trying to follow a heterosexual orientation, but as they age they become more comfortable with a homosexual orientation. c. when it comes to sexual orientation, social factors are a stronger influence than genetic factors. d. CAH females are far more sensitive to androgens and their influence on copulatory sequence.

Answer: b Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.5 Critically discuss the extent to which prenatal hormones influence sex differences in human behavior, including sexual orientation.

Bloom’s Level: 3. Applying 79. Which outcome is consistent with the fraternal birth order effect? a. The fewer older biological brothers a boy has, the more likely he is to develop a homosexual orientation. b. Boys who are only children are more likely to develop a homosexual orientation. c. The more older biological brothers a boy has, the more likely he is to develop a homosexual orientation. d. The more siblings a boy has, the more likely he is to develop a homosexual orientation.

Answer: c Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.5 Critically discuss the extent to which prenatal hormones influence sex differences in human behavior, including sexual orientation.

Bloom’s Level: 3. Applying

Fill-in-the-Blank Questions 80. The hormone childbirth.

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is responsible for the contractions of the uterus during

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Answer: oxytocin Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.1 Distinguish the different classes of chemical signaling, from neurotransmitters to hormones and pheromones.

Bloom’s Level: 1. Remembering 81. A female moth that is ready to mate releases a chemical that males of the same species detect and follow to find her; this chemical is called a .

Answer: pheromone Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.1 Distinguish the different classes of chemical signaling, from neurotransmitters to hormones and pheromones.

Bloom’s Level: 3. Applying 82. cells are a unique category of neurons that release a hormone (instead of neurotransmitter) into the bloodstream.

Answer: Neuroendocrine Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.1 Distinguish the different classes of chemical signaling, from neurotransmitters to hormones and pheromones.

Bloom’s Level: 1. Remembering 83. Pituitary hormones that induce cells to release their hormones are collectively known as hormones.

Answer: tropic Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.3 Contrast the modes of hormone release from the posterior pituitary versus the anterior pituitary.

Bloom’s Level: 1. Remembering 84. A castrated male rat ceases to ejaculate within a few weeks; if he then receives testosterone injections ejaculation commences, thereby demonstrating the effect of testosterone.

Answer: activational Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.1 Discuss the sequence of mating behaviors in animals and the role of hormones in regulating those behaviors.

Bloom’s Level: 3. Applying 87. The stereotyped copulatory posture of the female animals of many species is called .

Answer: lordosis Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.1 Discuss the sequence of mating behaviors in animals and the role of hormones in regulating those behaviors.

Bloom’s Level: 1. Remembering

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86. In order for a normal lordosis response to occur in female rats, production of receptors must be initiated by estrogen.

Answer: progesterone Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.2 Outline the brain regions that control sexual behavior in male and female rats.

Bloom’s Level: 1. Remembering 87. In the absence of Sry protein, the indifferent gonad becomes a(n) .

Answer: ovary Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.1 Describe the chain of molecular and hormonal events that sculpt the mammalian fetus into a male or female form.

Bloom’s Level: 1. Remembering 88. Individuals with syndrome have one sex chromosome, the X chromosome.

Answer: Turner’s Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.2 Identify several differences of sexual development that affect that process.

Bloom’s Level: 1. Remembering 89. The rat dam’s licking of the male pup’s anogenital region aids in masculinizing his .

Answer: spinal cord Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.4 Describe the role of hormones in the development of two prominent sexual dimorphisms in neuronal structure.

Bloom’s Level: 2 Understanding

Short-Answer Questions 90. List at least four major endocrine glands and the functions of each.

Answer: (Answers may include any four of the glands listed.)

Hypothalamus: Control of hormone secretions Pineal gland: Reproductive maturation; rhythms Anterior pituitary: • Pituitary gland: Hormone secretion by thyroid, adrenal cortex, and gonads; growth • Posterior pituitary: Water balance; salt balance • Thyroid: Growth and development; metabolic rate Adrenal glands:

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• Adrenal cortex: Salt and carbohydrate metabolism; inflammatory reactions • Adrenal medulla: Emotional arousal (epinephrine) Pancreas: Sugar metabolism Gut: Digestion and appetite control Gonads (testes/ovaries): Body development; maintenance of reproductive organs in adults Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.1 Distinguish the different classes of chemical signaling, from neurotransmitters to hormones and pheromones.

Bloom’s Level: 2. Understanding 91. List the three major classes of hormones and provide at least two examples of each.

Answer: (Answers may include any two of the specific hormones per class.)

Peptide hormones: ACTH, FSH, LH, TSH, growth hormone, prolactin, insulin, glucagon, oxytocin, vasopressin, releasing hormones Amine hormones: epinephrine, norepinephrine, thyroid hormones, melatonin Steroid hormones: estrogens, progestins, androgens, glucocorticoids, mineralocorticoids Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.2 Contrast the mechanisms of action of peptide and amine hormones versus steroid hormones.

Bloom’s Level: 2. Understanding 92. Explain the process of hormone release from the anterior pituitary.

Answer: The hypothalamus contains neuroendocrine cells that synthesis releasing hormones. The axons of the neuroendocrine cells project to the median eminence. In response to inputs from the rest of the brain, the axon terminals of the hypothalamic neurosecretory cells secrete releasing hormones into the local bloodstream. Blood carries these releasing hormones a short distance to the anterior pituitary where they trigger the anterior pituitary to release tropic hormones such as FSH and LH. Tropic hormones travel through general circulation and bind to specialized receptors on endocrine glands where they regulate physiological processes, such as steroid hormone release from the gonads.

Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.3 Contrast the modes of hormone release from the posterior pituitary versus the anterior pituitary.

Bloom’s Level: 3. Applying 93. Create a short paragraph using the following terms: anterior pituitary, tropic hormones, FSH, LH, sperm, testosterone, follicle, ovulation, estrogen and progesterone.

Answer: (Sample answer.) The anterior pituitary secretes tropic hormones, which are hormones that affect the secretion of other hormones by other endocrine glands. FSH and LH are examples of tropic hormones. In women, FSH stimulates the growth and maturation of the ovarian follicles and the secretion of estrogen. In men, FSH governs sperm production. In women, LH causes ovulation and subsequent progesterone release.

In men, LH stimulates the testes to produce testosterone.

Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body

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Learning Objective: 8.1.3 Contrast the modes of hormone release from the posterior pituitary versus the anterior pituitary.

Bloom’s Level: 3. Applying 94. What does the term “proceptive” mean? At what point in the ovulatory cycle of a female rat is she proceptive?

Answer: It is the state in which a female advertises her readiness to mate through speciestypical behaviors. Estrogens secreted at the beginning of the ovulatory cycle facilitate proceptive behavior. Subsequent production of progesterone increases proceptive behavior and activates receptivity.

Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.2 Outline the brain regions that control sexual behavior in male and female rats.

Bloom’s Level: 2. Understanding 95. Trace the neural circuit for reproduction in male rats.

Answer: Pheromones from a receptive female are detected by the male vomeronasal organ (VMO) in the olfactory epithelium. The VMO projects to the medial amygdala, which projects to the medial preoptic area (mPOA). The mPOA projects to the ventral midbrain, and the ventral midbrain projects to the spinal cord. The spinal cord mediates genital reflexes, such as ejaculation.

Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.2 Outline the brain regions that control sexual behavior in male and female rats.

Bloom’s Level: 1. Remembering 96. Explain sexual differentiation of the gonads in males and females.

Answer: In mammals, the Y chromosome contains the SRY gene. If an individual is XY (male) the indifferent gonads produce the Sry protein and develop into testes and begin producing testosterone and AMH. Individuals without a Y chromosome (XX = females), have no Y chromosome, thus no Sry protein is produced, and the indifferent gonads develop into ovaries.

Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.1 Describe the chain of molecular and hormonal events that sculpt the mammalian fetus into a male or female form.

Bloom’s Level: 3. Applying 97. Explain sexual differentiation of the internal ducts in males and females.

Answer: The early fetus has two sets internal ducts; wolffian ducts (male precursor) and müllerian ducts (female precursor). In XY individuals, the wolffian ducts will develop into the male pattern in the presence of testosterone provided by the testes. AMH, also secreted by the testes triggers the degeneration of the müllerian system. In males, one ductal system remains, and it becomes the epididymis, vas deferens, and seminal vesicles.

In females, the absence of testosterone causes the wolffian system to degenerate, and the

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müllerian system develops without known hormonal influences. In females, one ductal system remains, and it becomes the oviducts, uterus, and inner vagina.

Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.1 Describe the chain of molecular and hormonal events that sculpt the mammalian fetus into a male or female form.

Bloom’s Level: 3. Applying 98. What is androgen insensitivity syndrome and how does it affect fertility and gonadal development?

Answer: Androgen insensitivity syndrome (AIS) occurs when an XY (genetic male) individual inherits a dysfunctional gene for the androgen receptor, so the embryo’s tissues cannot respond to androgenic hormones. The testes still develop normally because the SRY gene is functional. The testes produce AMH (which inhibits müllerian duct structures) and testosterone. In the absence of androgen receptors, however the wolffian ducts do not develop either. Without any internal ducts, affected individuals are therefore rendered infertile.

Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.2 Identify several differences of sexual development that affect that process.

Bloom’s Level: 3. Applying

Discussion Questions 99. Identify and describe the major classes of hormones and their receptors.

Answer: Answers and discussion will vary.

Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.2 Contrast the mechanisms of action of peptide and amine hormones versus steroid hormones.

Bloom’s Level: 2. Understanding 100. Give an overview of the control and function of the anterior pituitary.

Answer: Answers and discussion will vary.

Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.3 Contrast the modes of hormone release from the posterior pituitary versus the anterior pituitary.

Bloom’s Level: 2. Understanding 101. Describe, in general terms, the ways in which negative feedback controls hormone levels.

Answer: Answers and discussion will vary.

Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.4 Explain how the brain regulates circulating levels of hormone.

Bloom’s Level: 3. Applying

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102. Identify the major gonadal hormones and the structures that secrete them, along with the tropic hormones that control them.

Answer: Answers and discussion will vary.

Section: 8.1 Hormones Act in a Great Variety of Ways throughout the Body Learning Objective: 8.1.4 Explain how the brain regulates circulating levels of hormone.

Bloom’s Level: 3. Applying 103. Describe the evidence that shows that individual differences in sexual activity are not determined by differences in testosterone levels.

Answer: Answers and discussion will vary.

Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.1 Discuss the sequence of mating behaviors in animals and the role of hormones in regulating those behaviors.

Bloom’s Level: 3. Applying 104. Explain what is meant by the “organizational” and “activational” effects of hormones in reproductive behavior and give two examples of each.

Answer: Answers and discussion will vary.

Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.1 Discuss the sequence of mating behaviors in animals and the role of hormones in regulating those behaviors.

Bloom’s Level: 3. Applying 105. Outline the neuroanatomical circuitry controlling male and female sexual behavior in rats, and briefly describe the ways in which steroids affect this system.

Answer: Answers and discussion will vary.

Section: 8.2 Reproductive Behavior Is Regulated by the Brain Learning Objective: 8.2.2 Outline the brain regions that control sexual behavior in male and female rats.

Bloom’s Level: 3. Applying 106. Provide an overview of sexual differentiation of the mammalian gonads, ducts, and external genitals.

Answer: Answers and discussion will vary.

Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.1 Describe the chain of molecular and hormonal events that sculpt the mammalian fetus into a male or female form.

Bloom’s Level: 2. Understanding 107. Discuss three conditions that are characterized by atypical sexual differentiation of the internal reproductive ducts and/or external genitals.

Answer: Answers and discussion will vary.

Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures

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Learning Objective: 8.3.2 Identify several differences of sexual development that affect that process Bloom’s Level: 2. Understanding 108. Describe the two well-studied models of sexual dimorphism in the nervous system.

Answer: Answers and discussion will vary.

Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.4 Describe the role of hormones in the development of two prominent sexual dimorphisms in neuronal structure.

Bloom’s Level: 2. Understanding 109. Discuss the evidence that fetal hormones might well masculinize human behaviors in adulthood.

Answer: Answers and discussion will vary.

Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.5 Critically discuss the extent to which prenatal hormones influence sex differences in human behavior, including sexual orientation.

Bloom’s Level: 4. Analyzing 110. Provide at least three pieces of evidence, as provided in your textbook, that sexual orientation is influenced by both sociocultural factors and fetal exposure to testosterone.

Answer: (Answers may include any four.)

1. Same-sex behavior is seen in many species, so it cannot be simply a matter of human choice and human socialization.

2. Differences in the size of the INAH-3 region of the brain correlates with sexual orientation in men.

3. Research suggests fetal exposure to androgens increases the likelihood that a girl will grow up with a homosexual orientation.

4. The more biological older brothers a boy has, the more likely he is to develop a homosexual sexual orientation.

Section: 8.3 Genetic and Hormonal Mechanisms Guide the Development of Masculine and Feminine Structures Learning Objective: 8.3.5 Critically discuss the extent to which prenatal hormones influence sex differences in human behavior, including sexual orientation.

Bloom’s Level: 4. Analyzing

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Test Bank to accompany

The Mind’s Machine, Fourth Edition Watson • Breedlove

Chapter 9: Homeostasis: Active Regulation of the Internal Environment Multiple Choice Questions 1. refers to the active process of maintaining a relatively stable internal environment. a. Motivation b. Endothermic c. Homeostasis d. Negative feedback Answer: c Section: 9.1 Homeostatic Systems Share Several Key Features Learning Objective: 9.1.1 Define homeostasis and allostasis, and their relationships to drive states.

Bloom’s Level: 1. Remembering 2. Endotherms may show a significant departure from their average body temperatures as a consequence of a. negative feedback. b. fever. c. allostasis. d. thermoregulation.

Answer: b Section: 9.1 Homeostatic Systems Share Several Key Features Learning Objective: 9.1.2 Distinguish between endothermy and ectothermy, with examples, and discuss the pros and cons of each system.

Bloom’s Level: 2. Understanding 3. Which example demonstrates ectothermic behavior? a. A dog panting on a hot day b. A group of birds roosting together at night c. A turtle basking on a sunny log d. A person shivering in a cold house Answer: c Section: 9.1 Homeostatic Systems Share Several Key Features Learning Objective: 9.1.2 Distinguish between endothermy and ectothermy, with examples, and discuss the pros and cons of each system.

Bloom’s Level: 3. Applying

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4. One of the selective advantages of endothermy appears to be a. greater tolerance for high external temperatures. b. increased capacity to sustain a high level of muscular activity. c. a reduction energy requirements. d. a greater differential between the animal’s metabolism during rest and during activity.

Answer: b Section: 9.1 Homeostatic Systems Share Several Key Features Learning Objective: 9.1.2 Distinguish between endothermy and ectothermy, with examples, and discuss the pros and cons of each system.

Bloom’s Level: 5. Evaluating 5. A general feature of homeostatic mechanisms is a. simplicity. b. redundancy. c. invariability. d. universality.

Answer: b Section: 9.1 Homeostatic Systems Share Several Key Features Learning Objective: 9.1.3 Describe, with appropriate examples, how the engineering concepts of negative feedback and redundancy apply to homeostatic systems.

Bloom’s Level: 1. Remembering 6. Lesions to which brain region would impair physiological responses to temperature in endotherms? a. Preoptic area b. Brainstem c. Medial hypothalamus d. Dorsomedial thalamus Answer: a Section: 9.1 Homeostatic Systems Share Several Key Features Learning Objective: 9.1.3 Describe, with appropriate examples, how the engineering concepts of negative feedback and redundancy apply to homeostatic systems.

Bloom’s Level: 2. Understanding 7. Thermoregulation is considered a negative feedback system because a. it requires such a great deal of energy. b. larger temperature changes trigger smaller responses. c. restoring the desired temperature turns off the response. d. hot and cold temperatures are the opposite of each other.

Answer: c Section: 9.1 Homeostatic Systems Share Several Key Features Learning Objective: 9.1.3 Describe, with appropriate examples, how the engineering concepts of negative feedback and redundancy apply to homeostatic systems.

Bloom’s Level: 4. Analyzing

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8. What is the significance of a set zone, as opposed to a precise set point, in terms of thermoregulation? a. A set zone allows an animals more precise control over body responses. b. The wide variety of conditions that animals face makes a tolerance, or set zone, instead of a precise set point, more adaptable. c. A set zone is more adaptable in environments that are very stable. d. A set point is more conducive to body regulation than a set zone is.

Answer: b Section: 9.1 Homeostatic Systems Share Several Key Features Learning Objective: 9.1.3 Describe, with appropriate examples, how the engineering concepts of negative feedback and redundancy apply to homeostatic systems.

Bloom’s Level: 4. Analyzing 9. Behavioral regulation of body temperature, like moving closer to the fire, is especially affected by lesions of the a. lateral hypothalamus. b. preoptic area. c. ventromedial hypothalamus. d. amygdala.

Answer: a Section: 9.1 Homeostatic Systems Share Several Key Features Learning Objective: 9.1.4 Discuss some of the ways in which animals use specialized behaviors to maintain a stable internal environment.

Bloom’s Level: 3. Applying 10. Suppose that your car battery dies, and you find yourself stranded in a winter storm.

Which response would not be considered a behavioral mechanism for regulating body temperature while you are waiting for help to arrive? a. Lowering your breathing rate b. Building a snow cave c. Ripping some of the upholstery out of the car and using it as extra insulation under your clothing d. Huddling in the fetal position Answer: a Section: 9.1 Homeostatic Systems Share Several Key Features Learning Objective: 9.1.4 Discuss some of the ways in which animals use specialized behaviors to maintain a stable internal environment.

Bloom’s Level: 5. Evaluating 11. Which response is not a physiological response of the mammalian thermoregulatory system? a. Increased thyroid activity b. Constriction of cutaneous blood vessels c. Sweating d. Lying in the shade Answer: d

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Section: 9.1 Homeostatic Systems Share Several Key Features Learning Objective: 9.1.4 Discuss some of the ways in which animals use specialized behaviors to maintain a stable internal environment.

Bloom’s Level: 4. Analyzing 12. Physiological saline is also sometimes described as a. hypotonic. b. hypertonic. c. isotonic. d. infratonic.

Answer: c Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.1 Describe the compartmentalization of fluids in the body.

Bloom’s Level: 1. Remembering 13. In mammals, the saltiness of the environment . a. intracellular; is similar to that of seawater b. intracellular; is saltier than that of seawater c. extracellular; is similar across species d. extracellular; varies widely among species Answer: c Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.1 Describe the compartmentalization of fluids in the body.

Bloom’s Level: 4. Analyzing 14. The body fluid compartments change with upon severe water loss. a. increased blood pressure and increased plasma volume b. decreased blood pressure and no change in plasma volume c. decreased blood pressure and decreased plasma volume d. increased blood pressure and decreased plasma volume Answer: c Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.1 Describe the compartmentalization of fluids in the body.

Bloom’s Level: 4. Analyzing 15. A(n) solution is a solution with the same concentration as physiological saline. a. isotonic b. hypertonic c. hypotonic d. neotonic Answer: a Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.2 Briefly define diffusion and osmosis.

Bloom’s Level: 1. Remembering

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16. Which statement correctly describes osmotic pressure? a. The tendency of a solvent to move across a membrane in order to equalize the concentration of solute on both sides of the membrane b. The spontaneous spread of solute molecules through a solvent c. The force of solute against a cell membrane d. The tendency of a solvent to sink due to higher density.

Answer: a Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.2 Briefly define diffusion and osmosis.

Bloom’s Level: 2. Understanding 17. When a cell comes into contact with pure water it a. shrinks. b. swells. c. does not change. d. immediately dies.

Answer: b Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.3 Describe the semipermeable membrane, and explain its role in the movement of water between compartments.

Bloom’s Level: 3. Applying 18. The receptors that detect drops in extracellular volume are located in the a. hypothalamus. b. kidneys. c. ventricular system. d. vascular system.

Answer: d Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.4 Define and compare osmotic thirst and hypovolemic thirst and the sensors that monitor each type of fluid loss.

Bloom’s Level: 2. Understanding 19. When an animal loses a lot of blood, there is a tendency of baroreceptors to signal a. grooming. b. fatigue. c. temperature increase. d. thirst.

Answer: d Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.4 Define and compare osmotic thirst and hypovolemic thirst and the sensors that monitor each type of fluid loss.

Bloom’s Level: 2. Understanding 20. Which hormone causes blood vessels to constrict? a. Angiotensin II

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b. Vasopressin c. Oxytocin d. Neuropeptide Y Answer: a Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.4 Define and compare osmotic thirst and hypovolemic thirst and the sensors that monitor each type of fluid loss.

Bloom’s Level: 1. Remembering 21. Which circumventricular organ contains osmosensory neurons? a. Subfornical organ b. Organum vasculosum of the lamina terminalis (OVLT) c. Periventricular organ d. Area postrema Answer: b Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.4 Define and compare osmotic thirst and hypovolemic thirst and the sensors that monitor each type of fluid loss.

Bloom’s Level: 1. Remembering 22. The brain responds to hypovolemia by triggering both thirst and hunger for a. protein. b. carbohydrates. c. sugar. d. salt.

Answer: d Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.4 Define and compare osmotic thirst and hypovolemic thirst and the sensors that monitor each type of fluid loss.

Bloom’s Level: 1. Remembering 23. The two main kinds of thirst are thirst and thirst. a. osmotic; hypervolemic b. isotonic; isovolemic c. osmotic; hypovolemic d. hypotonic; hypervolemic Answer: c Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.4 Define and compare osmotic thirst and hypovolemic thirst and the sensors that monitor each type of fluid loss.

Bloom’s Level: 1. Remembering 24. Two physiological responses to hypovolemia are secretion of by the posterior pituitary. a. constriction; vasopressin b. dilation; ANP

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c. constriction; angiotensin II d. dilation; insulin Answer: a Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.4 Define and compare osmotic thirst and hypovolemic thirst and the sensors that monitor each type of fluid loss.

Bloom’s Level: 2. Understanding 25. The hormone is generated in the kidney via a cascade of enzymatic actions in response to hypovolemia. a. ANP b. angiotensin II c. vasopressin d. insulin Answer: b Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.4 Define and compare osmotic thirst and hypovolemic thirst and the sensors that monitor each type of fluid loss.

Bloom’s Level: 2. Understanding 26. The hormone acts to conserve sodium by acting on the . a. angiotensin II; area postrema b. ANP; circumventricular organs c. aldosterone; kidneys d. vasopressin; posterior pituitary Answer: c Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.4 Define and compare osmotic thirst and hypovolemic thirst and the sensors that monitor each type of fluid loss.

Bloom’s Level: 2. Understanding 27. Angiotensin II acts on the to provoke the release of . a. hypothalamus; aldosterone b. kidneys; renin c. adrenals; vasopressin d. adrenals; aldosterone Answer: d Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.4 Define and compare osmotic thirst and hypovolemic thirst and the sensors that monitor each type of fluid loss.

Bloom’s Level: 2. Understanding 28. Which structure produces angiotensin II? a. Adrenal glands b. Pancreas c. Pituitary gland

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d. Kidneys Answer: d Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.4 Define and compare osmotic thirst and hypovolemic thirst and the sensors that monitor each type of fluid loss.

Bloom’s Level: 1. Remembering 29. Which molecule is known as antidiuretic hormone? a. Aldosterone b. Vasopressin c. Angiotensin II d. Rennin Answer: b Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.4 Define and compare osmotic thirst and hypovolemic thirst and the sensors that monitor each type of fluid loss.

Bloom’s Level: 1. Remembering 30. The response to increase in the salt concentration of the extracellular solution is called thirst. a. hypovolemic b. hypotonic c. osmoreceptive d. osmotic Answer: d Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.5 Discuss the importance of salt homeostasis in each type of thirst.

Bloom’s Level: 2. Understanding 31. Which event will trigger osmotic thirst? a. Blood loss b. Diarrhea c. Drinking distilled water d. A salty meal Answer: d Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.5 Discuss the importance of salt homeostasis in each type of thirst.

Bloom’s Level: 3. Applying 32. The saltiness of fluid in the stomach and intestine is monitored by neurons in the gut, and this information is communicated to the brain via the a. vagus nerve. b. kidney baroreceptors. c. area postrema.

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d. hypothalamus.

Answer: a Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.6 Give an overview of physiological responses to thirst, and tell how the brain gauges when to stop drinking.

Bloom’s Level: 2. Understanding 33. About 10–20% of the energy we ingest is used for processes. a. basal b. behavioral c. rest d. storage Answer: b Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.1 Define basal metabolism, and discuss its role in dieting and weight loss.

Bloom’s Level: 1. Remembering 34. What percent of food energy is spent on basal metabolism? a. 10‒20% b. 20‒30% c. 60‒70% d. 80‒90% Answer: d Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.1 Define basal metabolism, and discuss its role in dieting and weight loss.

Bloom’s Level: 2. Understanding 35. Under conditions of prolonged food deprivation, fat can be converted into glucose and a secondary form of fuel, called a. ketones. b. glycogen. c. fatty acids. d. glucagon.

Answer: a Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.2 Discuss the importance of circulating glucose and bodily mechanisms of energy storage.

Bloom’s Level: 2. Understanding 36. One of the reasons we know that glucose cannot be the only cue for satiety is that a. some meals have no glucose.

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b. untreated diabetics are hungry. c. drinking glucose does not affect hunger. d. glucose is used only by the brain.

Answer: b Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.2 Discuss the importance of circulating glucose and bodily mechanisms of energy storage.

Bloom’s Level: 3. Applying 37. The body stores glucose for later use after first converting it to a more complex form called a. insulin. b. vasopressin. c. glucagon. d. glycogen.

Answer: d Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.2 Discuss the importance of circulating glucose and bodily mechanisms of energy storage.

Bloom’s Level: 1. Remembering 38. Which pancreatic hormone promotes the conversion of glycogen to glucose? a. Aldosterone b. Insulin c. Glucagon d. CCK Answer: c Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.2 Discuss the importance of circulating glucose and bodily mechanisms of energy storage.

Bloom’s Level: 2. Understanding 39. Long-term energy storage is accomplished by storage of fat in tissue. a. adrenal b. adipose c. liver d. glucagon Answer: b Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.2 Discuss the importance of circulating glucose and bodily mechanisms of energy storage.

Bloom’s Level: 1. Remembering

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40. Which pancreatic hormone promotes the conversion of glucose to glycogen? a. Aldosterone b. CCK c. Glucagon d. Insulin Answer: d Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.3 Summarize the relationship between insulin secretion and energy utilization by cells.

Bloom’s Level: 2. Understanding 41. Anticipation of glucose in the blood facilitates which phase of insulin release? a. Cephalic b. Digestive c. Absorptive d. Somatic Answer: a Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.3 Summarize the relationship between insulin secretion and energy utilization by cells.

Bloom’s Level: 1. Remembering 42. One of the reasons we know that insulin is not the only cue for satiety is that a. insulin does not rise after a meal. b. low doses of insulin do not stop a person from eating. c. high doses of insulin initiate eating. d. untreated diabetic patients are not hungry.

Answer: c Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.3 Summarize the relationship between insulin secretion and energy utilization by cells.

Bloom’s Level: 3. Applying 43. The stimuli associated with food, such as its smell, provoke the release of insulin during the phase. a. cephalic b. digestive c. absorptive d. glucodetecting Answer: a Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands

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Learning Objective: 9.3.3 Summarize the relationship between insulin secretion and energy utilization by cells.

Bloom’s Level: 1. Remembering 44. The type of diabetes called is characterized by a cessation of insulin production early in life. a. diabetes insipidus b. type I diabetes c. type II diabetes d. congenital diabetes Answer: b Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.3 Summarize the relationship between insulin secretion and energy utilization by cells.

Bloom’s Level: 2. Understanding 45. An excess of glucose in urine is symptomatic of a. dehydration. b. diabetes mellitus. c. the ingestion of too much sugar. d. the ingestion of too much salt.

Answer: b Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.3 Summarize the relationship between insulin secretion and energy utilization by cells.

Bloom’s Level: 2. Understanding 46. Amino acids that are not manufactured by our bodies are classified as a. obligatory. b. inorganic. c. dietary. d. essential.

Answer: d Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: Not aligned Bloom’s Level: 1. Remembering 47. In rats, lesions of the ventromedial hypothalamus (VMH) lead to all of the following except a. initial weight gain. b. a voracious appetite. c. self-maintenance of normal weight. d. defense of a new target weight.

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Answer: c Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.1 Summarize the historical evidence that hunger signals converge on the hypothalamus.

Bloom’s Level: 3. Applying 48. In rats with LH lesions, which outcome does not occur? a. An initial increase in food intake b. An initial decrease in food intake c. An eventual stabilization of body weight and food intake d. A lower weight set-point Answer: a Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.1 Summarize the historical evidence that hunger signals converge on the hypothalamus.

Bloom’s Level: 3. Applying 49. Research shows that mutations that result in defective leptin receptors (LepRa through LepRf) cause both in lab animals and in humans. a. morbid obesity b. slight increases in weight c. slight decreases in weight d. severe weight loss Answer: a Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.2 Identify and briefly describe the actions of major hormonal appetite signals.

Bloom’s Level: 1. Remembering 50. Which hormone monitors the body’s longer-term energy reserves in the form of fat? a. Ghrelin b. PYY3-36 c. Leptin d. Anandamide Answer: c Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.2 Identify and briefly describe the actions of major hormonal appetite signals.

Bloom’s Level: 1. Remembering 51. Injecting PYY3-36 into rats causes them to a. eat more. b. eat less. c. store fat over the long term. d. become thirsty.

Answer: b

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.2 Identify and briefly describe the actions of major hormonal appetite signals.

Bloom’s Level: 2. Understanding 52. The intestinal hormones, and , both show a rapid increase in secretion in response to eating, and have the effect of appetite suppression. a. PYY3-36; GLP-1 b. ghrelin; leptin c. PYY3-36; ghrelin d. GLP-1; leptin Answer a Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.2 Identify and briefly describe the actions of major hormonal appetite signals.

Bloom’s Level: 1. Remembering 53. Which statement about leptin is false? a. It is believed to exert short-term control over appetite. b. It decreases feeding behavior. c. It inhibits NPY neurons. d. It stimulates POMC neurons.

Answer: a Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.2 Identify and briefly describe the actions of major hormonal appetite signals.

Bloom’s Level: 4. Analyzing 54. Which pair of hormones have opposing effects on NPY neurons? a. Ghrelin and PYY3-36 b. Insulin and ghrelin c. Orexin and leptin d. Anandamide and orexin Answer: a Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.3 Provide an overview of the hypothalamic appetite controller, including the organization of its neurons, and the signals it receives from the body.

Bloom’s Level: 2. Understanding 55. Leptin inhibits the secretion of POMC neurons. a. orexin b. ghrelin c. PYY3-36 d. NPY Answer: d

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neurons, which work(s) in opposition to

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.3 Provide an overview of the hypothalamic appetite controller, including the organization of its neurons, and the signals it receives from the body.

Bloom’s Level: 3. Applying 56. Research on the effects of leptin indicates that activation of POMC neurons in the hypothalamus a. suppresses hunger. b. induces hunger. c. promotes leptin biosynthesis. d. promotes orexin release.

Answer: a Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.3 Provide an overview of the hypothalamic appetite controller, including the organization of its neurons, and the signals it receives from the body.

Bloom’s Level: 2. Understanding 57. What is the effect of injecting of anandamide into the hypothalamus? a. It suppresses eating. b. It induces vomiting. c. It stimulates eating. d. It increases long-term fat stores.

Answer: c Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.3 Provide an overview of the hypothalamic appetite controller, including the organization of its neurons, and the signals it receives from the body.

Bloom’s Level: 2. Understanding 58. High circulating levels of leptin activate the satiety neurons and simultaneously inhibit the hunger neurons. a. orexin; ghrelin b. ghrelin; orexin c. NPY; POMC d. POMC; NPY Answer: d Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.3 Provide an overview of the hypothalamic appetite controller, including the organization of its neurons, and the signals it receives from the body.

Bloom’s Level: 2. Understanding 59. Neuropeptide Y (NPY) neurons and pro-opiomelanocortin (POMC) neurons have opposing effects on and . a. appetite; metabolism b. appetite; thirst c. thirst; sleep d. thermoregulation; metabolism

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Answer: a Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.3 Provide an overview of the hypothalamic appetite controller, including the organization of its neurons, and the signals it receives from the body.

Bloom’s Level: 3. Applying 60. Research using fMRI shows that drinking glucose after fasting induces activity in the a. basal forebrain. b. hypothalamus. c. amygdala. d. brainstem.

Answer: b Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.3 Provide an overview of the hypothalamic appetite controller, including the organization of its neurons, and the signals it receives from the body.

Bloom’s Level: 1. Remembering 61. The peptide , released by the gut after eating, transmits information about nutrient levels to the nucleus of the solitary tract (NST) via the vagus nerve. a. orexin b. POMC c. cholecystokinin (CCK) d. neuropeptide Y Answer: c Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.4 Discuss some additional, redundant appetite signals.

Bloom’s Level: 1. Remembering 62. The population of beneficial bacteria, fungi, and viruses that inhabit the large intestine of human beings is referred to as a a. biome regulator. b. microtype. c. microbiome. d. fecal transplant.

Answer: c Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.5 Define the gut microbiome, and discuss some of the ways it may interact with the nervous system.

Bloom’s Level: 1. Remembering 63. It is thought that each individual’s brain via chemical signals and the a. enterotype; vagus nerve b. pancreas; spinal nerves c. enterotype; spinal nerves d. pancreas; nucleus of the solitary tract

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is in two-way communication with the .

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Answer: a Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.5 Define the gut microbiome, and discuss some of the ways it may interact with the nervous system.

Bloom’s Level: 2. Understanding 64. People with a BMI of 25–30 are in the body weight level of a. underweight. b. ideal weight. c. overweight. d. obese.

Answer: c Section: 9.5 Obesity and Eating Disorders Are Difficult to Treat Learning Objective: 9.5.1 Define overweight and obesity, with reference to BMI. Bloom’s Level: 2. Understanding 65. Which method is not a current strategy for treating obesity? a. Bariatric surgery b. Drugs that interfere with fat digestion c. Drugs that mimic specific peptide hormones d. Drugs that increase digestive acid levels in the stomach Answer: d Section: 9.5 Obesity and Eating Disorders Are Difficult to Treat Learning Objective: 9.5.2 Describe and compare the various pharmacological and surgical approaches to treating obesity.

