Test Bank for Biological Psychology 12th Edition by James W. Kalat - COMPLETE

Biological Psychology

James W. Kalat

(12Ed) (Test Bank) 2021

Biological Psychology, 12e Kalat TB

True / False 1. An ontogenetic explanation is one that describes the development of a structure or behavior. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 2. Gottfried Leibniz (1714) posed the question: “Why is there something rather than nothing?” a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.02 - List three general points that are important to remember from this text.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 3. The mind-body problem refers to how the mind controls the body. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.02 - List three general points that are important to remember from this text.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 4. The universe could have been different in many ways, nearly all of which would have made life impossible a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior

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LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.02 - List three general points that are important to remember from this text.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 5. Chalmers explanation of the mind-body problem has largely laid the issue to rest. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.02 - List three general points that are important to remember from this text.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 6. Neurons vary enormously in size, shape, and functions. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 7. Perception occurs primarily in sense organs. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 8. Electrical stimulation of your brain can produce a hand experience even if you had no hand. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior

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LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.01 - Briefly state the mind–brain problem and contrast monism with dualism.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 9. Mental activity and certain types of brain activity are, so far as we can tell, inseparable. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Analyze REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.01 - Briefly state the mind–brain problem and contrast monism with dualism.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 10. Research scientists are free to do as they wish when conducting research with animals. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Use of Animals in Research LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.04 - Discuss the ethical issues of research with laboratory animals.

TOPICS: INT.1 Overview and Major Issues 11. The underlying mechanisms of behavior are similar across species. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Use of Animals in Research LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.04 - Discuss the ethical issues of research with laboratory animals.

TOPICS: INT.1 Overview and Major Issues 12. Invertebrate nerve action follows the same basic principles as human nerves. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Use of Animals in Research LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.04 - Discuss the ethical issues of research with laboratory animals.

TOPICS: INT.1 Overview and Major Issues 13. Minimalists do not tolerate any kind of animal research.

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a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Use of Animals in Research LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.04 - Discuss the ethical issues of research with laboratory animals.

TOPICS: INT.1 Overview and Major Issues 14. Abolitionists maintain that animals do not have the same rights as humans. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Analyze REFERENCES: The Use of Animals in Research LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.04 - Discuss the ethical issues of research with laboratory animals.

TOPICS: INT.1 Overview and Major Issues 15. The dispute between abolitionists and animal researchers is a dispute between two ethical positions. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Use of Animals in Research TOPICS: INT.1 Overview and Major Issues Multiple Choice 16. Biological psychologists are primarily interested in the study of the physiological, evolutionary, and . a. social influences on attitudes b. developmental mechanisms of behavior and experience c. cultural mechanisms of society as a whole d. psychological influences on disease ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 17. A cognitive neuroscientist is most likely to . a. conduct behavioral tests to determine the abilities and disabilities of people with various kinds of brain damage b. study scans of brain anatomy or activity to analyze and explore people’s knowledge, thinking, and problem solving

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c. relate behaviors to the functions they have served and, therefore, the presumed selective pressures that caused them to evolve d. identify educational needs of schoolchildren, devise a plan to meet the needs, and then help teachers implement it ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 18. Jill studies how hormones influence sexual behavior of rats. She is most likely a . a. biological psychologist b. neuroscientist c. clinical psychologist d. psychiatrist ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 19. A fundamental property is one that . a. answers all questions b. occurs only in certain parts of the nervous system c. cannot be reduced to something else d. cannot be explained ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.01 - Briefly state the mind–brain problem and contrast monism with dualism.

TOPICS: INT.1 Overview and Major Issues 20. A person who believes that hormones released at different stages of the menstrual cycle affect a person’s mood is using a(n) explanation. a. functional b. ontogenetic c. physiological d. evolutionary ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Biological Explanations of Behavior

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LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 21. A(n) explanation describes why a structure or behavior evolved as it did. a. functional b. ontogenetic c. physiological d. evolutionary ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 22. A(n) describes development, including the influences of genes, nutrition, experiences, and their interactions. a. functional b. ontogenetic c. physiological d. evolutionary ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 23. Understanding how genes, nutrition, and experience work together to produce a tendency toward a particular sexual orientation is an example of a(n) explanation. a. ontogenetic b. evolutionary c. functional d. common sense ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 24. Which type of explanation best describes how a structure or behavior develops? a. physiological b. ontogenetic

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c. evolutionary d. functional ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 25. A(n) explanation describes eating in terms of the hypothalamus affecting insulin production, which affects the availability of glucose in cells. a. physiological b. ontogenetic c. evolutionary d. functional ANSWER: a DIFFICULTY: Bloom’s: Apply REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 26. Explaining differences in running speed as a function of differences in muscle fiber types is an example of a(n) explanation. a. ontogenetic b. physiologicalphysiological c. evolutionary d. functional ANSWER: b DIFFICULTY: Bloom’s: Apply REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 27. A person who studies the genetic predisposition to be aggressive in combination with early aggressive experiences is seeking a(n) explanation. a. physiological b. behavioral c. evolutionary d. ontogenetic ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Biological Explanations of Behavior

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LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 28. Mapping out the relationship between shared bone structures across different species suggests that there is a(n) explanation. a. ontogenetic b. evolutionary c. behavioral d. physiological ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 29. An evolutionary explanation of why we get goose bumps when cold is that . a. our sympathetic nervous system is activated b. we inherited the mechanism from our remote ancestors who had more hair c. we have a preference for being warm d. our children are often raised in cold environments ANSWER: b DIFFICULTY: Bloom’s: Apply REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 30. Human language developed as the result of genes and the opportunity to hear language during a sensitive period in early life. What type of explanation is this? a. physiological b. ontogenetic c. evolutionary d. functional ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 31. Some animals have camouflage that matches their typical surroundings in order to provide protection from predators.

What type of explanation does this illustrate?

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a. evolutionary b. functional c. ontogenetic d. physiological ANSWER: b DIFFICULTY: Bloom’s: Apply REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 32. Which type of explanation might describe the presence of a behavior in a particular species by showing how that behavior increased the reproductive success of the species? a. physiological b. ontogenetic c. evolutionary d. solipsistic ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 33. Which type of explanation describes why a particular structure or behavior is advantageous? a. physiological b. ontogenetic c. evolutionary d. functional ANSWER: d DIFFICULTY: Bloom’s: Apply REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 34. In a small population of sheep, the dominant male may produce many more offspring than the other males, spreading his genes. This is an example of . a. assimilation b. artificial selection c. genetic drift d. recombination ANSWER: c DIFFICULTY: Bloom’s: Understand

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REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 35. Which explanation of human behavior focuses most on learning through experience? a. physiological b. ontogenetic c. evolutionary d. functional ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 36. Consciousness does not occur when you are . a. in a coma b. daydreaming c. watching television d. exercising ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 37. An adult male sparrow sings its normal song . a. if he hears the song during a sensitive period early in his life b. only when he hears a female bird singing c. if his own species' song is the first song he hears when young d. regardless of whether or not he has ever heard his species' song from another bird ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior TOPICS: INT.1 Overview and Major Issues 38. Consciousness occurs . a. in all kinds of nervous systems some of the time b. in certain parts of certain kinds of nervous system all of the time c. in certain parts of certain kinds of nervous systems some of the time d. in all kinds of nervous systems all of the time

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ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.01 - Briefly state the mind–brain problem and contrast monism with dualism.

TOPICS: INT.1 Overview and Major Issues 39. The view of the brain from above is called the view. a. anterior b. ventral c. dorsal d. posterior ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 40. A particular area of a songbird brain grows under the influence of testosterone; hence, it is larger in breeding males than in females or immature birds. That brain area enables a mature male to sing. What type of explanation is illustrated here? a. evolutionary b. ontogenetic c. neurological d. physiological ANSWER: d DIFFICULTY: Bloom’s: Apply REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 41. In many species, a young male bird learns its song by listening to adult males. Development of the song requires certain genes and the opportunity to hear the appropriate song during a sensitive period early in life. What type of explanation is illustrated here? a. evolutionary b. ontogenetic c. neurological d. physiological ANSWER: b DIFFICULTY: Bloom’s: Apply REFERENCES: Biological Explanations of Behavior

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LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 42. Certain pairs of species have similar songs. For example, dunlins and Baird’s sandpipers, two shorebird species, give their calls in distinct pulses, unlike other shorebirds. What type of explanation is suggested here? a. evolutionary b. ontogenetic c. neurological d. physiological ANSWER: a DIFFICULTY: Bloom’s: Apply REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 43. The sea dragon is a fish that looks and acts like kelp in order to attract its food. A researcher proposes that this is due to a genetic modification that expands smaller appendages already present in these fish’s ancestors. What type of explanation is this? a. functional b. evolutionary c. ontogenetic d. biological ANSWER: b DIFFICULTY: Bloom’s: Apply REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 44. Which field is least likely to focus primarily on research? a. neuroscience b. psychophysiology c. neurochemistry d. neurology ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues

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45. A(n) investigates the chemical reactions in the brain. a. neurochemist b. psychophysiologist c. comparative psychologist d. neurologist ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 46. A stroke patient might seek the aid of a(n) to increase the functions of daily life. a. neuroscientist b. clinical psychologist c. occupational therapist d. neurochemist ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 47. According to David Chalmers, consciousness is . a. a fundamental property of matter b. not necessary for brain functioning c. easy to observe d. independent of the brain ANSWER: a DIFFICULTY: Bloom’s: Apply REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 48. Someone who investigates how the functioning of the brain and other organs influences behavior is most likely to be called a . a. sociobiologist b. neuropsychologist c. behavioral neuroscientist d. comparative psychologist ANSWER: c DIFFICULTY: Bloom’s: Understand

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REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 49. A neuropsychologist . a. has an M.D. and specializes in the treatment of brain damage b. conducts research on animal behavior c. is more often a teacher than a practitioner d. tests the abilities and disabilities of people with brain damage ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 50. A comparative psychologist . a. compares the reactions different people have in similar situations b. considers the evolutionary histories of different species and their behaviors c. compares nervous system responses of different people d. helps people with emotional distress ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 51. Which specialist is most likely to work with people with brain damage? a. comparative psychologist b. biopsychologist c. neuropsychologist d. psychobiologist ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 52. A psychiatrist is most likely to . a. help people with emotional distress b. perform brain surgery

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c. treat people with brain damage d. relate behaviors to the functions they have served in their evolutionary past ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 53. According to Tinbergen, the argument that humans are essentially different from all other animals and that the gap between humans and animals can never be bridged . a. assumes that it will be futile even to search for animal roots b. is essential to the meaningful study of human neuropsychology c. is the only scientifically-defensible point of view d. will stimulate research into the relationship between the mind and brain ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 54. Perception occurs in . a. waves b. the brain c. receptors d. transducers ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.01 - Briefly state the mind–brain problem and contrast monism with dualism.

TOPICS: INT.1 Overview and Major Issues 55. Nearly all neuroscientists and philosophers support the position of . a. monism b. exceptionalism c. dualism d. relativism ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.02 - List three general points that are important to remember from this text.

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TOPICS: KEYWORDS:

INT.1 Overview and Major Issues New

56. What idea states that minds are one type of substance and matter, like the brain, is another type of substance? a. dualism b. monism c. exceptionalism d. relativism ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.02 - List three general points that are important to remember from this text.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 57. Who is most associated with the idea that consciousness should be regarded as a fundamental property? a. Chalmers b. Descartes c. Leibniz d. Tinbergen ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.01 - Briefly state the mind–brain problem and contrast monism with dualism.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 58. After much analysis, string theorists in the 1980s concluded that . a. the universe could have taken a vast number of forms b. while other universes are possible, they are highly improbable c. the universe can only take a small number of forms d. ours is likely the only universe that could ever exist ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.01 - Briefly state the mind–brain problem and contrast monism with dualism.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 59. To propose that consciousness is a fundamental property essentially means that a. we know it to be the fundamental unit of life

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b. we know it to be transient, and occurring at random times c. we have given up on explaining it d. we have a better understanding of how it occurs in the brain ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.01 - Briefly state the mind–brain problem and contrast monism with dualism.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 60. Neurons . a. convey messages to glands b. have an oval or round shape c. are typically very large d. are usually smaller than glia ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 61. Which type of psychologist would be most likely to study which brain regions and neurotransmitter systems were involved with schizophrenia? a. clinical b. biological c. comparative d. developmental ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 62. When asked why a particular behavior occurs, people typically rely on a. functional b. commonsense c. alternative d. cost-benefit ANSWER: b

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explanations.

DIFFICULTY: Bloom’s: Understand REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 63. A(n) explanation relies on activity of the brain and other organs. a. ontogenetic b. evolutionary c. physiological d. functional ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 64. The view of the brain from below is called the view. a. anterior b. linear c. ventral d. dorsal ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 65. A(n) explanation of the brain invokes the chemical reactions that enable hormones to influence brain activity. a. ontogenetic b. evolutionary c. physiological d. functional ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New

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66. A(n) explanation of the brain invokes the routes by which brain activity controls muscle contractions. a. ontogenetic b. evolutionary c. physiological d. functional ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 67. The term ontogenetic comes from the Greek word that relating to the . a. origin of being b. cause of actions c. meaning of life d. goals of actions ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 68. A(n) explanation of the brain might invoke the gradual maturation of the frontal parts of the brain. a. ontogenetic b. evolutionary c. physiological d. functional ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 69. A(n) explanation reconstructs the ancestral history of a behavior or structure. a. ontogenetic b. evolutionary c. physiological

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d. functional ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 70. What type of explanations call attention to behavioral similarities among related species? a. ontogenetic b. evolutionary c. physiological d. functional ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 71. A(n) explanation describes why a structure or behavior evolved as it did. a. ontogenetic b. evolutionary c. physiological d. functional ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 72. A(n) is most likely to have a PhD and study the anatomy, biochemistry, or physiology of the nervous system. a. psychiatrist b. neuroscientist c. neurologist d. neurosurgeon ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

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TOPICS: KEYWORDS:

INT.1 Overview and Major Issues New

73. Most have a mixture of psychological and medical training and work in hospitals and clinics. a. psychophysiologists b. neurochemists c. neuropsychologists d. physiological psychologists ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 74. A researcher who uses scans of brain anatomy or activity, to analyze and explore how people with autism spectrum disorders process facial expressions is most likely a(n) . a. cognitive neuroscientist b. comparative psychologist c. psychophysiologist d. neurologist ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 75. Mr. Spindero periodically visits a hospital clinic where he takes various paper and pencil tests that document the progression of his dementia. A(n) is most likely to be administering the tests. a. neurologist b. psychologist c. neuropsychologist d. cognitive neuroscientist ANSWER: c DIFFICULTY: Bloom’s: Apply REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 76. A(n)

research might relate the behaviors of different species to their habitats.

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a. evolutionary psychologist b. cognitive neuroscientist c. behavioral neuroscientist d. comparative psychologist ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 77. A(n) therapist is most likely to provide exercise and other treatments to help people with muscle or nerve problems, pain, or anything else that impairs movement. a. cognitive b. behavioral c. occupational d. physical ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 78. A(n) people improve their ability to perform functions of daily life. a. cognitive b. behavioral c. occupational d. physical ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 79. Following her stroke, Mrs. Hakim, who has limited use of her right arm, will likely work with a(n) helps her relearn how to dress herself. a. cognitive b. behavioral c. occupational

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therapist who

d. physical ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 80. After nine-year-old Shane suffers a traumatic brain injury when he was hit by a car accident, a(n) therapist helps him learn how to walk again. a. cognitive b. behavioral c. developmental d. physical ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 81. Why does a clinical psychologist need to have a working understanding of neuroscience? a. To make informed decisions about which medications to prescribe b. To make more accurate diagnoses c. To better communicate with clients’ physicians d. To better handle insurance approvals for treatment ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 82. What discipline deals exclusively with nervous system disorders? a. clinical psychology b. neurology c. psychiatry d. occupational therapy ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities

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LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 83. The activities of a social worker are most likely to overlap with those of a(n) . a. clinical psychologist b. neurologist c. psychiatrist d. occupational therapist ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 84. A(n) is most likely to be concerned with selective pressures. a. neurosurgeon b. clinical psychologist c. clinical social worker d. evolutionary psychologist ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 85. A(n) is most likely to be involved in measuring heart rate, breathing rate, brain waves, and other body processes. a. occupational therapist b. neuropsychologist c. psychiatric social worker d. psychophysiologist ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues

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86. Casey believes that there are no circumstances under which animal research is acceptable. Casey is best described as a(n) . a. minimalist b. exclusionist c. abolitionist d. inclusionist ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 87. Minimalists believe that . a. all research should be done on animals b. some animal research is acceptable, but not all c. no animal research should be conducted d. researchers should use only small animals ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 88. Researchers who use animals in their research are most likely to agree, in principle, with . a. minimalists b. exclusionists c. abolitionists d. inclusionists ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 89. In the context of the “three Rs” of animal research, refinement refers to a. reducing pain and discomfort b. recognizing potential confounders c. reusing prior research analysis

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.

d. recombining effective statistical tests ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 90. In the context of the “three Rs” of animal research, replacement refers to . a. avoiding the use of irreversible procedures b. identifying less painful procedures c. using computer models if possible d. ensuring that animals are only used in one experiment ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 91. In the context of the “three Rs” of animal research, reduction refers to minimizing . a. the number of animals used b. the amount of pain c. alternative explanations d. ethical concerns ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 92. Institutional Animal Care and Use Committees must include a(n) a. community member b. abolitionist c. animal rights activist d. minimalist ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities

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.

LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 93. The extreme polarization that characterizes the debate about the use of animals in research . a. interferes with open-minded contemplation of the difficult issues b. has led to universities opening animal laboratories to the public c. has led to the development of compromises that are acceptable to most d. creates an atmosphere that favors useful, spirited debate ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 94. The is responsible for the review of proposed experiments. a. Institutional Review Board b. Institutional Animal Care and Use Committee c. Committee for the Protection of Animal Rights d. Office of Research Participants ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Career Opportunities LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 95. If you are interested in clinical psychology, school psychology, social work, physical therapy, or another field that is on the outskirts of neuroscience, which resource would be a good choice? a. The Journal of Neuroscience b. Neurology c. Scientific American Mind d. Nature Neuroscience ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Use of Animals in Research LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.04 - Discuss the ethical issues of research with laboratory animals.

TOPICS: INT.1 Overview and Major Issues

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96. If you are interested in clinical psychology, school psychology, social work, physical therapy, or another field that is on the outskirts of neuroscience, which resource would be a good choice? a. Archives of General Psychiatry b. Neurology c. The Journal of Neuroscience d. The Dana Foundation website ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Use of Animals in Research LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.04 - Discuss the ethical issues of research with laboratory animals.

TOPICS: INT.1 Overview and Major Issues 97. An evolutionary psychologist would likely be most interested in studying . a. altruistic behavior of meerkats b. cardiovascular function across species c. anatomy of the rat brain d. neurotransmitters in primates ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Use of Animals in Research LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.04 - Discuss the ethical issues of research with laboratory animals.

TOPICS: INT.1 Overview and Major Issues 98. Which question is suggestive of the so-called mind-body problem? a. What genes are involved in schizophrenia? b. How did altruism develop? c. How do intellectual disabilities affect people? d. Why are certain types of brain activity conscious?

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Use of Animals in Research LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.04 - Discuss the ethical issues of research with laboratory animals.

TOPICS: INT.1 Overview and Major Issues 99. The characteristic features of an animal are almost always . a. fundamental properties b. modifications of something found in the ancestral species c. highly variable across species d. the result of genetic drift ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Use of Animals in Research LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.04 - Discuss the ethical issues of research with laboratory animals.

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TOPICS: KEYWORDS:

INT.1 Overview and Major Issues New

100. A dominant male with many offspring is best described as spreading . a. only those genes that helped him become dominant b. genes that are directly related to his becoming dominant c. all of his genes, including genes that are irrelevant to dominance d. genes that are directly or indirectly related to dominance ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Use of Animals in Research LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.04 - Discuss the ethical issues of research with laboratory animals.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 101. The observation that zone-tailed hawks resemble vultures in both appearance and flight behavior, their prey disregard them, enabling the hawks to pick up easy meals is most suggestive of a(n) approach. a. ontogenetic b. evolutionary c. functional d. physiological ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 102. Evolutionary explanations call attention to . a. behavioral differences among related species b. behavioral similarities among related species c. behavioral similarities among distantly-related species d. behavioral similarities among unrelated species ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 103. Who proposed that biological explanations of behavior fall into four categories? a. Chalmers

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b. Descartes c. Leibniz d. Tinbergen ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 104. How do most biological psychologists feel regarding the use of animals in research? a. They believe that any animal has the same rights as any human. b. They will avoid using painful procedures, unless they will directly benefit the animal. c. They are working to replace all animal experimentation with computer simulations. d. They use animals only if the potential benefits to humans outweigh the costs to the animals.

ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: The Use of Animals in Research LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.04 - Discuss the ethical issues of research with laboratory animals.

TOPICS: INT.1 Overview and Major Issues 105. The function of an Institutional Animal Care and Use Committee is to . a. evaluate veterinarians who provide care to laboratory animals b. determine whether research is merely for the benefit of humans c. evaluate proposed experiments to ensure that they minimize pain and discomfort d. provide food and water for lab animals, and keep cages clean ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Use of Animals in Research LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.04 - Discuss the ethical issues of research with laboratory animals.

TOPICS: INT.1 Overview and Major Issues Essay 106. What is monism?

ANSWER:

Mental activity and certain types of brain activity are, so far as we can tell, inseparable. This position is known as monism, the idea that the universe consists of only one type of being.

(The opposite is dualism, the idea that minds are one type of substance and matter is another.)

Nearly all neuroscientists and philosophers support the position of monism.

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.01 - Briefly state the mind–brain problem and contrast monism with dualism.