Bloom’s Level: 1. Remembering 66. Which intervention or research findings has not been an effective weight loss strategy? a. PYY3-36 mouth spray b. Drugs that block the visual appeal of food c. Endocannabinoid antagonists d. Drugs that mimic some of the thyroid hormones Answer: b Section: 9.5 Obesity and Eating Disorders Are Difficult to Treat Learning Objective: 9.5.2 Describe and compare the various pharmacological and surgical approaches to treating obesity.

Bloom’s Level: 2. Understanding 67. Which therapeutic intervention would be most appropriate for someone suffering from treatment-resistant bulimia? a. Physical therapy b. Cognitive behavioral therapy c. Bariatric surgery d. Maudsley therapy Answer: b

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Section: 9.5 Obesity and Eating Disorders Are Difficult to Treat Learning Objective: 9.5.3 Discuss the symptoms, possible causes, and treatment of the major eating disorders: anorexia nervosa, bulimia, and binge eating disorder.

Bloom’s Level: 2. Understanding 68. Which items are incorrectly paired? a. Bariatric surgery; gastric bypass b. Bulimia nervosa; significant weight loss c. Binge eating; obesity d. Anorexia nervosa; extreme dieting Answer: b Section: 9.5 Obesity and Eating Disorders Are Difficult to Treat Learning Objective: 9.5.3 Discuss the symptoms, possible causes, and treatment of the major eating disorders: anorexia nervosa, bulimia, and binge eating disorder.

Bloom’s Level: 3. Applying 69. Which statement about anorexia nervosa is true? a. It is characterized by bouts of binging and purging. b. It affects both young men and women equally. c. People with anorexia think about food a great deal. d. The word “anorexia” is derived from a Greek word meaning “great hunger.”

Answer: c Section: 9.5 Obesity and Eating Disorders Are Difficult to Treat Learning Objective: 9.5.3 Discuss the symptoms, possible causes, and treatment of the major eating disorders: anorexia nervosa, bulimia, and binge eating disorder.

Bloom’s Level: 2. Understanding 70. One of the primary causes of eating disorders is believed to be a. a cultural that emphasizes thinness as being attractive. b. the presence of epigenetic genes. c. a remarkable increase in fast food restaurants over the last 50 years. d. the high rates of sedentary occupations compared to 50 years ago.

Answer: a Section: 9.5 Obesity and Eating Disorders Are Difficult to Treat Learning Objective: 9.5.3 Discuss the symptoms, possible causes, and treatment of the major eating disorders: anorexia nervosa, bulimia, and binge eating disorder.

Bloom’s Level: 3. Applying 71. People suffering from bulimia nervosa a. have very little appetite. b. get caught in binge-purge eating cycles. c. usually become very obese. d. typically prefer to vomit rather than use laxatives.

Answer: b Section: 9.5 Obesity and Eating Disorders Are Difficult to Treat

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Learning Objective: 9.5.3 Discuss the symptoms, possible causes, and treatment of the major eating disorders: anorexia nervosa, bulimia, and binge eating disorder.

Bloom’s Level: 2. Understanding 72. involves periodic binge eating followed by or taking laxatives to avoid weight gain. a. Anorexia; extreme dieting b. Binge eating; drinking alcohol c. Bulimia; vomiting d. Bariatrics; drinking water Answer: c Section: 9.5 Obesity and Eating Disorders Are Difficult to Treat Learning Objective: 9.5.3 Discuss the symptoms, possible causes, and treatment of the major eating disorders: anorexia nervosa, bulimia, and binge eating disorder.

Bloom’s Level: 2. Understanding

Fill-in-the-Blank Questions 73. One reason that body temperature is a critical variable for animals is because the at high temperatures, can become denatured, thereby losing their structure and function.

Answer: proteins Section: 9.1 Homeostatic Systems Share Several Key Features Learning Objective: 9.1.1 Define homeostasis and allostasis, and their relationships to drive states.

Bloom’s Level: 2. Understanding 74. A(n) is an animal whose body temperature is regulated mainly by internal bodily processes.

Answer: endotherm Section: 9.1 Homeostatic Systems Share Several Key Features Learning Objective: 9.1.2 Distinguish between endothermy and ectothermy, with examples, and discuss the pros and cons of each system.

Bloom’s Level: 1. Remembering 75. Aside from increasing blood pressure and causing drinking, angiotensin II stimulates the release of , which is crucial to Na+ conservation.

Answer: aldosterone Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.4 Define and compare osmotic thirst and hypovolemic thirst and the sensors that monitor each type of fluid loss.

Bloom’s Level: 2. Understanding 76. Located in major blood vessels and in the heart, extracellular volume.

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detect an initial drop in

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Answer: baroreceptors Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.4 Define and compare osmotic thirst and hypovolemic thirst and the sensors that monitor each type of fluid loss.

Bloom’s Level: 1. Remembering 77. The primary source of energy for the body is .

Answer: glucose.

Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.2 Discuss the importance of circulating glucose and bodily mechanisms of energy storage.

Bloom’s Level: 1. Remembering 78. During the absorptive phase, special cells in the liver called glucodetectors detect circulating glucose and trigger the release of .

Answer: insulin Answer: a Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.3 Summarize the relationship between insulin secretion and energy utilization by cells.

Bloom’s Level: 2. Understanding 79. Fat cells that make up adipose tissue release a hormone called , which helps regulate appetite.

Answer: leptin Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.3 Provide an overview of the hypothalamic appetite controller, including the organization of its neurons, and the signals it receives from the body.

Bloom’s Level: 1. Remembering 80. The beneficial microbial biota, or microbiome that is unique to each individual and reflects their particular gut history is called a(n) .

Answer: enterotype Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.5 Define the gut microbiome, and discuss some of the ways it may interact with the nervous system.

Bloom’s Level: 2. Understanding 81. The anti-obesity strategy that involves bypassing part of the intestinal tract or stomach in order to reduce the absorptive capacity of the digestive system is called surgery.

Answer: bariatric Section: 9.5 Obesity and Eating Disorders Are Difficult to Treat

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Learning Objective: 9.5.2 Describe and compare the various pharmacological and surgical approaches to treating obesity.

Bloom’s Level: 1. Remembering 82. In the eating disorder called , individuals severely deprive themselves of food and can become dangerously thin.

Answer: anorexia nervosa Section: 9.5 Obesity and Eating Disorders Are Difficult to Treat Learning Objective: 9.5.3 Discuss the symptoms, possible causes, and treatment of the major eating disorders: anorexia nervosa, bulimia, and binge eating disorder.

Bloom’s Level: 1. Remembering

Short-Answer Questions 83. Imagine you are on the beach lying in the hot sun. List three behavioral thermoregulatory adjustments you could make and two physiological thermoregulatory adjustments that might occur.

Answer: Behavioral responses: Putting on a hat, putting up a sun umbrella, going swimming, fanning yourself. Physiological responses: sweating, circulation of more blood to the periphery of the body, metabolism slowing Section: 9.1 Homeostatic Systems Share Several Key Features Learning Objective: 9.1.4 Discuss some of the ways in which animals use specialized behaviors to maintain a stable internal environment.

Bloom’s Level: 3. Applying 84. What is meant by the statement “multicellular organisms had to bring their watery environment with them when they moved onto land and into the air”?

Answer: The first living organisms on Earth were single-celled inhabitants of the ancient oceans. It was in these simple organisms that the fundamental processes of cellular life were established. Much later, when multicellular organisms began to exploit opportunities on land and in the air, they had no choice but to bring along the watery environment that their cells needed to survive. For this reason, the composition of the body fluids of most organisms closely resembles dilute seawater.

Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.1 Describe the compartmentalization of fluids in the body.

Bloom’s Level: 3. Applying 85. What are the physiological responses that occur when a person eats a salty meal?

Answer: When a person eats a salty meal the extracellular fluid becomes more concentrated. This means that there are more solutes outside the cell than inside it, and water is drawn out of the cells through osmosis. Osmosensory neurons in the hypothalamus detect this change and trigger osmotic thirst. Drinking water restores the extracellular fluid to the desirable isotonic state.

Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.4 Define and compare osmotic thirst and hypovolemic thirst and the sensors that monitor each type of fluid loss.

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Bloom’s Level: 3. Applying 86. Why is the brain unique in its use of glucose?

Answer: Under non-deprivation circumstances the brain uses only glucose for energy.

Moreover, unlike other organs, the brain can utilize glucose without the aid of insulin.

Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.2 Discuss the importance of circulating glucose and bodily mechanisms of energy storage.

Bloom’s Level: 2. Understanding 87. Compare and contrast juvenile-onset diabetes and adult-onset diabetes.

Answer: Both juvenile-onset and adult-onset diabetes are types of diabetes mellitus, which is a condition characterized by excessive glucose in the blood and urine, and reduced glucose utilization by body cells. It is caused by the failure of insulin to induce glucose absorption into cells. Juvenile-onset (or type 1) diabetes involves a lack of insulin production, while adult-onset (or type 2) diabetes involves greatly reduced tissue sensitivity to insulin.

Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: Not aligned Bloom’s Level: 4. Analyzing 88. Briefly describe how peripheral hormone signals interact with the arcuate-based appetite controller.

Answer: Leptin levels in the blood sends information about the body’s longer-term energy reserves, which are stored in fat cells. Leptin affects the two types of arcuate appetite neurons in opposite ways; high leptin levels activate the POMC satiety neurons and at the same time inhibit NPY hunger neurons. Thus, leptin works to suppress hunger, but selective deletion of the leptin receptors on NPY neurons causes weight gain.

Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.3 Provide an overview of the hypothalamic appetite controller, including the organization of its neurons, and the signals it receives from the body.

Bloom’s Level: 3. Applying 89. Create a short paragraph using the following terms: Arcuate nucleus of the hypothalamus, POMC neurons, NPY neurons, appetite, leptin, ghrelin and PYY3-36.

Answer: (Sample answer.) An appetite controller located in the arcuate nucleus of the hypothalamus responds to levels of several peptide hormones. When activated, arcuate POMC neurons act to decrease appetite, and arcuate NPY neurons act to stimulate appetite. Leptin provides important hormonal signals about longer-term energy storage.

High circulating levels of leptin activate POMC neurons and inhibit NPY neurons.

Ghrelin and PYY3-36 provide more short-term signals from the gut. Ghrelin stimulates NPY neurons and PYY3-36 inhibits them.

Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.3 Provide an overview of the hypothalamic appetite controller,

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including the organization of its neurons, and the signals it receives from the body.

Bloom’s Level: 3. Applying 90. How does marijuana stimulate appetite?

Answer: The active ingredient in marijuana is very similar to endocannabinoids, which are endogenous substances (e.g. anandamide) that potently stimulate hunger. They act on the hypothalamus and in the periphery and may stimulate eating by affecting the mesolimbic dopamine reward system. Research has shown that injections of anandamide into the hypothalamus stimulate eating while also inhibiting satiety signals from the gut.

Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.4 Discuss some additional, redundant appetite signals.

Bloom’s Level: 3. Applying 91. What is bariatrics and why has it become such an important area of investigation?

Answer: Bariatrics is the branch of medicine that deals with the causes, prevention, and treatment of obesity. It is an increasingly important area of medicine as obesity has reached epidemic proportions in the United States, with the majority of adults (twothirds) now overweight.

Section: 9.5 Obesity and Eating Disorders Are Difficult to Treat Learning Objective: 9.5.2 Describe and compare the various pharmacological and surgical approaches to treating obesity.

Bloom’s Level: 2. Understanding 92. What are the symptoms of anorexia nervosa?

Answer: Symptoms include:  severe food deprivation.  pathological obsession with body weight.  extreme weight loss and/or very low body weight.  normal physiological hunger response that is absent from consciousness.  distorted body image.  possible abnormalities with the dopamine-based reward system.  resistance to treatment.

Section: 9.5 Obesity and Eating Disorders Are Difficult to Treat Learning Objective: 9.5.3 Discuss the symptoms, possible causes, and treatment of the major eating disorders: anorexia nervosa, bulimia, and binge eating disorder.

Bloom’s Level: 2. Understanding 93. What is epigenetic transmission, and how it is related to obesity?

Answer: Epigenetic transmission is the passage from one individual to another of changes in the expression of targeted genes, without modification of the genes themselves. There is a concern that the escalating rates of obese parents could program metabolic disadvantages in their children (perhaps fostering greater risk for obesity).

Section: 9.5 Obesity and Eating Disorders Are Difficult to Treat Learning Objective: Not aligned Bloom’s Level: 2. Understanding

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Discussion Questions 94. Why it is important for an animal to keep its body within an optimal body temperature range. Compare and contrast ectothermic and endothermic regulation of body temperature, illustrating your answer with specific examples of each type.

Answer: Answers and discussion will vary.

Section: 9.1 Homeostatic Systems Share Several Key Features Learning Objective: 9.1.2 Distinguish between endothermy and ectothermy, with examples, and discuss the pros and cons of each system.

Bloom’s Level: 3. Applying 95. Describe the mechanisms that monitor fluid balance in the various compartments of the body.

Answer: Answers and discussion will vary.

Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.3 Describe the semipermeable membrane, and explain its role in the movement of water between compartments.

Bloom’s Level: 2. Understanding 96. Compare and contrast hypovolemic thirst and osmotic thirst.

Answer: Answers and discussion will vary.

Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.4 Define and compare osmotic thirst and hypovolemic thirst and the sensors that monitor each type of fluid loss.

Bloom’s Level: 2. Understanding 97. Describe, in detail, an experimental approach designed to investigate whether or not wetness of the throat and mouth is the signal to stop drinking.

Answer: Answers and discussion will vary.

Section: 9.2 The Body’s Water Is Actively Balanced between Two Major Compartments Learning Objective: 9.2.6 Give an overview of physiological responses to thirst, and tell how the brain gauges when to stop drinking.

Bloom’s Level: 3. Applying 98. What are some reasons that researchers suspect that body composition reflects a “settling point,” rather than a strict set point?

Answer: Answers and discussion will vary.

Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.1 Define basal metabolism, and discuss its role in dieting and weight loss.

Bloom’s Level: 3. Applying 99. Identify the three phases of insulin release in feeding behavior, and for each describe the physiological mechanisms responsible for the release.

Answer: Answers and discussion will vary.

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Section: 9.3 Our Bodies Regulate Energy Balance and Nutrient Intake to Serve Current Needs and Prepare for Future Demands Learning Objective: 9.3.3 Summarize the relationship between insulin secretion and energy utilization by cells.

Bloom’s Level: 2. Understanding 100. Discuss the early rat lesion studies that showed the hypothalamus is important in appetite and hunger.

Answer: Answers and discussion will vary.

Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.1 Summarize the historical evidence that hunger signals converge on the hypothalamus.

Bloom’s Level: 2. Understanding 101. Compare and contrast the basic mechanisms that govern feeding and energy regulation in mammals.

Answer: Answers and discussion will vary.

Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.3 Provide an overview of the hypothalamic appetite controller, including the organization of its neurons, and the signals it receives from the body.

Bloom’s Level: 2. Understanding 102. Explain the organization, hormones, and neurons involved in the appetite control circuitry of the arcuate nucleus.

Answer: Answers and discussion will vary.

Section: 9.4 The Hypothalamus Coordinates Multiple Systems That Control Hunger Learning Objective: 9.4.3 Provide an overview of the hypothalamic appetite controller, including the organization of its neurons, and the signals it receives from the body.

Bloom’s Level: 2. Understanding 103. Discuss some of the current research into finding an effective weight loss intervention.

Answer: Answers and discussion will vary.

Section: 9.5 Obesity and Eating Disorders Are Difficult to Treat Learning Objective: 9.5.2 Describe and compare the various pharmacological and surgical approaches to treating obesity.

Bloom’s Level: 2. Understanding 104. Describe the different types of eating disorders (including obesity) and outline symptoms, causal factors, and possible treatments.

Answer: Answers and discussion will vary.

Section: 9.5 Obesity and Eating Disorders Are Difficult to Treat Learning Objective: 9.5.3 Discuss the symptoms, possible causes, and treatment of the major eating disorders: anorexia nervosa, bulimia, and binge eating disorder.

Bloom’s Level: 3. Applying

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Test Bank to accompany

The Mind’s Machine, Fourth Edition Watson • Breedlove

Chapter 10: Biological Rhythms and Sleep

Multiple Choice Questions 1. The type of rhythmicity characterized by the regular, predictable onset of a particular behavior more than once a day is called a(n) rhythm. a. infradian b. ultradian c. circadian d. free-running Answer: b Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 1. Remembering 2. If a hamster is kept in a laboratory and receives no information about changes in day length or temperature (i.e. housed in constant dark), its rhythms will eventually , with a daily cycle that lasts a bit longer than 24 hours. a. persist, but only in males b. become free-running c. disappear d. persist, but only in females Answer: b Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 3. Applying 3. The human menstrual cycle provides an example of a(n) rhythm, because it repeats less than once per day. a. infradian b. ultradian c. circadian d. free-running Answer: a Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior. © 2021 Oxford University Press

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Bloom’s Level: 3. Applying 4. In an experiment with hamsters, if a light with a timer is adjusted so that the light switches on and off 6 hours earlier than the animals are used to, they will show a. period adjustment. b. zeitgeber. c. phase shift. d. arrhythmia.

Answer: c Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 3. Applying 5. The external cue that animals use to discern the time of day is called a a. period adjuster. b. phase shift. c. zeitgeber. d. temporizer.

Answer: c Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 1. Remembering 6. The stimulus (usually the light-dark cycle) that entrains circadian rhythms is called a(n) a. oscillating cycle. b. phase marker. c. zeitgeber. d. biological rhythm.

Answer: c Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 3. Applying 7. In the U.S., evidence that daylight affects human circadian rhythms is supported by the observation that even though everyone’s time keepers (clocks, phone) report the same time, people in the western part of the time zone go to bed people in the in eastern part of the time zone. a. much earlier than b. slightly earlier than c. a bit later than d. at the time as Answer: c

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Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 2. Understanding 8. is a symptom of a mismatch between internal and external time while traveling. a. Entrainment b. Zeitgeber c. Jet lag d. Free-run Answer: c Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 1. Remembering 9. Destruction of the SCN circadian rhythms of hormone secretion. a. lengthens b. abolishes c. does not affect d. shortens Answer: b Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 3. Applying 10. If an adult hamster with a 24-hour endogenous rhythm receives a lesion to the SCN and a subsequent SCN transplant from a young hamster with an endogenous rhythm of 20 hours, which outcome occurs? a. The adult hamster will be arrhythmic. b. The adult hamster will adopt a 20-hour rhythm. c. The adult hamster will regain its original 24-hour rhythm. d. The adult hamster will fail to entrain to the light-dark cycle.

Answer: b Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 4. Analyzing 11. If SCN neurons are transplanted from animal A to animal B, and animal B previously had its SCN lesioned, animal B’s rhythmicity will a. disappear. b. become abnormally short. c. match animal A’s rhythm.

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d. become infradian.

Answer: c Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 3. Applying 12. When deprived of time cues, people tend to show activity cycles that are a. exactly 24 hours long. b. a little less than 24 hours long. c. a little more than 24 hours long. d. completely unpredictable.

Answer: c Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 2. Understanding 13. The pineal gland of some birds and reptiles is referred to as a primitive “third eye” because a. it feeds light information to the eye. b. the skull over the pineal gland is especially thin, so it can sense light. c. it secretes the hormone melatonin, which is a metabolite of a hallucinogen. d. it is the only unilateral structure in the brain.

Answer: b Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.2 Describe the neural pathway by which information about daylight synchronizes that structure.

Bloom’s Level: 2. Understanding 14. Unlike in mammals, in birds the is sensitive to light and may mediate entrainment of rhythms even after surgical removal of the eyes. a. SCN b. pituitary c. pineal gland d. thalamus Answer: c Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.2 Describe the neural pathway by which information about daylight synchronizes that structure.

Bloom’s Level: 1. Remembering 15. In the absence of light cues, hamsters with two copies of the tau mutation will show biological rhythms with periods of hours. a. just under 24 b. about 20

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c. about 12 d. about 8 Answer: b Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.2 Describe the neural pathway by which information about daylight synchronizes that structure.

Bloom’s Level: 2. Understanding 16. Which statement is about the molecular clock is false? a. The proteins Clock and Cycle bind to form a dimer. b. The Clock/Cycle dimer enhances DNA transcription of the genes for Per and Cry. c. Per and Cry inhibit the Clock/Cycle dimer. d. Clock and Cycle proteins eventually break down and the 24 hour cycle begins again.

Answer: d Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.3 Understand how a molecular clock in brain neurons generates that daily rhythm.

Bloom’s Level: 3. Applying 17. People who tend to wake up in the morning with lots of energy likely carry a different version of the gene than night owls, who stay up late at night and are drowsy in the morning. a. Clock b. per c. cry d. tau Answer: a Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.3 Understand how a molecular clock in brain neurons generates that daily rhythm.

Bloom’s Level: 2. Understanding 18. Because of shifts in circadian rhythms that occur around puberty, students at high schools that begin the school day after 8:30 AM generally experience a. increased levels of depression. b. better academic performance. c. lower school attendance. d. faster growth rates.

Answer: b Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.4 Evaluate the evidence that later start times benefit high school students.

Bloom’s Level: 2. Understanding 19. What is the primary evolutionary benefit of a circadian rhythm? a. It allows an animal to better adjust to sudden, dramatic changes in the environment.

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b. It allows an animal to incorporate a genetic program to dictate behavior. c. It allows an animal to incorporate information about past important natural events and adjust its behavior accordingly. d. It allows an animal to anticipate an important natural event and adjust its behavior accordingly.

Answer: d Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: Not aligned Bloom’s Level: 3. Applying 20. In a young adult, during the course of a night’s sleep the length of the bouts of sleep progressively decrease, while the length of bouts of sleep progressively increase. a. stage 3 SWS; REM b. stage 1; stage 3 SWS c. stage 2; REM d. REM; state 3 SWS Answer: a Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.1 Describe the various stages of sleep and how they are distributed across the night.

Bloom’s Level: 2. Understanding 21. Stage 3 sleep (SWS) is especially prominent during the of a night’s sleep. a. latter half b. initial half c. last complete cycle d. first 30 minutes Answer: b Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.1 Describe the various stages of sleep and how they are distributed across the night.

Bloom’s Level: 2. Understanding 22. The usual duration of the typical adult human repeating sleep cycle is a. 1‒2 minutes. b. 10‒20 minutes. c. 90‒110 minutes. d. 3‒4 hours.

Answer: c Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.1 Describe the various stages of sleep and how they are distributed across the night.

Bloom’s Level: 1. Remembering

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23. In the typical sleep pattern of healthy adults, the first REM period of the night may last a few minutes while the last REM period may last a. less than a few seconds. b. less than 1 minute. c. up to 15 minutes. d. up to 40 minutes.

Answer: d Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.1 Describe the various stages of sleep and how they are distributed across the night.

Bloom’s Level: 1. Remembering 24. Slow, large-amplitude waves are seen in the EEG records of people who are in sleep. a. stage 1 b. stage 2 c. stage 3 d. REM Answer: c Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.2 Distinguish the types of mental activity typical of the two major classes of sleep.

Bloom’s Level: 2. Understanding 25. Stage 3 sleep (SWS) is characterized by a. the periodic appearance of spindles. b. low-voltage, high-frequency scalp EEG activity. c. slow waves with a frequency of 10 Hz. d. large-amplitude delta waves.

Answer: d Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.2 Distinguish the types of mental activity typical of the two major classes of sleep.

Bloom’s Level: 2. Understanding 26. Dreams experienced during REM sleep are characterized by a. vague visual imagery. b. a lack in intellectual content. c. realistic visual imagery. d. complicated story lines.

Answer: a Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.2 Distinguish the types of mental activity typical of the two major classes of sleep.

Bloom’s Level: 2. Understanding

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27. Flaccidity in the large muscles of the body is associated most commonly with sleep. a. stage 1 b. stage 3 c. REM d. Both a and b Answer: c Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.2 Distinguish the types of mental activity typical of the two major classes of sleep.

Bloom’s Level: 2. Understanding 28. If you recall a vivid dream as you wake up, you likely to have been in sleep just before awakening. a. stage 1 b. stage 2 c. stage 3 d. REM Answer: d Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.2 Distinguish the types of mental activity typical of the two major classes of sleep.

Bloom’s Level: 3. Applying 29. A child wakes suddenly after sleeping for a couple of hours, is terrified and shows significant autonomic activity, such as a racing heart rate and dilated pupils. When questioned, the child cannot remember what frightened her. It is likely the child has just woken from sleep. a. stage 1 b. stage 2 c. stage 3 d. REM Answer: c Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.2 Distinguish the types of mental activity typical of the two major classes of sleep.

Bloom’s Level: 3. Applying 30. Nightmares are associated with a. stage 1 b. stage 2 c. stage 3 d. REM Answer: d Section: 10.2 Sleep Is an Active Process

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sleep.

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Learning Objective: 10.2.2 Distinguish the types of mental activity typical of the two major classes of sleep.

Bloom’s Level: 1. Remembering 31. The characteristic EEG recording obtained from subjects who are relaxed with their eyes closed is called the a. alpha. b. beta. c. delta. d. gamma.

Answer: a Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.2 Distinguish the types of mental activity typical of the two major classes of sleep.

Bloom’s Level: 1. Remembering 32. Frightening dreams associated with stage 3 sleep are called a. nightmares. b. night terrors. c. vertex spikes. d. night spindles.

Answer: b Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.2 Distinguish the types of mental activity typical of the two major classes of sleep.

Bloom’s Level: 1. Remembering 33. In humans, enhanced serum levels of growth hormone are evident during a. daytime periods of wakefulness. b. an entire night’s sleep. c. stage 3 sleep (SWS). d. sleep following periods of stress.

Answer: c Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.2 Distinguish the types of mental activity typical of the two major classes of sleep.

Bloom’s Level: 2. Understanding 34. How do dolphins sleep if they must regularly come to the water’s surface to breathe? a. Only one brain hemisphere sleeps at a time. b. Both hemispheres sleep at the same time but the sleep is light. c. They retain air in their lungs and stay at the surface to breath while sleeping. d. They do not come to the surface while sleeping, but instead obtain oxygen through their skin.

Answer: a Section: 10.2 Sleep Is an Active Process

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Learning Objective: Not aligned Bloom’s Level: 2. Understanding 35. Infant sleep is characterized by sleep cycles than those of adults, with proportionally more sleep. a. deeper; stage 1 b. shorter; REM c. longer; stage 2 d. longer; stage 3 Answer: b Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.1 Describe the changes in sleep as we grow up and grow old.

Bloom’s Level: 1. Remembering 36. Newborn infants spend as much as % of their sleep time in REM sleep. a. 5 b. 20 c. 50 d. 80 Answer: c Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.1 Describe the changes in sleep as we grow up and grow old.

Bloom’s Level: 1. Remembering 37. A woman has just celebrated her 100th birthday. Which description of her sleep is mostly likely to be true? a. She still enjoys sleeping in until 9 AM most days. b. Long periods of REM sleep in her usual sleep cycle. c. An EEG of her brain would reveal the complete absence of stage 3 sleep. d. She routinely has a problem with falling asleep, but once asleep she stays asleep until morning.

Answer: c Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.1 Describe the changes in sleep as we grow up and grow old.

Bloom’s Level: 3. Applying 38. The pattern of sleep in elderly people is characterized by increases in a. awakenings. b. stage 2 sleep. c. stage 3 sleep. d. REM sleep.

Answer: a Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.1 Describe the changes in sleep as we grow up and grow old.

Bloom’s Level: 2. Understanding

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

39. The large proportion of sleep seen in infancy suggests it is necessary for nervous system maturation. a. stage 1 b. stage 2 c. stage 3 d. REM Answer: d Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.1 Describe the changes in sleep as we grow up and grow old.

Bloom’s Level: 2. Understanding 40. Prolonged sleep deprivation (around 8 days) can lead to all of the following except a. hallucinations and disorientation. b. difficulty concentrating. c. increases in irritability. d. a strengthened immune system.

Answer: d Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.2 Critically discuss the effects of partial versus total sleep deprivation.

Bloom’s Level: 2. Understanding 41. Depending on the definition used for insomnia, its prevalence ranges from in the adult population. a. 2% to 20% b. 5% to 30% c. 10% to 40% d. 20% to 60% Answer: c Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.2 Critically discuss the effects of partial versus total sleep deprivation.

Bloom’s Level: 1. Remembering 42. Which statement about fatal familial insomnia is false? a. Autopsy of patients with this disorder shows degeneration in the cortex and thalamus. b. It is characterized by chronic lifetime insomnia. c. It is caused by a defect in the gene for a prion protein. d. People with this disorder show diffuse bacterial infections.

Answer: b Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.2 Critically discuss the effects of partial versus total sleep deprivation.

Bloom’s Level: 4. Analyzing

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43. Experimental evidence suggests that the biological role of SWS and REM sleep may be related to the a. consolidation of perceptual learning. b. effort to shed bad memories. c. processing of intense sexual excitement. d. problem-solving activities of the brain.

Answer: a Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.3 Discuss various theories about the function of sleep.

Bloom’s Level: 2. Understanding 44. Sleep that immediately follows a period of learning has the apparent effect of a. blocking long-term retention. b. improving long-term retention. c. undoing the learning. d. impairing retrieval of the learned material.

Answer: b Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.3 Discuss various theories about the function of sleep.

Bloom’s Level: 2. Understanding 45. Which mechanism has not been identified as a biological function of sleep? a. Energy conservation b. Niche adaptation c. Restoration of brain and body d. Brain rest Answer: d Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.3 Discuss various theories about the function of sleep.

Bloom’s Level: 2. Understanding 46. The system is responsible for promoting REM sleep. a. pontine b. forebrain c. brainstem d. hypothalamic Answer: a Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.4 Describe four brain systems that influence the sleep-waking cycle.

Bloom’s Level: 1. Remembering 47. The isolated forebrain preparation involves a cut through the a. spinal cord. b. medulla. c. midbrain.

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d. thalamus.

Answer: c Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.4 Describe four brain systems that influence the sleep-waking cycle.

Bloom’s Level: 2. Understanding 48. The cortical EEG pattern of the isolated forebrain animal is characterized by a. sustained SWS. b. ongoing arousal. c. alternating periods of arousal and sleep. d. intense seizure activity.

Answer: a Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.4 Describe four brain systems that influence the sleep-waking cycle.

Bloom’s Level: 2. Understanding 49. What is the significance of the finding that the isolated brain exhibits signs of alternating between wakefulness, SWS, and REM sleep? a. It showed that in an isolated brain sleep is erratic and unpredictable. b. It showed that the systems for controlling sleep are very simple. c. It showed that that systems for controlling sleep are located in the brain. d. It showed that systems for controlling sleep are not located in the brain.

Answer: c Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.4 Describe four brain systems that influence the sleep-waking cycle.

Bloom’s Level: 3. Applying 50. A scientist wants to conduct a study in which an animal brain is transected but REM sleep could continue to be measured in the cerebral cortex. Which region must remain connected to the cortex? a. Basal forebrain b. Optic chiasm c. Spinal cord d. Pons Answer: d Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.4 Describe four brain systems that influence the sleep-waking cycle.

Bloom’s Level: 4. Analyzing 51. Research has shown that in the forebrain system, SWS is promoted through the actions of GABA on the , while in the brainstem system, the projects axons to the brain, promoting wakefulness.

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a. tuberomammillary nucleus; locus coeruleus b. tuberomammillary nucleus; reticular formation c. locus coeruleus; coeruleus d. locus coeruleus; reticular formation Answer: b Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.4 Describe four brain systems that influence the sleep-waking cycle.

Bloom’s Level: 4. Analyzing 52. A lesion made to the reticular formation will result in a cortical EEG pattern of a. sustained sleep. b. intense arousal. c. arousal and sleep in alternating periods. d. intense seizure activity.

Answer: a Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.4 Describe four brain systems that influence the sleep-waking cycle.

Bloom’s Level: 3. Applying 53. Electrical stimulation of the reticular formation leads to immediate a. SWS. b. REM sleep. c. awakening. d. delta waves.

Answer: c Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.4 Describe four brain systems that influence the sleep-waking cycle.

Bloom’s Level: 2. Understanding 54. Norepinephrine innervation to the brain comes primarily from the a. tuberomammilary nucleus. b. locus coeruleus. c. reticular formation. d. basal forebrain.

Answer: b Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.4 Describe four brain systems that influence the sleep-waking cycle.

Bloom’s Level: 1. Remembering 55. Small lesions near the pontine REM sleep center during REM sleep. a. increase

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the loss of motor inhibition

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

b. abolish c. diminish d. have no effect on Answer: b Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.4 Describe four brain systems that influence the sleep-waking cycle.

Bloom’s Level: 3. Applying 56. Electrical stimulation of the can induce SWS activity. a. basal forebrain b. optic chiasm c. thalamus d. reticular formation Answer: a Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.4 Describe four brain systems that influence the sleep-waking cycle.

Bloom’s Level: 2. Understanding 57. The region that appears to be responsible for activating wakefulness is known as the a. basal forebrain. b. optic chiasm. c. locus coeruleus. d. reticular formation.

Answer: d Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.4 Describe four brain systems that influence the sleep-waking cycle.

Bloom’s Level: 2. Understanding 58. The sudden attacks of sleep that occur in narcolepsy are characterized by a. the immediate onset of deep SWS. b. the immediate onset of REM. c. a usual pattern of SWS and REM sleep. d. the lack of REM. Answer: b Section: 10.4 Sleep Disorders Can Be Serious, Even Life-Threatening Learning Objective: 10.4.1 Discuss narcolepsy and how the study of this disorder revealed a neural system controlling sleep.

Bloom’s Level: 2. Understanding 59. Many people with narcolepsy also exhibit lost without loss of . a. atonia; sleep b. cataplexy; consciousness

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, in which muscle tone is suddenly

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c. sleep-onset insomnia; REM sleep d. sleep apnea; snoring Answer: b Section: 10.4 Sleep Disorders Can Be Serious, Even Life-Threatening Learning Objective: 10.4.1 Discuss narcolepsy and how the study of this disorder revealed a neural system controlling sleep.

Bloom’s Level: 2. Understanding 60. REM behavior disorder (RBD) may be reduced by drugs that a. reduce pain. b. prevent REM sleep. c. prevent stage 3 sleep (SWS). d. reduce anxiety.

Answer: d Section: 10.4 Sleep Disorders Can Be Serious, Even Life-Threatening Learning Objective: 10.4.2 Describe several different sleep disorders associated with particular sleep stages or partial arousals.