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TOPICS: KEYWORDS:

INT.1 Overview and Major Issues New

107. List and explain the “three Rs” of animal research.

ANSWER: The legal standard emphasizes “the three Rs”: reduction of animal numbers (using fewer animals), replacement (using computer models or other substitutes for animals, when possible), and refinement (modifying the procedures to reduce pain and discomfort).

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Use of Animals in Research LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.04 - Discuss the ethical issues of research with laboratory animals.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 108. Discuss the four biological explanations of behavior.

ANSWER: A physiological explanation relates a behavior to the activity of the brain and other organs. It deals with the machinery of the body—for example, the chemical reactions that enable hormones to influence brain activity and the routes by which brain activity controls muscle contractions.

An ontogenetic explanation describes how a structure or behavior develops, including the influences of genes, nutrition, experiences, and their interactions. For example, the ability to inhibit impulses develops gradually from infancy through the teenage years, reflecting gradual maturation of the frontal parts of the brain.

An evolutionary explanation reconstructs the evolutionary history of a structure or behavior.

The characteristic features of an animal are almost always modifications of something found in ancestral species. For example, bat wings are modified arms, and porcupine quills are modified hairs. In behavior, monkeys use tools occasionally, and humans evolved elaborations on those abilities that enable us to use tools even better. Evolutionary explanations call attention to behavioral similarities among related species.

A functional explanation describes why a structure or behavior evolved as it did. Within a small, isolated population, a gene can spread by accident through a process called genetic drift. For example, a dominant male with many offspring spreads all his genes, including some that helped him become dominant and other genes that were irrelevant or even disadvantageous. However, a gene that is prevalent in a large population probably provided some advantage—at least in the past, though not necessarily today. A functional explanation identifies that advantage.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Biological Explanations of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.03 - Give examples of physiological, ontogenetic, evolutionary, and functional explanations of behavior.

TOPICS: INT.1 Overview and Major Issues 109. Discuss David Chalmers’s approach to consciousness and identify the problems associated with it.

ANSWER: Chalmers (2007) proposed that we regard consciousness as a fundamental property of matter.

A fundamental property is one that cannot be reduced to something else. For example, mass and electrical charge are fundamental properties. Maybe consciousness is like that.

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But it’s an unsatisfying answer. First, consciousness isn’t like other fundamental properties.

Matter has mass all the time, and protons and electrons have charge all the time. So far as we can tell, consciousness occurs only in certain parts of certain kinds of nervous systems, just some of the time— not when you are in a dreamless sleep, and not when you are in a coma.

Besides, it’s unsatisfying to call anything a fundamental property, even mass or charge. To say that mass is a fundamental property doesn’t mean that there is no reason. It means that we have given up on finding a reason. And, in fact, contemporary physicists have not given up.

They are trying to explain mass and charge in terms of the Higgs boson and other elements of the universe. To say that consciousness is a fundamental property would mean that we have given up on explaining it.

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Biological Approach to Behavior LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.01 - Briefly state the mind–brain problem and contrast monism with dualism.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New 110. Describe the minimalist position on animal research.

ANSWER: “Minimalists” tolerate certain types of animal research but wish to prohibit others depending on the probable value of the research, the amount of distress to the animal, and the type of animal. (Few people have serious qualms about hurting an insect, for example.) They favor firm regulations on research. Researchers agree in principle, although they might differ in where they draw the line between acceptable and unacceptable research.

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Use of Animals in Research LEARNING OBJECTIVES: KALA.BIOP.16.INT.01.04 - Discuss the ethical issues of research with laboratory animals.

TOPICS: INT.1 Overview and Major Issues KEYWORDS: New

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Chapter 1 Nerve Cells and Nerve Impulses-Biological Psychology, 12e Kalat TB True / False 1. Dendrites contain the nuclei, ribosomes, mitochondria, and other structures found in most cells. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 2. Neurons receive information and transmit it to other cells. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 3. An afferent axon brings information into a structure. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 4. An efferent axon carries information away from a structure. a. True b. False

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ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 5. The greater the surface area of a dendrite, the more information it can receive from other neurons. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 6. Neurons are distinguished from other cells by their shape. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 7. Glial cells serve many functions. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 8. Glial cells transmit information across long distances. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Neurons and Glia

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LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 9. Schwann cells build the myelin sheaths in the periphery of the body. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 10. The blood-brain barrier is made up of closely packed glial cells. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Blood-Brain Barrier LEARNING OBJECTIVES: KALA.BIOP.16.01.02 - Summarize how the blood–brain barrier relates to protection and nutrition of neurons.

TOPICS: 1.1 The Cells of the Nervous System 11. The difference in voltage in a resting neuron is called the resting potential. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 12. Increasing the electrical gradient for potassium will reduce the tendency for potassium ions to exit the neuron. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Analyze REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse

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13. At the resting potential, the potassium channels are completely closed and the sodium channels are almost closed. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 14. A prolonged increase in the permeability of the membrane to sodium ions would interfere with a neuron's ability to have an action potential. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Analyze REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 15. Both dendrites and cell bodies are capable of producing action potentials. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse Multiple Choice 16. The two basic kinds of cells in the nervous system are . a. neurons and glia b. dendrites and axons c. ribosomes and lysosomes d. neurons and axons ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System

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17. Santiago Ramon y Cajal demonstrated that . a. at rest, the neuron has a negative charge inside its membrane b. neurons are separate from one another c. neurons communicate at specialized junctions called synapses d. action potentials follow the all-or-none law ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 18. Which scientific work did Cajal apply to his study of infant brains? a. Charles Sherrington's study of reflexes b. Camillo Golgi's cell staining method c. Perves & Hadley's dye injection method d. Galileo's invention of the telescope ANSWER: a REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 19. The cell membrane is composed of two layers of . a. protein b. fat c. carbohydrate d. plasma ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 20. Neurons differ most strongly from other body cells in their a. temperature b. shape c. osmotic pressure d. mitochondria ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia

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LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 21. What do neurons have that other cells do not? a. a plasma membrane b. large, branching extensions c. protein channels d. an endoplasmic reticulum ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 22. What structure is composed of two layers of fat molecules that are free to flow around one another? a. the endoplasmic reticulum b. a ribosome c. a mitochondrion d. the membrane ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 23. Water, oxygen, and most freely flow across a cell membrane. a. calcium b. positively charged ions c. magnesium d. carbon dioxide ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Blood-Brain Barrier LEARNING OBJECTIVES: KALA.BIOP.16.01.02 - Summarize how the blood–brain barrier relates to protection and nutrition of neurons.

TOPICS: 1.1 The Cells of the Nervous System 24. The structure that contains a cell’s chromosomes is called the a. endoplasmic reticulum b. nucleus c. mitochondrion

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d. ribosome ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 25. Small, charged molecules can cross the cell membrane through . a. diffusion b. ribosomes c. mitochondria d. protein channels ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Blood-Brain Barrier LEARNING OBJECTIVES: KALA.BIOP.16.01.02 - Summarize how the blood–brain barrier relates to protection and nutrition of neurons.

TOPICS: 1.1 The Cells of the Nervous System 26. Protein channels allow molecules to cross the cell membrane. a. large charged b. small charged c. large uncharged d. small uncharged ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Blood Brain Barrier LEARNING OBJECTIVES: KALA.BIOP.16.01.02 - Summarize how the blood–brain barrier relates to protection and nutrition of neurons.

TOPICS: 1.1 The Cells of the Nervous System 27. Ribosomes are the part of a cell that . a. performs metabolic activities b. breaks down harmful chemicals c. transports proteins d. synthesizes new proteins ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System

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28. The endoplasmic reticulum is a . a. network of thin tubes that transport newly synthesized proteins b. site where the cell synthesizes new protein molecules c. structure that separates the inside of the cell from the outside d. structure that contains the chromosomes ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 29. Dendrites . a. contain the nucleus, ribosomes, and other structures found in most cells b. are branching fibers that get narrower near their ends c. are thin fibers of constant diameter d. are an insulating material that cover an axon ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 30. The branching fibers that form the information-receiving pole of the nerve cells are called . a. motor neurons b. dendrites c. sensory neurons d. axons ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 31. The surface of a dendrite is lined with specialized junctions through which the dendrite receives information from other neurons. What are these junctions called? a. synaptic receptors b. axons c. synaptic hillocks d. glia ANSWER: a DIFFICULTY: Bloom’s: Understand

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REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 32. The tree-like branches of a neuron that receive information from other neurons are called . a. axons b. dendrites c. soma d. myelin ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 33. Many dendrites contain short outgrowths called spines that . a. increase the surface area available for synapses b. increase the speed of transmission c. eliminate cell waste products d. increase the symmetry of the cel.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 34. As compared to dendrites, axons usually . a. form the information-receiving pole of the neuron b. are shorter in length c. are covered with myelin d. taper in diameter toward their periphery ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 35. The insulating material that covers many vertebrate axons is called the a. dendrite b. myelin sheath

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c. cell body or soma d. presynaptic terminal ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 36. Nodes of Ranvier are . a. gaps in the myelin of axons b. also known as myelin sheath c. spiny outgrowths on dendrites d. responsible for cell metabolism ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 37. Gaps in the insulating material that surrounds axons are known as . a. interpeduncular nuclei b. nodes of Ranvier c. myelin synapses d. presynaptic terminals ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 38. A presynaptic terminal is also known as _ . a. an end bulb b. a node of Ranvier c. myelin d. a spine ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System

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39. An axon has many branches, each of which swells at its tip. These are known as . a. presynaptic terminals b. efferent axons c. afferent axons d. intrinsic neurons ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 40. Chemicals are released by axons . a. into the presynaptic terminal b. into the junction between neurons c. through the efferent terminals d. to the mitochondria ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 41. Neurons typically have one , but many . a. dendrite; axons b. axon; dendrites c. cell body; axons d. dendrite; cell bodies ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 42. As a general rule, axons convey information a. toward dendrites of their own cell b. toward their own cell body c. away from their own cell body d. to surrounding glia ANSWER: c DIFFICULTY: Bloom’s: Understand

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REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 43. If you were to accidentally touch a hot stove with your hand, you would quickly pull your hand away. The information carried to the muscles in your arm to make them contract was carried by . a. efferent neurons b. afferent neurons c. intrinsic neurons d. sensory neurons ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 44. If all of a neuron's dendrites or axons were contained within the spinal cord, it would be considered a(n) neuron. a. efferent b. afferent c. intrinsic d. Purkinje ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 45. What type of neuron in the pons receives information only from other cells in the pons and sends information only to other cells in the pons? a. afferent b. efferent c. intrinsic d. inter-synaptic ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 46. Glial cells

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a. are less numerous than neurons in the human brain. b. transmit information over long distances within the central nervous system. c. occupy about ten times more space in the brain than do neurons. d. are smaller but more numerous than neurons in the human brain.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 47. What type of glia helps to synchronize the activity of axons? a. oligodendrocytes b. astrocytes c. radial glia d. Schwann cells ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 48. Which type of glia remove waste material in the nervous system? a. astrocytes b. Schwann cells c. oligodendrocytes d. radial glia ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 49. What type of glial cells myelinate axons in the brain and spinal cord? a. oligodendrocytes b. Schwann cells c. radial glia d. astrocytes ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia

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LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 50. Which type of glia release chemicals that modify the activity of neighboring neurons? a. astrocytes b. Schwann cells c. oligodendrocytes d. radial glia ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 51. Which type of glia builds myelin sheaths around axons in the periphery of the body? a. astrocytes b. Schwann cells c. oligodendrocytes d. radial glia ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 52. in the brain and spinal cord and in the periphery are specialized types of glia that build the myelin sheaths that surround neurons. a. Oligodendrocytes; Schwann cells b. Schwann cells; oligodendrocytes c. Microglia; oligodendrocytes d. Radial glia; Schwann cells ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 53. Glial cells whose function most closely resembles that of the immune system are called a. oligodendrocytes b. Schwann cells

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c. microglia d. radial glia ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 54. Radial glia . a. guide the migration of neurons during embryonic development b. synchronize the activity of axons c. wrap around the presynaptic terminals of several axons d. build the myelin sheaths that surround and insulate certain axons ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Anatomy of Neurons and Glia LEARNING OBJECTIVES: KALA.BIOP.16.01.01 - Describe neurons and glia, the cells that constitute the nervous system.

TOPICS: 1.1 The Cells of the Nervous System 55. What mechanism prevents or slows some chemicals from entering the brain, while allowing others to enter? a. a threshold b. a blood-brain barrier c. an endoplasmic wall d. a differential-drug inhibitor ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Blood-Brain Barrier LEARNING OBJECTIVES: KALA.BIOP.16.01.02 - Summarize how the blood–brain barrier relates to protection and nutrition of neurons.

TOPICS: 1.1 The Cells of the Nervous System 56. What happens to a virus that manages to cross the blood-brain barrier and enter the brain? a. It is quickly destroyed by natural killer cells. b. It gets trapped in a neuron, and then both are destroyed by natural killer cells. c. It gets trapped in a glial cell, and then both are destroyed by natural killer cells. d. It remains there and may cause negative effects several years later.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Blood-Brain Barrier LEARNING OBJECTIVES: KALA.BIOP.16.01.02 - Summarize how the blood–brain barrier relates to protection and nutrition of neurons.

TOPICS: 1.1 The Cells of the Nervous System

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57. Molecules that can cross the blood-brain barrier are usually . a. large, uncharged molecules, such as lactose b. large, charged molecules c. neurotransmitters, such as dopamine d. molecules that can dissolve in the fats of the capillary walls ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Blood-Brain Barrier LEARNING OBJECTIVES: KALA.BIOP.16.01.02 - Summarize how the blood–brain barrier relates to protection and nutrition of neurons.

TOPICS: 1.1 The Cells of the Nervous System 58. The major disadvantage of a blood-brain barrier is that . a. many chemicals can easily diffuse into the brain b. so much glucose is required to maintain it c. certain required chemicals must be actively transported d. viruses cannot escape ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Blood-Brain Barrier LEARNING OBJECTIVES: KALA.BIOP.16.01.02 - Summarize how the blood–brain barrier relates to protection and nutrition of neurons.

TOPICS: 1.1 The Cells of the Nervous System 59. Glucose enters the brain via which type of transport? a. indirect transport b. direct transport c. passive transport d. active transport ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Blood-Brain Barrier LEARNING OBJECTIVES: KALA.BIOP.16.01.02 - Summarize how the blood–brain barrier relates to protection and nutrition of neurons.

TOPICS: 1.1 The Cells of the Nervous System 60. What is the main source of nutrition for vertebrate neurons? a. fats b. glucose c. sodium d. complex carbohydrates ANSWER: b DIFFICULTY: Bloom’s: Understand

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REFERENCES: Nourishment of Vertebrate Neurons LEARNING OBJECTIVES: KALA.BIOP.16.01.02 - Summarize how the blood–brain barrier relates to protection and nutrition of neurons.

TOPICS: 1.1 The Cells of the Nervous System 61. Why do neurons rely so heavily on glucose as their source of nutrition? a. Neurons lack the enzymes necessary to metabolize other fuels. b. Glucose is the only fuel that can be used even in the absence of vitamins. c. Glucose is not used extensively by other parts of the body. d. Other fuels do not readily cross the blood-brain barrier.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Nourishment of Vertebrate Neurons LEARNING OBJECTIVES: KALA.BIOP.16.01.02 - Summarize how the blood–brain barrier relates to protection and nutrition of neurons.

TOPICS: 1.1 The Cells of the Nervous System 62. Why does the brain need thiamine? a. to enable glucose to cross the blood-brain barrier b. as a source of fuel in case there is not enough glucose c. as a building block for making proteins d. to enable it to metabolize glucose ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Nourishment of Vertebrate Neurons LEARNING OBJECTIVES: KALA.BIOP.16.01.02 - Summarize how the blood–brain barrier relates to protection and nutrition of neurons.

TOPICS: 1.1 The Cells of the Nervous System 63. What leads to Korsakoff's syndrome? a. thiamine deficiency due to chronic alcoholism b. glucose deficiency due to chronic alcoholism c. viruses that manage to cross the blood-brain barrier d. glial cells that over-reproduce and increase pressure in the brain ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Nourishment of Vertebrate Neurons LEARNING OBJECTIVES: KALA.BIOP.16.01.02 - Summarize how the blood–brain barrier relates to protection and nutrition of neurons.

TOPICS: 1.1 The Cells of the Nervous System 64. Korsakoff's syndrome . a. is marked by severe memory impairments b. results from too much thiamine

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c. results from lack of oxygen to the brain d. is due to a breakdown of the blood-brain barrier ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Nourishment of Vertebrate Neurons LEARNING OBJECTIVES: KALA.BIOP.16.01.02 - Summarize how the blood–brain barrier relates to protection and nutrition of neurons.

TOPICS: 1.1 The Cells of the Nervous System 65. The membrane of a neuron is composed of with embedded in them. a. carbohydrates; purines b. fat molecules; proteins c. proteins; neurotransmitters d. benzene molecules; carbohydrates ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 66. What term describes the difference in voltage that typically exists between the inside and the outside of a neuron? a. concentration gradient b. generator potential c. resting potential d. shock gradient ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 67. The idea that a neuron's membrane is polarized refers to a difference in electrical potential between . a. the axons and the dendrites b. the axon hillock and the cell body c. sodium ions and potassium ions d. the inside and the outside of the membrane ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse

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68. The resting potential is mainly the result of . a. negatively charged proteins inside the cell b. positively charged proteins inside the cell c. negatively charged proteins outside the cell d. positively charged proteins outside the cell ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 69. The resting potential of a neuron refers to the . a. net positive charge on the inside of the neuron b. ions which rest in one place in the cell c. movement of ions to the outside of the neuron d. net negative charge on the inside of the neuron ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 70. What is the approximate resting potential of the inside of a neuron's membrane, relative to the outside? a. -70 millivolts b. +10 millivolts c. 0 millivolts d. +90 millivolts ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 71. When the neuronal membrane is at rest, the potassium channels a. permit potassium ions to pass quickly and easily b. permit potassium ions to pass slowly c. prohibit any movement of potassium ions d. help to open up the sodium channels ANSWER: b DIFFICULTY: help to open up the sodium channels

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REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 72. When the neuronal membrane is at rest, the sodium channels . a. permit sodium ions to pass quickly and easily b. are at equilibrium with potassium channels c. are closed, so there is almost no flow of sodium d. allow sodium to leak out as a steady, continuous drip ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 73. Which of the following describes selective permeability? a. Ions can only travel in certain directions across the membrane. b. Only certain molecules are allowed to cross the membrane freely. c. Only certain types of stimulation will result in an action potential. d. All molecules must pass through designated channels.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 74. When a neuron’s membrane is at rest, the concentration gradient tends to move sodium the cell and the electrical gradient tends to move it the cell. a. into; into b. into; out of c. out of; into d. out of; out of ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 75. When a neuron’s membrane is at rest, the concentration gradient tends to move potassium electrical gradient tends to move it the cell.

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a. into; into b. into; out of c. out of; into d. out of; out of ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 76. Electrical gradients lead to the . a. general movement of ions into the neuron b. general movement of ions out of the neuron c. movement of ions to areas having the same electrical charges d. movement of ions to areas having opposite electrical charges ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 77. Under which conditions would the sodium-potassium pump likely be far less effective in creating a concentration gradient? a. if dendrites were generally longer than axons b. if the glia-to-neuron ratio were higher c. if selective permeability of the membrane did not exist d. if it were an active transport system that required energy ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 78. The net effect of each cycle of the sodium-potassium pump is to a. decrease the number of positively charged ions within the cell b. increase the number of positively charged ions within the cell c. decrease the number of positively charged ions outside the cell d. increase the number of negatively charged ions within the cell ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron

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LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 79. What is one major cause for the resting potential of a neuron's membrane? a. a difference in size between axons and dendrites b. a high permeability of the membrane to water molecules c. the refractory period of the membrane d. the sodium-potassium pump ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 80. The concentration gradient refers to the . a. fact that the concentration of ions is greater on the inside of a neuron b. fact that the concentration of ions is greater on the outside of a neuron c. difference in distribution for various ions between the inside and outside of the membrane d. negatively charged proteins inside the cell ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 81. Which event will increase the concentration gradient of sodium? a. decreasing permeability to potassium ions b. increasing activity of the sodium potassium pump c. increasing membrane permeability to sodium ions d. increasing membrane permeability to chloride ions ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 82. The concentration gradient for potassium tends to a. draw potassium into the cell b. push chloride out of the cell c. push sodium out of the cell

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d. push potassium out of the cell ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 83. When the neuron is at rest, what is primarily responsible for moving potassium ions OUT of the cell? a. a concentration gradient b. an electrical gradient c. both a concentration gradient and an electrical gradient d. the sodium-potassium pump ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 84. When a neuron is at rest, what is primarily responsible for moving potassium ions into the cell? a. concentration gradient b. an electrical gradient c. the sodium-potassium pump d. both the sodium-potassium pump and electrical gradient ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 85. When a membrane is at rest, what attracts potassium ions to the inside of the cell? a. an electrical gradient b. a concentration gradient c. both an electrical gradient and a concentration gradient d. neither an electrical gradient nor a concentration gradient ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse

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86. When a membrane is at rest, what attracts sodium ions to the inside of the cell? a. an electrical gradient b. a concentration gradient c. both an electrical gradient and a concentration gradient d. neither an electrical gradient nor a concentration gradient ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 87. Which of the following is an advantage of having a resting potential? a. The toxic effects of sodium are minimized inside the cell. b. No energy is required to maintain it. c. The cell is prepared to respond quickly to a stimulus. d. All of the ions are maintained in equal concentrations throughout the cytoplasm.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 88. Ordinarily, stimulation of a neuron takes place . a. through hyperpolarization b. at the synapse c. in the mitochondria d. in the endoplasmic reticulum ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 89. What occurs when a stimulus shifts the potential inside a neuron from the resting potential to a more negative potential? a. hyperpolarization b. depolarization c. an action potential d. a threshold ANSWER: a DIFFICULTY: Bloom’s: Understand