Bloom’s Level: 2. Understanding 61. In humans, somnambulism usually occurs during sleep. a. stage 1 b. stage 2 c. stage 3 d. REM Answer: c Section: 10.4 Sleep Disorders Can Be Serious, Even Life-Threatening Learning Objective: 10.4.2 Describe several different sleep disorders associated with particular sleep stages or partial arousals.

Bloom’s Level: 1. Remembering 62. People diagnosed with sleep apnea show all of the following symptoms except a. frequent awakenings. b. snoring. c. an abundance of REM sleep. d. low oxygen levels during sleep.

Answer: c Section: 10.4 Sleep Disorders Can Be Serious, Even Life-Threatening Learning Objective: 10.4.2 Describe several different sleep disorders associated with particular sleep stages or partial arousals.

Bloom’s Level: 2. Understanding 63. It has been speculated that sudden infant death syndrome (SIDS) may be a consequence of a form of a. sleep paralysis. b. sleep apnea. c. insomnia.

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d. REM behavior disorder.

Answer: b Section: 10.4 Sleep Disorders Can Be Serious, Even Life-Threatening Learning Objective: 10.4.2 Describe several different sleep disorders associated with particular sleep stages or partial arousals.

Bloom’s Level: 2. Understanding 64. The incidence of insomnia is greatest in in general, and in both men and women in . a. women; the later stages of life b. men; the later stages of life c. women; middle age d. men; middle age Answer: a Section: 10.4 Sleep Disorders Can Be Serious, Even Life-Threatening Learning Objective: 10.4.3 Distinguish between different types of insomnia, and offer advice for good sleep hygiene.

Bloom’s Level: 2. Understanding

Fill-in-the-Blank Questions 65. The type of rhythmicity characterized by the regular, predictable onset of a particular behavior once a day is called a(n) rhythm.

Answer: circadian Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 1. Remembering 66. The process by which an animal slowly shifts its circadian rhythm to synchronize with the time of sunrise each day is called .

Answer: entrainment Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 2. Understanding 67. The hormone has been especially implicated in informing the brain about day length?

Answer: melatonin Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.2 Describe the neural pathway by which information about daylight synchronizes that structure.

Bloom’s Level: 1. Remembering 68. A sleeping person whose EEG shows vertex spikes is in the phase of

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sleep.

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Answer: stage 1 Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.1 Describe the various stages of sleep and how they are distributed across the night.

Bloom’s Level: 2. Understanding 69. The EEG of a person in sleep is characterized by brief periods of sleep spindles and K complexes.

Answer: stage 2 Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.1 Describe the various stages of sleep and how they are distributed across the night.

Bloom’s Level: 2. Understanding 70. The EEG of a sleeping person is desynchronized, their limbs are flaccid, and their eyes are darting under closed eyelids; this person is in sleep.

Answer: REM Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.2 Distinguish the types of mental activity typical of the two major classes of sleep.

Bloom’s Level: 3. Applying 71. In a person who is sleeping, sleep shows periodic bursts of 12‒14 Hz brain activity in an EEG recording.

Answer: stage 2 Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.2 Distinguish the types of mental activity typical of the two major classes of sleep.

Bloom’s Level: 2. Understanding 72. The brain region called the promotes stage 3 sleep (SWS), and lesions to this region induce insomnia.

Answer: basal forebrain Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.4 Describe four brain systems that influence the sleep-waking cycle.

Bloom’s Level: 2. Understanding 73. The brain region called the promotes REM sleep in large part by preventing motor neurons from firing.

Answer: pons Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.4 Describe four brain systems that influence the sleep-waking cycle.

Bloom’s Level: 2. Understanding

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74. Sleep is treated with vasopressin, which reduces urine production.

Answer: enuresis Section: 10.4 Sleep Disorders Can Be Serious, Even Life-Threatening Learning Objective: 10.4.2 Describe several different sleep disorders associated with particular sleep stages or partial arousals.

Bloom’s Level: 1. Remembering

Short-Answer Questions 75. Differentiate circadian, ultradian and infradian rhythms, and provide an example of each.

Answer: Circadian rhythms have a period of 24 hours. Examples of circadian rhythms include hormone secretion, human rest/activity cycles, rodent locomotor activity, rodent drinking behavior, body temperature, and drug sensitivity. Infradian rhythms have a period longer than a day. Examples include migratory behavior, the menstrual cycle, the rodent estrus cycle, breeding cycles, and hibernation patterns. Ultradian rhythms have a period of less than a day. Examples include feeding behavior, some hormones that are released a few times a day, and the 90–110 minute mammalian sleep cycle.

Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 3. Applying 76. Create a short paragraph using the following terms: zeitgeber, entrainment, free-run, and phase shift Answer: (Sample answer.) Entrainment is the process wherein a biological rhythm becomes synchronized to an environmental stimulus. The term used to describe these types of environmental stimuli is “zeitgeber.” The most common and most powerful zeitgeber in many species is the light-dark cycle. Therefore, the light-dark cycle is the zeitgeber that entrains daily rest-activity rhythms in many species including our own.

When an animal is placed in an environment without a zietgeber, its endogenous rhythms will free-run. That is, its internal rhythms will maintain their own cycle. When the animal is returned to an environment with a zeitgeber, it will adjust its rest-activity cycle, or, phase shift; its endogenous rhythm will entrain back to the external stimuli such as the light-dark cycle.

Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 3. Applying 77. Researchers in one study transplanted the SCN of a fetal hamster with the tau mutation into the hypothalamus of a nonmutant adult hamster with a lesioned SCN. What was the purpose of this study, and what was the outcome?

Answer: The researchers were trying to establish whether or not the SCN is the location of the mammalian circadian clock. After the nonmutant hamster received the mutant fetal SCN transplant, it did not show its original circadian rhythm of about 24 hours— instead

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it displayed a rhythm that matched that of its donor. The donor rhythm had a period of about 20 hours, and this rhythm persisted in the adult hamster after the SCN transplantation.

Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 2. Understanding 78. Explain how gene mutations in tau and Clock affect circadian rhythms.

Answer: Hamsters with the tau mutation show unusually short free-running periods (22 hours). When a hamster inherits two copies of the tau mutation its free-running rhythm is shortened further to 20 hours. Mice with mutations in both Clock gene copies show complete arrythmicity when placed in constant light or constant dark.

Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.3 Understand how a molecular clock in brain neurons generates that daily rhythm.

Bloom’s Level: 2. Understanding 79. Which characteristic EEG pattern is seen during stage 2 sleep?

Answer: Stage 2 sleep is clearly evident on EEG as it shows two characteristic wave patterns: sleep spindles, which are periodic bursts of 12–14-Hz waves, and K complexes, which are single, sharp, negative EEG potentials. If a person is awoken during the stage 2 sleep stage, they often deny having been asleep.

Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.2 Distinguish the types of mental activity typical of the two major classes of sleep.

Bloom’s Level: 2. Understanding 80. How do REM sleep and total sleep change across the lifespan?

Answer: As we age, the percentage of an overall sleep bout spent in REM sleep decreases. During the first two weeks of life, infants spend half their sleep time in REM sleep. By adulthood, this proportion diminishes to about 20% of sleep time. Similarly, as we age total sleep progressively decreases. Infants spend most of their time sleeping. By adulthood, people average about eight hours of sleep a night, and the elderly sleep least of all. The most dramatic change in overall sleep in the elderly is an ongoing decline in stage 3 sleep, until it eventually disappears completely.

Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.1 Describe the changes in sleep as we grow up and grow old.

Bloom’s Level: 3. Applying 81. Explain the niche adaptation concept of the biological function of sleep.

Answer: This concept is based on the notion that almost all animals are either nocturnal or diurnal. The specialization for either nighttime or daytime activity is part of each species’ ecological niche (the unique assortment of environmental opportunities and challenges to which each organism is adapted). Sleep debt and unpleasant feelings of sleepiness have the effect of enforcing the circadian rhythm characteristic

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of each species. Thus, one important function of sleep, or of the results of sleep deprivation, is to force the individual to conform to the particular ecological niche to which it is adapted.

Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.3 Discuss various theories about the function of sleep.

Bloom’s Level: 2. Understanding 82. Briefly summarize the four neural systems that underlie sleep.

Answer: The forebrain promotes SWS, the brainstem system promotes arousal, the pontine system triggers REM sleep, and in the hypothalamic system, hypothalamic neurons release orexin (also called hypocretin), which regulates and coordinates the other three systems.

Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.4 Describe four brain systems that influence the sleep-waking cycle.

Bloom’s Level: 2. Understanding 83. Why might it be risky to sleep with someone who has been diagnosed with REM behavior disorder (RBD)?

Answer: RBD is a sleep disorder characterized by the presence of organized behavior, such as fighting, running, or eating, in a person who appears to be asleep. That is, a person with this disorder physically acts out their dreams. Sleeping next to someone who acts out their dreams could be dangerous because their movements might cause physical injury to the person sleeping next to them. Individuals with RBD are reminiscent of the experimental cats with lesions near the locus coeruleus—these cats no longer showed the muscle paralysis that normally occurs during REM sleep.

Section: 10.4 Sleep Disorders Can Be Serious, Even Life-Threatening Learning Objective: 10.4.2 Describe several different sleep disorders associated with particular sleep stages or partial arousals.

Bloom’s Level: 3. Applying 84. Compare and contrast sleep-onset insomnia and sleep-maintenance insomnia.

Answer: Sleep-onset insomnia and sleep-maintenance insomnia are both forms of sleep disorders characterized by the inability to sleep when sleep is desired. Sleep-onset insomnia is a difficulty falling asleep, and is often caused by situational factors such as shift work, or time zone changes. Sleep-maintenance insomnia is the difficulty in remaining asleep. Drugs and neurological and psychiatric factors have been shown to cause this form of insomnia. Sleep-maintenance insomnia is especially evident in disorders of the respiratory system, such as sleep apnea.

Section: 10.4 Sleep Disorders Can Be Serious, Even Life-Threatening Learning Objective: 10.4.3 Distinguish between different types of insomnia, and offer advice for good sleep hygiene.

Bloom’s Level: 4. Analyzing

Discussion Questions

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85. Describe research observations of mammals that indicate the existence of an endogenous clock.

Answer: Answers and discussion will vary.

Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 2. Understanding 86. Explain, using a diagram, the molecular basis of the circadian clock.

Answer: Answers and discussion will vary.

Section: 10.1 Biological Rhythms Organize Behavior Learning Objective: 10.1.1 Discuss the evidence that a tiny brain structure imposes a daily rhythm on behavior.

Bloom’s Level: 6. Creating 87. Name and describe the sleep stages of humans, including descriptions of EEG recordings and behavioral observations for each stage.

Answer: Answers and discussion will vary.

Section: 10.2 Sleep Is an Active Process Learning Objective: 10.2.2 Distinguish the types of mental activity typical of the two major classes of sleep.

Bloom’s Level: 2. Understanding 88. Describe the sleep patterns of infants, adults, and elderly people. Discuss why sleep patterns may change across the lifespan.

Answer: Answers and discussion will vary.

Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.1 Describe the changes in sleep as we grow up and grow old.

Bloom’s Level: 2. Understanding 89. Describe the effects of long-term sleep deprivation on human health and performance.

Answer: Answers and discussion will vary.

Section: 10.3 Sleep Disorders Can Be Serious, Even Life-Threatening Learning Objective: 10.3.2 Critically discuss the effects of partial versus total sleep deprivation.

Bloom’s Level: 2. Understanding 90. Outline the four hypotheses that attempt to explain the biological function of sleep, citing research evidence in each case.

Answer: Answers and discussion will vary.

Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.3 Discuss various theories about the function of sleep.

Bloom’s Level: 3. Applying 91. Give an overview of the connections between sleep and learning, citing experimental evidence in your answer.

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Answer: Answers and discussion will vary.

Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.3 Discuss various theories about the function of sleep.

Bloom’s Level: 3. Applying 92. Describe the four interacting neural systems that underlie sleep.

Answer: Answers and discussion will vary.

Section: 10.3 Our Sleep Patterns Change across the Life Span Learning Objective: 10.3.4 Describe four brain systems that influence the sleep-waking cycle.

Bloom’s Level: 2. Understanding 93. What is narcolepsy? What are the symptoms and what appears to cause it?

Answer: Answers and discussion will vary.

Section: 10.4 Sleep Disorders Can Be Serious, Even Life-Threatening Learning Objective: 10.4.1 Discuss narcolepsy and how the study of this disorder revealed a neural system controlling sleep.

Bloom’s Level: 2. Understanding 94. Outline the different types of sleep disorders, as well as any possible known treatments.

Answer: Answers and discussion will vary.

Section: 10.4 Sleep Disorders Can Be Serious, Even Life-Threatening Learning Objective: 10.4.3 Distinguish between different types of insomnia, and offer advice for good sleep hygiene.

Bloom’s Level: 2. Understanding

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Test Bank to accompany

The Mind’s Machine, Fourth Edition Watson • Breedlove

Chapter 11: Emotions, Aggression, and Stress Multiple Choice Questions 1. Much of the research on emotion indicates that each of the three responses to emotional stimuli—the perception, the experience, and the expression of the emotion— a. is independent of the other two. b. influences only one of the other two. c. influences the other two. d. occurs in sequence.

Answer: c Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.1 Describe and compare the dominant theories of the relationship between emotion and physiological changes.

Bloom’s Level: 2. Understanding 2. The Schachter and Singer theory of emotion is also called the theory because first circumstances provoke autonomic arousal, and then arousal is attributed to a specific emotion based on context. a. stimulus-perception b. two-factor c. physiological-cognitive d. experience-interpretation Answer: b Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.1 Describe and compare the dominant theories of the relationship between emotion and physiological changes.

Bloom’s Level: 3. Applying 3. According to the Cannon-Bard theory of emotions, people with severe spinal cord injuries would a. experience the same emotions that others do. b. experience only intense fear. c. experience emotions through the vascular system. d. not experience emotion.

Answer: a Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.1 Describe and compare the dominant theories of the relationship between emotion and physiological changes.

Bloom’s Level: 3. Applying

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4. The James-Lange theory of emotions argued that emotions are the a. perception of bodily changes provoked by particular stimuli. b. perception of bodily changes and social context. c. integration of thoughts and feelings. d. appraisal of environmental events.

Answer: a Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.1 Describe and compare the dominant theories of the relationship between emotion and physiological changes.

Bloom’s Level: 2. Understanding 5. According to the Cannon-Bard theory of emotions, emotional experience and autonomic response a. are not parallel processes. b. are key components of a stress reaction. c. are simultaneously triggered by emotional stimuli. d. depend entirely on social context.

Answer: c Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.1 Describe and compare the dominant theories of the relationship between emotion and physiological changes.

Bloom’s Level: 2. Understanding 6. Which response was not an outcome of the Schachter and Singer experiment? a. Autonomic response to epinephrine intensified emotional experience. b. Cognitive analysis of the environment affected the way emotion was experienced. c. Subjects exposed to an angry confederate were more likely to report feeling sad. d. Subjects warned about effects of epinephrine reported no emotional reaction.

Answer: c Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.1 Describe and compare the dominant theories of the relationship between emotion and physiological changes.

Bloom’s Level: 4. Analyzing 7. Two friends walking down a busy street hear a loud bang; they both feel their hearts race in the moment of panic and turn to see that a truck has backfired. They laugh, attributing their pounding hearts to the surprise they felt at the sound. This scenario best illustrates which theory of emotion? a. Schachter and Singer b. James-Lange c. Canon-Bard d. Keltner and Ekman Answer: a Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes

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Learning Objective: 11.1.1 Describe and compare the dominant theories of the relationship between emotion and physiological changes.

Bloom’s Level: 4. Analyzing 8. The theory of emotion posited that bodily responses evoke emotional experience. a. James-Lang b. Cannon-Bard c. Schachter and Singer d. Plutchik-Ekman Answer: a Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.1 Describe and compare the dominant theories of the relationship between emotion and physiological changes.

Bloom’s Level: 1. Remembering 9. Which evidence challenges the idea that specific emotions are linked to specific physical responses? a. All negative emotional responses trigger parasympathetic activation. b. All positive emotional responses trigger sympathetic activation. c. There is no distinctive autonomic pattern for each separate emotion. d. Only extreme emotions trigger autonomic response patterns.

Answer: c Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.1 Describe and compare the dominant theories of the relationship between emotion and physiological changes.

Bloom’s Level: 4. Analyzing 10. is defined as a subjective mental state that is usually accompanied by distinctive cognition, behaviors, and physiological changes. a. Facial expression b. Emotion c. Rage d. Autonomic activity Answer: b Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.2 Discuss the integration of autonomic responses with the perception of specific emotions.

Bloom’s Level: 1. Remembering 11. Paul Ekman and colleagues have proposed the existence of facial expressions for eight emotions that are recognized across all societies. Which of the following is not one of them? a. Contempt b. Expectation c. Happiness

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d. Embarrassment Answer: b Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.3 Review the evidence for a core set of emotions as well as their role in guiding preprogrammed responses to environmental challenges.

Bloom’s Level: 1. Remembering 12. Affection and disgust are described by Plutchik’s classification of emotions as a. basic emotions that are linked by anatomical specificity. b. high levels of intense emotional expression. c. low-intensity forms of the basic emotions of happiness and sadness, respectively. d. medium-intensity forms of the basic emotions of adoration and loathing, respectively.

Answer: d Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.3 Review the evidence for a core set of emotions as well as their role in guiding preprogrammed responses to environmental challenges.

Bloom’s Level: Remembering 13. Feelings of disgust at the sight of body fluids may have evolved to help humans avoid a. conflict with others. b. toxic or poisonous substances. c. exposure to germs. d. wasting energy.

Answer: c Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.3 Review the evidence for a core set of emotions as well as their role in guiding preprogrammed responses to environmental challenges.

Bloom’s Level: 2. Understanding 14. Research indicates that mice show at least different facial expressions in response to different emotional states. a. three b. five c. six d. nine Answer: c Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.3 Review the evidence for a core set of emotions as well as their role in guiding preprogrammed responses to environmental challenges.

Bloom’s Level: 1. Remembering 15. According to some researchers, the universal properties of facial expressions may be masked by a. cultural differences in parenting styles. b. autonomic arousal. c. cultural conditioning.

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d. peripheral feedback.

Answer: c Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.4 Discuss the role of facial expressions of emotion, the ways in which cultural differences influence facial displays, and the neural pathways that control facial expressions.

Bloom’s Level: 2. Understanding 16. Which statement is most true about cross-cultural observations of facial expressions? a. Facial expressions are subject to culture-specific display rules. b. Explicit cultural training is needed to interpret facial expressions. c. All facial expressions are interpreted similarly across cultures. d. Only the static features of facial expression are culture-invariant.

Answer: a Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.4 Discuss the role of facial expressions of emotion, the ways in which cultural differences influence facial displays, and the neural pathways that control facial expressions.

Bloom’s Level: 5. Evaluating 17. When the facial muscles contract, they change the shape of the mouth, eyes, or nose. a. superficial b. deep c. mandibular d. buccal Answer: a Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.4 Discuss the role of facial expressions of emotion, the ways in which cultural differences influence facial displays, and the neural pathways that control facial expressions.

Bloom’s Level: 1. Remembering 18. The facial nerve innervates a. all the facial muscles. b. the superficial muscles of facial expression. c. the muscles that move the jaw. d. ipsilateral facial muscles only.

Answer: b Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.4 Discuss the role of facial expressions of emotion, the ways in which cultural differences influence facial displays, and the neural pathways that control facial expressions.

Bloom’s Level: 1. Remembering 19. Which statement about the neural innervation of the facial muscles is true?

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a. Facial expressions of emotion are largely controlled by the facial nerve (VII) b. Chewing is controlled by the superficial facial muscles. c. Superficial facial muscles produce large-scale movements of the face. d. The facial muscles are influenced by the occipital cortex.

Answer: a Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.4 Discuss the role of facial expressions of emotion, the ways in which cultural differences influence facial displays, and the neural pathways that control facial expressions.

Bloom’s Level: 4. Analyzing 20. The muscle that moves the jaw is controlled by the nerve. a. trochlear b. facial c. trigeminal d. hypoglossal Answer: c Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.4 Discuss the role of facial expressions of emotion, the ways in which cultural differences influence facial displays, and the neural pathways that control facial expressions.

Bloom’s Level: 1. Remembering 21. The controversial theory that facial expressions can influence emotional experience is called the hypothesis. a. emotion feedback b. induced-emotion c. Ekman d. facial feedback Answer: d Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.4 Discuss the role of facial expressions of emotion, the ways in which cultural differences influence facial displays, and the neural pathways that control facial expressions.

Bloom’s Level: 1. Remembering 22. In his study of facial expressions of nonhuman primates, Redican argued that the distinctive primate expression labeled “play face” is homologous to human a. laughter. b. sadness. c. fear or surprise. d. anger.

Answer: a Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes

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Learning Objective: 11.1.4 Discuss the role of facial expressions of emotion, the ways in which cultural differences influence facial displays, and the neural pathways that control facial expressions.

Bloom’s Level: 1. Remembering 23. Charles Darwin noted that nonhuman primates have the same facial muscles as humans and proposed that emotional expressions a. only appear in the primate lineage. b. may have originated in a common ancestor. c. are a novel evolutionary trait. d. are a sexually selected trait.

Answer: b Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.4 Discuss the role of facial expressions of emotion, the ways in which cultural differences influence facial displays, and the neural pathways that control facial expressions.

Bloom’s Level: 2. Understanding 24. The universality hypothesis of facial expression has been criticized because it does not allow for display rules, especially in isolated nonliterate groups. a. genetic b. Western c. religious d. cultural Answer: d Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.4 Discuss the role of facial expressions of emotion, the ways in which cultural differences influence facial displays, and the neural pathways that control facial expressions.

Bloom’s Level: 2. Understanding 25. facial muscles connect to the bone and are involved with larger-scale movements (like chewing). This category of muscle is controlled by the nerve. a. Superficial; trigeminal b. Superficial; facial c. Deep; facial d. Deep; trigeminal Answer: d Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.4 Discuss the role of facial expressions of emotion, the ways in which cultural differences influence facial displays, and the neural pathways that control facial expressions.

Bloom’s Level: 2. Understanding 26. Impartial research pegs the accuracy of polygraph testing for lie detection at about a. 25%.

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b. 33%. c. 65%. d. 95%.

Answer: c Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.5 Discuss the pros and cons of trying to measure emotional states using techniques like polygraphy.

Bloom’s Level: 1. Remembering 27. The polygraph does not detect lies, it detects a. criminals. b. arousal. c. guilt. d. psychopathy.

Answer: b Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.5 Discuss the pros and cons of trying to measure emotional states using techniques like polygraphy.

Bloom’s Level: 2. Understanding 28. Which of the following is the important phenomenon discovered by Olds and Milner? a. Klüver-Bucy syndrome b. Brain self-stimulation c. The triune brain d. Decorticate rage Answer: b Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.1 Define and describe the phenomenon of brain selfstimulation.

Bloom’s Level: 1. Remembering 29. Early research on brain self-stimulation found that electrical stimulation of sites in the produced a sense of pleasure. a. posterior cingulate cortex b. thalamus c. septum d. amygdala Answer: c Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.1 Define and describe the phenomenon of brain selfstimulation.

Bloom’s Level: 2. Understanding 30. Decorticate rage refers to a. the rage response seen in animals with small cortical lesions. b. the diminished rage response of animals whose isocortex has been removed.

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c. snarling and barking in response to intense stimuli. d. sudden, intense, poorly directed rage that lacks a clear direction.

Answer: d Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.2 Sketch and describe the major brain mechanisms involved in emotional behaviors, noting the behavioral manifestations of activity in the major pathways.

Bloom’s Level: 1. Remembering 31. Which brain site is included in Papez’s circuit of emotion? a. Adrenal cortex b. Anterior thalamus c. Occipital cortex d. Basal ganglia Answer: b Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.2 Sketch and describe the major brain mechanisms involved in emotional behaviors, noting the behavioral manifestations of activity in the major pathways.

Bloom’s Level: 1. Remembering 32. Papez’s circuit provides a model of the relationships of different regions in the limbic system involved in a. facial expressions of emotion. b. autonomic response specificity to different emotions. c. the neural control of violence and psychopathy. d. emotional expression.

Answer: d Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.2 Sketch and describe the major brain mechanisms involved in emotional behaviors, noting the behavioral manifestations of activity in the major pathways.

Bloom’s Level: 2. Understanding 33. Experiments that involved removal of the temporal lobes of monkeys implicated the in the behavioral changes seen in Klüver-Bucy syndrome. a. amygdala b. anterior thalamus c. cingulate cortex d. sensorimotor cortex Answer: a Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.2 Sketch and describe the major brain mechanisms involved in emotional behaviors, noting the behavioral manifestations of activity in the major pathways.

Bloom’s Level: 1. Remembering

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34. Patients with damage to the amygdala do poorly at interpreting facial expressions as indicators of a. fear. b. happiness. c. sadness. d. contempt.

Answer: a Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.2 Sketch and describe the major brain mechanisms involved in emotional behaviors, noting the behavioral manifestations of activity in the major pathways.

Bloom’s Level: 1. Remembering 35. Which behavior would not be expected in a patient with bilateral damage to the amygdala? a. Grabbing a gun out of the hand of an assailant b. Showing a startle response to a sudden loud noise c. Rating his or her own fear as low in response to a frightening film clip d. Absence of a fear reaction in response to snakes and spiders Answer: b Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.2 Sketch and describe the major brain mechanisms involved in emotional behaviors, noting the behavioral manifestations of activity in the major pathways.

Bloom’s Level: 4. Analyzing 36. Research using fMRI suggests that feelings of romantic love, as opposed to friendship, are associated with reduced activity of the a. medial insula and anterior cingulate. b. pons and cerebellum. c. olfactory bulb and prepyriform cortex. d. posterior cingulate and amygdala.

Answer: d Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.2 Sketch and describe the major brain mechanisms involved in emotional behaviors, noting the behavioral manifestations of activity in the major pathways.

Bloom’s Level: 1. Remembering 37. Decorticate dogs display a. weak b. sham c. directed d. cognitive Answer: b

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Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.2 Sketch and describe the major brain mechanisms involved in emotional behaviors, noting the behavioral manifestations of activity in the major pathways.

Bloom’s Level: 1. Remembering 38. The structures of the Papez circuit of emotion are primarily parts of the system. a. limbic b. reward c. motor d. visceral Answer: a Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.2 Sketch and describe the major brain mechanisms involved in emotional behaviors, noting the behavioral manifestations of activity in the major pathways.

Bloom’s Level: 1. Remembering 39. Which reaction would be considered the “high road” response to a bear appearing at your picnic? a. Urinating in your pants b. Profuse sweating c. Grabbing pots and pans to make lots of noise d. Running away Answer: c Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.3 Describe the process of fear conditioning, the neural mechanisms responsible for fear reactions, and the role of this system in pathological states.

Bloom’s Level: 4. Analyzing 40. Which reaction would be considered the “low road” response to a bear appearing at your picnic? a. Calling out for help b. Climbing a tall tree c. Throwing sticks at the bear d. A huge surge of adrenaline Answer: d Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.3 Describe the process of fear conditioning, the neural mechanisms responsible for fear reactions, and the role of this system in pathological states.

Bloom’s Level: 4. Analyzing

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41. In fear conditioning, the lateral nucleus of the amygdala transmits information through the to evoke hormonal responses. a. central nucleus of the amygdala b. lateral hypothalamus c. central (periaqueductal) gray d. septal nuclei Answer: a Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.3 Describe the process of fear conditioning, the neural mechanisms responsible for fear reactions, and the role of this system in pathological states.

Bloom’s Level: 2. Understanding 42. In order to condition a rat to associate a particular tone in context A with a shock, one would play a tone a. alone in context A. b. after administering a shock across varied contexts. c. at the same time as administering a shock in context A. d. at the same time as administering a shock across varied contexts.

Answer: c Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.3 Describe the process of fear conditioning, the neural mechanisms responsible for fear reactions, and the role of this system in pathological states.

Bloom’s Level: 3. Applying 43. Lesioning the central nucleus of the amygdala in a rat results in a. lowered blood pressure. b. elimination of the fight or flight response. c. sham rage. d. decreased freezing behavior in response to a conditioned fear stimulus.

Answer: d Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.3 Describe the process of fear conditioning, the neural mechanisms responsible for fear reactions, and the role of this system in pathological states.

Bloom’s Level: 2. Understanding 44. In rats, lesions of the nucleus of the amygdala inhibit blood pressure increases and constrain behavior in response to conditioned fearful stimuli. a. lateral; eating b. central; freezing c. medial; sleeping d. basal; flight Answer: b Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

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Learning Objective: 11.2.3 Describe the process of fear conditioning, the neural mechanisms responsible for fear reactions, and the role of this system in pathological states.

Bloom’s Level: 3. Applying 45. Following a fear conditioning experiment in which a tone was paired with a shock, one animal shows freezing response upon hearing the tone alone while a second animal does not. If you were informed that the second animal had a brain lesion, where would you predict the lesion to be? a. Hypothalamus b. Olfactory bulb c. Ventral tegmental area d. Amygdala Answer: d Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.3 Describe the process of fear conditioning, the neural mechanisms responsible for fear reactions, and the role of this system in pathological states.

Bloom’s Level: 4 Analyzing 46. aggression is observed in most vertebrates, often involving competition over mating opportunities, while aggression often occurs among individuals caring for young. a. Intermale; maternal b. Psychopathic; intermale. c. Maternal; testosterone. d. Testosterone; androgen Answer: a Section: 11.3 Neural Circuitry, Hormones, and Synaptic Transmitters Mediate Violence and Aggression Learning Objective: 11.3.1 Define and distinguish between multiple forms of aggression.

Bloom’s Level: 2. Understanding 47. Reactive aggression can best be described as a. the aggressive reaction that predators have to prey. b. an animal’s defensive behavior in response to an external threat. c. the behavior that offspring display in play fighting. d. aggression that is part of a sexual display.

Answer: b Section: 11.3 Neural Circuitry, Hormones, and Synaptic Transmitters Mediate Violence and Aggression Learning Objective: 11.3.1 Define and distinguish between multiple forms of aggression.

Bloom’s Level: 3. Applying 48. The evidence that testosterone affects aggressive behavior in humans is inconsistent.

This inconsistency may be attributable to the fact that

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a. testosterone’s effect on human aggression not as clear as its effect on aggression in other species. b. testosterone is very difficult to measure in humans as it is present in such miniscule quantities. c. humans have more androgen receptors than other species do. d. testosterone interacts with serotonin in complex ways, so it is unclear whether serotonin or testosterone is causing the aggression.

Answer: a Section: 11.3 Neural Circuitry, Hormones, and Synaptic Transmitters Mediate Violence and Aggression Learning Objective: 11.3.2 Summarize research on the role of testosterone in aggression, contrasting between humans and nonhuman animals.

Bloom’s Level: 5. Evaluating 49. In men, simply backing the losing team in a baseball game is sufficient to a. decrease circulating testosterone levels. b. increase circulating cortisol levels. c. decrease serotonin levels. d. increase circulating testosterone and cortisol levels.

Answer: a Section: 11.3 Neural Circuitry, Hormones, and Synaptic Transmitters Mediate Violence and Aggression Learning Objective: 11.3.3 Identify the key neural systems implicated in aggression and the environmental stimuli that activate these systems.

Bloom’s Level: 2. Understanding 50. Which neurotransmitter has been especially implicated in the control of aggression? a. Acetylcholine b. Substance P c. Serotonin d. Dopamine Answer: c Section: 11.3 Neural Circuitry, Hormones, and Synaptic Transmitters Mediate Violence and Aggression Learning Objective: 11.3.3 Identify the key neural systems implicated in aggression and the environmental stimuli that activate these systems.

Bloom’s Level: 1. Remembering 51. Research suggests animals that show hyperaggressive behavior may have a. increased levels of dopamine in the hypothalamus. b. decreased circulating androgens. c. increased levels of serotonin in the prefrontal cortex. d. reduced levels of serotonin in the cerebrospinal fluid.

Answer: d Section: 11.3 Neural Circuitry, Hormones, and Synaptic Transmitters Mediate Violence and Aggression

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Learning Objective: 11.3.3 Identify the key neural systems implicated in aggression and the environmental stimuli that activate these systems.

Bloom’s Level: 4. Analyzing 52. Diminished cerebrospinal concentrations of serotonin metabolites are correlated with a. positive emotions. b. aggression and violence. c. profound depression. d. diminished aggressive behavior.

Answer: b Section: 11.3 Neural Circuitry, Hormones, and Synaptic Transmitters Mediate Violence and Aggression Learning Objective: 11.3.3 Identify the key neural systems implicated in aggression and the environmental stimuli that activate these systems.

Bloom’s Level: 2. Understanding 53. Castration reduces , and injections of increase it. a. stress; dopamine b. aggression; serotonin c. stress; estradiol d. aggression; testosterone Answer: d Section: 11.3 Neural Circuitry, Hormones, and Synaptic Transmitters Mediate Violence and Aggression Learning Objective: 11.3.4 Discuss the biopsychological origins of violent behavior in humans, and speculate about targets for reducing violent behavior.

Bloom’s Level: 3. Applying 54. Which statement about brain imaging studies of psychopaths is true? a. Psychopaths show high levels of activity in the temporal and parietal cortices. b. Researchers have yet to find neuroanatomical differences between the brains of psychopaths and non-psychopaths. c. Male psychopaths have higher than average levels of serotonin. d. The prefrontal cortex is smaller in psychopaths compared to controls.

Answer: d Section: 11.3 Neural Circuitry, Hormones, and Synaptic Transmitters Mediate Violence and Aggression Learning Objective: 11.3.4 Discuss the biopsychological origins of violent behavior in humans, and speculate about targets for reducing violent behavior.

Bloom’s Level: 4. Analyzing 55. Glucocorticoid receptors regulate the ongoing secretion of stress hormones via a. negative feedback. b. positive feedback. c. a signal cascade. d. hormone signaling.

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Answer: a Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.1 Summarize the physiological correlates of stress, and contrast acute and chronic stress responses.

Bloom’s Level: 1. Remembering 56. Hans Selye labeled the initial response to stress the a. general adaptation syndrome. b. alarm reaction. c. resistance stage. d. exhaustion phase.

Answer: b Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.1 Summarize the physiological correlates of stress, and contrast acute and chronic stress responses.

Bloom’s Level: 1. Remembering 57. Epinephrine is to the adrenal medulla as a. norepinephrine is to the frontal cortex. b. cortisol is to the adrenal insula. c. cortisol is to the adrenal cortex. d. serotonin is to the medial forebrain bundle.

Answer: c Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.1 Summarize the physiological correlates of stress, and contrast acute and chronic stress responses.

Bloom’s Level: 4. Analyzing 58. In a classic study, soldiers training for parachute jumps showed a a. spike in norepinephrine before the first day’s jump. b. drop in cortisol after the first day’s jump. c. spike in testosterone on the first day’s jump. d. drop in serotonin after the first day’s jump.

Answer: a Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.1 Summarize the physiological correlates of stress, and contrast acute and chronic stress responses.

Bloom’s Level: 1. Remembering 59. Stressful exam periods produce a(n) a. increase in natural killer cell activity. b. increase in epinephrine and norepinephrine secretion. c. decrease in corticosteroids secretion. d. increase in androgen production.

Answer: b Section: 11.4 Stress Activates Many Bodily Responses

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Learning Objective: 11.4.1 Summarize the physiological correlates of stress, and contrast acute and chronic stress responses.

Bloom’s Level: 1. Remembering 60. The stress immunization seen in rat pups appears to be attributable to a. nutrition. b. maternal comfort after stress. c. vaccinations. d. cortisol release by the rat pup adrenal glands.

Answer: b Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.2 Discuss the ways in which people differ in their vulnerability and responses to stressful situations, and give examples of how early life experiences affect these individual differences.

Bloom’s Level: 2. Understanding 61. Epigenetic regulation involves a. changes in gene expression rather than a change in the encoding region in a gene. b. the ability of “supergenes” to regulate the downstream actions of other genes. c. genetic modification in the laboratory. d. changes in gene expression due to genetic effects rather than environmental effects.

Answer: a Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.2 Discuss the ways in which people differ in their vulnerability and responses to stressful situations, and give examples of how early life experiences affect these individual differences.

Bloom’s Level: 2. Understanding 62. According to the views of psychosomatic medicine, susceptibility and resistance to illnesses are associated with a. situational factors. b. constitutional variables. c. generalized stress. d. distinctive psychological characteristics.

Answer: d Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.3 Describe the communication between the nervous system and the immune system and how brain responses to stress can affect health.

Bloom’s Level: 2. Understanding 63. With increased levels of adrenal steroids, the response of the immune system to pathogens such as viruses is a. inhibited. b. enhanced. c. unchanged. d. variable across individuals.

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Answer: a Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.3 Describe the communication between the nervous system and the immune system and how brain responses to stress can affect health.

Bloom’s Level: 2. Understanding 64. The field of study concerned with the immune system and its interaction with the nervous system and behavior is called a. epigenetics. b. psychoneuroimmunology. c. neuroendocrinology. d. somatogenetics.

Answer: b Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.3 Describe the communication between the nervous system and the immune system and how brain responses to stress can affect health.

Bloom’s Level: 1. Remembering 65. If an animal is being pursued by a predator, its immune system is suppressed, and its physiological system readies it for escape. Would you expect this immune suppression harm the animal? a. Yes, because after the stressful experience the animal’s immune system will take a long time to recover. b. Yes, because the suppression combined with stress will cause long-term harm to the animal’s immune system. c. No, because the immune system is only temporarily suppressed, allowing the animal’s resources to go toward survival. d. No, because after the stressful experience, the animal’s immune system will be strengthened.

Answer: c Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.3 Describe the communication between the nervous system and the immune system and how brain responses to stress can affect health.

Bloom’s Level: 4. Analyzing 66. Who is most likely to develop a cold when exposed to a virus? a. An individual with a happy social life. b. A student staying up late to cram for an exam. c. A ski bum living in a trailer at the base of Mt. Snowbird. d. A middle-aged woman on a summer vacation in Hawaii.

Answer: b Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.4 Summarize the impact of chronic stress on health, as well as possible ways to mitigate these effects.

Bloom’s Level: 3. Applying

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67. Relaxation therapies like mindfulness-based stress reduction (MBSR) have been shown to reduce activity in the a. large intestines. b. amygdala. c. adrenal glands. d. thalamus.

Answer: b Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.4 Summarize the impact of chronic stress on health, as well as possible ways to mitigate these effects.

Bloom’s Level: 1. Remembering 68. Which symptom is not a common pathological consequence of prolonged stress? a. Fatigue b. Ulcers c. Increased libido d. Hypertension Answer: c Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.4 Summarize the impact of chronic stress on health, as well as possible ways to mitigate these effects.

Bloom’s Level: 1. Remembering 69. The modern field of stress research was launched by a. Heinrich Klüver. b. Paul Ekman. c. Paul MacLean. d. Hans Selye.

Answer: d Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: Not aligned Bloom’s Level: 1. Remembering

Fill-in-the-Blank Questions 70. Schachter and Singer’s theory of emotion emphasized that we use to attribute different emotions to autonomic arousal.

Answer: context Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.1 Describe and compare the dominant theories of the relationship between emotion and physiological changes.

Bloom’s Level: 2. Understanding 71. The hypothesis proposes that sensory feedback from facial expressions has an effect on mood.

Answer: facial feedback

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Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.4 Discuss the role of facial expressions of emotion, the ways in which cultural differences influence facial displays, and the neural pathways that control facial expressions.

Bloom’s Level: 1. Remembering 72. Dysfunction of the insula, leading to impairments in emotional awareness is termed .

Answer: alexithymia Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.2 Sketch and describe the major brain mechanisms involved in emotional behaviors, noting the behavioral manifestations of activity in the major pathways.

Bloom’s Level: 1. Remembering 73. When people are shown visual stimuli associated with pain or fear, fear-specific activity is observed in neurons.

Answer: amygdala Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.3 Describe the process of fear conditioning, the neural mechanisms responsible for fear reactions, and the role of this system in pathological states.

Bloom’s Level: 2. Understanding 74. The fear pathway that projects from the thalamus to the amygdala and bypasses conscious processing is termed the road of emotional response.

Answer: low Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.3 Describe the process of fear conditioning, the neural mechanisms responsible for fear reactions, and the role of this system in pathological states.

Bloom’s Level: 2. Understanding 75. Input to the ventromedial hypothalamus (or VMH) from the suprachiasmatic nucleus appears to regulate the daily variation in in many animals, including humans.

Answer: aggression Section: 11.3 Neural Circuitry, Hormones, and Synaptic Transmitters Mediate Violence and Aggression Learning Objective: 11.3.3 Identify the key neural systems implicated in aggression and the environmental stimuli that activate these systems.

Bloom’s Level: 2. Understanding 76. Low levels of the neurotransmitter have been particularly implicated in increased aggression in animals, including humans.

Answer: serotonin

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Section: 11.3 Neural Circuitry, Hormones, and Synaptic Transmitters Mediate Violence and Aggression Learning Objective: 11.3.3 Identify the key neural systems implicated in aggression and the environmental stimuli that activate these systems.

Bloom’s Level: 2. Understanding 77. Military recruits training for parachuting showed reduced levels of on the first day’s jump, with increases shown on subsequent jump days.

Answer: testosterone Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.1 Summarize the physiological correlates of stress, and contrast acute and chronic stress responses.

Bloom’s Level: 1. Remembering 78. The concept known as poses that early in life, a little stress followed by comforting reassurance better equips an animal to deal with stress as an adult.

Answer: stress immunization Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.2 Discuss the ways in which people differ in their vulnerability and responses to stressful situations, and give examples of how early life experiences affect these individual differences.

Bloom’s Level: 2. Understanding 79. Prolonged stress in childhood can cause long-lasting changes in the expression of adrenal steroid receptors in the brain—this is termed .

Answer: epigenetic regulation Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.2 Discuss the ways in which people differ in their vulnerability and responses to stressful situations, and give examples of how early life experiences affect these individual differences.

Bloom’s Level: 1. Remembering

Short-Answer Questions 80. Briefly summarize the Cannon-Bard theory of emotion.

Answer: According the theory, in response to some external stimulus (e.g., a large bear), the cerebral cortex simultaneously decides on the appropriate emotion (fear) and activates the autonomic nervous system to mobilize the body.

Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.1 Describe and compare the dominant theories of the relationship between emotion and physiological changes.

Bloom’s Level: 3. Applying 81. Describe the classic Schachter and Singer experiment.

Answer: In this experiment, participants who were warned in advance that the injection of epinephrine might affect their heart rate reported no emotional responses. Participants

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who were not warned about the sympathetic arousal reported more intense emotional reactions than participants given a control injection. Among the participants who were not told about the effects of the epinephrine injection, the emotion they experienced matched that of the experimental confederate. These findings suggest that autonomic experiences intensify emotional experiences, but cognitive analysis of the environment is necessary to determine which emotion is experienced.

Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.2 Discuss the integration of autonomic responses with the perception of specific emotions.

Bloom’s Level: 3. Applying 82. What are the eight basic facial expressions of emotion proposed by Paul Ekman?

Which showed significant evidence of cross-cultural similarity and which did not?

Answer: Paul Ekman’s eight basic emotional facial expressions are: anger, sadness, happiness, fear, disgust, surprise, contempt and embarrassment. People from isolated, nonliterate groups were less likely to agree with judgments about surprise and disgust.

Research has shown that there is significant cross-cultural agreement in the recognition of facial expressions of emotion for the six other facial expressions.

Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.4 Discuss the role of facial expressions of emotion, the ways in which cultural differences influence facial displays, and the neural pathways that control facial expressions.

Bloom’s Level: 3. Applying 83. What is the drawback of the lie detector test in terms of the sympathetic nervous system?

Answer: The sympathetic nervous system is sensitive to anything threatening (including novel situations). Thus, lie detectors cannot be relied on to distinguish actual liars from innocent people who are simply nervous about taking the lie detector test.

Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.5 Discuss the pros and cons of trying to measure emotional states using techniques like polygraphy.

Bloom’s Level: 3. Applying 84. Provide four examples of ways that brain lesions have been shown to affect emotions.

Answer: • Dogs with their cortex removed exhibit sudden, intense, undirected rage (sham rage).

This suggests some aspects of aggression are organized subcortically, with the cerebral cortex inhibiting rage responses.

• Bilateral amygdala damage makes animals much more tame; they show no fear or aggression (Klüver-Bucy syndrome).

• Lesions of the central nucleus of the amygdala prevent freezing behavior in response to a conditioned fear response.

• Patient S.M. suffered a rare genetic disease that damaged the amygdala bilaterally, resulting in a loss of normal fear reactions.

Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

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Learning Objective: 11.2.2 Sketch and describe the major brain mechanisms involved in emotional behaviors, noting the behavioral manifestations of activity in the major pathways.

Bloom’s Level: 3. Applying 85. Hypothesize why a hormone like testosterone, which makes animals (especially males) more aggressive, would have evolved.

Answer: A hormone that stimulates aggression (at least in part) would have given ancestral males an advantage. In most mammalian species, males must compete with one another, often in the form of physical aggression, for the opportunity to mate with females. Through evolutionary time, natural selection would have favored increasing levels of a hormone such as testosterone, as more testosterone would mean higher levels of aggression, greater chances of winning physical contests, and therefore better access to females.

Section: 11.3 Neural Circuitry, Hormones, and Synaptic Transmitters Mediate Violence and Aggression Learning Objective: 11.3.2 Summarize research on the role of testosterone in aggression, contrasting between humans and nonhuman animals.

Bloom’s Level: 4. Analyzing 86. What effect does GABA have on aggression? Is its effect consistent?

Answer: In humans, aggressive behavior has been shown to be reduced by drugs that enhance GABA transmission. However, the same drugs, such as benzodiazepines agonists, (e.g., valium) and also alcohol can also provoke aggression in some cases.

Section: 11.3 Neural Circuitry, Hormones, and Synaptic Transmitters Mediate Violence and Aggression Learning Objective: 11.3.2 Summarize research on the role of testosterone in aggression, contrasting between humans and nonhuman animals.

Bloom’s Level: 2. Understanding 87. What is the evidence that the ventromedial hypothalamus (VMH) plays a central role in aggression?

Answer: • Through the use of optogenetics, male mice mating with females will suddenly attack them when VHM neurons are activated.

• Research has shown maternal aggression is controlled by neural circuits in the VMH. • The medial amygdala receives olfactory and pheromonal information about mates and rivals and sends this information to the VMH. Section: 11.3 Neural Circuitry, Hormones, and Synaptic Transmitters Mediate Violence and Aggression Learning Objective: 11.3.3 Identify the key neural systems implicated in aggression and the environmental stimuli that activate these systems.

Bloom’s Level: 3. Applying 88. If stress can be so maladaptive to physical health, why did it evolve?

Answer: Stress elevates levels of hormones from the adrenal cortex (cortisol) and the

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adrenal medulla (epinephrine and norepinephrine), while suppressing other hormones (testosterone). These responses to stress are evolutionarily adaptive in the short run. That is, they evolved to mobilize an organism to respond to an immediate environmental challenge. In socially complex species like humans, stressful situations can occur over long periods of time, and over time hormonal responses compromise immune system competence and damage health. The stress response therefore, evolved because of its short-term immediate advantage.

Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.1 Summarize the physiological correlates of stress, and contrast acute and chronic stress responses.

Bloom’s Level: 4. Analyzing 89. What is “stress immunization?”

Answer: Stress immunization is the concept that mild stress early in life makes an individual better able to handle stress later in life. The benefits appear to be due to effective comforting after stressful events, rather than the stressful events themselves.

Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.2 Discuss the ways in which people differ in their vulnerability and responses to stressful situations, and give examples of how early life experiences affect these individual differences.

Bloom’s Level: 3. Applying

Discussion Questions 90. Summarize Schachter and Singer’s cognitive theory of emotion, and contrast it with the James-Lange and Cannon-Bard models. Propose aspects of emotionality that might not be accounted for by theories or models.

Answer: Answers and discussion will vary.

Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.1 Describe and compare the dominant theories of the relationship between emotion and physiological changes.

Bloom’s Level: 4. Analyzing 91. Describe some of the physiological correlates of emotional arousal and discuss the degree to which these factors vary among and within different individuals.

Answer: Answers and discussion will vary.

Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.2 Discuss the integration of autonomic responses with the perception of specific emotions.

Bloom’s Level: 4. Analyzing 92. Taking the perspective of modern evolutionary psychology, explain how emotions may have been shaped through natural selection, and the adaptive functions they serve.

Answer: Answers and discussion will vary.

Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes

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Learning Objective: 11.1.3 Review the evidence for a core set of emotions as well as their role in guiding preprogrammed responses to environmental challenges.

Bloom’s Level: 3. Applying 93. List Ekman’s eight basic emotional facial expressions. Which are believed to be universal? How might facial expressions of emotion confer an adaptive advantage?

Answer: Answers and discussion will vary.

Section: 11.1 Theories of Emotion Integrate Physiological and Behavioral Processes Learning Objective: 11.1.4 Discuss the role of facial expressions of emotion, the ways in which cultural differences influence facial displays, and the neural pathways that control facial expressions.

Bloom’s Level: 4. Analyzing 94. Outline the research evidence that the amygdala plays an essential role in emotionality.

Answer: Answers and discussion will vary.

Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.3 Describe the process of fear conditioning, the neural mechanisms responsible for fear reactions, and the role of this system in pathological states.

Bloom’s Level: 3. Applying 95. What is fear conditioning, and what is the neural circuitry involved in this form of learning?

Answer: Answers and discussion will vary.

Section: 11.2 Do Distinct Brain Circuits Mediate Different Emotions?

Learning Objective: 11.2.3 Describe the process of fear conditioning, the neural mechanisms responsible for fear reactions, and the role of this system in pathological states.

Bloom’s Level: 3. Applying 96. Summarize and discuss the experimental evidence concerning the relationship between androgens and aggression.

Answer: Answers and discussion will vary.

Section: 11.3 Neural Circuitry, Hormones, and Synaptic Transmitters Mediate Violence and Aggression Learning Objective: 11.3.2 Summarize research on the role of testosterone in aggression, contrasting between humans and nonhuman animals.

Bloom’s Level: 3. Applying 97. Explain research evidence that suggests serotonin levels are negatively correlated with aggression.

Answer: Answers and discussion will vary.

Section: 11.3 Neural Circuitry, Hormones, and Synaptic Transmitters Mediate Violence and Aggression

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Learning Objective: 11.3.3 Identify the key neural systems implicated in aggression and the environmental stimuli that activate these systems.

Bloom’s Level: 3. Applying 98. Describe the significance of the stress immunization effect in relation to epigenetic regulation.

Answer: Answers and discussion will vary.

Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.2 Discuss the ways in which people differ in their vulnerability and responses to stressful situations, and give examples of how early life experiences affect these individual differences.

Bloom’s Level: 3. Applying 99. Explain, with research evidence, the mechanism by which stress influences the immune system.

Answer: Answers and discussion will vary.

Section: 11.4 Stress Activates Many Bodily Responses Learning Objective: 11.4.3 Describe the communication between the nervous system and the immune system and how brain responses to stress can affect health.

Bloom’s Level: 3. Applying

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Test Bank to accompany

The Mind’s Machine, Fourth Edition Watson • Breedlove

Chapter 12: Psychopathology: The Biology of Behavioral Disorders Multiple Choice Questions 1. The discovery of the relationship between syphilis and paralytic dementia revealed that a. a mental disorder turned out to have a physiological cause. b. schizophrenia often co-occurred in patients with sexually transmitted infections like syphilis. c. both sexually transmitted infections and mental disorders can have a common viral cause. d. people with paralytic dementia tend to be promiscuous.

Answer: a Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.1 Know the most common symptoms of schizophrenia.

Bloom’s Level: 4. Analyzing 2. When the term schizophrenia was first introduced in the early twentieth century, one of the original descriptions indicated that functions of the mind (e.g., memory, perception, etc.) in the sufferer were a. exquisitely sensitive. b. split from one another. c. primitive and underdeveloped. d. undifferentiated.

Answer: b Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.1 Know the most common symptoms of schizophrenia.

Bloom’s Level: 2. Understanding 3. Which response is a positive symptom of schizophrenia? a. Social withdrawal b. Blunted affect c. Impoverished speech d. Hallucinations Answer: d Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.1 Know the most common symptoms of schizophrenia.

Bloom’s Level: 1. Remembering 4. Which response is a negative symptom of schizophrenia?

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a. Delusions b. Hallucinations c. Excited motor behavior d. Social withdrawal Answer: d Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.1 Know the most common symptoms of schizophrenia.

Bloom’s Level: 2. Understanding 5. Abnormal visual tracking of moving objects is a symptom associated with a. panic. b. depression. c. schizophrenia. d. obsessive-compulsive disorder.

Answer: c Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.1 Know the most common symptoms of schizophrenia.

Bloom’s Level: 2. Understanding 6. Family studies of schizophrenia reveal that a. virtually all relatives of patients have had or will have schizophrenia at one time or another. b. schizophrenia is more evident among first-degree relatives of patients than it is among more distant relatives. c. schizophrenia is sex-linked. d. schizophrenia is seen only in siblings of patients, but never in their parents.

Answer: b Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.2 Understand the strong influence of both genes and the environment on the chances of developing schizophrenia.

Bloom’s Level: 4. Analyzing 7. A person whose brother has schizophrenia has a % chance of developing the disease as well. a. 1 b. 9 c. 17 d. 48 Answer: c Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.2 Understand the strong influence of both genes and the environment on the chances of developing schizophrenia.

Bloom’s Level: 4. Analyzing 8. Which gene has been associated with schizophrenia? a. neuregulin 1

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b. DISC1 c. D2 d. orexin Answer: b Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.2 Understand the strong influence of both genes and the environment on the chances of developing schizophrenia.

Bloom’s Level: 1. Remembering 9. The risk for developing schizophrenia is highest for which population? a. Males who share the same blood type as their mothers b. Individuals who were exposed to an infection during gestation c. Adopted children d. Females with increased hippocampal volume Answer: b Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.2 Understand the strong influence of both genes and the environment on the chances of developing schizophrenia.

Bloom’s Level: 2. Understanding 10. A model of the environmental stress and genetics involved in schizophrenia proposes that the disease emerges from a. a single dominant gene. b. a marked anatomical abnormality. c. intense episodes of personal and social stress. d. the interaction of stress and genetic factors.

Answer: d Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.2 Understand the strong influence of both genes and the environment on the chances of developing schizophrenia.

Bloom’s Level: 2. Understanding 11. Which statement about schizophrenia and ventricular changes is false? a. Most patients with schizophrenia show enlargement of the lateral ventricles. b. Enlarged ventricles results in reduced volume of other of other brain tissue. c. Almost all patients with both schizophrenia and enlarged ventricles have denser tissue in other brain regions. d. The extent of ventricular enlargement predicts how well a patient will respond to antipsychotic drugs.

Answer: c Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.3 Describe several of the structural brain differences of people with schizophrenia versus controls.

Bloom’s Level: 4. Analyzing 12. The enlarged ventricles in the brains of some patients with schizophrenia

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

a. is due to increased fluid pressure in the ventricles. b. comes at the expense of volume of adjacent neural tissue. c. is a side effect of drugs used to treat schizophrenia. d. is due to gravity effects compressing the brainstem.

Answer: b Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.3 Describe several of the structural brain differences of people with schizophrenia versus controls.

Bloom’s Level: 2. Understanding 13. PET brain studies of schizophrenia have shown a. low metabolic activity throughout the brain. b. less metabolic activity in the posterior lobes than in the frontal lobes. c. reduced metabolic activity in the frontal lobes relative to other brain regions. d. metabolic overactivation in the right hemisphere.

Answer: c Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.3 Describe several of the structural brain differences of people with schizophrenia versus controls.

Bloom’s Level: 2. Understanding 14. Which statement about cortical thinning and the development of schizophrenia is true? a. Thinning of cortical gray matter is abnormal and only observed adolescents with schizophrenia. b. Thinning of cortical gray matter is a normal part of adolescent brain development and when it doesn’t occur there is an increased risk of an individual developing schizophrenia. c. Although thinning of cortical gray matter is a normal part of adolescent brain development, in schizophrenia, gray matter is lost over smaller regions and at a slower pace. d. Although thinning of cortical gray matter is a normal part of adolescent brain development, in schizophrenia, gray matter is lost over wider regions and at a faster pace.

Answer: d Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.3 Describe several of the structural brain differences of people with schizophrenia versus controls.

Bloom’s Level: 4. Analyzing 15. Chlorpromazine is one of the classes of drugs that are also known as a. benzodiazepines. b. neuroleptics. c. dopaminergic agonists. d. MAO inhibitors.

Answer: b Section: 12.1 The Toll of Psychiatric Disorders Is Huge

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 1. Remembering 16. A principal effect of the drug chlorpromazine is the a. postsynaptic blocking of dopamine receptors. b. postsynaptic blocking of acetylcholine. c. release of norepinephrine. d. facilitation of GABA actions.

Answer: a Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 3. Applying 17. A common movement disorder caused by traditional neuroleptics is a. neurogenic ataxia. b. ataxic dyskinesia. c. neuroleptic ataxia. d. tardive dyskinesia.

Answer: d Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 2. Understanding 18. The dopamine hypothesis of schizophrenia is challenged by data showing that clozapine a. relieves the symptoms of schizophrenia via serotonin receptors. b. can induce the release of norepinephrine. c. relieves negative symptoms of schizophrenia via the GABA receptor. d. in high doses triggers schizophrenia-like hallucinations.

Answer: a Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 4. Analyzing 19. Atypical neuroleptics tend to be more effective on a. 5-HT2A b. D1 c. NE d. D2 Answer: a Section: 12.1 The Toll of Psychiatric Disorders Is Huge

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receptors.

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 1. Remembering 20. The atypical neuroleptic clozapine raises problems for the dopamine hypothesis of schizophrenia because clozapine a. decreases serotonin release. b. binds to GABA receptors. c. can increase dopamine release. d. relieves only the positive symptoms of schizophrenia.

Answer: c Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 3. Applying 21. On the basis of studies of the properties of phencyclidine (PCP), a hypothesis of schizophrenia has been advanced. a. serotonin b. glutamate c. GABA d. dopamine Answer: b Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 2. Understanding 22. PCP and ketamine affect which type of postsynaptic receptor? a. Cholinergic b. NMDA c. D2 dopaminergic d. GABA Answer: b Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 1. Remembering 23. Many first-generation neuroleptic drugs have a high affinity for postsynaptic receptors, which they . a. norepinephrine; activate b. serotonin; activate c. dopamine D1; block d. dopamine D2; block Answer: d

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 2. Understanding 24. According to the dopamine hypothesis, schizophrenia is caused by a(n) of dopamine release or a(n) of dopamine receptors. a. excess; excess b. deficit; deficit c. excess; excess d. deficit; excess Answer: c Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 3. Applying 25. Long-term motor problems associated with the use of antipsychotic drugs are symptoms of a disorder called a. hypofrontality. b. tardive dyskinesia. c. paralytic dementia. d. psychotomimetic.

Answer: b Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 1. Remembering 26. Prolonged treatment with traditional antipsychotic medications can lead to a sudden, dramatic increase in positive symptoms of schizophrenia, a condition known as a. psychotomimeticry. b. hypofrontality. c. supersensitivity psychosis. d. paralytic dementia.

Answer: c Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 1. Remembering 27. Phencyclidine can produce a state resembling schizophrenia through its interactions with receptors, suggesting that the neurotransmitter may be involved in schizophrenia. a. NMDA; glutamate b. D1; dopamine

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c. nicotinic; ACh d. 5-HT2A; serotonin Answer: a Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 1. Remembering 28. Antipsychotic drugs reduce the chance of relapse with in the first two years. What is their effect over the long-term? a. Their beneficial effect increases. b. Their beneficial effect is maintained through time. c. Their beneficial effect is unpredictable. d. Their beneficial effect decreases.

Answer: d Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 1. Remembering 29. As much as % of the adult population in the United States experiences psychiatric symptoms in the course of a year. a. 2 b. 5 c. 19 d. 50 Answer: c Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: Not aligned Bloom’s Level: 1. Remembering 30. Which drug, when used repetitively, can produce a psychotic state akin to schizophrenia? a. LSD b. Heroin c. Amphetamine d. Aspirin Answer: c Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: Not aligned Bloom’s Level: 2. Understanding 31. Treatment with L-dopa to control the symptoms of Parkinson’s disease has been associated with the development of a. Tourette’s syndrome. b. euphoria.

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c. panic attacks. d. schizophrenia-like symptoms.

Answer: d Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: Not aligned Bloom’s Level: 1. Remembering 32. Compared with controls, during emotional processing depressed people show increased activation in the , and during cognitively demanding tasks they show increased activity in the . a. anterior cingulate cortex; amygdala b. amygdala; frontal lobes c. parietal cortex; anterior cingulate cortex d. frontal lobes; parietal cortex Answer: b Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.1 Recognize the major symptoms of depression and the warning signs of suicide.

Bloom’s Level: 1. Remembering 33. Which response is not a characteristic of the sleep of patients with depression? a. Rapid onset of REM sleep b. Increased amounts of REM in the first half of a sleep bout c. Difficulty falling asleep d. Excessive amounts of stage 3 slow wave sleep Answer: d Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.1 Recognize the major symptoms of depression and the warning signs of suicide.

Bloom’s Level: 3. Applying 34. People with depression show different sleep patterns, a major one being a striking reduction of time spent in sleep. a. stage 1 b. stage 2 c. stage 3 d. REM Answer: c Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.1 Recognize the major symptoms of depression and the warning signs of suicide.

Bloom’s Level: 2. Understanding 35. Research has shown that if a suicidal person is prevented from committing suicide they will a. be unlikely to ever try it again.

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

b. use more lethal means the next time they try. c. attempt to do it again within the next 6 months. d. attempt to do it again after 6 months.

Answer: a Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.1 Recognize the major symptoms of depression and the warning signs of suicide.

Bloom’s Level: 1. Remembering 36. The monoamine hypothesis of depression proposes that a. depression is a result of too little stimulation at monoamine synapses. b. depression is a result of too much stimulation at monoamine at synapses. c. monoamine is absent in very depressed people. d. monoamine is overproduced in very depressed people.

Answer: a Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.1 Recognize the major symptoms of depression and the warning signs of suicide.

Bloom’s Level: 4. Analyzing 37. The concordance rate for depression disorders in identical twins is about compared to for fraternal twins. a. 15%; 5% b. 20%; 10% c. 30%; 15% d. 40%; 20% Answer: d Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.2 Understand the influence of genes on the risks for depression.

Bloom’s Level: 1. Remembering 38. Which statement most accurately describes the role of heredity in depression? a. There is no evidence to suggest hereditary component in depression. b. Researchers have isolated a gene that is directly associated with depression. c. Increase susceptibility for depression can be inherited, though there is no single gene responsible for depression. d. Depression is a sex-linked inherited disorder.

Answer: c Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.2 Understand the influence of genes on the risks for depression.

Bloom’s Level: 1. Remembering 39. Which method has not been used to treat depression? a. Electroconvulsive shock therapy b. Stimulation of the vagus nerve c. Cognitive behavioral therapy

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

d. Cingulotomy Answer: d Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.3 Describe the several treatments available for depression, and weigh the evidence for the effectiveness of antidepressant drugs.

Bloom’s Level: 3. Applying 40. A clinician is debating whether to prescribe SSRI drugs or cognitive behavioral therapy as treatment for an individual with significant depressive symptoms. In order to potentially reach the best outcome in this case, which option would the clinician would likely prescribe? a. CBT, since its relapse rate is lower b. SSRIs, since there is a longer history of their use c. A combination of CBT and SSRIs for the greatest effect d. An alternation of the two treatments, but not both at once Answer: c Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.3 Describe the several treatments available for depression, and weigh the evidence for the effectiveness of antidepressant drugs.

Bloom’s Level: 4. Analyzing 41. Which potential antidepressant currently under study has the potential benefit that it relieves depression almost instantly, in contrast to SSRIs and SNRIs, which must be taken for several weeks before the effect is felt? a. Ketamine (similar to PCP) b. Elavil c. Wellbutrin d. Marplan Answer: b Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.3 Describe the several treatments available for depression, and weigh the evidence for the effectiveness of antidepressant drugs.

Bloom’s Level: 2. Understanding 42. Tricyclic antidepressants a. inhibit the enzyme monoamine oxidase. b. inhibit the reuptake of norepinephrine, serotonin, and/or dopamine. c. block the active sites of three specific serotonin receptors. d. block cholinergic synapses.

Answer: b Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.3 Describe the several treatments available for depression, and weigh the evidence for the effectiveness of antidepressant drugs.

Bloom’s Level: 4. Analyzing 43. Repetitive transcranial magnetic stimulation has been promoted as a treatment for

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

a. bipolar disorder. b. posttraumatic stress disorder. c. depression. d. Tourette’s syndrome.

Answer: c Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.3 Describe the several treatments available for depression, and weigh the evidence for the effectiveness of antidepressant drugs.

Bloom’s Level: 1. Remembering 44. A treatment for depression that is about as effective as SSRI treatment is called a. cognitive behavioral therapy. b. dyskinesia. c. phencyclidine treatment. d. electroconvulsive shock therapy.

Answer: a Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.3 Describe the several treatments available for depression, and weigh the evidence for the effectiveness of antidepressant drugs.

Bloom’s Level: 2. Understanding 45. Prevalence rates for are much higher for women than for men. a. depression b. alcoholism c. schizophrenia d. drug abuse Answer: a Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.4 Discuss the possible reasons that depression is more commonly reported among women than men.

Bloom’s Level: 1. Remembering 46. pregnant women will show symptoms of depression. a. One out of every 10 b. One out of every 7 c. About 50% of d. Almost all Answer: b Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.4 Discuss the possible reasons that depression is more commonly reported among women than men.

Bloom’s Level: 1. Remembering 47. Bipolar disorder is characterized by repeated fluctuations of episodes of . a. REM sleep; wakefulness

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and

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

b. dyskinesia; paresis c. depression; mania d. auditory hallucinations; visual hallucinations Answer: c Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.5 Understand the symptoms of bipolar disorder, and describe the discovery that lithium can treat the condition.

Bloom’s Level: 1. Remembering 48. Which statement provides evidence that bipolar disorder has much in common with schizophrenia? a. New antipsychotic drugs appear to exacerbate the manic behavior in both disorders. b. People with bipolar disorder have relatively small hippocampi. c. Families with a history of bipolar disorder are more likely than other families to contain individuals with schizophrenia. d. Cognitive behavior therapy is not an effective treatment for either schizophrenia or bipolar disorder.

Answer: c Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.5 Understand the symptoms of bipolar disorder, and describe the discovery that lithium can treat the condition.

Bloom’s Level: 4. Analyzing 49. The drug is often used to treat bipolar disorder. a. diazepam b. lithium c. haloperidol d. phencyclidine Answer: b Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.5 Understand the symptoms of bipolar disorder, and describe the discovery that lithium can treat the condition.

Bloom’s Level: 1. Remembering 50. Martin has been treated with lithium for bipolar disorder for most of his adult life. He finds he takes his medication for a while but then stops. The most likely reason he does this is because a. the side effects are unbearable. b. it interacts with his dietary choices, resulting in bad headaches. c. it robs him of the exhilaration of the manic phase. d. he feels like a zombie when takes it.

Answer: c Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.5 Understand the symptoms of bipolar disorder, and describe the discovery that lithium can treat the condition.

Bloom’s Level: 3. Applying

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

51. The model of depression involves a repetitive stressful stimulus, such as electric shock, from which there is no escape. a. conditioned b. learned helplessness c. psychotomimetic d. electroconvulsive Answer: b Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: Not aligned Bloom’s Level: 2. Understanding 52. Which procedure in animals produces a state that serves as a model of human depression? a. Castration b. Frontal lobotomy c. Removal of the olfactory bulb d. Removal of the cerebellum Answer: c Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: Not aligned Bloom’s Level: 2. Understanding 53. Some people who suffer from recurrent panic attacks have abnormalities in the a. temporal lobe. b. posterior parietal cortex. c. occipital lobe. d. superior frontal gyrus.

Answer: a Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.1 Describe the symptoms of several anxiety disorders.

Bloom’s Level: 1. Remembering 54. What effect do benzodiazepines have on GABA synapses? a. Complete blocking of inhibition b. Enhancement of GABA-mediated inhibition c. Enhancement of GABA-mediated excitation d. Reduction of chloride permeability Answer: b Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.2 Name the various medications used to treat anxiety disorders and their mechanisms of action.