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REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 90. Which action will produce a hyperpolarization of a neuron? a. applying a negative charge inside the neuron with a microelectrode b. applying a positive charge inside the neuron with a microelectrode c. increasing the membrane's permeability to sodium d. decreasing the membrane's permeability to potassium ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 91. The neuron will produce an action potential only if the depolarization exceeds the . a. The neuron will produce an action potential only if the depolarization exceeds the . b. the resting potential c. hyperpolarization d. the refractory period ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 92. A membrane produces an action potential whenever the potential across it reaches what level? a. the resting potential b. -90 mV c. the threshold of excitation d. the refractory period ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 93. What action tends to open the sodium gates across a neuron's membrane? a. hyperpolarization of the membrane b. depolarization of the membrane

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c. increase in the sodium concentration outside the neuron d. passing the peak of the action potential and entering the refractory period ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 94. What occurs when depolarization is less than the cell's threshold? a. Sodium is prevented from crossing the membrane. b. Potassium is prevented from crossing the membrane. c. Sodium crosses the membrane only slightly more than usual. d. The cell will still produce an action potential.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 95. Which action would depolarize a neuron? a. decreasing membrane permeability to calcium b. increasing membrane permeability to potassium c. decreasing membrane permeability to sodium d. increasing membrane permeability to sodium ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 96. The action potential of a neuron depends mostly on what movement of ions? a. sodium ions entering the cell b. sodium ions leaving the cell c. potassium ions entering the cell d. potassium ions leaving the cell ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse

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97. In the normal course of an action potential, . a. sodium channel remain open for long periods of time b. the concentration of sodium equalizes across the membrane c. sodium remains much more concentrated outside than inside the neuron d. subthreshold stimulation intensifies the action potential ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 98. Voltage-activated channels are channels for which a change in the voltage across the membrane alters their . a. permeability b. length c. number d. threshold ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 99. At the peak of the action potential, the electrical gradient of potassium . a. is the same as during the resting potential b. pulls sodium into the cell c. pushes potassium out of the cell d. pulls potassium into the cell ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 100. When the potential across a membrane reaches threshold, the sodium channels a. open to let sodium enter the cell rapidly b. close to prevent sodium from entering the cell c. open to let sodium exit the cell rapidly d. close to prevent sodium from exiting the cell ANSWER: a DIFFICULTY: Bloom’s: Understand

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REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 101. A drug that blocks the sodium gates of a neuron's membrane will . a. decrease the threshold b. block the action potential c. cause repeated action potentials d. eliminate the refractory period ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 102. After the peak of an action potential, what prevents sodium ions from continuing to enter the cell? a. There is no longer a concentration gradient for sodium. b. The sodium-potassium pump greatly increases its rate of activity. c. All the available sodium ions have already entered the cell. d. The sodium gates in the membrane close.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 103. At what point do the sodium gates begin to close, shutting out further entry of sodium into the cell? a. at the peak of the action potential b. when the threshold is reached c. at the end of the relative refractory period d. when the concentration gradient for sodium is eliminated ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 104. What causes potassium ions to leave the axon just after the peak of the action potential? a. a continuing concentration gradient and the opening of the potassium gates b. an increase in the concentration gradient across the membrane

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c. an increased tendency of the sodium-potassium pump to push potassium out d. binding of potassium ions to proteins that leave at this time ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 105. A drug will prevent an action potential if it . a. lowers the threshold of the membrane b. blocks the movement of potassium across the membrane c. blocks the movement of sodium across the membrane d. increases the movement of sodium across the membrane ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 106. Local anesthetic drugs attach to the sodium channels of the membrane, which . a. allows sodium ions to enter and stop action potential b. prevents potassium ions from entering and stopping action potential c. allows potassium ions to enter and stop action potential d. prevents sodium ions from entering and stopping action potential ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 107. The all-or-none law states that . a. a neuron produces an action potential of maximal strength, or none at all b. all neurons fire or none at all c. all neurons in a pathway fire at the same time, or none do d. all ions move in the same direction, or none do ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.05 - State the all-or-none law of the action potential.

TOPICS: 1.2 The Nerve Impulse

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108. According to the all-or-none law, . a. all neurons produce an action potential at the same time or none at all b. all of the extracellular sodium enters the axon, or none at all c. once an axon reaches threshold, the amplitude and velocity of an action potential are nearly equal each time d. neurons are either active all the time or not at all ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.05 - State the all-or-none law of the action potential.

TOPICS: 1.2 The Nerve Impulse 109. The primary feature of a neuron that prevents the action potential from traveling back from where it just passed is the . a. concentration gradient b. refractory period c. sodium potassium pump d. phospholipid bilayer ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 110. During the relative refractory period, the . a. sodium gates are firmly closed b. sodium gates are reverting to their usual state c. sodium gates are wide open d. potassium gates are firmly closed ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 111. What will most affect the speed of an action potential? a. the strength of the stimulus b. the time since the last action potential c. the length of the axon d. the resistance of the membrane ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Propagation of the Action Potential

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LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 112. The speed of an action potential down an unmyelinated axon is best described as . a. the speed of electricity, regardless of the size of the axon b. less than 1 meter per second, regardless of the size of the axon c. faster in thin axons than in thick ones d. faster in thick axons than in thin ones ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Myelin Sheath and Saltatory Conduction LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 113. The function of a myelin sheath is to . a. prevent action potentials from traveling in the wrong direction b. increase the velocity of transmission along an axon c. increase the magnitude of an action potential d. provide a store of nutrients for the neuron ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Myelin Sheath and Saltatory Conduction LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 114. In what direction does a local neuron transmit information? a. through its dendrites to cell body to axon b. through its axon to cell body to dendrites c. only toward the cell body d. equally well in any direction ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Local Neurons LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse 115. Which of the following describes the transmission of information in a local neuron? a. The signal decreases in strength as it travels. b. The signal increases in strength as it travels. c. The signal strength remains constant as it travels.

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d. Local neurons do not transmit any information.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Local Neurons LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse Essay 116. Describe the structure of the blood-brain barrier and explain why it is important.

ANSWER: Tightly joined endothelial cells form the capillary walls in the brain, making the bloodbrain barrier. This protects the brain from harmful viruses, bacteria, and chemicals that might otherwise be able to enter the brain and cause damage.

DIFFICULTY: Bloom’s: Understand REFERENCES: The Blood-Brain Barrier LEARNING OBJECTIVES: KALA.BIOP.16.01.02 - Summarize how the blood–brain barrier relates to protection and nutrition of neurons.

TOPICS: 1.1 The Cells of the Nervous System 117. Provide a summary of the all-or-none law of action potentials.

ANSWER: Once a neuron reaches the threshold of activation, the action potential is conducted all of the way down the axon without loss of intensity. Furthermore, the magnitude of the action potential is roughly the same every time and is independent of the intensity of the stimulus that initiated it.

DIFFICULTY: Bloom’s: Understand REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.05 - State the all-or-none law of the action potential.

TOPICS: 1.2 The Nerve Impulse 118. Describe how the brain transports essential chemicals.

ANSWER: The brain has several transport mechanisms. Small, uncharged molecules, including oxygen and carbon dioxide, cross freely. Water crosses through special protein channels in the wall of the endothelial cells. Also, molecules that dissolve in the fats of the membrane cross easily. Examples include vitamins A and D and all the drugs that affect the brain—from antidepressants and other psychiatric drugs to illegal drugs such as heroin. How fast a drug takes effect depends partly on how readily it dissolves in fats and therefore crosses the blood– brain barrier.

For a few other chemicals, the brain uses active transport, a protein-mediated process that expends energy to pump chemicals from the blood into the brain. Chemicals that are actively transported into the brain include glucose (the brain’s main fuel), amino acids (the building blocks of proteins), purines, choline, a few vitamins, iron, and certain hormones.

DIFFICULTY: Bloom’s: Understand REFERENCES: The Blood-Brain Barrier LEARNING OBJECTIVES: KALA.BIOP.16.01.02 - Summarize how the blood–brain barrier relates to protection and nutrition of neurons.

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TOPICS:

1.1 The Cells of the Nervous System

119. Describe the key aspects of the resting potential.

ANSWER: All parts of a neuron are covered by a membrane about 8 nanometers (nm) thick (just less than 0.00001 mm), composed of two layers (free to float relative to each other) of phospholipid molecules (containing chains of fatty acids and a phosphate group). Embedded among the phospholipids are cylindrical protein molecules through which various chemicals can pass. The structure of the membrane and its proteins controls the flow of chemicals between the inside and outside of the cell. When at rest, the membrane maintains an electrical gradient, also known as polarization—a difference in electrical charge between the inside and outside of the cell. The neuron inside the membrane has a slightly negative electrical potential with respect to the outside, mainly because of negatively charged proteins inside the cell. This difference in voltage is called the resting potential.

DIFFICULTY: Bloom’s: Understand REFERENCES: The Resting Potential of the Neuron LEARNING OBJECTIVES: KALA.BIOP.16.01.03 - Explain how the sodium–potassium pump and the properties of the membrane lead to the resting potential of a neuron.

TOPICS: 1.2 The Nerve Impulse 120. Explain the function and process of a neuron’s refractory period.

ANSWER: Although the electrical potential across the membrane is returning from its peak toward the resting point, it is still above the threshold. Why doesn’t the cell produce another action potential during this period? (If it did, of course, it would endlessly repeat one action potential after another.) Immediately after an action potential, the cell is in a refractory period during which it resists the production of further action potentials. In the first part of this period, the absolute refractory period, the membrane cannot produce an action potential, regardless of the stimulation. During the second part, the relative refractory period, a stronger-than-usual stimulus is necessary to initiate an action potential. The refractory period depends on two facts: The sodium channels are closed, and potassium is flowing out of the cell at a faster-than-usual rate. In most of the neurons that researchers have tested, the absolute refractory period is about 1 millisecond (ms), and the relative refractory period is another 2 to 4 ms.

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Action Potential LEARNING OBJECTIVES: KALA.BIOP.16.01.04 - Discuss how the movement of sodium and potassium ions produces the action potential and recovery after it.

TOPICS: 1.2 The Nerve Impulse

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Chapter 2 Synapses-Biological Psychology, 12e Kalat TB

True / False 1. Transmission of information between neurons occurs in the same way as transmission along an axon. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Analyze REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 2. Only sensory neurons are found in a reflex arc. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 3. At synapses, the cell that receives the message is called the presynaptic neuron. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 4. Electrical communication between neurons is faster than chemical communication within neurons.