Bloom’s Level: 2. Understanding 55. The antianxiety effects of benzodiazepines are related to effects on receptors for which transmitter?

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

a. Glutamic acid b. Norepinephrine c. GABA d. Dopamine Answer: c Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.2 Name the various medications used to treat anxiety disorders and their mechanisms of action.

Bloom’s Level: 2. Understanding 56. Benzodiazepines enhance GABA-mediated , reducing the excitability of postsynaptic neurons. a. action potentials b. postsynaptic inhibition c. depolarization d. second messenger signaling Answer: b Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.2 Name the various medications used to treat anxiety disorders and their mechanisms of action.

Bloom’s Level: 2. Understanding 57. Drugs used to treat anxiety are collectively known as ; a major class of these drugs—the benzodiazepines—exert their effects through interactions with receptors. a. psychotomimetics; glutamate b. SSRIs; dopamine c. tricyclics; acetylcholine d. anxiolytics; GABA Answer: d Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.2 Name the various medications used to treat anxiety disorders and their mechanisms of action.

Bloom’s Level: 1. Remembering 58. A psychobiological model of PTSD draws connections among the symptoms and neural mechanisms of , behavioral sensitization, and . a. fear conditioning; extinction b. trauma activation; conditioning c. stress remembrance; cognitive associations d. reactive encoding; retrieval Answer: a Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.3 Discuss the data indicating whether some people are initially more vulnerable to posttraumatic stress disorder (PTSD).

Bloom’s Level: 1. Remembering

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

59. The persistence with which patients with posttraumatic stress disorder recall traumatic memories may be a result of a. poor fear conditioning. b. the failure of mechanisms to forget. c. sensitization. d. memory rumination.

Answer: b Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.3 Discuss the data indicating whether some people are initially more vulnerable to posttraumatic stress disorder (PTSD).

Bloom’s Level: 4. Analyzing 60. Some patients with posttraumatic stress disorder have anatomical anomalies of the a. hippocampus. b. basal ganglia. c. olfactory pathways. d. caudate nucleus.

Answer: a Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.3 Discuss the data indicating whether some people are initially more vulnerable to posttraumatic stress disorder (PTSD).

Bloom’s Level: 1. Remembering 61. People with posttraumatic stress disorder exhibit a long-term reduction in a. dopamine. b. testosterone. c. cortisol. d. acetylcholine Answer: c Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.3 Discuss the data indicating whether some people are initially more vulnerable to posttraumatic stress disorder (PTSD).

Bloom’s Level: 1. Remembering 62. The drug clomipramine has been shown to bring about significant improvement in many people suffering from a. panic disorder. b. obsessive-compulsive disorder. c. Tourette’s syndrome. d. posttraumatic stress disorder Answer: b Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.4 Describe the several treatments for obsessive-compulsive disorder (OCD), including controversial trials of brain surgery and stimulation.

Bloom’s Level: 1. Remembering

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

63. Which drug type has been shown to inhibit the symptoms of obsessive-compulsive disorder? a. Tricyclic antidepressants b. SSRIs c. Typical neuroleptics d. Benzodiazepines Answer: b Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.4 Describe the several treatments for obsessive-compulsive disorder (OCD), including controversial trials of brain surgery and stimulation.

Bloom’s Level: 1. Remembering 64. Which response is the most commonly exhibited OCD symptom? a. Intrusive nonsense vocalizations b. Performing excessive or ritualized behaviors related to obsessions c. Sudden angry outbursts d. Fatigue Answer: b Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.4 Describe the several treatments for obsessive-compulsive disorder (OCD), including controversial trials of brain surgery and stimulation.

Bloom’s Level: 2. Understanding 65. Which symptom is an example of an obsession? a. Checking 15 times that all doors and windows are locked before leaving the house b. An overwhelming fear that something terrible will happen at any moment c. Ritualized hand washing once per hour d. The overpowering need to repeatedly go in and out of a door Answer: b Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.4 Describe the several treatments for obsessive-compulsive disorder (OCD), including controversial trials of brain surgery and stimulation.

Bloom’s Level: 3. Applying 66. OCD and are believed to be part of a spectrum of related disorders. a. PTSD b. schizophrenia c. Tourette’s syndrome d. bipolar disorder Answer: c Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.4 Describe the several treatments for obsessive-compulsive disorder (OCD), including controversial trials of brain surgery and stimulation.

Bloom’s Level: 1. Remembering

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

67. Which last-resort psychosurgical intervention has been shown to produce reduction in the strength of obsessive-compulsive disorder symptoms? a. Rhizotomy b. Lesion of the globus pallidus c. Cingulotomy d. Sectioning of the corpus callosum Answer: c Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.4 Describe the several treatments for obsessive-compulsive disorder (OCD), including controversial trials of brain surgery and stimulation.

Bloom’s Level: 4. Analyzing 68. The primary pharmacological treatment of Tourette’s syndrome are a. dopamine D2 receptor antagonists. b. drugs that inhibit norepinephrine. c. drugs that enhance levels of dopamine. d. drugs that enhance GABA. Answer: a Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: Not aligned Bloom’s Level: 2. Understanding

Fill-in-the-Blank Questions 69. Stress during the developmental period when takes place (between the ages of about 5 to 21 years of age) increases the likelihood of the schizophrenia in genetically susceptible people.

Answer: synaptic rearrangement Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.2 Understand the strong influence of both genes and the environment on the chances of developing schizophrenia.

Bloom’s Level: 3. Applying 70. MRI imaging studies of the brains of twins in which only one twin has schizophrenia have shown that the affected twin’s brain often exhibits ventricles.

Answer: larger Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.3 Describe several of the structural brain differences of people with schizophrenia versus controls.

Bloom’s Level: 3. Applying 71. In schizophrenia there are several changes in the brain, including enlargement of the and decreased activity of the frontal lobes.

Answer: ventricles Section: 12.1 The Toll of Psychiatric Disorders Is Huge

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 12.1.3 Describe several of the structural brain differences of people with schizophrenia versus controls.

Bloom’s Level: 1. Remembering 72. A drug known to be a potent psychotomimetic (it mimics a state resembling schizophrenia) is known by the initials , which acts as a(n) NMDA receptor antagonist.

Answer: PCP Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 2. Understanding 73 A type of therapy for depression that focuses on correcting negative thinking and improving interpersonal relationships is known by the initials .

Answer: CBT Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.3 Describe the several treatments available for depression, and weigh the evidence for the effectiveness of antidepressant drugs.

Bloom’s Level: 1. Remembering 74. Deep brain stimulation for the treatment of intractable depression targets the .

Answer: cingulate cortex Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.3 Describe the several treatments available for depression, and weigh the evidence for the effectiveness of antidepressant drugs.

Bloom’s Level: 1. Remembering 75. Patterns of change in the brains and behaviors of people with bipolar disorder are similar to those seen in people with .

Answer: schizophrenia Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.5 Understand the symptoms of bipolar disorder, and describe the discovery that lithium can treat the condition.

Bloom’s Level: 1. Remembering 76. An imaging study of the brains of combat veterans with posttraumatic stress disorder revealed a reduction in the right .

Answer: hippocampus Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.3 Discuss the data indicating whether some people are initially more vulnerable to posttraumatic stress disorder (PTSD).

Bloom’s Level: 2. Understanding

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

77. Maria checks that her kitchen stove is turned off dozens of times before leaving home, and she is convinced if she doesn’t, her house will burn down. Maria is exhibiting the symptoms of obsessive-compulsive disorder (OCD).

Answer: compulsive Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.4 Describe the several treatments for obsessive-compulsive disorder (OCD), including controversial trials of brain surgery and stimulation.

Bloom’s Level: 2. Understanding 78. OCD and Tourette’s are often comorbid, and both disorders involve abnormalities of the .

Answer: basal ganglia Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.4 Describe the several treatments for obsessive-compulsive disorder (OCD), including controversial trials of brain surgery and stimulation.

Bloom’s Level: 1. Remembering

Short-Answer Questions 79. What are the four symptom categories of schizophrenia?

Answer: 1. Psychosis, such as hallucinations, delusions, and disorganization of speech and thought 2. Emotional (“affective”) symptoms, or dysregulation, such as anhedonia and reduced emotional expression 3. Impaired motivation, such as alogia and social withdrawal 4. Neurocognitive impairments, such as changes in memory, attention, and social perception Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.1 Know the most common symptoms of schizophrenia.

Bloom’s Level: 2. Understanding 80. It is well known that schizophrenia has a significant genetic component. What are some of the identified environmental risk factors for developing the disease?

Answer: • Stress during adolescence—this is when schizophrenia is most commonly diagnosed • Stress of city living, with residence in larger cities increasing risk further • Prenatal stress • Incompatibility of maternal/infant blood types • Low birth weight • Gestational diabetes • Birth complications that deprive the baby of oxygen Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.2 Understand the strong influence of both genes and the environment on the chances of developing schizophrenia.

Bloom’s Level: 3. Applying

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

81. Outline some of the anatomical anomalies of the brains of patients with schizophrenia.

Answer: • Enlarged cerebral ventricles, specifically the lateral ventricles • Accelerated and more widely spread loss of cortical gray matter at adolescence • Structural and functional differences of the corpus callosum in those affected • Reduced metabolic activity in the frontal lobes relative to other brain regions Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.3 Describe several of the structural brain differences of people with schizophrenia versus controls.

Bloom’s Level: 2. Understanding 82. Why is phencyclidine (PCP) interesting to schizophrenia research? What is its effect at the cellular level?

Answer: PCP is an anesthetic agent and psychedelic drug. It is a powerful psychotomimetic; that is, when ingested it can trigger a state that resembles schizophrenia. PCP acts as an NMDA receptor antagonist; it blocks the NMDA receptor’s central calcium channel, thereby preventing the endogenous ligand, glutamate, from having its usual effects. These and other observations prompted researchers to propose a glutamate hypothesis of schizophrenia, which suggests that schizophrenia results from an underactivation of glutamate receptors.

Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 4. Analyzing 83. Describe the actions of first-generation antipsychotics, such as haloperidol, versus the actions of second-generation antipsychotics, such as clozapine, in the treatment of schizophrenia. Is one preferable in terms of effectiveness and side effects?

Answer: First generation antipsychotics are D2 receptor antagonists and block dopamine receptors, while second-generation antipsychotics block serotonin receptors, especially 5HT2A receptors. It was formerly believed that second-generation antipsychotics were more effective, especially in relieving the negative symptoms in addition to the positive symptoms relieved by first generation antipsychotics. However, recent research indicates that the effectiveness of the two types of drugs is about equal. As to side effects, secondgeneration antipsychotics are less likely to affect motor function, but are more likely to cause weight gain.

Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 3. Applying 84. What is a lobotomy? What was this surgery intended to treat? Was it effective? What types of treatments have replaced it?

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Answer: A lobotomy is a surgical procedure that separates part of the frontal lobes from the rest of the brain. The surgery was intended to treat institutionalized patients with schizophrenia. The surgery did make the patients more manageable, but it did not cure the schizophrenia, and those who had the surgery were rarely able to leave mental institutions. In the 1950s, the synthesis and use of a new drug called chlorpromazine quickly replaced the lobotomy as the primary treatment for schizophrenia.

Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: Not aligned Bloom’s Level: 3. Applying 85. What is the connection between depression and suicide? Other than saving a person’s life, why is it important for society to do everything possible to prevent suicide attempts?

What actions can society take to better avert suicide attempts?

Answer: Whether a person is depressed or not, many suicides appear to be impulsive acts, bought about by temporary crises that would have eventually resolved themselves.

Moreover, if a serious suicide attempt is averted, the person is very unlikely to ever try it again. For example, one study found that of the more than 500 people who were prevented from jumping off the Golden Gate Bridge in San Francisco, only 6% later went on to commit suicide. To help prevent suicide, society can make suicide more difficult, for example by creating barriers on bridges and enacting legislating that requires waiting periods for the acquisition of firearms, etc.

Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.1 Recognize the major symptoms of depression and the warning signs of suicide.

Bloom’s Level: 3. Applying 86. How does depression interfere with a normal night of sleep?

Answer: • Depression can make it difficult to fall asleep and to stay asleep.

• Depressed people show a significant reduction in stage 3 slow wave sleep and a corresponding increase in stages 1 and 2 sleep.

• Depressed people enter REM sleep very soon after sleep onset.

• Depressed people show increased REM sleep during the first half of a sleep bout.

Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.1 Recognize the major symptoms of depression and the warning signs of suicide.

Bloom’s Level: 2. Understanding 87. What is electroconvulsive shock therapy (ECT) and what is it designed to treat? Is it still used today?

Answer: During ECT, a large-scale seizure is intentionally induced by passing a strong electrical current through the brain. It appears to work by inducing the release of monoamines. Originally used to treat schizophrenia (unsuccessfully), it soon became evident that ECT could rapidly reverse severe depression. After the advent of antidepressant drugs ECT was less commonly used, but it remains an important tool for treating severe, drug-resistant depression.

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.3 Describe the several treatments available for depression, and weigh the evidence for the effectiveness of antidepressant drugs.

Bloom’s Level: 3. Applying 88. Describe the experiment using lithium that unexpectedly led to successful treatment of bipolar disorder.

Answer: A researcher was trying to determine if people with bipolar disorder have overly high levels of urea in circulation that cause them to be manic. In his experiment, he injected one group of guinea pigs with lithium urate (which dissolved higher concentrations of urea into solution than urea alone). He injected his control group with just lithium. He observed that both groups acted sedated after injection. Thus, it was discovered that lithium relieved the manic symptoms of bipolar disorder. Today, lithium is widely used in treatment of bipolar disorder.

Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.5 Understand the symptoms of bipolar disorder, and describe the discovery that lithium can treat the condition.

Bloom’s Level: 3. Applying 89. What is the connection between bipolar disorder and schizophrenia?

Answer: The pattern of changes in the brain and behavior of people with bipolar disorder suggests that it is more similar to schizophrenia than to depression. For example, the manic phase of bipolar disorder can resemble the delusions seen in schizophrenia. In addition, families in which some individuals have been diagnosed with bipolar disorder are more likely to have individuals with a diagnosis of schizophrenia. While typical antipsychotics do not seem to help people with bipolar disorder, the newer, atypical antipsychotics seem to help dampen the manic phase.

Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.5 Understand the symptoms of bipolar disorder, and describe the discovery that lithium can treat the condition.

Bloom’s Level: 3. Applying 90. As related to obsessive-compulsive disorder (OCD), differentiate obsessions from compulsions. List four obsessions and four compulsions seen in the disorder.

Answer: An obsession is a recurrent thought (such as fear of germs or other potential harms) that invades consciousness. A compulsion is an act that is repeated over and over again in an attempt to relieve the obsession (see Table 12.4).

Obsessions (intrusive thoughts) • Dirt, germs, or environmental toxins • Something terrible happening (e.g., fire; death or illness of self or loved one) • Symmetry, order, or exactness • Religious obsessions • Body wastes or secretions (urine, stool, saliva, etc.)

• Lucky or unlucky numbers • Forbidden, aggressive, or perverse sexual thoughts, images, or impulses • Fear of harming self or others

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• Household items • Intrusive nonsense sounds, words, or music Compulsions (repeated acts) • Excessive or ritualized hand washing, showering, bathing, tooth brushing, or grooming • Repeating rituals (e.g., going in or out of a door, getting up from or sitting down on a chair) • Checking (doors, locks, stove, appliances, car emergency brake, paper route, homework, etc.)

• Engaging in miscellaneous rituals (such as writing, moving, speaking) • Decontaminating • Touching • Counting • Ordering or arranging • Preventing harm to self or others • Hoarding or collecting • Cleaning household or inanimate objects Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.4 Describe the several treatments for obsessive-compulsive disorder (OCD), including controversial trials of brain surgery and stimulation.

Bloom’s Level: 2. Understanding

Discussion Questions 91. Discuss the heritability of schizophrenia and cite appropriate research findings.

Answer: Answers and discussion will vary.

Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.2 Understand the strong influence of both genes and the environment on the chances of developing schizophrenia.

Bloom’s Level: 3. Applying 92. Describe the stressors and corresponding critical developmental periods that may increase the chances that genetically susceptible individuals will develop schizophrenia.

Answer: Answers and discussion will vary.

Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.2 Understand the strong influence of both genes and the environment on the chances of developing schizophrenia.

Bloom’s Level: 3. Applying 93. Outline the research findings that support the dopamine hypothesis of schizophrenia the research findings that challenge it.

Answer: Answers and discussion will vary.

Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 3. Applying

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

94. Describe tardive dyskinesia. Discuss its neurobiology and the problems that it raises in the treatment of schizophrenia.

Answer: Answers and discussion will vary.

Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 2. Understanding 95. Compare and contrast the traditional neuroleptics with the newer atypical antipsychotics.

Answer: Answers and discussion will vary.

Section: 12.1 The Toll of Psychiatric Disorders Is Huge Learning Objective: 12.1.4 Discuss the several classes of antipsychotic drugs and their mechanisms of action.

Bloom’s Level: 2. Understanding 96. Describe at least three current treatments for depression. Include in your answer a discussion about placebos.

Answer: Answers and discussion will vary.

Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.3 Describe the several treatments available for depression, and weigh the evidence for the effectiveness of antidepressant drugs.

Bloom’s Level: 3. Applying 97. Discuss possible explanations for what appears to be a marked sex difference in the prevalence of depression.

Answer: Answers and discussion will vary.

Section: 12.2 Mood Disorders Are the Most Common Psychopathologies Learning Objective: 12.2.4 Discuss the possible reasons that depression is more commonly reported among women than men.

Bloom’s Level: 2. Understanding 98. Describe the drug inventions used to treat anxiety disorders and outline how they offer clues to the neurobiology of anxiety.

Answer: Answers and discussion will vary.

Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.2 Name the various medications used to treat anxiety disorders and their mechanisms of action.

Bloom’s Level: 2. Understanding 99. Summarize the neural model of posttraumatic stress disorder and how the disorder may incorporate psychosocial aspects.

Answer: Answers and discussion will vary.

Section: 12.3 There Are Several Types of Anxiety Disorders

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 12.3.3 Discuss the data indicating whether some people are initially more vulnerable to posttraumatic stress disorder (PTSD).

Bloom’s Level: 2. Understanding 100. Describe the symptoms of obsessive-compulsive disorder (OCD) and summarize the research findings about the neurobiology of this disorder. What are the implications of the finding that OCD and Tourette’s syndrome are often comorbid?

Answer: Answers and discussion will vary.

Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: 12.3.4 Describe the several treatments for obsessive-compulsive disorder (OCD), including controversial trials of brain surgery and stimulation.

Bloom’s Level: 3. Applying 101. Outline the genetics, neurobiology, and available treatments for Tourette’s syndrome.

Answer: Answers and discussion will vary.

Section: 12.3 There Are Several Types of Anxiety Disorders Learning Objective: Not aligned Bloom’s Level: 2. Understanding

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Test Bank to accompany

The Mind’s Machine, Fourth Edition Watson • Breedlove

Chapter 13: Memory and Learning Multiple Choice Questions 1. The most striking impairment suffered by Henry Molaison (patient H.M.) was a. prosopagnosia. b. anterograde amnesia. c. retrograde amnesia. d. episodic amnesia.

Answer: b Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.1 Understand the two kinds of amnesia, one for memories before an event, and one for memories after an event.

Bloom’s Level: 2. Understanding 2. amnesia is a loss of memories that formed prior to a brain damaging event. a. Anterograde b. Retrograde c. Basal d. Primed Answer: b Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.1 Understand the two kinds of amnesia, one for memories before an event, and one for memories after an event.

Bloom’s Level: 1. Remembering 3. Which statement explains a difference between H.M.’s symptoms and those typical of Korsakoff’s syndrome? a. H.M. had anterograde amnesia. b. H.M. had retrograde amnesia. c. People with Korsakoff’s syndrome confabulate. d. People with Korsakoff’s syndrome can learn new procedural skills.

Answer: b Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.1 Understand the two kinds of amnesia, one for memories before an event, and one for memories after an event.

Bloom’s Level: 3. Applying

4. The delayed non-matching-to sample test assesses a. procedural; rats

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memory in

.

Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

b. semantic; Guinea pigs c. priming; humans d. declarative; monkeys Answer: d Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.2 Describe the two fundamentally different categories of memory.

Bloom’s Level: 1. Remembering 5. In the delayed non-matching-to-sample task in monkeys, the subject a. traces a picture while viewing it in a mirror. b. reads mirror-reversed text. c. identifies an unfamiliar object in a pair of objects. d. searches for food hidden in a maze.

Answer: c Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.2 Describe the two fundamentally different categories of memory.

Bloom’s Level: 1. Remembering 6. Declarative memory is said to deal with questions. a. “how” b. “why” c. “where” d. “what” Answer: d Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.2 Describe the two fundamentally different categories of memory.

Bloom’s Level: 1. Remembering 7. Nondeclarative memory is said to deal with questions. a. “how” b. “why” c. “where” d. “what” Answer: a Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.2 Describe the two fundamentally different categories of memory.

Bloom’s Level: 1. Remembering 8. Henry Molaison’s (patient H.M.) surgery involved removal of the most of the hippocampus, surrounding cortex from the temporal lobes, and the a. amygdala. b. dorsomedial thalamus.

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

c. mammillary bodies. d. temporal stem.

Answer: a Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.2 Describe the two fundamentally different categories of memory.

Bloom’s Level: 1. Remembering 9. Patients like patient H.M. can learn to read mirror-reversed text even though they don’t remember practicing it, which demonstrates that their problem is not in learning verbal material, but instead is in a. confabulation. b. long term memory. c. forming new nondeclarative memories. d. forming new declarative memories.

Answer: d Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.2 Describe the two fundamentally different categories of memory.

Bloom’s Level: 3. Applying 10. What did Patient H.M.’s case, plus data from experiments with monkeys, prove about brain regions needed to make new declarative memories? a. We need at least one intact medial temporal lobe (including hippocampus) in order to make new declarative memories. b. We need both intact medial temporal lobes (but not hippocampus) in order to make new declarative memories. c. We need both intact medial temporal lobes (including amygdala) in order to make new declarative memories. d. The medial temporal lobe and hippocampus are not involved in making new declarative memories.

Answer: a Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.3 Review the evidence that a particular circuit of three brain regions is crucial for forming certain types of memory.

Bloom’s Level: 3. Applying 11. Which brain area(s) is/are implicated in encoding new declarative memories, as demonstrated by the case of patient N.A.? a. Dorsomedial thalamus and mammillary bodies b. Basal ganglia c. Amygdala d. Medial cerebellum Answer: a Section: 13.1 There Are Several Kinds of Learning and Memory

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 13.1.3 Review the evidence that a particular circuit of three brain regions is crucial for forming certain types of memory.

Bloom’s Level: 2. Understanding 12. Which brain area(s) is/are implicated in patient K.C.’s inability to recall autobiographical details of his life from many years before his accident? a. Medial cerebellum b. Amygdala c. Frontal and parietal cortex d. Basal ganglia Answer: c Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.3 Review the evidence that a particular circuit of three brain regions is crucial for forming certain types of memory.

Bloom’s Level: 2. Understanding 13. People with Korsakoff’s syndrome often show damage in parts of limbic system, especially the a. trigeminal nucleus and hippocampus. b. mammillary bodies and dorsomedial thalamus. c. cranial motor nuclei and frontal lobes. d. fornix and hippocampus.

Answer: b Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.3 Review the evidence that a particular circuit of three brain regions is crucial for forming certain types of memory.

Bloom’s Level: 2. Understanding 14. The mirror-tracing task is classified as a skill, whereas learning to read mirror-reversed text is an example of a skill. a. cognitive; semantic b. associative; repetitive c. motor; verbal d. priming; cognitive Answer: c Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.3 Review the evidence that a particular circuit of three brain regions is crucial for forming certain types of memory.

Bloom’s Level: 3. Applying 15. Patient K.C. a. could acquire new episodic knowledge with careful training. b. could not access memories of his own past. c. could not acquire new semantic knowledge, even with careful training. d. suffered damage to the dorsolateral thalamus.

Answer: b

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Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.4 Understand the two subtypes of declarative memories, the memories we can describe to other people.

Bloom’s Level: 3. Applying 16. Your friend asks you describe the house you grew up in and what the rooms looked like. Your recollection of your childhood house involves memory. a. episodic b. associative c. procedural d. verbal Answer: a Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.4 Understand the two subtypes of declarative memories, the memories we can describe to other people.

Bloom’s Level: 1. Remembering 17. Declarative episodic memory is also called a. general knowledge. b. nondeclarative information. c. semantic information. d. autobiographical memory.

Answer: d Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.4 Understand the two subtypes of declarative memories, the memories we can describe to other people.

Bloom’s Level: 1. Remembering 18. Knowing the meaning of word, without knowing where or when you learned it, describes memory. a. procedural b. semantic c. episodic d. defining Answer: b Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.4 Understand the two subtypes of declarative memories, the memories we can describe to other people.

Bloom’s Level: 1. Remembering 19. The main cause of Korsakoff’s syndrome is a. lack of thiamine. b. encephalitis. c. syphilis. d. concussion.

Answer: a

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Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: Not aligned Bloom’s Level: 1. Remembering 20. Patients with Korsakoff’s syndrome may in an attempt to conceal gaps in their memory. a. confabulate b. knowingly lie c. end conversations abruptly d. misdirect Answer: a Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: Not aligned Bloom’s Level: 2. Understanding 21. You see a scary movie and are frightened several times as the movie plot unfolds.

Later that night, at home, you find you are scared by sounds that normally do not bother you. This is an example of a. associative learning. b. operant conditioning. c. explicit learning. d. priming.

Answer: d Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.1 List the different categories of nondeclarative memory.

Bloom’s Level: 3. Applying 22. A change in the processing of a stimulus on the basis of prior exposure to the same or similar stimuli is referred to as a. associative learning. b. priming. c. classic conditioning. d. semantic memory.

Answer: b Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.1 List the different categories of nondeclarative memory.

Bloom’s Level: 1. Remembering 23. In classical conditioning, a previously neutral stimulus, when repeatedly paired with an another (important) stimulus, becomes the a. conditioned stimulus. b. unconditioned stimulus. c. conditioned response. d. unconditioned response.

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Answer: a Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.1 List the different categories of nondeclarative memory.

Bloom’s Level: 2. Understanding 24. Imaging studies indicate that the learning of sensorimotor skills, perceptual skills, and cognitive skills are all affected by damage specifically to the a. basal ganglia. b. motor cortex. c. hippocampus. d. amygdala.

Answer: a Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.1 List the different categories of nondeclarative memory.

Bloom’s Level: 2. Understanding 25. Which type of nondeclarative memory is not affected by damage to the basal ganglia? a. Sensorimotor skills b. Perceptual skills c. Cognitive skills d. Priming Answer: d Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.1 List the different categories of nondeclarative memory.

Bloom’s Level: 3. Applying 26. People with damage to the have trouble with tasks involving skill learning, such as the Tower of Hanoi problem. a. amygdala b. basal ganglia c. hippocampus d. extrastriate visual cortex Answer: b Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.1 List the different categories of nondeclarative memory.

Bloom’s Level: 3. Applying 27. You routinely order pizza from the same company, which is delivered in a red car with white stripes. After ordering pizza for a couple of years, you notice that any time see any red car with white stripes you feel hungry. For you, pizza delivery car has become a(n) a. unconditioned stimulus.

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b. conditioned stimulus. c. unconditioned response. d. conditioned response.

Answer: b Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.1 List the different categories of nondeclarative memory.

Bloom’s Level: 3. Applying 28. Which scenario provides an example of instrumental (or operant) conditioning? a. A mouse learns to associate the repeated sound of a bell with a food treat b. A fearful dog learns that rain means there could be thunder c. A cat learns that raising a paw to beg results in a dish of milk d. A bird hides seeds and remembers the location it hid them Answer: c Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.1 List the different categories of nondeclarative memory.

Bloom’s Level: 4. Analyzing 29. As related to memory, which term does not belong with the others? a. Semantic b. Priming c. Conditioning d. Skill learning Answer: a Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.1 List the different categories of nondeclarative memory.

Bloom’s Level: 3. Applying 30. Which behavior would allow you to strengthen a memory (for example, while studying for exam)? a. Focusing on the sensory buffers b. Repeated retrieval of the information c. Practicing operant conditioning d. Drawing a cognitive map Answer: b Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.2 Name the stages of memory formation and the vulnerability for losing information at each stage.

Bloom’s Level: 3. Applying

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

31. A friend gives you a phone number but you don’t have your phone with you with so you concentrate on committing it to memory. As soon as you have called the number you forget it. The memory of the number would be classified as a memory. a. iconic b. short-term c. episodic d. sematic Answer: b Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.2 Name the stages of memory formation and the vulnerability for losing information at each stage.

Bloom’s Level: 3. Applying 32. If the process of encoding were prevented during learning, then and would also be disrupted. a. performance; buffering b. long-term memory; sensory buffers c. consolidation; retrieval d. iconic memory; short-term memory Answer: c Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.2 Name the stages of memory formation and the vulnerability for losing information at each stage.

Bloom’s Level: 2. Understanding 33. Which of the following is not a basic process in learning? a. Consolidation b. Encoding c. Retrieval d. Transduction Answer: d Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.3 Describe a model of how we encode, consolidate, and retrieve memories.

Bloom’s Level: 1. Remembering 34. The three successive systems that are necessary for recall of a past event are encoding, , and retrieval. a. consolidation b. buffering c. rehearsal d. performance Answer: a

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.3 Describe a model of how we encode, consolidate, and retrieve memories.

Bloom’s Level: 1. Remembering 35. You are riding on bus and catch a very brief glimpse of a ravine with rushing water as you pass over a bridge. The impression you have of the view is called an iconic memory, or a. sensory buffer. b. short-term sight. c. working memory. d. sensory vision.

Answer: a Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.3 Describe a model of how we encode, consolidate, and retrieve memories.

Bloom’s Level: 3. Applying 36. Which memory store holds the largest number of items? a. Iconic memory b. Working memory c. Intermediate-term memory d. Long-term memory Answer: d Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.3 Describe a model of how we encode, consolidate, and retrieve memories.

Bloom’s Level: 2. Understanding 37. The is not needed to encode sensory information into short-term memory or to retrieve that information from it, but is required to move information from short-term into long-term memory. a. medial temporal lobe b. hippocampus c. amygdala d. prefrontal cortex Answer: a Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.4 Explain how retrieving a memory makes it vulnerable to distortion.

Bloom’s Level: 1. Remembering

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

38. You have a distinct memory (memory trace) of falling off a slide when you were a child. You find this memory is getting more distant, and less vivid in your mind. What is most likely responsible for this change? a. You memory is deteriorating due to the passage of time. b. The memory is weakening due to interference from events that took place before and/or after the formation of your memory of falling off the slide. c. The trauma of falling off the slide has caused you to forget it over time. d. You don’t recall this memory often enough for it to remain vivid.

Answer: b Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.4 Explain how retrieving a memory makes it vulnerable to distortion.

Bloom’s Level: 4. Analyzing 39. When information is retrieved from memory, memories become temporarily unstable and are susceptible to alteration before they are and are once again stable—sometimes leading to false memories. a. short-term; encoded b. long-term; reconsolidated c. traumatic; encoded d. habituated; reconsolidated Answer: b Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.4 Explain how retrieving a memory makes it vulnerable to distortion.

Bloom’s Level: 3. Applying 40. The amygdala is directly involved in a. spatial location learning. b. fear conditioning. c. memory consolidation. d. skill learning.

Answer: b Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.5 Describe the effects of emotional arousal for memory, and the prospects of a drug treatment to soften traumatic memories.

Bloom’s Level: 2. Understanding 41. It has been proposed that posttraumatic stress disorder (PTSD) can be reduced or eliminated by the administration of drugs that a. accelerate forgetting. b. block the effects of emotional stress on memory. c. inhibit behavioral sensitization.

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d. reduce frontal lobe activity.

Answer: b Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.5 Describe the effects of emotional arousal for memory, and the prospects of a drug treatment to soften traumatic memories.

Bloom’s Level: 4. Analyzing 42. In posttraumatic stress disorder (PTSD), when a traumatic memory is reactivated it returns to a labile state; it becomes even stronger when reconsolidated in the presence of a. stress hormones. b. beta-blockers. c. dopamine. d. benzodiazepines.

Answer: a Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.5 Describe the effects of emotional arousal for memory, and the prospects of a drug treatment to soften traumatic memories.

Bloom’s Level: 2. Understanding 43. A proposed treatment for post-traumatic stress disorder involves using betaadrenergic antagonists drugs either just before or after the traumatic event. What is the effect of this treatment? a. It acts on GABA receptors. b. It blocks the effects of epinephrine in the amygdala. c. It increases the effects of serotonin. d. It increases the effects of dopamine.

Answer: b Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.5 Describe the effects of emotional arousal for memory, and the prospects of a drug treatment to soften traumatic memories.

Bloom’s Level: 4. Analyzing 44. Bird species that cache food in many locations have a relatively large , which facilitates learning, and allows the birds to find the food at a later time. a. hippocampus; spatial b. cerebellum; visual c. amygdala; recall d. medial temporal lobe; long-term Answer: a Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: Not aligned Bloom’s Level: 3. Applying

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45. Place cells, which are located in the , become active when an animal moves through its spatial environment or toward a particular location. a. amygdala b. caudate nucleus c. hippocampus d. extrastriate visual cortex Answer: c Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: Not aligned Bloom’s Level: 1. Remembering 46. Entorhinal neurons that fire selectively when an animal crosses the intersection points of an abstract map of the local environment are called cells. a. place b. border c. grid d. intersection Answer: c Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: Not aligned Bloom’s Level: 1. Remembering 47. Which statement about plastic changes at the level of the synapse is false? a. A neural circuit that is used more often can lead to an increase of synapses. b. The synapse enlarges presynaptically. c. The postsynaptic membrane becomes more sensitive to transmitter. d. Synapses of less active neural pathways start competing for neurotransmitter by engulfing neighboring synapses.

Answer: d Section: 13.3 Memory Storage Requires Physical Changes in the Brain Learning Objective: 13.3.1 List the possible ways in which changes in neural function and structure could encode memories.

Bloom’s Level: 4. Analyzing 48. Which statement about synapses is true? a. Synaptic changes involved in memory are so small that they are impossible to observe, even with a microscope. b. Once a synaptic pathway forms, it will remain indefinitely. c. Unlike muscles, synapses don’t respond to training and die back after a set period of time. d. Just like muscles, synapses respond to training; they can form or die back depending on use.

Answer: d

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Section: 13.3 Memory Storage Requires Physical Changes in the Brain Learning Objective: 13.3.1 List the possible ways in which changes in neural function and structure could encode memories.

Bloom’s Level: 4. Analyzing 49. Adult rats living in enriched conditions have more neurons in the a. cortex. b. amygdala. c. hypothalamus. d. hippocampus.

Answer: d Section: 13.3 Memory Storage Requires Physical Changes in the Brain Learning Objective: 13.3.2 Review evidence that exposure to an enriched environment can affect brain structure and affect future behavior.

Bloom’s Level: 1. Remembering 50. Compared to animals placed in impoverished conditions, animals kept in enriched conditions have been found to have heavier brains, due primarily to increased thickness of a. gray matter. b. white matter. c. the cerebellum. d. the cortex.

Answer: d Section: 13.3 Memory Storage Requires Physical Changes in the Brain Learning Objective: 13.3.2 Review evidence that exposure to an enriched environment can affect brain structure and affect future behavior.

Bloom’s Level: 2. Understanding 51. Research shows that rats living in enriched conditions have more dendritic branches on cortical neurons and enhanced activity of neurons throughout the cortex. a. cholinergic b. GABA-ergic c. serotonergic d. glutamatergic Answer: a Section: 13.3 Memory Storage Requires Physical Changes in the Brain Learning Objective: 13.3.2 Review evidence that exposure to an enriched environment can affect brain structure and affect future behavior.

Bloom’s Level: 2. Understanding 52. Compared to animals placed in impoverished conditions, animals kept in enriched conditions have heavier, thicker cortices. This is evidence for the a. effect of exercise on bone growth. b. existence of brain growth factors. c. effect of learning on ventricular size.

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d. effect of experience and learning on brain plasticity.

Answer: d Section: 13.3 Memory Storage Requires Physical Changes in the Brain Learning Objective: 13.3.2 Review evidence that exposure to an enriched environment can affect brain structure and affect future behavior.

Bloom’s Level: 4. Analyzing 53. Information about corneal stimulation is transmitted to an area of cerebellar neurons via a. climbing fibers. b. cranial nerve motor nuclei. c. auditory nuclei. d. sensory neurons.

Answer: a Section: 13.3 Memory Storage Requires Physical Changes in the Brain Learning Objective: 13.3.3 Describe how a circuit involving the cerebellum mediates certain types of conditioning.

Bloom’s Level: 2. Understanding 54. Which structure is not required for the conditioned eye-blink response in the rabbit? a. Cerebellum b. Hippocampus c. Cranial motor nuclei d. Trigeminal nucleus Answer: b Section: 13.3 Memory Storage Requires Physical Changes in the Brain Learning Objective: 13.3.3 Describe how a circuit involving the cerebellum mediates certain types of conditioning.

Bloom’s Level: 2. Understanding 55. Eye-blink conditioning is an example of conditioning and has been used to study mammalian cerebellar circuits. a. instrumental b. classical c. operant d. aversive Answer: b Section: 13.3 Memory Storage Requires Physical Changes in the Brain Learning Objective: 13.3.3 Describe how a circuit involving the cerebellum mediates certain types of conditioning.

Bloom’s Level: 3. Applying 56. In the simplest form of nonassociative learning, a. an organism becomes less responsive following repeated presentation of a stimulus. b. an organism becomes more responsive following repeated presentation of a stimulus.

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c. an organism receives more and more transmitter at the synapse after repeated presentation of a stimulus. d. there is an increase in the number of synapses over repeated presentation of a stimulus.

Answer: a Section: 13.3 Memory Storage Requires Physical Changes in the Brain Learning Objective: Not aligned Bloom’s Level: 2. Understanding 57. Which form of habituation represents a faster and faster habituation response across days, eventually leading to no response at all? a. Short-term habituation b. Long-term habituation c. Intermediate-term habituation d. Permanent habituation Answer: b Section: 13.3 Memory Storage Requires Physical Changes in the Brain Learning Objective: Not aligned Bloom’s Level: 3. Applying 58. Synaptic plasticity can be demonstrated in relatively simple organisms like Aplysia.

Short-term habituation of the gill-withdrawal reflex to repeated stimulation of the siphon is related to a(n) a. increase in the amount of neurotransmitter released at the sensory-motor synapse. b. retraction of synaptic terminals from the sensory neurons onto the motoneurons. c. decrease in the amount of neurotransmitter released at the sensory-motor synapse. d. increase in the number of inhibitory synapses.

Answer: c Section: 13.3 Memory Storage Requires Physical Changes in the Brain Learning Objective: Not aligned Bloom’s Level: 3. Applying 59. After a tetanus there are AMPA receptors, and these receptors are effective, so the synaptic response to glutamate is . a. more; more; strengthened b. fewer; less; strengthened c. fewer; less; weakened d. the same number of; equally; unchanged Answer: a Section: 13.4 Synaptic Plasticity Can Be Measured in Simple Hippocampal Circuits Learning Objective: 13.4.1 Explain the properties of a particular type of glutamate receptor that support long-term changes in synaptic strength.

Bloom’s Level: 3. Applying 60. Under resting conditions, NMDA receptors are unable to respond due to the presence of in their central channels.

2+ a. Ca ions

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b. Na+ ions c. Mg2+ ions d. protein anions Answer: c Section: 13.4 Synaptic Plasticity Can Be Measured in Simple Hippocampal Circuits Learning Objective: 13.4.1 Explain the properties of a particular type of glutamate receptor that support long-term changes in synaptic strength.

Bloom’s Level: 1. Remembering 61. Which statement about long-term potentiation (LTP) is false? a. During normal, low-level activity, the release of glutamate at the synapse activates only the AMPA receptors. b. NMDA receptors cannot ordinarily respond to glutamate because magnesium ions block the NMDA receptor’s calcium ion channel. c. NMDA receptors are fully active only when “gated” by a strong depolarization (via AMPA receptors) and the ligand calcium. d. Strong stimulation of AMPA receptors depolarizes the postsynaptic membrane so much that the Mg2+ plug is driven from the central channels of the NMDA receptors.

Answer: c Section: 13.4 Synaptic Plasticity Can Be Measured in Simple Hippocampal Circuits Learning Objective: 13.4.1 Explain the properties of a particular type of glutamate receptor that support long-term changes in synaptic strength.

Bloom’s Level: 4. Analyzing 62. The natural ligand for the AMPA receptor is a. Mg2+. b. Ca. c. glutamate. d. Na+.

Answer: c Section: 13.4 Synaptic Plasticity Can Be Measured in Simple Hippocampal Circuits Learning Objective: 13.4.1 Explain the properties of a particular type of glutamate receptor that support long-term changes in synaptic strength.

Bloom’s Level: 2. Understanding 63. NMDA receptors are gated by a. the ligand glutamate only. b. the ligand glutamate and a strong depolarization of the membrane. c. the ligand glutamate and the ligand AMPA. d. a strong depolarization of the membrane.

Answer: b Section: 13.4 Synaptic Plasticity Can Be Measured in Simple Hippocampal Circuits Learning Objective: 13.4.1 Explain the properties of a particular type of glutamate receptor that support long-term changes in synaptic strength.

Bloom’s Level: 3. Applying

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64. LTP in the hippocampal formation depends on the excitatory neurotransmitter a. GABA. b. acetylcholine. c. dopamine. d. glutamate.

Answer: d Section: 13.4 Synaptic Plasticity Can Be Measured in Simple Hippocampal Circuits.

Learning Objective: 13.4.1 Explain the properties of a particular type of glutamate receptor that support long-term changes in synaptic strength.

Bloom’s Level: 2. Understanding 65. In LTP formation, nitric oxide may serve as a(n) a. synaptic transmitter. b. inhibitor of protein synthesis. c. synaptic modulator. d. retrograde transmitter.

Answer: d Section: 13.4 Synaptic Plasticity Can Be Measured in Simple Hippocampal Circuits Learning Objective: 13.4.1 Explain the properties of a particular type of glutamate receptor that support long-term changes in synaptic strength.

Bloom’s Level: 4. Analyzing 66. After a brief tetanus, the excitatory postsynaptic potential (EPSP) response increases significantly and remains high. This greater responsiveness is called a. long-term potentiation (LTP). b. short-term potentiation (STP). c. habituation. d. neuroplasticity.

Answer: a Section: 13.4 Synaptic Plasticity Can Be Measured in Simple Hippocampal Circuits Learning Objective: 13.4.1 Explain the properties of a particular type of glutamate receptor that support long-term changes in synaptic strength.

Bloom’s Level: 2. Understanding 67.

LTP refers to the induction of LTP through training of an animal in a memory task. a. Somatic b. Correlational c. Behavioral d. Hebbian Answer: c Section: 13.4 Synaptic Plasticity Can Be Measured in Simple Hippocampal Circuits Learning Objective: 13.4.2 Critically evaluate the possibility that such long-term changes in synaptic strength play a role in memory formation.

Bloom’s Level: 1. Remembering

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68. The observation that NMDA receptor blockade interferes with performance in the Morris water maze provides an example of a supporting the connection between LTP and memory. a. correlational observation b. somatic intervention experiment c. behavioral intervention experiment d. classical conditioning Answer: b Section: 13.4 Synaptic Plasticity Can Be Measured in Simple Hippocampal Circuits Learning Objective: 13.4.2 Critically evaluate the possibility that such long-term changes in synaptic strength play a role in memory formation.

Bloom’s Level: 4. Analyzing 69. The most convincing evidence for a link between LTP and learning comes from a. observations in Aplysia. b. behavioral LTP. c. observations in anesthetized animals. d. long-term depression.

Answer: b Section: 13.4 Synaptic Plasticity Can Be Measured in Simple Hippocampal Circuits Learning Objective: 13.4.2 Critically evaluate the possibility that such long-term changes in synaptic strength play a role in memory formation.

Bloom’s Level: 1. Remembering 70. The adage “cells that fire together, wire together” refers to a hypothesis proposed by a. Charles Sherrington. b. Alan Baddeley. c. Raymond Kesner. d. Donald Hebb.

Answer: d Section: 13.4 Synaptic Plasticity Can Be Measured in Simple Hippocampal Circuits Learning Objective: Not aligned Bloom’s Level: 1. Remembering

Fill-in-the-Blank Questions 71. The loss of memories that were formed prior to damage to the brain is called amnesia.

Answer: retrograde Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.1 Understand the two kinds of amnesia, one for memories before an event, and one for memories after an event.

Bloom’s Level: 1. Remembering 72. Memories that we are consciously aware that we are retrieving are known as memories.

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Answer: declarative Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.1 Understand the two kinds of amnesia, one for memories before an event, and one for memories after an event.

Bloom’s Level: 1. Remembering 73. The mirror-tracing task is classified as a sensorimotor skill, whereas learning to read mirror-reversed text is an example of a(n) skill.

Answer: perceptual Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.3 Review the evidence that a particular circuit of three brain regions is crucial for forming certain types of memory.

Bloom’s Level: 2. Understanding 74. When we use memory to perform a learned ability such as playing a musical instrument, we are using memory.

Answer: procedural Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.4 Understand the two subtypes of declarative memories, the memories we can describe to other people.

Bloom’s Level: 3. Applying 75. In conditioning, an animal learns that a particular response to a specific stimulus is appropriate in a particular setting.

Answer: instrumental Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.1 List the different categories of nondeclarative memory.

Bloom’s Level: 2. Understanding 76. The three successive events that are necessary for recall of a past event are encoding, , and retrieval.

Answer: consolidation Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.3 Describe a model of how we encode, consolidate, and retrieve memories.

Bloom’s Level: 1. Remembering 77. Treatment with may block emotion-related enhancement of memory.

Answer: propranolol Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.5 Describe the effects of emotional arousal for memory, and the prospects of a drug treatment to soften traumatic memories.

Bloom’s Level: 1. Remembering

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78. The brain area particularly implicated in eye-blink conditioning is the .

Answer: cerebellum Section: 13.3 Memory Storage Requires Physical Changes in the Brain Learning Objective: 13.3.3 Describe how a circuit involving the cerebellum mediates certain types of conditioning.

Bloom’s Level: 2. Understanding 79. In mice, genetic knockout of receptors produces impairments in LTM. Answer: NMDA Section: 13.4 Synaptic Plasticity Can Be Measured in Simple Hippocampal Circuits Learning Objective: 13.4.1 Explain the properties of a particular type of glutamate receptor that support long-term changes in synaptic strength.

Bloom’s Level: 1. Remembering 80. LTP that is induced through the training of an animal in a memory task is called LTP. Answer: behavioral Section: 13.4 Synaptic Plasticity Can Be Measured in Simple Hippocampal Circuits Learning Objective: 13.4.2 Critically evaluate the possibility that such long-term changes in synaptic strength play a role in memory formation.

Bloom’s Level: 1. Remembering

Short-Answer Questions 81. Compare and contrast retrograde amnesia and anterograde amnesia.

Answer: Amnesia is a severe impairment of memory, usually as a result of an accident or disease that damages the brain. In retrograde amnesia, afflicted patients have difficulty retrieving memories formed before the amnesic episode. In anterograde amnesia, afflicted patients have difficulty forming new memories after the amnesic event.

Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.1 Understand the two kinds of amnesia, one for memories before an event, and one for memories after an event.

Bloom’s Level: 4. Analyzing 82. Use the case of H.M.’s to describe the two general types of memory.

Answer: The two types of memory are declarative memory and nondeclarative memory (procedural memory). After surgery that removed his medial temporal lobes, H.M. suffered from anterograde amnesia: He was able to recall events that occurred prior to his surgery, suggesting that long-term memories are stored elsewhere in the brain, but he was unable to form new memories that he could report. H.M.’s nondeclarative memory remained intact: Although he could not remember ever performing a mirror-tracing task before, his performance improved each time he performed the task.

Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.2 Describe the two fundamentally different categories of memory.

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Bloom’s Level: 2. Understanding 83. List the steps and brain regions involved in declarative memory formation, according to the most recent model.

Answer: 1. Sensory processing in cortex 2. Parahippocampal, entorhinal, perirhinal cortex 3. Hippocampus 4. Medial diencephalon, including mammillary bodies 5. Declarative memory storage in cortex Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.3 Review the evidence that a particular circuit of three brain regions is crucial for forming certain types of memory.

Bloom’s Level: 2. Understanding 84. Define and describe declarative memory.

Answer: Declarative memories are memories that can be stated or described. These are memories that you know and can tell others and are used to answer “what” questions.

There are two types of declarative memories: Episodic memories are autobiographical memories, such as remembering your first day of college or university. Semantic memories are generalized declarative memories, such as knowing a country’s capital or the meaning of a word.

Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.4 Understand the two subtypes of declarative memories, the memories we can describe to other people.

Bloom’s Level: 2. Understanding 85. Summarize the anatomical and functional bases of declarative memory.

Answer: Vertebrates require a functional hippocampus, undamaged regions of cerebral cortex relevant to the memories stored, and intact connections between these regions to be able to produce long-term declarative memories. The hippocampus is essential to the consolidation of sensory information from STM in to LTM, but the memories themselves are not stored in the hippocampus. Declarative memories are stored as the strengthened connections between neurons across the cortex that were active when the memory was made—brief, high-frequency bursts of neurons—neurons that fire together wire together—as has been shown in studies of LTP. Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.4 Understand the two subtypes of declarative memories, the memories we can describe to other people.

Bloom’s Level: 2. Understanding 86. Create a short paragraph using the following terms: Incoming information, sensory buffers, encoding, short-term memory, consolidation, long-term memory, retrieval.

Answer: (Sample answer.) Incoming information from the sensory systems enters sensory buffers, the briefest form of memory. A subset of the sensory information that enters sensory buffers is placed into short-term memory via encoding. If the information is used,

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the process of consolidation occurs and the information is moved to long-term memory.

Retrieval occurs when an individual is asked to recall information from long-term memory.

Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.2 Name the stages of memory formation and the vulnerability for losing information at each stage.

Bloom’s Level: 3. Applying 87. Which brain region would you predict to be larger in animals that cache food and search for mates? Support your answer with research evidence.

Answer: The ability to navigate successfully in environments depends on spatial abilities.

The hippocampus has been implicated in spatial learning and memory, thus this structure would be predicted to be larger. Research supports this prediction—the rat hippocampus contains many neurons that selectively encode spatial location. When placed in a maze, these “place cells” become active when the animal is in, or moving toward, a particular location. In addition, bird species that cache food in many locations have larger hippocampi than other bird species.

Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: Not aligned Bloom’s Level: 3. Applying 88. Explain how the structure of synapses can change.

Answer: Synaptic changes can be presynaptic, postsynaptic, or both. For example: Synaptic changes can include changes in the amount of neurotransmitter released and/or changes in the number or sensitivity of the postsynaptic receptors, resulting in larger (or smaller) postsynaptic potentials. 2. Synaptic activity can also be influenced by inputs from other neurons, causing extra depolarization or hyperpolarization of the axon terminals and therefore changes in the amount of neurotransmitter released. 3. New synapses can form, and/or old synapses may die as a result of use or disuse. 4. Training can lead to reorganization of synaptic connections. For example, more active pathways can take over synaptic sites formerly occupied by a less active competitor.

Section: 13.3 Memory Storage Requires Physical Changes in the Brain Learning Objective: 13.3.1 List the possible ways in which changes in neural function and structure could encode memories.

Bloom’s Level: 4. Analyzing 89. Explain the neural basis of short-term habituation in Aplysia.

Answer: Habituation is one of the simplest forms of nonassociative learning and occurs when an organism becomes less responsive following repeated presentation of a stimulus.

If a researcher squirts water at the siphon of the sea slug Aplysia, the animal protectively retracts its delicate gill to protect it. When the siphon is first stimulated by a squirt of water, Aplysia retracts its gill to protect it. This reflex is mediated by the sensory neurons synapsing directly upon the motoneurons that withdraw the gill. If the siphon is squirted repeatedly the animal soon habituates to the stimulus, and no longer retracts its gill. This

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short-term habituation results because the sensory neurons release fewer transmitters.

Section: 13.3 Memory Storage Requires Physical Changes in the Brain Learning Objective: Not aligned Bloom’s Level: 4. Analyzing 90. What is a tetanus and what is its relevance to long-term potentiation (LTP)?

Answer: A tetanus is an intense volley of action potentials. If axons in a hippocampal circuit are stimulated only once every second, the size of the response in the postsynaptic neurons is quite stable. After a brief tetanus, however, the excitatory postsynaptic potential response increases markedly and remains higher. This greater responsiveness is called long-term potentiation.

Section: 13.4 Synaptic Plasticity Can Be Measured in Simple Hippocampal Circuits Learning Objective: 13.4.2 Critically evaluate the possibility that such long-term changes in synaptic strength play a role in memory formation.

Bloom’s Level: 2. Understanding

Discussion Questions 91. Who was Henry Molaison (patient H.M.)? What happened to him and how has he contributed to our understanding of the neural basis of memory?

Answer: Answers and discussion will vary.

Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.1 Understand the two kinds of amnesia, one for memories before an event, and one for memories after an event.

Bloom’s Level: 2. Understanding 92. Describe the different forms of nondeclarative memory and provide an example of each.

Answer: Answers and discussion will vary.

Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.2 Describe the two fundamentally different categories of memory.

Bloom’s Level: 2. Understanding 93. Discuss the research that implicates medial temporal lobe structures in declarative memory.

Answer: Answers and discussion will vary.

Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.3 Review the evidence that a particular circuit of three brain regions is crucial for forming certain types of memory.

Bloom’s Level: 3. Applying 94. Describe the brain damage and memory problems experienced by patient N.A., and discuss the conclusions about the neuroanatomy of memory that were suggested by this case.

Answer: Answers and discussion will vary.

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Section: 13.1 There Are Several Kinds of Learning and Memory Learning Objective: 13.1.3 Review the evidence that a particular circuit of three brain regions is crucial for forming certain types of memory.

Bloom’s Level: 2. Understanding 95. Discuss research findings concerning the emotional attribute of memory in humans.

How might treatments that involve altering this attribute be therapeutic in post-traumatic stress disorder?

Answer: Answers and discussion will vary.

Section: 13.2 Different Forms of Nondeclarative Memory Involve Different Brain Regions Learning Objective: 13.2.5 Describe the effects of emotional arousal for memory, and the prospects of a drug treatment to soften traumatic memories.

Bloom’s Level: 3. Applying 96. Outline the molecular mechanisms involved in the induction of long-term potentiation and the role of the NMDA and AMPA receptors.

Answer: Answers and discussion will vary.

Section: 13.4 Synaptic Plasticity Can Be Measured in Simple Hippocampal Circuits Learning Objective: 13.4.1 Explain the properties of a particular type of glutamate receptor that support long-term changes in synaptic strength.

Bloom’s Level: 2. Understanding

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Test Bank to accompany

The Mind’s Machine, Fourth Edition Watson • Breedlove

Chapter 14: Attention and Higher Cognition Multiple Choice Questions 1. The overall level of alertness of an individual is called , as distinguished from the process by which we select and focus on one or more stimuli, which is called . a. attention; vigilance b. vigilance; attention c. arousal; scanning d. scanning; arousal Answer: b Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.1 Provide a general definition of attention, and distinguish between overt and covert forms of attention, with examples.

Bloom’s Level: 2. Understanding 2. Attention in which the focus coincides with the individual’s sensory orientation is called a. primary attention. b. overt attention. c. covert attention. d. arousal.

Answer: b Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.1 Provide a general definition of attention, and distinguish between overt and covert forms of attention, with examples.

Bloom’s Level: 1. Remembering 3. A person credited with having “eyes in the back of their head” more probably is skilled at a. covert attention. b. overt attention. c. selective tuning. d. the cocktail party effect.

Answer: a Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.1 Provide a general definition of attention, and distinguish between overt and covert forms of attention, with examples.

Bloom’s Level: 3. Applying

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4. A viewer closely focused on a complex task, such as being asked to count how many times a group of people throw a ball back and forth, may miss other nonattended stimuli such as dancers moving through the group of people. This is due to an attentional phenomenon called a. shadowing. b. inattentional blindness. c. filter failure. d. differential blindness.

Answer: b Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.2 Describe the limitations on our powers of attention, situations in which our attention may be overextended, and the behavioral manifestations of these limits on attention.

Bloom’s Level: 3. Applying 5. In the shadowing experiment, subjects are presented simultaneously with different stimuli to each ear and asked to focus their attention only on one ear. The result is that subjects are unable to report much about the content in the unattended ear. Which form of attentional processing accounts for this difficulty? a. Early selection b. Late selection c. Attentional spotlight d. Attentional blindness Answer: a Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.2 Describe the limitations on our powers of attention, situations in which our attention may be overextended, and the behavioral manifestations of these limits on attention.

Bloom’s Level: 3. Applying 6. In early-selection models of attention, when is information filtered out? a. Prior to sensory input b. At the level of sensory input c. At the level of semantic meaning d. After conscious awareness Answer: b Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.2 Describe the limitations on our powers of attention, situations in which our attention may be overextended, and the behavioral manifestations of these limits on attention.

Bloom’s Level: 2. Understanding 7. The experience of having your attention suddenly captured by hearing your name from across the room is support for which type of attentional selection model? a. Inattentional blindness

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b. Shadowing c. Early-selection d. Late-selection Answer: d Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.2 Describe the limitations on our powers of attention, situations in which our attention may be overextended, and the behavioral manifestations of these limits on attention.

Bloom’s Level: 3. Applying 8. According to the concept of perceptual load, a large perceptual load a. decreases perceptual resources for unattended items. b. increases perceptual resources for unattended items. c. decreases problem-solving capacities. d. increases problem-solving capacities.

Answer: a Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.2 Describe the limitations on our powers of attention, situations in which our attention may be overextended, and the behavioral manifestations of these limits on attention.

Bloom’s Level: 3. Applying 9. Despite high levels of background noise, you are able to selectively tune in to what your friend is saying in a crowded cafe. This selective enhancement is referred to as the effect. a. covert attention b. perceptual load c. cocktail party d. early-selection Answer: c Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.2 Describe the limitations on our powers of attention, situations in which our attention may be overextended, and the behavioral manifestations of these limits on attention.

Bloom’s Level: 3. Applying 10. The bottleneck refers to a filter that results from the limits of our attentional capacity. a. attentional b. perceptual c. early-selection d. shadowing Answer: a Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects

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Learning Objective: 14.1.2 Describe the limitations on our powers of attention, situations in which our attention may be overextended, and the behavioral manifestations of these limits on attention.

Bloom’s Level: 2. Understanding 11. When we focus on simple tasks or objects, our relatively light allows for the processing of additional stimuli (i.e., multi-tasking). a. covert attention b. shadowing c. divided-attention d. perceptual load Answer: d Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.2 Describe the limitations on our powers of attention, situations in which our attention may be overextended, and the behavioral manifestations of these limits on attention.

Bloom’s Level: 2. Understanding 12. Male frogs seeking mates vocalize among birds, insects, and the chorus of other species of frogs. That females are able to locate male frogs of their species among all the ambient noise provides an example of the effect. a. shadowing b. vigilance c. cocktail party d. screening Answer: c Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.3 Speculate about the ways in which evolution may have shaped attention.

Bloom’s Level: 3. Applying 13. An example of the evolutionary significance of the attentional spotlight is the ability to a. equally focus our attention on two or more important stimuli simultaneously. b. seemingly focus most of our attention on one task, while covertly attending to another. c. fix our attention on one stimuli, without being able focusing on anything else. d. shifting our attention around the environment, highlighting important stimuli for enhanced processing.

Answer: d Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.3 Speculate about the ways in which evolution may have shaped attention.

Bloom’s Level: 4. Analyzing

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14. The likely evolved because it prevents reflexive attention from settling on unimportant stimuli for more than an instant, a reaction that would be adaptive in animals foraging for food and/or scanning for predators. a. inhibition of return b. point of no return c. attentional bottleneck d. reflexive bottleneck Answer: a Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.3 Speculate about the ways in which evolution may have shaped attention.

Bloom’s Level: 3. Applying 15. The delay, measured in milliseconds, between presentation of a stimulus and an individual’s response to it is called time. a. lag b. gap c. reaction d. cuing Answer: c Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.4 Distinguish between voluntary and reflexive attention, and describe general experimental designs for studying each.

Bloom’s Level: 1. Remembering 16. In the task, subjects are provided with a cue that predicts target location. a. symbolic cuing b. shadowing c. sustained-attention d. inattentional blindness Answer: a Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.4 Distinguish between voluntary and reflexive attention, and describe general experimental designs for studying each.

Bloom’s Level: 1. Remembering 17. Which cue will typically elicit the fastest reaction time to the target in the symbolic cuing task? a. Invalid b. Neutral c. Valid d. Colorful Answer: c Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.4 Distinguish between voluntary and reflexive attention, and describe general experimental designs for studying each.

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Bloom’s Level: 2. Understanding 18. Which type of attention can be sustained over the longest period of time? a. Voluntary b. Reflexive c. Nonconscious d. Covert Answer: a Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.4 Distinguish between voluntary and reflexive attention, and describe general experimental designs for studying each.

Bloom’s Level: 2. Understanding 19. The average reaction time in an uncomplicated choice reaction time test (i.e., the time it takes from the initial visual signal until the subject pushes the choice button) is approximately ms. a. 35 b. 110 c. 175 d. 250 Answer: d Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.4 Distinguish between voluntary and reflexive attention, and describe general experimental designs for studying each.

Bloom’s Level: 2. Understanding 20. Which of the following represents the correct sequence of the brain events that determine reaction time on a choice reaction time test? a. Retina, LGN, V1, V2, V4, primary motor cortex, premotor cortex, prefrontal lobe, inferior temporal lobe, spinal cord, finger muscle b. Retina, LGN, V1, V2, V4, inferior temporal lobe, premotor cortex, prefrontal cortex, primary motor cortex, spinal cord, finger muscle c. Retina, LGN, V1, V2, V4, inferior temporal lobe, prefrontal cortex, premotor cortex, primary motor cortex, spinal cord, finger muscle d. Retina, LGN, V1, V2, V4, primary motor cortex, inferior temporal lobe, prefrontal cortex, premotor cortex, spinal cord, finger muscle Answer: c Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.4 Distinguish between voluntary and reflexive attention, and describe general experimental designs for studying each.

Bloom’s Level: 4. Analyzing 21. Reaction time is slower for the processing of complex versus simple stimuli because the processing of complex stimuli a. causes breakdown of neural connections. b. requires more blood flow through the circulatory system.

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c. involvement of novel neural pathways. d. participation of more brain pathways.

Answer: d Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.4 Distinguish between voluntary and reflexive attention, and describe general experimental designs for studying each.

Bloom’s Level: 4. Analyzing 22. The unconscious shifts in attention that come about in response to important changes in our environment are considered processes. a. bottom-up b. top-down c. conceptual shift d. stimulus cuing Answer: a Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.4 Distinguish between voluntary and reflexive attention, and describe general experimental designs for studying each.

Bloom’s Level: 2. Understanding 23. Reflexive attention is a. fairly easy to consciously repress. b. based on conscious processing. c. oriented on the basis of sensory events. d. always followed by a period of voluntary attention directed at the same target.

Answer: c Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.4 Distinguish between voluntary and reflexive attention, and describe general experimental designs for studying each.

Bloom’s Level: 2. Understanding 24. You are at a train station and hear an extremely loud crash. You, and everyone else, immediately orient their attention to the location of the sound. This is an example of attention. a. voluntary b. directed c. reflexive d. warning Answer: c Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.4 Distinguish between voluntary and reflexive attention, and describe general experimental designs for studying each.

Bloom’s Level: 3. Applying 25. Inhibition of return refers to a. the conscious inhibition of the feature search in a previously attended spatial location.

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b. impaired detection of stimuli at the previously attended location. c. the search for a sought-after item. d. the “popping out” into awareness of a task-irrelevant item.

Answer: b Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.4 Distinguish between voluntary and reflexive attention, and describe general experimental designs for studying each.

Bloom’s Level: 2. Understanding 26. In a symbolic cuing task, attention is shown to enhance processing, reducing reaction time to the stimulus, and cues decrease reaction time the most. a. voluntary; neutral b. voluntary; valid c. reflexive; neutral d. reflexive: valid Answer: b Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.4 Distinguish between voluntary and reflexive attention, and describe general experimental designs for studying each.

Bloom’s Level: 2. Understanding 27. In the task, a single stimulus or stimulus location is held in an attentional spotlight. a. attentional blink b. perceptual load c. inhibition d. sustained-attention Answer: d Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.4 Distinguish between voluntary and reflexive attention, and describe general experimental designs for studying each.

Bloom’s Level: 1. Remembering 28. You are looking for your friend at a hockey game. She is easy to find as she is wearing a purple sweater, while everyone else is wearing blue and white. Your behavior is an example of a a. feature search. b. perceptual load. c. conjunction search. d. binding problem.

Answer: a Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.5 Describe the use of focused attention to search the world for particular objects (using either a feature search or a conjunction search), and discuss the significance of the “binding problem.”

Bloom’s Level: 3. Applying

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29. “Where’s Waldo?” is a puzzle in which one must find the right combination of features to identify Waldo in a busy scene. Which type of attentional process does this refer to? a. Feature search b. Conjunction search c. Binding analysis d. “Pop-out” Answer: b Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.5 Describe the use of focused attention to search the world for particular objects (using either a feature search or a conjunction search), and discuss the significance of the “binding problem.”

Bloom’s Level: 2. Understanding 30. Which concept accounts for the fact that conjunction searches involving sequential shifts of attention take a long time to perform? a. The binding problem b. Conjunction search theory c. “Pop-out” d. Conscious perception and selection theory Answer: a Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.5 Describe the use of focused attention to search the world for particular objects (using either a feature search or a conjunction search), and discuss the significance of the “binding problem.”

Bloom’s Level: 2. Understanding 31. The phenomenon of “pop out” refers to the a. increased allocation of attention to three-dimensional, as opposed to two-dimensional, stimuli, as in pop-up books or 3-D cinema. b. perception of unusually vivid images in the course of daydreaming. c. unexpected perception of a sought-after item that suddenly “pops out” in the visual attention field. d. distinguishing feature of a sought-after item that makes it sufficiently different from all distracters.

Answer: d Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.5 Describe the use of focused attention to search the world for particular objects (using either a feature search or a conjunction search), and discuss the significance of the “binding problem.”

Bloom’s Level: 4. Analyzing 32. The method of measuring averaged brain activity, called , tracks regional changes in brain activity faster than other brain-imaging techniques. a. fMRI

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b. event-related potential (ERP) c. X ray d. CT scan Answer: b Section: 14.2 Targets of Attention: Attention Alters the Functioning of Many Brain Regions Learning Objective: 14.2.1 Describe how and why scientists use the electrical activity of the brain to study attention.

Bloom’s Level: 1. Remembering 33. How do researchers obtain an ERP (event-related potential) reading? a. They take EEGs of participants doing a task repeatedly, and then average those readings. b. They take EEGs of participants doing different tasks and then take the average of those readings. c. They take EEGs of participants doing a task repeatedly and only use readings that show brain activity above a certain threshold. d. They take EEGs of participants doing a task repeatedly and only use readings that show brain activity in specific areas.

Answer: a Section: 14.2 Targets of Attention: Attention Alters the Functioning of Many Brain Regions Learning Objective: 14.2.1 Describe how and why scientists use the electrical activity of the brain to study attention.

Bloom’s Level: 4. Analyzing 34. Which component of an averaged-out ERP waveform is believed to reflect auditory attention? a. P1 b. N2 c. P3 d. N1 Answer: d Section: 14.2 Targets of Attention: Attention Alters the Functioning of Many Brain Regions Learning Objective: 14.2.2 Name and describe the main components seen in eventrelated potentials (ERPs) as they relate to auditory versus visual attention, and particularly compare the auditory N1 effect and the visual P1 effect.

Bloom’s Level: 1. Remembering 35. Hillyard’s classic study of auditory attention found that ERPs for attended stimuli are a. smaller in amplitude than those for nonattended stimuli. b. localized to the same side of the brain as the attended ear. c. particularly evident in the N1 component. d. difficult to detect when the attended stimuli is in a low threshold range.

Answer: c

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Section: 14.2 Targets of Attention: Attention Alters the Functioning of Many Brain Regions Learning Objective: 14.2.2 Name and describe the main components seen in eventrelated potentials (ERPs) as they relate to auditory versus visual attention, and particularly compare the auditory N1 effect and the visual P1 effect.