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a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 5. The amount of temporal summation depends on the rate of stimulation. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 6. Spatial summation is the result of synaptic inputs from different locations arriving at the same time. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 7. Inhibitory synapses actively suppress excitatory responses. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 8. Gases can be used as neurotransmitters. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand

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REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 9. Neurotransmitter levels in the brain can be affected by changes in diet. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 10. Most of the known neurotransmitters are synthesized from amino acids. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 11. Most neurons release more than one kind of neurotransmitter. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 12. Generally speaking, a neuron will release a greater number of neurotransmitters than what it will respond to with its own receptors. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand

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REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 13. Whether or not a neurotransmitter is excitatory depends on the response of the postsynaptic receptor. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 14. Most of the brain’s excitatory ionotropic synapses use the neurotransmitter glutamate. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 15. Metabotropic synapses use a large variety of transmitters. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse Multiple Choice 16. Charles S. Sherrington was the first to infer the properties of a. synapses b. the refractory period c. the sodium-potassium pump

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d. dendrites and axons ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.01 - Describe how Charles Sherrington used behavioral observations to infer the major properties of synapses.

TOPICS: 2.1 The Concept of the Synapse 17. Sherrington studied , which are automatic muscular responses to stimuli. a. instincts b. reflexes c. inhibitions d. aversions ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 18. Specialized junctions between neurons are called . a. nodes of Ranvier b. spines c. dendrites d. synapses ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 19. On the basis of what evidence were the properties of synapses first inferred? a. the electron microscope b. single-neuron recordings c. behavioral observations d. PET scans ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.01 - Describe how Charles Sherrington used behavioral observations to infer the major properties of synapses.

TOPICS: 2.1 The Concept of the Synapse

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20. The circuit from sensory neuron to muscle response is called . a. a reflex arc b. a synapse c. flexion d. extension ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 21. What is the proper ordering of a reflex arc? a. motor neuron, sensory neuron, interneuron. b. sensory neuron, motor neuron, interneuron. c. motor neuron, interneuron, sensory neuron. d. sensory neuron, interneuron, motor neuron.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 22. Why is the speed of conduction through a reflex arc slower than the speed of conduction of an action potential along an axon? a. Transmission between neurons at synapses is slower than along axons. b. The longer an axon, the slower its velocity. c. Interneurons have thicker axons than other neurons. d. There are greater amounts of myelin involved in the reflex arc.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 23. Sherrington deduced that transmission at a synapse must be slower than conduction along an axon. This was based on what kind of evidence? a. temporal summation b. drugs that increase or inhibit activity at synapses c. the speed of reflexive responses d. differences in diameter between axons and dendrites ANSWER: c

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DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.01 - Describe how Charles Sherrington used behavioral observations to infer the major properties of synapses.

TOPICS: 2.1 The Concept of the Synapse 24. A certain weak stimulus produces no reflexive response, but a rapid repetition of that stimulus may produce such a response. What is this phenomenon called? a. spatial summation b. temporal summation c. saltatory conduction d. synaptic combination ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 25. Sherrington found that repeated stimuli within a brief time have a cumulative effect. He referred to this phenomenon as . a. temporal summation b. spatial summation c. synaptic summation d. saltatory summation ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.01 - Describe how Charles Sherrington used behavioral observations to infer the major properties of synapses.

TOPICS: 2.1 The Concept of the Synapse 26. Temporal summation most likely occurs with . a. infrequent, subthreshold excitation b. rapid succession of stimuli that each exceed threshold c. infrequent, inhibitory stimuli d. rapid succession of subthreshold excitation ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse

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27. Charles Sherrington would most likely agree with which statement about reflexes? a. The overall speed of conduction through a reflex arc is faster than conduction along an axon. b. Repeated stimuli occurring within a brief time can have a cumulative effect. c. Each neuron physically merges with the next one during a reflexive response. d. Excitatory synapses are more important than inhibitory synapses.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.01 - Describe how Charles Sherrington used behavioral observations to infer the major properties of synapses.

TOPICS: 2.1 The Concept of the Synapse 28. To measure temporal summation in single cells, researchers . a. attach electrodes to the scalp b. insert an microelectrode into the scalp c. collect sodium and potassium ions from nearby glial cells d. record depolarizations of the postsynaptic neuron ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 29. A graded depolarization is known as an . a. EPIP b. IPSP c. ESPN d. EPSP ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Relationship among EPSP, IPSP, and Action Potentials LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 30. Which statement is TRUE of EPSPs? a. They work in pairs to produce an action potential. b. They decay over time and space. c. They can be either excitatory or inhibitory. d. They occur because potassium gates open.

ANSWER: b DIFFICULTY: 51 REFERENCES: Relationship among EPSP, IPSP, and Action Potentials

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LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 31. An EPSP is a(n) . a. graded depolarization b. depolarization with a rebounding hyperpolarization c. graded hyperpolarization d. action potential in a reflex arc ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Relationship among EPSP, IPSP, and Action Potentials LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 32. The primary difference between an EPSP and an action potential is that . a. the magnitude of an action potential decreases as it travels along the membrane b. EPSPs occur without sodium ions entering the cell c. action potentials are always hyperpolarizations d. EPSPs are subthreshold events that decay over time and space ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Relationship among EPSP, IPSP, and Action Potentials LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 33. Depolarization is to as hyperpolarization is to . a. excitation; inhibition b. inhibition; excitation c. increasing the threshold; decreasing the threshold d. decreasing the threshold; increasing the threshold ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Relationship among EPSP, IPSP, and Action Potentials LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 34. What causes an EPSP? a. the deactivation of cytoplasmic enzymes b. the opening of sodium channels c. the opening of potassium channels

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d. the deactivation of stress response pathways ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Relationship among EPSP, IPSP, and Action Potentials LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 35. Which process indicates spatial summation? a. Present two or more weak stimuli at the same time. b. Start action potentials at both ends of one axon at the same time. c. Do not allow a flexor muscle to relax before stimulating it again. d. Present a rapid sequence of weak stimuli.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 36. Spatial summation refers to . a. multiple weak stimulations that occur in rapid succession b. a decrease in responsiveness after repeated stimulation c. multiple weak stimulations that occur at the same time d. an increase in the strength of action potentials after repeated stimulation ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 37. What is the primary difference between temporal summation and spatial summation? a. Only spatial summation can produce an action potential. b. Spatial summation depends on contributions from more than one sensory neuron. c. Temporal summation produces a hyperpolarization instead of a depolarization. d. Spatial summation alters the response of more than one postsynaptic cell.

ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse

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38. Simultaneous weak stimuli at different locations produce a greater reflexive response than one of the stimuli by itself.

What is this phenomenon called? a. Sherrington's law b. temporal summation c. spatial summation d. the all-or-none law ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 39. What do temporal summation and spatial summation have in common? a. Both involve the activity of only two neurons. b. Both require a response from the brain. c. Both depend on a combination of visual and auditory stimuli. d. Both enable a reflex to occur in response to weak stimuli.

ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 40. Temporal summation is to as spatial summation is to . a. time; location b. EPSP; IPSP c. location; time d. depolarization; hyperpolarization ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 41. Which pattern of post-synaptic excitation will most likely result in an action potential? a. rapid sequence of EPSPs b. rapid sequence of IPSPs c. large number of simultaneous IPSPs d. large number of simultaneous IPSPs and EPSPs ANSWER: a DIFFICULTY: Bloom’s: Analyze

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REFERENCES: Relationship among EPSP, IPSP, and Action Potentials LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 42. When a vertebrate animal contracts the flexor muscles of a leg, it relaxes the extensor muscles of the same leg.

Sherrington considered this evidence for the existence of . a. spatial summation b. temporal summation c. inhibitory messages d. the delay in transmission at synapses ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 43. What ordinarily prevents extensor muscles from contracting at the same time as flexor muscles? a. the ligaments and tendons that bind them together b. learned patterns of coordination in the cerebral cortex c. inhibitory synapses in the spinal cord d. control of both muscles by different branches of the same axon ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 44. In a reflex arc, the coordination between contraction of certain muscles and relaxation of others is mediated by . a. glial cells b. motor neurons c. sensory neurons d. interneurons ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 45. A normal, healthy animal never contracts the flexor muscles and the extensor muscles of the same leg at the same time. Why not?

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a. When the interneuron sends excitatory messages to one, inhibitory messages go to the other. b. Both muscles are mechanically connected in a way that makes it impossible for both to contract at the same time. c. Such coordination is learned through prenatal movement. d. Both muscles are controlled by branches of the same axon.

ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 46. Inhibitory synapses on a neuron . a. hyperpolarize the postsynaptic cell b. weaken the cell's polarization c. increase the probability of an action potential d. move the potential closer to the cell's threshold ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Properties of Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 47. A temporary hyperpolarization is known as an . a. EPSP b. IPSP c. ISPS d. EPIP ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Relationship among EPSP, IPSP, and Action Potentials LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 48. Which process will most likely result in an IPSP? a. potassium ions entering the cell b. sodium ions entering the cell c. chloride ions entering the cell d. chloride ions leaving the cell ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Relationship among EPSP, IPSP, and Synapses 95 Action Potentials

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LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 49. Increased permeability to which type of ion would most likely result in an IPSP? a. sodium b. potassium c. calcium d. bicarbonate ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Relationship among EPSP, IPSP, and Action Potentials LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 50. An IPSP represents . a. the location where a dendrite branches b. a gap in a myelin sheath c. a subthreshold depolarization d. a temporary hyperpolarization ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Relationship among EPSP, IPSP, and Action Potentials LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 51. Increased permeability to would most likely result in an IPSP. a. sodium b. potassium c. calcium d. bicarbonate ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Relationship among EPSP, IPSP, and Action Potentials LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 52. An EPSP is to as an IPSP is to . a. hyperpolarization; depolarization b. depolarization; hyperpolarization c. spatial summation; temporal summation

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d. temporal summation; spatial summation ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Relationship among EPSP, IPSP, and Action Potentials LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 53. Even at rest, most neurons have periodic production of action potentials, known as the . a. spontaneous firing rate b. excitatory firing rate c. all-or-none law d. law of compensation ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Relationship among EPSP, IPSP, and Action Potentials LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 54. The “decision” for a neuron to fire is determined by the . a. number of EPSPs only b. spontaneous firing rate c. number of IPSPs only d. ratio of EPSPs to IPSPs ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Relationship among EPSP, IPSP, and Action Potentials LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 55. The "spontaneous firing rate" of a neuron refers to . a. its resting potential b. its rate of energy consumption c. its rate of producing action potentials even when it is not stimulated d. the velocity of its action potentials under normal conditions ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Relationship among EPSP, IPSP, and Action Potentials LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse

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56. Which statement is TRUE about the spontaneous firing rates of neurons? a. EPSPs increase the frequency. b. EPSPs decrease the frequency. c. IPSPs increase the frequency. d. One EPSP equals the effect of two IPSPs. ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Relationship among EPSP, IPSP, and Action Potentials LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 Synapses 57. What determines whether a neuron has an action potential? a. only the number of EPSPs impinging on an axon b. only the number of IPSPs impinging on the dendrites c. the combined effects of EPSPs and IPSPs d. summation effects of IPSPs ANSWER: c DIFFICULTY: summation effects of IPSPs REFERENCES: Relationship among EPSP, IPSP, and Action Potentials LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 Synapses 58. Which one of Sherrington's inferences about the synapse was WRONG? a. Transmission at a synapse is slower than transmission of impulses along an axon. b. Transmission at the synapse is primarily an electrical process. c. Synapses can be either excitatory or inhibitory. d. Synapses make spatial summation and temporal summation possible.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Discovery of Chemical Transmission at Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.01 - Describe how Charles Sherrington used behavioral observations to infer the major properties of synapses.