Bloom’s Level: 2. Understanding 36. The P3 component of auditory processing is associated with a. impaired sensory processing. b. recognized visual stimuli. c. higher-order cognitive processing of stimuli. d. early sensory processing.

Answer: c Section: 14.2 Targets of Attention: Attention Alters the Functioning of Many Brain Regions Learning Objective: 14.2.2 Name and describe the main components seen in eventrelated potentials (ERPs) as they relate to auditory versus visual attention, and particularly compare the auditory N1 effect and the visual P1 effect.

Bloom’s Level: 1. Remembering 37. Auditory attention produces an enhancement of the ERP component, whereas visual attention produces enhancement of the component. a. P2; N2 b. N1; P1 c. N2; P3 d. P1; N3 Answer: b Section: 14.2 Targets of Attention: Attention Alters the Functioning of Many Brain Regions Learning Objective: 14.2.2 Name and describe the main components seen in eventrelated potentials (ERPs) as they relate to auditory versus visual attention, and particularly compare the auditory N1 effect and the visual P1 effect.

Bloom’s Level: 1. Remembering 38. If we are directing attention in order to find a specific target in an array and ignore distracters, a subcomponent of N1, called , is triggered at occipitotemporal sites contralateral to the target. a. N2pc b. N12 c. P3 d. V5 Answer: a Section: 14.2 Targets of Attention: Attention Alters the Functioning of Many Brain Regions Learning Objective: 14.2.3 Describe the electrophysiological phenomena associated with visual search tasks.

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Bloom’s Level: 1. Remembering 39. Anthony is an accomplished gamer, playing all the popular video games. There is some evidence to support the claim that upon analysis of his brain there would be a. a decrease in his visual attention capacity. b. longer-latency ERP components compared to nongamers. c. cumulative attentional deficits as he ages. d. ongoing improvements in sustained attention tasks.

Answer: b Section: 14.2 Targets of Attention: Attention Alters the Functioning of Many Brain Regions Learning Objective: 14.2.3 Describe the electrophysiological phenomena associated with visual search tasks.

Bloom’s Level: 3. Applying 40. What was the important discovery in Moran and Desimone’s study on attention, which involved recording the activity of individual neurons in the monkey visual cortex while attention was shifted within each cell’s receptive field? a. It showed that if attention was focused on the preferred stimulus the cell produced a variable number of action potentials, depending on what the stimulus was. b. It showed that when attention was focused on the preferred stimulus the cell produced few action potentials but when attention (not gaze) was shifted, the stimulus provoked far more action potentials. c. It showed that when attention was focused on the preferred stimulus the cell produced many action potentials, but when attention (not gaze) was shifted, the stimulus provoked far fewer action potentials. d. It showed that the cell produced few action potentials regardless of whether the attention was on the preferred or ineffective stimulus.

Answer: c Section: 14.2 Targets of Attention: Attention Alters the Functioning of Many Brain Regions Learning Objective: 14.2.4 Describe experimental evidence that selective attention to stimuli enhances neural activity in the brain regions processing the attended stimuli.

Bloom’s Level: 4. Analyzing 41. When focusing attention on an, for example, an image of a tree (not simply gazing at it) which part of the brain shows enhanced activity? a. Lateral inferior pulvinar b. Intraparietal sulcus c. Lateral intraparietal area d. Intrasylvian perimeter Answer: b Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.1 Discuss the functions of the principal subcortical sites—the superior colliculus and the pulvinar—that are associated with shifts of visual attention.

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Bloom’s Level: 2. Understanding 42. You feel a splinter in your hand and look down to examine it. Which brain area controls the movement of your eyes toward the object of your attention (the splinter)? a. Superior colliculus b. Intraparietal sulcus c. Orbitofrontal cortex d. Lateral geniculate nucleus Answer: a Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.1 Discuss the functions of the principal subcortical sites—the superior colliculus and the pulvinar—that are associated with shifts of visual attention.

Bloom’s Level: 3. Applying 43. You are talking to a friend while waiting for a bus, and while you converse you are also aware of passing vehicles so you are sure not to miss your bus. Which structure is responsible for filtering out distracting stimuli while you talk to your friend and wait for the bus? a. Superior colliculus b. Lateral geniculate nucleus c. Pulvinar d. Intraparietal sulcus Answer: c Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.1 Discuss the functions of the principal subcortical sites—the superior colliculus and the pulvinar—that are associated with shifts of visual attention.

Bloom’s Level: 3. Applying 44. In humans, the occupies the posterior quarter of the and is involved in the orienting and shifting of attention. a. superior colliculus; midbrain b. claustrum; basal ganglia c. pulvinar; thalamus d. frontal eye field; frontal lobe Answer: c Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.1 Discuss the functions of the principal subcortical sites—the superior colliculus and the pulvinar—that are associated with shifts of visual attention.

Bloom’s Level: 2. Understanding 45. In monkeys, direction of attention to particular locations regardless of stimulus modality is correlated with neural activity in the a. frontal eye field.

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b. lateral intraparietal area (LIP). c. temporoparietal junction. d. pulvinar.

Answer: b Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.2 Summarize the dorsal frontoparietal network that is believed to govern voluntary attention, illustrating this action with examples of research.

Bloom’s Level: 1. Remembering 46. Which attention network is responsible for top-down control of endogenous attention? a. The dorsal frontoparietal system b. The temporoparietal system c. The ventral frontal cortical system d. The medial orbitoparietal system Answer: a Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.2 Summarize the dorsal frontoparietal network that is believed to govern voluntary attention, illustrating this action with examples of research.

Bloom’s Level: 2. Understanding 47. The frontal eye field and intraparietal sulcus (IPS) make up the cortical network called the a. temporoparietal system. b. cortical attention network (CAN). c. dorsal frontoparietal system. d. medial orbitoparietal system.

Answer: c Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.2 Summarize the dorsal frontoparietal network that is believed to govern voluntary attention, illustrating this action with examples of research.

Bloom’s Level: 1. Remembering 48. The

is (are) critically important for establishing gaze in accordance with processes and cognitive goals. a. frontal eye fields; top-down b. pulvinar; bottom-up c. colliculi; temporal d. claustrum; spatial Answer: a Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention

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Learning Objective: 14.3.2 Summarize the dorsal frontoparietal network that is believed to govern voluntary attention, illustrating this action with examples of research.

Bloom’s Level: 2. Understanding 49. Because voluntary attention is under direct, conscious control, researchers refer to it as a process. a. conceptual shifting b. symbolic cuing c. bottom-up d. top-down Answer: d Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.2 Summarize the dorsal frontoparietal network that is believed to govern voluntary attention, illustrating this action with examples of research.

Bloom’s Level: 2. Understanding 50. You are walking on a calm but drizzly evening when an unexpected lightning bolt suddenly flashes in front of you. Your involuntary reaction to move your attention to the flash relies on the system. a. dorsal frontoparietal b. temporoparietal c. ventral frontal cortical d. medial orbitoparietal Answer: b Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.3 Summarize the right temporoparietal network associated with reflexive shifts of attention, and again provide relevant research examples.

Bloom’s Level: 3. Applying 51. The primary symptom of hemispatial neglect is a. forgetfulness. b. difficulty steering visual gaze. c. distractibility, impulsivity, and hyperactivity. d. failure to pay any attention to anything to the left of the midline of the body.

Answer: d Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.4 Describe some of the most striking forms of attentional disorders and some medical approaches to treat them.

Bloom’s Level: 2. Understanding 52. Which symptom is not associated with Balint’s syndrome? a. Oculomotor apraxia b. Optic ataxia

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c. Hemispatial neglect d. Simultagnosia Answer: c Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.4 Describe some of the most striking forms of attentional disorders and some medical approaches to treat them.

Bloom’s Level: 1. Remembering 53. A patient is shown a hammer and a wrench but can only attend to and identify one of these objects at a time. This condition is called and is associated with . a. simultagnosia; Balint’s syndrome b. singletagnosia; hemispatial neglect c. anosmia; ADHD d. amnesia; progressive supranuclear palsy Answer: a Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.4 Describe some of the most striking forms of attentional disorders and some medical approaches to treat them.

Bloom’s Level: 3. Applying 54. An inability to reach for objects using visual guidance is referred to as . This phenomenon is typically seen in . a. oculomotor apraxia; hemispatial neglect b. optic ataxia; Balint’s syndrome c. simultagnosia; ADHD d. frontal eye field failure; comatose states Answer: b Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.4 Describe some of the most striking forms of attentional disorders and some medical approaches to treat them.

Bloom’s Level: 2. Understanding 55. Hemispatial neglect may lead to a person’s inability to notice stimuli on one half of the body, even if both halves have been stimulated simultaneously. This phenomenon is referred to as a. default mode network. b. theory of mind. c. simultagnosia. d. simultaneous extinction.

Answer: d Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention

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Learning Objective: 14.3.4 Describe some of the most striking forms of attentional disorders and some medical approaches to treat them.

Bloom’s Level: 2. Understanding 56. Which type of drugs have been found to improve the symptoms of ADHD? a. Stimulants b. SSRIs c. Benzodiazepines d. Neuroleptics Answer: a Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.4 Describe some of the most striking forms of attentional disorders and some medical approaches to treat them.

Bloom’s Level: 1. Remembering 57. Which intervention has been shown to reduce the symptoms of ADHD and improve task performance in affected children? a. Group therapy, in which children with ADHD can talk about their diagnoses and discuss impulse control strategies b. Allowing children to fidget and engage in more intense physical activity c. Drug interventions that slow the central nervous system d. A combination of group therapy and drug interventions Answer: b Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.4 Describe some of the most striking forms of attentional disorders and some medical approaches to treat them.

Bloom’s Level: 1. Remembering 58. Metacognition has thus far been identified in all of the following species except a. humans. b. elephants. c. nonhuman primates. d. dolphins.

Answer: b Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.1 Provide a reasonable definition of consciousness, and name the neural networks and structures that, when activated, may play a special role in coordinating conscious states.

Bloom’s Level: 1. Remembering 59. Which state is the deepest degree of unconsciousness? a. Coma b. Persistent vegetative state

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c. Sleeping d. General anesthesia Answer: b Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.2 Discuss the relationship between consciousness as experienced by healthy people and the diminished levels of consciousness experienced by people in comas and minimally conscious states.

Bloom’s Level: 1. Remembering 60. The “easy problem of consciousness” refers to understanding a. how particular patterns of neural activity create specific conscious experiences. b. the brain processes that result in a person’s unique subjective experience. c. the effects of quantum particles on the pineal gland. d. the neural correlates of free will and agency.

Answer: a Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.3 Discuss the impediments to the scientific study of consciousness, distinguishing between the “easy” and “hard” problems of consciousness, and how free will relates to the study of consciousness.

Bloom’s Level: 2. Understanding 61. The “hard problem of consciousness” refers to understanding a. the neural processes that result in a person’s unique subjective experience. b. the effects of quantum particles on the pineal gland. c. how particular patterns of activity create specific conscious experiences. d. the neural correlates of free will and agency.

Answer: a Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.3 Discuss the impediments to the scientific study of consciousness, distinguishing between the “easy” and “hard” problems of consciousness, and how free will relates to the study of consciousness.

Bloom’s Level: 2. Understanding 62. You and your friend are both looking at the cover of a green book. You both agree that the book is green but your personal experience of the green color may be different than your friend’s. The purely subjective experiences of seeing the color is/are called a. theory of mind. b. the default mode. c. free will. d. qualia.

Answer: d Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain

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Learning Objective: 14.4.3 Discuss the impediments to the scientific study of consciousness, distinguishing between the “easy” and “hard” problems of consciousness, and how free will relates to the study of consciousness.

Bloom’s Level: 3. Applying 63. Which research finding is inconsistent with the notion of free will? a. Chimps have been shown to have a theory of mind. b. Exogenous attention can be mapped in the brain. c. Brain activity associated with making a decision appears to be evident well before consciousness is aware of it d. The ERP N1 effect.

Answer: c Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.3 Discuss the impediments to the scientific study of consciousness, distinguishing between the “easy” and “hard” problems of consciousness, and how free will relates to the study of consciousness.

Bloom’s Level: 2. Understanding 64. The study by Soon et al. showed that brain activity associated with making a decision appeared in fMRI scans up to seconds before subjects were consciously aware of making the decision. a. 1–2 b. 3–8 c. 4–9 d. 5–10 Answer: d Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.3 Discuss the impediments to the scientific study of consciousness, distinguishing between the “easy” and “hard” problems of consciousness, and how free will relates to the study of consciousness.

Bloom’s Level: 1. Remembering 65. neural processing operations cannot be experienced through introspection and are therefore unconscious. a. Endogenous attention b. Exogenous attention c. Cognitively impenetrable d. Hemispatial Answer: c Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.3 Discuss the impediments to the scientific study of consciousness, distinguishing between the “easy” and “hard” problems of consciousness, and how free will relates to the study of consciousness.

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Bloom’s Level: 1. Remembering 66. The so-called problem of consciousness refers to the difficulty of understanding the brain processes that produce a person’s subjective experience. a. easy b. hard c. impenetrable d. voxel Answer: b Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.3 Discuss the impediments to the scientific study of consciousness, distinguishing between the “easy” and “hard” problems of consciousness, and how free will relates to the study of consciousness.

Bloom’s Level: 1. Remembering 67. The main subdivisions of the prefrontal cortex are the and areas. a. sensory; motor b. motor; premotor c. dorsolateral; orbitofrontal d. dorsolateral; mediofrontal Answer: c Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.4 Provide an overview of the organization and function of the frontal lobes, and especially prefrontal cortex, as they relate to high-level cognition and executive functions.

Bloom’s Level: 1. Remembering 68. Diminished social insight, distractibility, and emotional lability are associated with injuries to the cortex. a. premotor b. orbitofrontal c. intraparietal d. dorsolateral prefrontal Answer: b Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.4 Provide an overview of the organization and function of the frontal lobes, and especially prefrontal cortex, as they relate to high-level cognition and executive functions.

Bloom’s Level: 2. Understanding 69. The historical account of the effects of Phineas Gage’s brain injury provided early information about the functional role of a. the parietal cortex.

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b. the premotor areas. c. the frontal lobes. d. Wernicke’s area.

Answer: c Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.4 Provide an overview of the organization and function of the frontal lobes, and especially prefrontal cortex, as they relate to high-level cognition and executive functions.

Bloom’s Level: 1. Remembering 70. As a result of an industrial accident, Phineas Gage suffered bilateral damage to the cortex. a. temporoparietal b. orbitofrontal c. intraparietal d. superior temporal Answer: b Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.4 Provide an overview of the organization and function of the frontal lobes, and especially prefrontal cortex, as they relate to high-level cognition and executive functions.

Bloom’s Level: 1. Remembering 71. The is an area of gray matter within the white matter of the of the forebrain, and is thought to play an important role in generating the experience of being conscious. a. claustrum b. pulvinar c. IPS d. LIP Answer: a Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.4 Provide an overview of the organization and function of the frontal lobes, and especially prefrontal cortex, as they relate to high-level cognition and executive functions.

Bloom’s Level: 1. Remembering 72. The Wisconsin Card Sorting Test is used to test executive function. A subject doing the test is asked to a. read from cards as many words as possible that start with a specific letter in 60 seconds. b. say aloud color names that are printed on cards in a congruent or incongruent color as quickly as possible.

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c. sort cards into piles according to the number, color, or shape of symbols on card, and every 10 cards the sorting rule changes. d. create a pile of card as fast as possible in descending numerical order within 60 seconds.

Answer: c Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.4 Provide an overview of the organization and function of the frontal lobes, and especially prefrontal cortex, as they relate to high-level cognition and executive functions.

Bloom’s Level: 2. Understanding 73. Patients with lobe lesions struggle with task shifting and tend to (continue beyond a reasonable degree in any activity). a. occipital; be disinhibited b. parietal; show apraxia c. frontal; perseverate d. temporal; shadow Answer: c Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.4 Provide an overview of the organization and function of the frontal lobes, and especially prefrontal cortex, as they relate to high-level cognition and executive functions.

Bloom’s Level: 1. Remembering 74. One of the revealing finds of neuroeconomics is that a. humans are risk-averse. b. humans weigh risk and reward equally. c. the neural basis of human decision-making is largely impossible to access. d. feelings of regret surprisingly do not activate the amygdala.

Answer: a Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.4 Provide an overview of the organization and function of the frontal lobes, and especially prefrontal cortex, as they relate to high-level cognition and executive functions.

Bloom’s Level: 2. Understanding 75. The study of brain mechanisms at work during economic decision making is called a. symbolic cuing. b. conjunction searches. c. free will. d. neuroeconomics.

Answer: d

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Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.4 Provide an overview of the organization and function of the frontal lobes, and especially prefrontal cortex, as they relate to high-level cognition and executive functions.

Bloom’s Level: 1. Remembering

Fill-in-the-Blank Questions 76. Failure to consciously perceive nonattended stimuli is a form of blindness.

Answer: inattentional Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.2 Describe the limitations on our powers of attention, situations in which our attention may be overextended, and the behavioral manifestations of these limits on attention.

Bloom’s Level: 1. Remembering 77. When you search a computer screen for one blue square amidst many blue circles, yellow squares, and yellow circles you are conducting a search.

Answer: conjunction Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.5 Describe the use of focused attention to search the world for particular objects (using either a feature search or a conjunction search), and discuss the significance of the “binding problem.”

Bloom’s Level: 2. Understanding 78. The component of the ERP waveform is associated with higher-order auditory stimulus processing and late attentional selection.

Answer: P3 Section: 14.2 Targets of Attention: Attention Alters the Functioning of Many Brain Regions Learning Objective: 14.2.2 Name and describe the main components seen in eventrelated potentials (ERPs) as they relate to auditory versus visual attention, and particularly compare the auditory N1 effect and the visual P1 effect.

Bloom’s Level: 1. Remembering 79. During ERPs in which the subject’s attention is directed to find a particular target in an array and ignore distracters, a is triggered at occipitotemporal sites contralateral to the visual target.

Answer: N2pc Section: 14.2 Targets of Attention: Attention Alters the Functioning of Many Brain Regions Learning Objective: 14.2.2 Name and describe the main components seen in eventrelated potentials (ERPs) as they relate to auditory versus visual attention, and particularly compare the auditory N1 effect and the visual P1 effect.

Bloom’s Level: 2. Understanding © 2021 Oxford University Press

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80. Researchers use tasks to confirm that attention enhances activity in brain regions that process key aspects of the target stimulus.

Answer: sustained-attention Section: 14.2 Targets of Attention: Attention Alters the Functioning of Many Brain Regions Learning Objective: 14.2.4 Describe the experimental evidence that selective attention to stimuli enhances neural activity in the brain regions processing the attended stimuli.

Bloom’s Level: 2. Understanding 81. The is linked to the orienting and shifting of attention and to the filtering of stimuli in attention tasks.

Answer: pulvinar Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.1 Discuss the functions of the principal subcortical sites—the superior colliculus and the pulvinar—that are associated with shifts of visual attention.

Bloom’s Level: 1. Remembering 82. You are focused on listening to your neuroscience professor lecture about consciousness. The neural attention network that directs this form of attention is the system.

Answer: dorsal frontoparietal Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.3 Summarize the right temporoparietal network associated with reflexive shifts of attention, and again provide relevant research examples.

Bloom’s Level: 2. Understanding 84. An fMRI of a person sitting staring out the window deep in thought and introspection would show activation of a circuit of brain regions called the network.

Answer: default mode Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.1 Provide a reasonable definition of consciousness, and name the neural networks and structures that, when activated, may play a special role in coordinating conscious states.

Bloom’s Level: 2. Understanding 84. Some people in minimally conscious states have considerable with little or no overt behavior.

Answer: cognitive activity Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.2 Discuss the relationship between consciousness as experienced by healthy people and the diminished levels of consciousness experienced by people in comas and minimally conscious states.

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Bloom’s Level: Understanding 85. An area of the brain called cortex has been shown to be important in goaldirected behaviors, such as seeking pleasant experiences.

Answer: orbitofrontal Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.4 Provide an overview of the organization and function of the frontal lobes, and especially prefrontal cortex, as they relate to high-level cognition and executive functions.

Bloom’s Level: 1. Remembering

Short-Answer Questions 86. What is the attentional spotlight and how is it related to divided-attention tasks?

Answer: The attentional spotlight is the shifting of selective attention around the environment to highlight stimuli for enhanced processing. As selective attention is a limited resource, it is very difficult to attend to more than one thing at a time. Dividedattention tasks challenge participants to focus their attention at two or more stimuli simultaneously, so it is a tough task to complete as it taxes selective attention.

Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.2 Describe the limitations on our powers of attention, situations in which our attention may be overextended, and the behavioral manifestations of these limits on attention.

Bloom’s Level: 3. Applying 87. Explain how attention might confer an advantage in terms of survival for a person or other animal.

Answer: Attention allows people and animals to focus on the most important—and perhaps the most dangerous—features in the environment. Being able to identify and respond to threats more consistently could increase chances of survival.

Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.3 Speculate about the ways in which evolution may have shaped attention.

Bloom’s Level: 3. Applying 88. Create a paragraph using the following terms: Feature search, conjunction search, binding problem, pop out and feature(s) Answer: A feature search is a search for an item in which the target pops out right away no matter how many distracters are present. This occurs because the item possesses a unique attribute. Spotting a green square in an array of red circles is an example. A conjunction search is a search for an item that is based on two or more features that together distinguish the target from distracters (that may share some of the same attributes). An example would be spotting a red circle in an array of green squares and green circles, and red squares. Conjunction searches are more difficult, slower, and subject to the binding problem. The binding problem is the question of how the brain

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understands which individual attributes blend together into a single object, considering different brain regions process the different features.

Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.5 Describe the use of focused attention to search the world for particular objects (using either a feature search or a conjunction search), and discuss the significance of the “binding problem.”

Bloom’s Level: 3. Applying 89. What are ERPs and why are they essential for the study the neural basis of attention?

Answer: When many cortical neurons work together on a specific task, their activity becomes somewhat synchronized. This is very difficult to detect on an EEG and fMRI as the pattern of neural activity either appears quite random (EEG) or the technique is just not fast enough to track regional changes in brain activity (fMRI). Because of this, the preferred tool of neuroscientists when studying the neural moment-to-moment consequences of attention is to monitor ERPs. An event-related potential (ERP) is an averaged EEG recording that measures brain responses to repeated presentations of a stimulus. The components of the ERP tend to be reliable, as the background noise of the cortex has been averaged out.

Section: 14.2 Targets of Attention: Attention Alters the Functioning of Many Brain Regions Learning Objective: 14.2.2 Name and describe the main components seen in eventrelated potentials (ERPs) as they relate to auditory versus visual attention, and particularly compare the auditory N1 effect and the visual P1 effect.

Bloom’s Level: 3. Applying 90. What are the two subcortical structures that guide shifts in attention and what do they do?

Answer: The two subcortical structures are the superior colliculus and the pulvinar. The superior colliculus is a gray matter dorsal midbrain structure that processes visual information and is involved in direction of visual gaze and visual attention to intended stimuli. In humans, the pulvinar is the posterior portion of the thalamus. It is heavily involved in visual processing and direction of attention.

Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.1 Discuss the functions of the principal subcortical sites—the superior colliculus and the pulvinar—that are associated with shifts of visual attention.

Bloom’s Level: 3. Applying 91. What is the primary role of the dorsal frontoparietal system?

Answer: The dorsal frontoparietal system appears to be crucial for visual and/or auditory endogenous attention. Endogenous attention is the voluntary direction of attention towards specific aspects of the environment in accordance with subjective interests and goals.

Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.2 Summarize the dorsal frontoparietal network that is believed

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to govern voluntary attention, illustrating this action with examples of research.

Bloom’s Level: 2. Understanding 92. Describe the dorsal frontoparietal and the temporoparietal systems as they relate to attention.

Answer: The dorsal frontoparietal system is responsible for voluntary attention and it interacts with the pulvinar and superior colliculus to steer the attentional spotlight to areas of interest. The temporoparietal system is responsible for reflexive attention, scanning the environment for important stimuli and quickly steering attention as novel stimuli pop up.

Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.3 Summarize the right temporoparietal network associated with reflexive shifts of attention, and again provide relevant research examples.

Bloom’s Level: 3. Applying 93. What are qualia and how are they related to consciousness?

Answer: Qualia (singular: quale) are the purely subjective experiences of a perception.

Examples of qualia include the taste of blue cheese, the fragrance of a flower and the pain of a sprained ankle. Qualia are intimately connected to consciousness as they are entirely subjective and therefore impossible to communicate to others. This is the basis of the hard problem of consciousness. That is, this problem attempts to understand the brain processes that underlie qualia and their uniqueness or similarities to the qualia of others.

Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.3 Discuss the impediments to the scientific study of consciousness, distinguishing between the “easy” and “hard” problems of consciousness, and how free will relates to the study of consciousness.

Bloom’s Level: 3. Applying 94. Who was Phineas Gage, and what happened to him as a result of his accident? How has he contributed to our understanding of the role of the frontal lobes in executive function?

Answer: Phineas Gage was a well-mannered, capable member of a rail-laying crew. He was responsible for placing the charges used to blast rock from new rail beds. In an accident in 1848, a premature detonation blew a tamping rod through Gage’s skull. The injury damaged both his frontal lobes, especially in the orbitofrontal regions. Amazingly, Gage could speak shortly after the accident, and he walked to the doctor’s office, although no one expected him to live. Gage did survive, and lived another 12 years, but the accident had permanently changed him. Those close to him now described him as rude, aimless, lacking attention and focus, and unable to use foresight. Phineas Gage was one of the first case studies observing the effects of damage to the frontal lobes and how this damage impairs human executive function.

Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain

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Learning Objective: 14.4.4 Provide an overview of the organization and function of the frontal lobes, and especially prefrontal cortex, as they relate to high-level cognition and executive functions.

Bloom’s Level: 3. Applying 95. What are the three interrelated processes involved in executive function?

Answer: 1. Smooth task switching between different cognitive operations 2. Continual updating of the cognitive plan based on new information and the contents of working memory 3. Timely inhibition of responses that would compromise the plan Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.4 Provide an overview of the organization and function of the frontal lobes, and especially prefrontal cortex, as they relate to high-level cognition and executive functions.

Bloom’s Level: 1. Remembering

Discussion Questions 96. Discuss the differences between overt and covert forms of attention. How do these forms of attention apply across sensory modalities?

Answer: Answers and discussion will vary.

Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.1 Provide a general definition of attention, and distinguish between overt and covert forms of attention, with examples.

Bloom’s Level: 3. Applying 97. Discuss inattentional blindness. Explain how this type of “blindness” fits into the model of selective attention and give an example of a divided attention task in which such blindness may manifest.

Answer: Answers and discussion will vary.

Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.2 Describe the limitations on our powers of attention, situations in which our attention may be overextended, and the behavioral manifestations of these limits on attention.

Bloom’s Level: 3. Applying 98. Explain the voluntary and reflexive versions of the symbolic cuing task, and describe how they are related to early- and late-selection attentional models.

Answer: Answers and discussion will vary.

Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.4 Distinguish between voluntary and reflexive attention, and describe general experimental designs for studying each.

Bloom’s Level: 2. Understanding

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99. Explain the differences between top-down and bottom-up processing, using examples from voluntary and reflexive cuing tasks.

Answer: Answers and discussion will vary.

Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.4 Distinguish between voluntary and reflexive attention, and describe general experimental designs for studying each.

Bloom’s Level: 3. Applying 100. Describe the sequence and physiological processes related to reaction-time responses to perceptual cues.

Answer: Answers and discussion will vary.

Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.4 Distinguish between voluntary and reflexive attention, and describe general experimental designs for studying each.

Bloom’s Level: 2. Understanding 101. Discuss the underlying processes that facilitate effortless and effortful selection of stimuli in a visual search. Be sure to address the binding problem in your answer.

Answer: Answers and discussion will vary.

Section: 14.1 Attention Focuses Cognitive Processing on Specific Objects Learning Objective: 14.1.5 Describe the use of focused attention to search the world for particular objects (using either a feature search or a conjunction search), and discuss the significance of the “binding problem.”

Bloom’s Level: 3. Applying 102. What are the benefits of recording event-related potentials? Detail the specific components of ERPs and the information they provide about attentional processes.

Answer: Answers and discussion will vary.

Section: 14.2 Targets of Attention: Attention Alters the Functioning of Many Brain Regions Learning Objective: 14.2.2 Name and describe the main components seen in eventrelated potentials (ERPs) as they relate to auditory versus visual attention, and particularly compare the auditory N1 effect and the visual P1 effect.

Bloom’s Level: 3. Applying 103. Describe how selective attention affects neural activity and how researchers measure this activity.

Answer: Answers and discussion will vary.

Section: 14.2 Targets of Attention: Attention Alters the Functioning of Many Brain Regions Learning Objective: 14.2.4 Describe experimental evidence that selective attention to stimuli enhances neural activity in the brain regions processing the attended stimuli.

Bloom’s Level: 3. Applying 104. Describe the brain regions responsible and functional differences in detecting an object in space and orienting toward it.

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Answer: Answers and discussion will vary.

Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.1 Discuss the functions of the principal subcortical sites—the superior colliculus and the pulvinar—that are associated with shifts of visual attention.

Bloom’s Level: 2. Understanding 105. Name the subcortical and cortical areas involved in visual attention and describe their functions.

Answer: Answers and discussion will vary.

Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.2 Summarize the dorsal frontoparietal network that is believed to govern voluntary attention, illustrating this action with examples of research.

Bloom’s Level: 2. Understanding 106. Describe the phenomenon of hemispatial neglect with regard to its cardinal symptoms and underlying neuropathology. How does it differ from Balint’s syndrome?

Answer: Answers and discussion will vary.

Section: 14.3 Sources of Attention: A Network of Brain Sites Creates and Directs Attention Learning Objective: 14.3.4 Describe some of the most striking forms of attentional disorders and some medical approaches to treat them.

Bloom’s Level: 3. Applying 107. Describe the regional prefrontal syndromes that occur in cases of frontal lobe injury.

Answer: Answers and discussion will vary.

Section: 14.4 Consciousness, Thought, and Decision Making Are Mysterious Products of the Brain Learning Objective: 14.4.4 Provide an overview of the organization and function of the frontal lobes, and especially prefrontal cortex, as they relate to high-level cognition and executive functions.

Bloom’s Level: 2. Understanding

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Test Bank to accompany

The Mind’s Machine, Fourth Edition Watson • Breedlove

Chapter 15: Language and Lateralization Multiple Choice Questions 1. The challenge facing researchers who seek to study the functions of the two brain hemispheres is that the hemispheres have many connections and function as one. The solution to this has been to study patients in which the has been cut, thereby separating the connection between the hemispheres. a. split-brain; planum temporal b. two-brain; primary auditory cortex c. split-brain; corpus callosum d. two-brain; fusiform gyrus Answer: c Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.1 Describe techniques for studying the left and right hemispheres independently of each other.

Bloom’s Level: 3. Applying 2. Split-brain individuals are those who have undergone surgery to as a treatment for . a. fusiform gyrus; prosopagnosia b. planum temporale; astereognosis c. Broca’s area; prosody d. the corpus callosum; epilepsy Answer: d Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.1 Describe techniques for studying the left and right hemispheres independently of each other.

Bloom’s Level: 2. Understanding 3. A prominent structural asymmetry in the brains of typical humans is apparent in the , which is located on the superior surface of the lobe. a. Wernicke’s area; frontal b. fusiform gyrus; parietal c. planum temporale; temporal d. corpus callosum; parietal Answer: c Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.1 Describe techniques for studying the left and right hemispheres independently of each other.

Bloom’s Level: 2. Understanding

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4. Under which circumstance would a doctor request that a patient undergo a Wada test? a. If a patient has recently had a stroke b. If a patient may need to undergo neurosurgery c. The doctor is attempting to diagnose an aphasia d. The doctor wants to localize the brain region that is causing a visual problem Answer: b Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.1 Describe techniques for studying the left and right hemispheres independently of each other.

Bloom’s Level: 4. Analyzing 5. Nonverbal visual stimuli, such as faces or shapes, are recognized more accurately if they are presented to the a. left visual field. b. right visual field. c. left hemisphere. d. precise center of the two visual fields.

Answer: a Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.2 Summarize the apparent cognitive specializations of each hemisphere as revealed by behavioral testing.

Bloom’s Level: 3. Applying 6. Hemispheric specialization is also known as a. prosopagnosia. b. lateralization. c. hemispheric centrality. d. location of function.

Answer: b Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.2 Summarize the apparent cognitive specializations of each hemisphere as revealed by behavioral testing.

Bloom’s Level: 1. Remembering 7. In most split-brain patients, words presented to the left visual field a. can be repeated accurately. b. can be written down. c. cannot be repeated verbally. d. can be repeated, but only when clues are provided.

Answer: c Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.2 Summarize the apparent cognitive specializations of each hemisphere as revealed by behavioral testing.

Bloom’s Level: 3. Applying

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8. In infants, the left planum temporale is larger than the right, suggesting that a. humans have an inborn mechanism to navigate in their environment. b. humans have an inborn neural mechanism for language. c. much of brain plasticity is hardwired into the brain. d. laterality decreases as we age.

Answer: b Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.2 Summarize the apparent cognitive specializations of each hemisphere as revealed by behavioral testing.

Bloom’s Level: 2. Understanding 9. The hemisphere plays a major role in the perception of music. The hemisphere plays a major role in prosody. a. right; left b. left; right c. right; right d. left; left Answer: c Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.2 Summarize the apparent cognitive specializations of each hemisphere as revealed by behavioral testing.

Bloom’s Level: 2. Understanding 10. Which statement about language lateralization in monkeys is true? a. Similar to humans, monkeys show a preference for using the right ear (which has connects to the contralateral side) to listen to vocalizations of conspecifics. b. Only chimps (not monkeys) show a preference for using the right ear (which has connects to the contralateral side) to listen to vocalizations of conspecifics. c. Unlike humans, monkeys show a reverse pattern language lateralization; with a left ear advantage. d. Unlike humans, monkeys show no preference for using either ear to listen to vocalizations of conspecifics.

Answer: a Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.2 Summarize the apparent cognitive specializations of each hemisphere as revealed by behavioral testing.