TOPICS: 2.2 Chemical Events at the Synapse 59. Loewi demonstrated that synapses operate by the release of chemicals by . a. applying adrenaline directly to the heart muscle b. collecting fluid from a stimulated frog's heart, transferring it to another frog's heart, and measuring that heart rate c. measuring the speed of a dog's reflexes while the dog was under the influence of various drugs d. applying an extract of marijuana in eye drops and discovering that it dilated the pupils ANSWER: b DIFFICULTY: Bloom’s: Understand

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REFERENCES: The Discovery of Chemical Transmission at Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 60. The research that firmly established synaptic communication as chemical was . a. Elliot's adrenaline mimicking sympathetic activation b. Loewi's transfer of fluid from stimulated frog hearts c. Sherrington's study of reflexes d. Eccles's measurement of IPSPs ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Discovery of Chemical Transmission at Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 61. After one frog's heart has been stimulated, an extract of fluid from that heart can make a second frog's heart beat faster. What conclusion did Otto Loewi draw from these results? a. Transmission at synapses is a chemical event. b. The sympathetic and parasympathetic nervous systems are antagonistic. c. Transmission at heart muscle synapses is electrical. d. Hormones facilitate the actions of the nervous system.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Discovery of Chemical Transmission at Synapses LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 62. Which category of chemicals includes adenosine and several of its derivatives? a. neuropeptides b. acetylcholine c. monoamines d. purines ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse

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63. On advantage of nitric oxide is that it . a. can be made by neurons efficiently b. is easily synthesized in a laboratory c. increases the growth of microglia d. safe for human cells in large quantities ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 64. Which neurotransmitter is released by stimulated neurons to dilate the blood vessels? a. endorphins b. glycine c. nitric oxide d. acetylcholine ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 65. In addition to influencing other neurons, increases blood flow to a specific area of the brain. a. endorphins b. glycine c. nitric oxide d. acetylcholine ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 66. What provides the building blocks for synthesizing all neurotransmitters? a. proteins found in the diet b. breakdown products of DNA c. breakdown products formed from other transmitters

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d. methane and ethanol ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Chemical Events at the Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Synapses 67. The basic building blocks for the majority of neurotransmitters are . a. amino acids b. nitric oxide c. sugars d. carbohydrates ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 68. The catecholamines include . a. epinephrine, norepinephrine, dopamine, and serotonin b. epinephrine, serotonin, and dopamine c. dopamine, serotonin, and acetylcholine d. epinephrine, norepinephrine, and dopamine ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 69. What makes nitric oxide unique among neurotransmitters? a. It is released before the action potential occurs. b. It is taken back up into the presynaptic neuron. c. It is a gas. d. It is an organelle.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse

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LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 70. What do dopamine, norepinephrine, and epinephrine share in common? a. They all affect the same receptors. b. They are all synthesized from the same amino acids. c. They are all released by the same neurons. d. They all are gases.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 71. Avoiding foods with lecithin, such as eggs and peanuts, would affect the levels of which neurotransmitter the most? a. acetylcholine b. serotonin c. GABA d. endorphin ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 72. The amino acid tryptophan is the precursor to which neurotransmitter? a. dopamine b. endorphin c. serotonin d. nitric oxide ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 73. You are eating a food containing tryptophan. What can you consume with it to increase its entry to the brain?

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a. phenylalanine b. carbohydrates c. fats d. thiamine ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 74. Dopamine and norepinephrine are classified as . a. second messengers b. purines c. proteins d. catecholamines ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 75. Insulin increases the entry of tryptophan into the brain by . a. weakening the blood-brain barrier b. converting tryptophan into a compound that more easily enters the brain c. increasing metabolic activity only in those areas of the brain that use tryptophan d. causing certain competing amino acids to enter other cells, outside the brain ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 76. The presynaptic terminal stores high concentrations of neurotransmitter molecules in a. axons b. vesicles c. peptides d. dendrites ANSWER: b

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DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 77. Neuropeptides are synthesized in the . a. postsynaptic terminal b. presynaptic terminal c. cell body d. dendrites ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 78. Although slower than an action potential, synaptic transmission is still relatively fast because . a. the synaptic cleft is very narrow b. sodium ions are transported quickly c. neurotransmitters diffuse faster than electricity d. EPSPs travel faster than IPSPs ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 79. Vesicles are located . a. in postsynaptic terminals b. in dendrites c. in presynaptic terminals d. outside of the neuron in the extracellular fluid ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse

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80. When an action potential reaches the end of an axon, it evokes the release of neurotransmitters by opening channels in the axon terminal. a. chloride b. bicarbonate c. calcium d. oxygen ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 81. When an action potential reaches the end of an axon, the depolarization causes what ionic movement in the presynaptic cell? a. sodium out of the cell b. lithium out of the cell c. iron into the cell d. calcium into the cell ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 82. An action potential causes the release of neurotransmitters by . a. blocking potassium pores in the membrane b. opening chloride pores in the membrane c. blocking iron pores in the membrane d. opening calcium pores in the membrane ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 83. A neuron excretes neurotransmitters through its membrane by a process called a. reuptake b. exocytosis

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c. endocytosis d. synaptic diffusion ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 84. Exocytosis is the process by which neurotransmitters are . a. released from the presynaptic neuron b. synthesized c. destroyed d. secreted into synaptic vesicles ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 85. What is the synaptic cleft? a. the gap between the presynaptic neuron and the postsynaptic neuron b. a packet that stores neurotransmitter molecules for release c. a subthreshold depolarization mechanism d. the long-term storage location for calcium ions ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 86. What happens when a neurotransmitter is released by a presynaptic cell? a. It causes calcium to rush into the presynaptic neuron. b. It causes calcium to rush into the postsynaptic neuron. c. The neurotransmitter passively spreads across the synaptic cleft. d. The neurotransmitter is actively transported across the synaptic cleft.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse

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LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 87. In general, a single neuron releases neurotransmitter(s) and can respond to neurotransmitter(s). a. one; many b. dozens of; only one c. several; only one d. several; many ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 88. The main advantage of a neuron releasing more than one neurotransmitter is that: a. if it runs out of one, it has others b. it can release different transmitters on different occasions c. it can send more complex messages d. it can release one from the axon's terminal and one from another location along the axon ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 89. The effect of a neurotransmitter on a postsynaptic neuron is determined by the . a. speed the action potential traveled down the axon b. number of branches of the presynaptic axon c. receptors on the postsynaptic membrane d. distance between the synapse and the cell body ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse

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90. A receptor can directly open a channel and thereby exert a(n) effect, or it can produce slower but longer effects. a. gated; metabotropic b. ionotropic; gated c. metabotropic; ionotropic d. ionotropic; metabotropic ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 91. Which event is most likely to be dependent on ionotropic effects? a. drowsiness b. hormone release c. hunger d. rapid muscle contraction ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 92. Glutamate opens sodium gates, enabling sodium ions to enter the postsynaptic cell. What type of effect is this? a. metabotropic b. ionotropic c. modulatory d. orthodromic ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 93. Ionotropic effects . a. depolarize the postsynaptic membrane b. hyperpolarize the postsynaptic membrane c. may depolarize or hyperpolarize the postsynaptic membrane d. enhance the reabsorption of neurotransmitters

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ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 94. Ionotropic effects are characterized by . a. rapid and short-lived effects b. rapid and long lasting effects c. excitatory effects only d. inhibitory effects only ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 95. Which terms refers to a chemical that binds to another chemical? a. ligand b. electrolyte c. vesicle d. autoreceptor ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 96. Compared to ionotropic effects, metabotropic effects are . a. quicker and briefer b. slower and briefer c. quicker and longer lasting d. slower and longer lasting ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

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2.2 Chemical Events at the Synapse

97. Which process is more typical of a metabotropic effect than an ionotropic effect? a. producing inhibitory effects on the postsynaptic cell b. influencing the speed of conduction by the postsynaptic cell c. producing long-lasting effects on the post-synaptic cell d. controlling sensory processes ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 98. Receptor molecules for neurotransmitters that exert metabotropic effects are proteins that bind to outside the membrane, and attach to inside the membrane. a. calcium; potassium b. neurotransmitters; nicotine c. neurotransmitters; G-proteins d. adenosine; nitric oxide ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 99. "Second messengers" carry their messages to . a. the presynaptic membrane b. areas within the postsynaptic cell c. areas within the presynaptic cell d. the surrounding glia ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 100. A metabotropic synapse, by way of its second messenger, a. has effects localized to one point on the membrane

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b. can influence activity in much of the presynaptic cell c. can influence activity in much or all of the postsynaptic cell d. has minimal effect on the postsynaptic cell ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 101. Many neurons release neuropeptides mostly from the . a. vesicles b. nodes c. axons d. dendrites ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.05 - Contrast neurotransmitters, neuropeptides, and hormones.

TOPICS: 2.2 Chemical Events at the Synapse 102. A hormone is a chemical that is . a. secreted by a gland to the outside world b. conveyed by the blood to other organs, whose activity it influences c. capable of activating or inhibiting muscle fibers d. a feedback message from the postsynaptic neuron to the presynaptic neuron ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Hormones LEARNING OBJECTIVES: KALA.BIOP.16.02.05 - Contrast neurotransmitters, neuropeptides, and hormones.

TOPICS: 2.2 Chemical Events at the Synapse 103. Hormones exert their effects . a. similarly to metabotropic neurotransmitters b. similarly to ionotropic neurotransmitters c. by attaching to special receptors on muscle fibers d. by being metabolized and converted via presynaptic cells ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Hormones LEARNING OBJECTIVES: KALA.BIOP.16.02.05 - Contrast neurotransmitters, neuropeptides, and hormones.

TOPICS: 2.2 Chemical Events at the Synapse

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104. The anterior pituitary is composed of and the posterior pituitary is composed of . a. glandular tissue; neural tissue b. neural tissue; glandular tissue c. neural tissue; neural tissue d. glandular tissue; glandular tissue ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Hormones LEARNING OBJECTIVES: KALA.BIOP.16.02.05 - Contrast neurotransmitters, neuropeptides, and hormones.

TOPICS: 2.2 Chemical Events at the Synapse 105. Releasing hormones are synthesized in the and released in the . a. anterior pituitary; bloodstream b. hypothalamus; anterior pituitary c. hypothalamus; posterior pituitary d. posterior pituitary; hypothalamus ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Hormones LEARNING OBJECTIVES: KALA.BIOP.16.02.05 - Contrast neurotransmitters, neuropeptides, and hormones.

TOPICS: 2.2 Chemical Events at the Synapse 106. Adrenocorticotropic hormone (ACTH) controls secretions of the . a. gonads b. mammary glands c. thyroid gland d. adrenal cortex ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Hormones LEARNING OBJECTIVES: KALA.BIOP.16.02.05 - Contrast neurotransmitters, neuropeptides, and hormones.