Bloom’s Level: 3. Applying 11. In the Wada test, a short-acting is injected into the carotid artery first on one side of the brain, then on the other. a. stimulant b. anesthetic c. dye d. radioactive tracer Answer: b Section: 15.1 The Left and Right Hemispheres of the Brain Are Different

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Learning Objective: 15.1.2 Summarize the apparent cognitive specializations of each hemisphere as revealed by behavioral testing.

Bloom’s Level: 2. Understanding 12. Which region of cortex is crucial for face recognition? a. Planum temporale b. Fusiform gyrus c. Arcuate fasciculus d. Angular gyrus Answer: b Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.2 Summarize the apparent cognitive specializations of each hemisphere as revealed by behavioral testing.

Bloom’s Level: 1. Remembering 13. A left-ear advantage for verbal sounds can be observed in up to 50% of a. split-brain patients. b. individuals with dyslexia. c. right-handed individuals. d. left-handed individuals.

Answer: c Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.3 Discuss the relationship of handedness to cerebral lateralization.

Bloom’s Level: 1. Remembering 14. The relationship between the direction of the whorl of hair on the top of the head and handedness supports the idea that a. left-handed and right-handed people have different types of hair follicles. b. using one hand or the other results in neurological changes that cause a whorl to go in a specific direction. c. a single gene has a major influence on asymmetry throughout the body. d. a single hormone has a major influence on asymmetry throughout the body.

Answer: c Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.3 Discuss the relationship of handedness to cerebral lateralization.

Bloom’s Level: 3. Applying 15. Astereognosis is the a. failure of binaural hearing. b. inability to identify objects by touch or manipulation. c. complete numbness of the fingers and hand. d. failure to accurately perceive faces.

Answer: b Section: 15.2 Right-Hemisphere Damage Impairs Specific Types of Cognition

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Learning Objective: 15.2.1 Itemize the types of deficits seen after right-hemisphere lesions, relating the deficits to specific anatomical locations within the hemisphere.

Bloom’s Level: 2. 1. Remembering 16. Which symptom would not be a likely result of extensive damage to the right fusiform gyrus? a. Face blindness b. Inability to recognize the difference between a wrench and a hammer c. Impairment in recognizing the voices of coworkers d. Inability to discriminate between a basketball and a soccer ball Answer: c Section: 15.2 Right-Hemisphere Damage Impairs Specific Types of Cognition Learning Objective: 15.2.1 Itemize the types of deficits seen after right-hemisphere lesions, relating the deficits to specific anatomical locations within the hemisphere.

Bloom’s Level: 3. Applying 17. Prosopagnosia is the inability to a. identify objects by touch. b. learn the names of objects that are seen. c. distinguish different patterns of visual stimuli. d. recognize faces.

Answer: d Section: 15.2 Right-Hemisphere Damage Impairs Specific Types of Cognition Learning Objective: 15.2.2 Describe the clinical features of prosopagnosia and related disorders.

Bloom’s Level: 1. Remembering 18. Bilateral damage to the fusiform gyrus results in a. prosopagnosia. b. astereognosis. c. epilepsy. d. dyslexia.

Answer: a Section: 15.2 Right-Hemisphere Damage Impairs Specific Types of Cognition Learning Objective: 15.2.3 Discuss the anatomy and specialized functions of the fusiform system.

Bloom’s Level: 1. Remembering 19. Studies using fMRI show that in addition to face recognition, the fusiform region is also activated when identifying a. inanimate objects that are shaped like faces. b. objects at close range. c. individual members of other categories, such as birds or cars, especially if the viewer has relevant expertise in those categories. d. individual members of other categories, such as birds or cars, especially if the objects or animals are novel.

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Answer: c Section: 15.2 Right-Hemisphere Damage Impairs Specific Types of Cognition Learning Objective: 15.2.3 Discuss the anatomy and specialized functions of the fusiform system.

Bloom’s Level: 3. Applying 20. Disturbance in reading is called a. anomia. b. apraxia. c. alexia. d. agnosia.

Answer: c Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.1 Distinguish among aphasia, apraxia, agraphia, and alexia.

Bloom’s Level: 1. Remembering 21. Apraxia is a. a loss of speech and language. b. an inability to write. c. an inability to execute a learned sequence of movements. d. sensory impairment.

Answer: c Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.1 Distinguish among aphasia, apraxia, agraphia, and alexia.

Bloom’s Level: 1. Remembering 22. Aphasic patients may produce nonsensical or meaningless words called a. paraphasias. b. dyslexias. c. confabulations. d. neologisms.

Answer: d Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.1 Distinguish among aphasia, apraxia, agraphia, and alexia.

Bloom’s Level: 1. Remembering 23. People with conduction aphasia are unable to a. speak fluently. b. understand either written or oral materials. c. repeat words or sentences. d. comprehend music.

Answer: c Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.1 Distinguish among aphasia, apraxia, agraphia, and alexia.

Bloom’s Level: 1. Remembering

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24. A large frontal lesion in the left hemisphere can produce aphasia. a. Broca’s b. conduction c. Wernicke’s d. subcortical Answer: a Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.2 Describe Broca’s area and the behavioral consequences of lesions that include this area.

Bloom’s Level: 1. Remembering 25. A patient who has difficulty speaking but has good comprehension of verbal material is most likely suffering from aphasia. a. Wernicke’s b. Broca’s c. conduction d. global Answer: b Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.2 Describe Broca’s area and the behavioral consequences of lesions that include this area.

Bloom’s Level: 3. Applying 26. Patients with are likely to have right-sided weakness or partial paralysis; those with are likely to experience right-sided numbness. a. Wernicke’s aphasia; Broca’s aphasia b. Broca’s aphasia; Wernicke’s aphasia c. anomia; apraxia d. global aphasia; conduction aphasia Answer: b Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.3 Define Wernicke’s area and the behavioral consequences of lesions that include this area.

Bloom’s Level: 3. Applying 27. Wernicke’s aphasia is usually associated with lesions of a. the angular gyrus. b. the right inferior frontal region. c. Broca’s area. d. the left posterior temporal region.

Answer: d Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.3 Define Wernicke’s area and the behavioral consequences of lesions that include this area.

Bloom’s Level: 2. Understanding

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28. A patient speaks in a fluent manner, although her speech contains many paraphasias that make it unintelligible. She also demonstrates poor comprehension of verbal material.

This patient is most likely suffering from aphasia. a. Wernicke’s b. Broca’s c. conduction d. global Answer: a Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.3 Define Wernicke’s area and the behavioral consequences of lesions that include this area.

Bloom’s Level: 3. Applying 29. The complete loss of the ability to understand language, or to speak, read, or write is called aphasia. a. pragmatic b. fluent c. global d. galactic Answer: c Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.4 Describe global aphasia, its causes and prognosis, and its relationship to concepts of personal identity.

Bloom’s Level: 1. Remembering 30. Damage to the , which transmits information between Wernicke’s area and Broca’s area leads to aphasia. a. arcuate fasciculus; conduction b. angular gyrus; fluent c. motor cortex; nonfluent d. primary visual cortex; global Answer: a Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.5 Contrast the motor theory of speech perception with the Wernicke-Geschwind model, and discuss research findings for and against each.

Bloom’s Level: 2. Understanding 31. Which of the following best describes the Wernicke-Geschwind model of aphasia? a. Global b. Connectionist c. Gestalt d. Motor Answer: b Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.5 Contrast the motor theory of speech perception with the Wernicke-Geschwind model, and discuss research findings for and against each.

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Bloom’s Level: 2. Understanding 32. Diffusion tensor imaging (DTI) findings a. support hemispheric specialization of spatial cognition. b. suggest that micropolygyria does not occur in the brains of children. c. are inconsistent with the connectionist model of aphasia. d. offer definitive proof for the neural basis of word blindness.

Answer: c Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.5 Contrast the motor theory of speech perception with the Wernicke-Geschwind model, and discuss research findings for and against each.

Bloom’s Level: 4. Analyzing 33. Consistent with the motor theory of speech perception, deaf people who use American Sign Language use language-related regions of the left hemisphere as hearing people who use spoken language do. a. the same b. overlapping but different c. slightly different d. completely different Answer: a Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.5 Contrast the motor theory of speech perception with the Wernicke-Geschwind model, and discuss research findings for and against each.

Bloom’s Level: 3. Applying 34 Which statement best illustrates the motor theory of language? a. Transfer of information over the arcuate fasciculus contributes to the connection between comprehension and production of speech. b. When we listen to speech, we process the speech sounds using the same neural systems that we use to make those sounds. c. Broca’s area formulates a motor plan in preparation of speaking the appropriate word and transmits that plan to motor cortex for implementation. d. Deficits in language result from a disconnection between brain regions in the language network.

Answer: b Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.5 Contrast the motor theory of speech perception with the Wernicke-Geschwind model, and discuss research findings for and against each.

Bloom’s Level: 4. Analyzing 35. Early studies using electrodes to stimulate discrete areas of cortex, thereby disrupting neural function, found a. many new brain regions important in vision. b. many new brain regions important in auditory processing. c. that electrical stimulation enhanced language abilities.

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

d. that electrical stimulation interfered with language abilities.

Answer: d Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.6 Summarize research using brain stimulation, functional brain imaging, and ERPs to map the brain’s language network.

Bloom’s Level: 2. Understanding 36. TMS brain mapping has shown that regions of Broca’s area are important for processing. a. posterior; semantic b. anterior; phonological c. posterior; phonological d. anterior; semantic Answer: c Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.6 Summarize research using brain stimulation, functional brain imaging, and ERPs to map the brain’s language network.

Bloom’s Level: 1. Remembering 37. If conscious subjects receive transcranial magnetic stimulation (TMS) of anterior portions of Broca’s area, they a. are unable to make gestures with their hands. b. have difficulty with the patterning of speech sounds. c. are unable to speak. d. have difficulty understanding the meanings of words.

Answer: d Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.6 Summarize research using brain stimulation, functional brain imaging, and ERPs to map the brain’s language network.

Bloom’s Level: 2. Understanding 38. PET scans of brain activation during progressively more complex language processing tasks showed in Broca’s area as compared to activation during simple word repetition or reading aloud. a. minor activation b. marked activation c. decreased activity d. no activity Answer: b Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.6 Summarize research using brain stimulation, functional brain imaging, and ERPs to map the brain’s language network.

Bloom’s Level: 3. Applying

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

39. In ERP studies of normal subjects, it has been found that a grammatically correct sentence containing a word whose meaning does not fit into the sentence provokes a(n) wave from cortex. a. N400; temporoparietal b. N400; dorsolateral c. P600; temporoparietal d. P600; dorsolateral Answer: a Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.6 Summarize research using brain stimulation, functional brain imaging, and ERPs to map the brain’s language network.

Bloom’s Level: 3. Applying 40. The sounds that make up a language are called , and the system of rules for producing sentences is called . a. linguists; pragmatics b. dichotics; syntax c. morphemes; prosody d. phonemes; grammar Answer: d Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: Not aligned Bloom’s Level: 1. Remembering 41. Which of the following is correct about the word “unbreakable”? a. It consists of three phonemes. b. U is a morpheme. c. Break is an example of pragmatics. d. Able is a morpheme.

Answer: d Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: Not aligned Bloom’s Level: 3. Applying 42. Which statement about the evolution of languages is most accurate? a. The number of human languages is expanding sharply as global populations increase. b. The number of human languages is staying remarkably stable in spite of rising global population. c. Languages are being lost or absorbed as a result of increasing globalization. d. Many new languages are emerging as a result of increasingly sophisticated communications systems.

Answer: c Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.1 Provide a synopsis of the evolution and distribution of human languages.

Bloom’s Level: 2. Understanding

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43. Children show evidence of sensitivity to the “rules” of language by the age of months. a. 3 b. 7 c. 12 d. 18 Answer: b Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.3 Summarize the process of language development and the acquisition of grammar and reading skills.

Bloom’s Level: 1. Remembering 44. The human brain shows a clear , during which exposure and practice with language must occur in order for language skills to develop normally. a. syntax phase b. time delay c. critical period d. developmental interlude Answer: c Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.3 Summarize the process of language development and the acquisition of grammar and reading skills.

Bloom’s Level: 1. Remembering 45. Speech mechanisms may have evolved from more ancient systems controlling gestures of the face and hands, in agreement with a. the motor theory of language. b. the connectionist model of aphasia. c. observations of split-brain patients. d. deficits seen in conduction aphasia.

Answer: a Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.3 Summarize the process of language development and the acquisition of grammar and reading skills.

Bloom’s Level: 2. Understanding 46. Williams syndrome provides evidence for a. environmental influences on language. b. the benefits of enrichment programs for children with dyslexia. c. the heritability of language. d. the epigenetics of language.

Answer: c Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.3 Summarize the process of language development and the acquisition of grammar and reading skills.

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Bloom’s Level: 2. Understanding 47. In monkeys, stimulation of the , but not of the , results in vocalizations. a. cortex; subcortical regions b. cortex; frontal lobes c. subcortical regions; cortex d. cerebellum; frontal lobes Answer: c Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.4 Contrast human language with nonhuman animal communication.

Bloom’s Level: 2. Understanding 48. In nonhuman primates, the brain regions in which electrical stimulation elicits vocalizations seem to be those involved in a. higher-order cognitive functions. b. fine sensory analysis of acoustic information. c. delicate control of all musculature. d. strongly emotional behaviors, such as defense, attack, feeding, and sex behaviors.

Answer: d Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.4 Contrast human language with nonhuman animal communication.

Bloom’s Level: 2. Understanding 49. Because apes seem able to learn a version of American Sign Language (ASL), some researchers have concluded that they are able to acquire language. Those who disagree, however, offer which criticism of this conclusion? a. Chimpanzees do not sign accurately enough to prove that they can acquire language. b. Chimpanzees do not produce novel sequences of signs. c. Chimpanzees may only be imitating the gestures of trainers. d. Chimpanzees do not have the fine motor control to fully execute ASL. Answer: c Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.4 Contrast human language with nonhuman animal communication.

Bloom’s Level: 4. Analyzing 50. Which feature of birdsong suggests it is analogous to human speech? a. Some birds require early exposure to species-typical birdsong in order to develop their characteristic song. b. Removal of the left temporal cortex of birds eliminates characteristic song patterns. c. Brain damage results in permanent song elimination. d. Deafened female birds are more sensitive to left-brain injury.

Answer: a

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.4 Contrast human language with nonhuman animal communication.

Bloom’s Level: 4. Analyzing 51. Birdsong is similar to human speech in that a. proper expression of the FOXP2 gene appears to be crucial. b. the right hemisphere has a greater effect on vocal behavior. c. juveniles do not have to be exposed to vocal adults to develop normal singing behavior. d. both human and bird communication incorporate prosody.

Answer: a Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.4 Contrast human language with nonhuman animal communication.

Bloom’s Level: 3. Applying 52. A native English-speaking person with dyslexia would have great difficulty reading the title The Tough Coughs as He Ploughs the Dough. a. deep b. surface c. frontal d. temporal Answer: b Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.5 Discuss in detail the forms of dyslexia and their possible neural underpinnings.

Bloom’s Level: 1. Remembering 53. is an anatomical abnormality of developmental dyslexia that is associated with excessive cortical folding in areas such as the temporoparietal junction. a. Micropolygyria b. Tauopathy c. Ectopia d. Hemispherectomy Answer: a Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.5 Discuss in detail the forms of dyslexia and their possible neural underpinnings.

Bloom’s Level: 2. Understanding 54. Anna has been diagnosed with deep dyslexia. The most obvious symptom she has is a. a complete inability to read. b. an inability to read prepositions or any other words that express a relation to other words or phrases within the sentence. c. an inability to read one of the two languages she has spoken all her life.

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

d. she interprets a word when reading not as the word on the page but as a semantically related word.

Answer: d Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.5 Discuss in detail the forms of dyslexia and their possible neural underpinnings.

Bloom’s Level: 3. Applying 55. Unusual groupings of cells in the outer layers of the cerebral cortex have been seen in postmortem studies of a. dyslexia. b. apraxia. c. childhood aphasia. d. Broca’s aphasia.

Answer: a Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.5 Discuss in detail the forms of dyslexia and their possible neural underpinnings.

Bloom’s Level: 1. Remembering 56. A 45-year old individual that played football all his life is showing signs of confusion and memory loss. If you were to examine his brain, what would you expect to find? a. Abnormal expression of tau b. Increased cortical folding c. Increased clusters of neurons in unusual locations d. Decreased activation of the right planum temporale Answer: a Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.5 Discuss in detail the forms of dyslexia and their possible neural underpinnings.

Bloom’s Level: 4. Analyzing 57. Which symptom is not one of the forms of brain pathology associated with long-time boxers? a. Dementia b. Chronic traumatic encephalopathy c. Tauopathy d. Micropolygyria Answer: d Section: 15.5 Recovery of Function after Brain Damage: Stabilization and Reorganization Are Crucial Stages Learning Objective: 15.5.1 Discuss the prevalence of various forms of brain damage and the reasons why so many people are living with the lasting effects of brain injury.

Bloom’s Level: 4. Analyzing

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

58. In boxers, the devastating effects of repeated blows to the head are evident in the development of a progressive cognitive impairment called a. micropolygyria. b. chronic traumatic encephalopathy. c. ectopia. d. hemispherectomy.

Answer: b Section: 15.5 Recovery of Function after Brain Damage: Stabilization and Reorganization Are Crucial Stages Learning Objective: 15.5.1 Discuss the prevalence of various forms of brain damage and the reasons why so many people are living with the lasting effects of brain injury.

Bloom’s Level: 1. Remembering 59. In patients with aphasia following a stroke, the greatest amount of language recovery is likely to be achieved after the episode of brain damage. a. within 3 weeks b. within 3 months c. between 6 months and 1 year d. during speech therapy Answer: b Section: 15.5 Recovery of Function after Brain Damage: Stabilization and Reorganization Are Crucial Stages Learning Objective: 15.5.2 Describe the typical timeline for neurological recovery from a stroke or other brain damage, and identify factors that affect this process.

Bloom’s Level: 1. Remembering 60. All the following may aid in stabilization and reorganization after brain damage except a. the use of stem cells. b. neurogenesis. c. reverse transcription. d. collateral sprouting.

Answer: c Section: 15.5 Recovery of Function after Brain Damage: Stabilization and Reorganization Are Crucial Stages Learning Objective: 15.5.3 Discuss potential therapies that can aid the process of recovery.

Bloom’s Level: 2. Understanding 61. An exciting, but controversial future treatment for brain injury may be the use of to replace the damaged neurons in the brain and spinal cord. a. astereognosis b. hemispherectomy c. embryonic stem cells d. tau protein overexpression Answer: c

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Section: 15.5 Recovery of Function after Brain Damage: Stabilization and Reorganization Are Crucial Stages Learning Objective: 15.5.3 Discuss potential therapies that can aid the process of recovery.

Bloom’s Level: 1. Remembering 62. According to some studies, stroke patients given therapy can show about a 75% return of normal use of a paralyzed arm within a relatively short period of time. a. melodic intonation b. constraint-induced movement c. edema reduction d. intense massage Answer: b Section: 15.5 Recovery of Function after Brain Damage: Stabilization and Reorganization Are Crucial Stages Learning Objective: 15.5.3 Discuss potential therapies that can aid the process of recovery.

Bloom’s Level: 2. Understanding 63. The goal of constraint-induced movement therapy is to encourage stroke patients to use the afflicted arm by the unaffected arm. a. mirroring b. restraining c. attachment to d. forced movement controlled by Answer: b Section: 15.5 Recovery of Function after Brain Damage: Stabilization and Reorganization Are Crucial Stages Learning Objective: 15.5.3 Discuss potential therapies that can aid the process of recovery.

Bloom’s Level: 2. Understanding 64. Mirror therapy has been shown to be useful for rehabilitation after brain injury as it a. forces the patient to challenge the way the stroke has changed their physical appearance. b. encourages self-acceptance. c. tricks the brain into thinking they are moving the paralyzed arm. d. trains the brain to move only the unaffected limb.

Answer: c Section: 15.5 Recovery of Function after Brain Damage: Stabilization and Reorganization Are Crucial Stages Learning Objective: 15.5.3 Discuss potential therapies that can aid the process of recovery.

Bloom’s Level: 3. Applying 65. Which statement about childhood aphasia true?

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a. Aphasia produced by brain injury in childhood is always severe and permanent. b. Language abilities impaired by childhood brain injury are usually restored by adulthood. c. Childhood aphasia and adult aphasia are typically similar in their recovery patterns. d. The brain progressively increases its ability to compensate for injury with aging.

Answer: b Section: 15.5 Recovery of Function after Brain Damage: Stabilization and Reorganization Are Crucial Stages Learning Objective: 15.5.4 Explore how it is that children can recover from brain injury much more completely than adults can.

Bloom’s Level: 2. Understanding 66. In general, brain injury suffered has less severe consequences than brain injury suffered . a. in childhood; in adulthood b. in adulthood; in childhood c. during sleep; during wakefulness d. in women; in men Answer: a Section: 15.5 Recovery of Function after Brain Damage: Stabilization and Reorganization Are Crucial Stages Learning Objective: 15.5.4 Explore how it is that children can recover from brain injury much more completely than adults can.

Bloom’s Level: 2. Understanding

Fill-in-the-Blank Questions 67. The pathway consisting of hundreds of millions of axons and that connects the left and right brain hemispheres is called the .

Answer: corpus callosum Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.1 Describe techniques for studying the left and right hemispheres independently of each other.

Bloom’s Level: 1. Remembering 68. In a dichotic presentation test, if a subject receives conflicting auditory information to both ears, the subject will repeat only the information presented to the ear because information presented to this side reaches the left hemisphere speech systems before information presented to the other side does.

Answer: right Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.2 Summarize the apparent cognitive specializations of each hemisphere as revealed by behavioral testing.

Bloom’s Level: 2. Understanding

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

69. When you are looking at a child’s colored toy blocks of various shapes, colors, and sizes, the hemisphere of your brain is processing the visual information.

Answer: right Section: 15.2 Right-Hemisphere Damage Impairs Specific Types of Cognition Learning Objective: 15.2.1 Itemize the types of deficits seen after right-hemisphere lesions, relating the deficits to specific anatomical locations within the hemisphere.

Bloom’s Level: 3. Applying 70. People with face-blindness may also suffer from additional forms of , such as the inability to recognize bird species.

Answer: agnosia Section: 15.2 Right-Hemisphere Damage Impairs Specific Types of Cognition Learning Objective: 15.2.2 Describe the clinical features of prosopagnosia and related disorders.

Bloom’s Level: 3. Applying 71. Very large left-hemisphere legions that affect both the anterior and posterior language areas results in aphasia.

Answer: global Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.4 Describe global aphasia, its causes and prognosis, and its relationship to concepts of personal identity.

Bloom’s Level: 2. Understanding 72. The grammatical rules for constructing sentences in a given language is called .

Answer: syntax Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: Not aligned Bloom’s Level: 1. Remembering 73. FOXP2 is likely important in development of normal language .

Answer: acquisition Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.3 Summarize the process of language development and the acquisition of grammar and reading skills.

Bloom’s Level: 1. Remembering 74. Speech that is characterized by tripping up on certain syllables, halting speech sounds, and being unable to vocalize certain words is called .

Answer: stuttering Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.3 Summarize the process of language development and the acquisition of grammar and reading skills.

Bloom’s Level: 1. Remembering

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

75. In general, a person’s recovery from brain injury is greater when the injury is the result of .

Answer: trauma Section: 15.5 Recovery of Function after Brain Damage: Stabilization and Reorganization Are Crucial Stages Learning Objective: 15.5.2 Describe the typical timeline for neurological recovery from a stroke or other brain damage, and identify factors that affect this process.

Bloom’s Level: 1. Remembering 76. In certain situations, damaged neurons can grow regrow their connections via .

Answer: collateral sprouting Section: 15.5 Recovery of Function after Brain Damage: Stabilization and Reorganization Are Crucial Stages Learning Objective: 15.5.3 Discuss potential therapies that can aid the process of recovery.

Bloom’s Level: 1. Remembering

Short-Answer Questions 77. What is the tachistoscope test and how has it contributed to our knowledge of hemispheric specialization?

Answer: In the tachistoscope test, stimuli are very briefly presented to either the left or right visual fields. As the stimulus exposure is so brief, the eyes do not have time to shift their direction. Most tachistoscopic studies confirm the general verbal-spatial division of labor between the hemispheres. Verbal stimuli (words and letters) presented to the right visual field (left hemisphere) are better recognized than the same input presented to the left visual field (right hemisphere). On the other hand, nonverbal visual stimuli (such as faces or geometric forms) presented to the left visual field are better recognized than the same stimuli presented to the right visual field.

Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.1 Describe techniques for studying the left and right hemispheres independently of each other.

Bloom’s Level: 3. Applying 78. If a picture of an object is projected onto the left visual field of a split-brain individual who is subsequently asked to select the object by touch from an array of objects (without viewing them), would you expect him to be able to identify it? What have experiments (such as this one) on split-brain individuals elucidated?

Answer: It depends on which hand he picks the object up with. If he picks up the object in his left hand (controlled by the right hemisphere) he will be able to identify it, but if he picks it up in his right, (controlled by the left hemisphere) he will not. These types of studies show that, in most people, the right hemisphere is specialized for processing spatial information. Right-hemisphere mechanisms are also crucial for face perception, for processing emotional aspects of language, and for controlling attention.

Section: 15.1 The Left and Right Hemispheres of the Brain Are Different

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Learning Objective: 15.1.2 Summarize the apparent cognitive specializations of each hemisphere as revealed by behavioral testing.

Bloom’s Level: 3. Applying 79. Provide an explanation of the right-ear advantage as demonstrated through dichotic presentation.

Answer: Auditory information in each ear is processed by the contralateral hemisphere.

Therefore, when verbal information is presented to the right ear, it is processed by the left auditory cortex and then passed directly to speech systems within the same hemisphere.

In contrast, when verbal information presented to the left ear, it must first be processed by the right auditory cortex before being transmitted across the corpus callosum to speech systems in the left hemisphere.

Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.2 Summarize the apparent cognitive specializations of each hemisphere as revealed by behavioral testing.

Bloom’s Level: 3. Applying 80. What is prosopagnosia? Which brain region is damaged in patients with prosopagnosia?

Answer: Prosopagnosia is a condition characterized by the inability to recognize faces.

Afflicted individuals fail to recognize not only their own faces but also the faces of relatives and friends. No amount of remedial training restores their ability to recognize faces. It’s most commonly seen in cases of bilateral damage to the fusiform gyrus, a region of cortical tissue on the inferior surface of the brain where the occipital and temporal cortices meet.

Section: 15.2 Right-Hemisphere Damage Impairs Specific Types of Cognition Learning Objective: 15.2.3 Discuss the anatomy and specialized functions of the fusiform system.

Bloom’s Level: 2. Understanding 81. What is Broca’s aphasia and what are the symptoms? Which brain region is damaged in patients with Broca’s aphasia?

Answer: Broca’s aphasia is also known as nonfluent aphasia. It is a language impairment characterized by difficulty with speech production but not with language comprehension.

It occurs as a consequence of damage to Broca’s area, which is located on the left inferior frontal cortex, just anterior to the primary motor cortex.

Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.2 Describe Broca’s area and the behavioral consequences of lesions that include this area.

Bloom’s Level: 2. Understanding 82. What is Wernicke’s aphasia? Which brain region is damaged in patients with Wernicke’s aphasia?

Answer: Wernicke’s aphasia is also known as fluent aphasia. It is a language impairment characterized by fluent, meaningless speech and little language comprehension. It occurs as a consequence of damage to Wernicke’s area, which is centered on a region of the

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

superior temporal cortex, between the primary auditory cortex and the angular gyrus.

Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.3 Define Wernicke’s area and the behavioral consequences of lesions that include this area.

Bloom’s Level: 2. Understanding 83. How have research findings from diffusion tensor imaging (DTI) challenged the connectionist model of aphasia?

Answer: Diffusion tensor imaging uses MRI technology to study white matter tracts in the brain. Under the connectionist model of aphasia Wernicke’s area is believed to transmit information along a band of fibers called the arcuate fasciculus, to Broca’s area.

DTI tractography has revealed that the arcuate fasciculus appears to terminate in the precentral gyrus (motor cortex), just short of Broca’s area, in most people. This suggests that if information is being transmitted between the speech and language areas of the brain, it doesn’t travel directly via this tract of fibers.

Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.6 Summarize research using brain stimulation, functional brain imaging, and ERPs to map the brain’s language network.

Bloom’s Level: 4. Analyzing 84. What is Williams syndrome and how is it related to language research?

Answer: Williams syndrome is a genetic condition caused by the deletion of 28 genes from chromosome 7. Children born with Williams syndrome have various intellectual deficits but have excellent verbal skills. Conditions like Williams syndrome confirm that the basic mechanisms of language are heritable components of the human brain.

Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.3 Summarize the process of language development and the acquisition of grammar and reading skills.

Bloom’s Level: 2. Understanding 85. What are the parallels between birdsong and human speech?

Answer: Both songbird and human brains have specialized neural systems for the control of vocal behavior, and like humans, in songbirds, damage to the left rather than the right hemisphere has a greater effect on vocal behavior. And similar to humans, juvenile birds must be exposed to the songs of adults during a distinct critical period in order for singing behavior to develop normally. Finally, as with human speech, the FoxP2 gene is implicated in the learning and production of birdsong.

Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.4 Contrast human language with nonhuman animal communication.

Bloom’s Level: 3. Applying 86. Compare and contrast deep dyslexia with surface dyslexia.

Answer: Dyslexia (also known as alexia) is a reading disorder attributed to brain impairment. It is derived from from the Greek dys (“bad”) and lexis (“word”) and is characterized by a mild to severe difficulty with reading. It can be either developmental

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or acquired. Acquired dyslexia presents in two forms: Deep dyslexia is characterized by an abundance of semantic errors. That is, a person will incorrectly read a word as another semantically related word. With surface dyslexia, only the fine details of reading are attended to. That is, a person makes mistakes when the visual appearance (spelling) of the word is inconsistent with the pronunciation rules.

Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.5 Discuss in detail the forms of dyslexia and their possible neural underpinnings.

Bloom’s Level: 4. Analyzing 87. Why might embryonic stem cells be useful for brain repair after a stroke or injury?

Answer: Embryonic stem cells are derived from embryos and have not yet differentiated into specific neural roles. They are therefore able to develop, under the control of local chemical cues, into any type of cell. Preliminary research suggests these cells can be implanted in damaged brain (or spinal cord) regions and differentiate into the lost neurons. This is a controversial area of research because, currently, stem cells are derived from human embryos.

Section: 15.5 Recovery of Function after Brain Damage: Stabilization and Reorganization Are Crucial Stages Learning Objective: 15.5.3 Discuss potential therapies that can aid the process of recovery.

Bloom’s Level: 3. Applying

Discussion Questions 88. Describe the experimental approaches that have been used in the study of hemispheric lateralization of function in humans, and discuss the major findings that have resulted from these studies.

Answer: Answers and discussion will vary.

Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.1 Describe techniques for studying the left and right hemispheres independently of each other.

Bloom’s Level: 2. Understanding 89. Describe dichotic presentation, its underlying theoretical rationale, and the general findings that relate to the study of hemispheric lateralization.

Answer: Answers and discussion will vary.

Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.2 Summarize the apparent cognitive specializations of each hemisphere as revealed by behavioral testing.

Bloom’s Level: 2. Understanding 90. Discuss why the planum temporale may play a large role in perception of music.

Answer: Answers and discussion will vary.

Section: 15.1 The Left and Right Hemispheres of the Brain Are Different

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

Learning Objective: 15.1.2 Summarize the apparent cognitive specializations of each hemisphere as revealed by behavioral testing.

Bloom’s Level: 2. Understanding 91. Discuss, with research evidence, how handedness relates to brain asymmetry.

Answer: Answers and discussion will vary.

Section: 15.1 The Left and Right Hemispheres of the Brain Are Different Learning Objective: 15.1.3 Discuss the relationship of handedness to cerebral lateralization.

Bloom’s Level: 2. Understanding 92. Explain the connectionist model of aphasia and compare it with the motor theory of language.

Answer: Answers and discussion will vary.

Section: 15.3 Left-Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.5 Contrast the motor theory of speech perception with the Wernicke-Geschwind model, and discuss research findings for and against each.

Bloom’s Level: 3. Applying 93. Discuss some of the data concerning the organization of language in the brain as revealed by electrical stimulation of the brain in conscious humans.

Answer: Answers and discussion will vary.

Section: 15.3 Left Hemisphere Damage Can Cause Aphasia Learning Objective: 15.3.6 Summarize research using brain stimulation, functional brain imaging, and ERPs to map the brain’s language network.

Bloom’s Level: 2. Understanding 94. Compare and contrast the symptoms and neuroanatomy of the major categories of aphasia.

Answer: Answers and discussion will vary.

Section: 15.3.1 Distinguish among aphasia, apraxia, agraphia, and alexia.

Learning Objective: 15.3.6 Summarize research using brain stimulation, functional brain imaging, and ERPs to map the brain’s language network.

Bloom’s Level: 3. Applying 95. Discuss the probability that nonhuman primates are capable of learning language, citing the results of different experimental approaches, the conclusions of some researchers, and some key criticisms of these conclusions.

Answer: Answers and discussion will vary.

Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.4 Contrast human language with nonhuman animal communication.

Bloom’s Level: Applying

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Test Bank for The Mind's Machine Foundations of Brain and Behavior 4th Edition

96. Develop a brief essay relating the research findings relevant to the following statement: Functional imaging studies have revealed many details of brain organization for speech and language.

Answer: Answers and discussion will vary.

Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.5 Discuss in detail the forms of dyslexia and their possible neural underpinnings.

Bloom’s Level: 3. Applying 97. Provide an overview of the symptomatology and neuroanatomical correlates of dyslexia.

Answer: Answers and discussion will vary.

Section: 15.4 Human Languages Share Basic Features Learning Objective: 15.4.5 Discuss in detail the forms of dyslexia and their possible neural underpinnings.

Bloom’s Level: 2. Understanding 98. Discuss recovery of function in humans who have suffered brain damage. Consider the following issues in your answer: age of the patient, time course of recovery, physiological events that may contribute to recovery, and therapies that may aid in recovery.

Answer: Answers and discussion will vary.

Section: 15.5 Recovery of Function after Brain Damage: Stabilization and Reorganization Are Crucial Stages Learning Objective: 15.5.4 Explore how it is that children can recover from brain injury much more completely than adults can.

Bloom’s Level: 4. Analyzing

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