TOPICS: 2.2 Chemical Events at the Synapse 107. What is the function of the enzyme acetylcholinesterase? a. It synthesizes acetylcholine from the diet. b. It increases the sensitivity of the postsynaptic cell to acetylcholine. c. It blocks further release of the transmitter acetylcholine. d. It breaks acetylcholine down into components for recycling.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.05 - Contrast neurotransmitters, neuropeptides, and hormones.

TOPICS: 2.2 Chemical Events at the Synapse

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108. What happens to acetylcholine after it attaches to a receptor on the postsynaptic cell? a. It is broken down into two components. b. It is reabsorbed intact by the presynaptic cell. c. It is metabolized by the postsynaptic cell as a source of energy. d. It continues to stimulate the postsynaptic neuron until replaced by another neurotransmitter.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.05 - Contrast neurotransmitters, neuropeptides, and hormones.

TOPICS: 3.2 Chemical Events at the Synapse 109. A drug that inhibits the action of the enzyme acetylcholinesterase will have the effect of . a. prolonging the action of acetylcholine at its synapses b. decreasing the duration of action of acetylcholine at its synapses c. decreasing the synthesis of acetylcholine by the presynaptic cell d. increasing the synthesis of acetylcholine by the presynaptic cell ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.04 - Discuss how certain drugs affect behavior by altering events at synapses.

TOPICS: 3.2 Chemical Events at the Synapse 110. Reuptake is an alternative to which other process? a. recycling of neurotransmitters b. breaking down neurotransmitters via an enzymatic process c. absorbing neurotransmitters by postsynaptic neurons d. re-releasing neurotransmitters from postsynaptic neurons ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 111. "Transporter" proteins transport neurotransmitters a. back into the presynaptic neuron b. across the synapse to the postsynaptic neuron c. across the synapse back to the presynaptic neuron d. to the appropriate receptor sites ANSWER: a DIFFICULTY: Bloom’s: Understand

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REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 112. COMT and MAO are . a. enzymes that convert catecholamines into inactive chemicals b. enzymes that make catecholamines c. neurotransmitters in the same group as serotonin d. the inactive fragments of catecholamines ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.05 - Contrast neurotransmitters, neuropeptides, and hormones.

TOPICS: 2.2 Chemical Events at the Synapse 113. The primary method for disposal of peptide neurotransmitters is . a. inactivation b. reuptake by the presynaptic neuron c. diffusion d. reuptake by the postsynaptic neuron ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.05 - Contrast neurotransmitters, neuropeptides, and hormones.

TOPICS: 2.2 Chemical Events at the Synapse 114. Activation of autoreceptors tends to . a. increase further neurotransmitter release b. stimulate GABA release c. increase sodium-potassium pump activity d. decrease further neurotransmitter release ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 115. Autoreceptors monitor the . a. number of action potentials b. extracellular sodium concentration

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c. amount of neurotransmitter released d. amount of reuptake ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse Essay 116. Describe the sequence of events that occurs in synaptic transmission.

ANSWER: The sequence of events involves synthesis, storage, release, diffusion, activation of receptor, and inactivation/reuptake.

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 117. Briefly compare the differences between ionotropic and metabotropic receptors. Include their mechanisms of action and how they explains the difference in the effects on the postsynaptic cell.

ANSWER: Ionotropic receptors are ion channels that open as soon as the neurotransmitter attaches and close when the neurotransmitter is removed, making the effects rapid and short-lived.

Metabotropic receptors use a second messenger system to affect many different activities in the cell, which are slower but longer lasting.

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 118. Briefly describe spatial summation.

ANSWER: Sherrington found that synapses have the property of spatial summation—that is, summation over space. Synaptic inputs from separate locations combine their effects on a neuron.

Sherrington again began with a pinch too weak to elicit a reflex. This time, instead of pinching one point twice, he pinched two points at once. Although neither pinch alone produced a reflex, together they did. Sherrington concluded that pinching two points activated separate sensory neurons, whose axons converged onto one neuron in the spinal cord. Excitation from either sensory axon excited that spinal neuron, but not enough to reach the threshold. A combination of excitations exceeded the threshold and produced an action potential. Again, Eccles confirmed Sherrington’s

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inference, demonstrating that EPSPs from several axons summate their effects on a postsynaptic cell.

Spatial summation is critical to brain functioning. Sensory input to the brain arrives at synapses that individually produce weak effects. However, each neuron receives many incoming axons that might produce synchronized responses. Spatial summation assures that those synchronized inputs excite a neuron enough to activate it.

DIFFICULTY: Bloom’s: Understand REFERENCES: The Properties of the Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.02 - Relate the activities at a synapse to the probability that a neuron will produce an action potential.

TOPICS: 2.1 The Concept of the Synapse 119. Describe the main chemical events at a synapse.

ANSWER: Understanding the chemical events at a synapse is fundamental to understanding the nervous system. Every year, researchers discover more and more details about synapses, their structure, and how those structures relate to function. Here are the major events: 1. The neuron synthesizes chemicals that serve as neurotransmitters. It synthesizes the smaller neurotransmitters in the axon terminals and synthesizes neuropeptides in the cell body.

2. Action potentials travel down the axon. At the presynaptic terminal, an action potential enables calcium to enter the cell. Calcium releases neurotransmitters from the terminals and into the synaptic cleft, the space between the presynaptic and postsynaptic neurons.

3. The released molecules diffuse across the cleft, attach to receptors, and alter the activity of the postsynaptic neuron.

4. The neurotransmitter molecules separate from their receptors.

5. The neurotransmitter molecules may be taken back into the presynaptic neuron for recycling or they may diffuse away.

6. Some postsynaptic cells send reverse messages to control the further release of neurotransmitter by presynaptic cells.

DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.03 - List and explain the sequence of events at a synapse, from synthesis of neurotransmitters, through stimulation of receptors, to the later disposition of the transmitter molecules.

TOPICS: 2.2 Chemical Events at the Synapse 120. Describe the main properties of neuropeptides (neuromodulators).

ANSWER: Researchers often refer to the neuropeptides as neuromodulators, because they have several Synapses 111 properties that set them apart from other transmitters. Whereas the neuron synthesizes most other neurotransmitters in the presynaptic terminal, it synthesizes neuropeptides in the cell body and then slowly transports them to other parts of the cell.

Whereas other neurotransmitters are released at the axon terminal, the neuropeptides are released mainly by dendrites, and also by the cell body and the sides of the axon. A single action potential can release other neurotransmitters, but neuropeptide release requires repeated stimulation. However, after a few dendrites release a neuropeptide, the released chemical primes other nearby dendrites to release the same neuropeptide also, including dendrites of other cells. Thus, neurons containing neuropeptides do not release them often, but when they do, they release substantial amounts. Furthermore, unlike other transmitters

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that are released immediately adjacent to their receptors, neuropeptides diffuse widely, slowly affecting many neurons in their region of the brain. In that way they resemble hormones. Because many of them exert their effects by altering gene activity, their effects are long-lasting, in the range of 20 minutes or more. Neuropeptides are important for hunger, thirst, and other long-term changes in behavior and experience.

DIFFICULTY: Bloom’s: Understand REFERENCES: The Sequence of Chemical Events at a Synapse LEARNING OBJECTIVES: KALA.BIOP.16.02.05 - Contrast neurotransmitters, neuropeptides, and hormones.

TOPICS: 2.2 Chemical Events at the Synapse

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Chapter 3 Anatomy and Research Methods-Biological Psychology, 12e Kalat TB

True / False 1. Neurons that directly convey messages to muscles and glands are part of the central nervous system. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Terminology to Describe the Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 2. The elbow is more distal to the shoulder than the hand. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Analyze REFERENCES: Terminology to Describe the Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.01 - Define the terms used to describe brain anatomy.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 3. Cell bodies of motor neurons are located outside of the spinal cord. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Spinal Cord LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 4. The parasympathetic nervous system activates the "fight or flight" response. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand

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REFERENCES: The Autonomic Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 5. Parasympathetic neurons use acetylcholine as their neurotransmitter. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Autonomic Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 6. The hindbrain consists of the medulla, the pons, and the cerebellum. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 7. Some cranial nerves include both sensory and motor components. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 8. Substantia nigra gives rise to the dopamine-containing pathway that facilitates readiness for movement. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Midbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 9. The limbic system is important for motivation and emotional behaviors. a. True b. False

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ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Forebrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 10. Although relatively small, the hypothalamus is very important for a large range of motivated behaviors. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Forebrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 11. The choroid plexus reabsorbs the cerebrospinal fluid. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Ventricles LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 12. Damage to the right hemisphere of the cortex will most likely cause loss of sensory or motor control on the left side of the body. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Analyze REFERENCES: Organization of the Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 13. Damage to the striate cortex of the right hemisphere causes blindness in the left visual field. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Analyze REFERENCES: The Occipital Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex

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14. The prefrontal cortex is important for working memory. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Frontal Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 15. Many cells in association areas of the brain respond to more than one sensory modality. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: How Do the Parts Work Together?

LEARNING OBJECTIVES: KALA.BIOP.16.03.04 - Describe the binding problem and explain its theoretical importance.

TOPICS: 3.2 The Cerebral Cortex Multiple Choice 16. The central nervous system is composed of the . a. brain and spinal cord b. nerves outside the brain and spinal cord exclusively c. sympathetic and parasympathetic nervous systems d. somatic and autonomic nervous systems ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Terminology to Describe the Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 17. Together, the somatic nervous system and the autonomic nervous system make up the nervous system. a. peripheral b. central c. sympathetic d. dorsal ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Terminology to Describe the Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System

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18. Which division of the nervous system consists of neurons that deliver messages from the sensory organs to the central nervous system? a. autonomic b. sympathetic c. somatic d. parasympathetic ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Terminology to Describe the Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 19. The somatic nervous system carries signals from the and is part of the . a. senses; central nervous system b. organs; autonomic nervous system c. organs; sympathetic nervous system d. senses; peripheral nervous system ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Terminology to Describe the Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 20. Which division of the nervous system consists of neurons that control the heart, intestines, and other organs? a. internal b. afferent c. somatic d. autonomic ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Terminology to Describe the Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 21. Which plane shows brain structures as they would be seen from the front? a. coronal b. sagittal c. horizontal d. transverse ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Terminology to Describe the Nervous System

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LEARNING OBJECTIVES: KALA.BIOP.16.03.01 - Define the terms used to describe brain anatomy.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 22. Which plane shows brain structures as they would be seen from above? a. coronal b. sagittal c. horizontal d. commuter ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Terminology to Describe the Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.01 - Define the terms used to describe brain anatomy.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 23. If one structure is on the left side of the body and another is on the right, they are said to be to each other. a. medial b. lateral c. ipsilateral d. contralateral ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Terminology to Describe the Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.01 - Define the terms used to describe brain anatomy.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 24. The basal ganglia are a related cluster of cell bodies that are lateral to the. a. meninges b. hippocampus c. hypothalamus d. thalamus ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: The Spinal Cord LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 25. The spinal cord communicates with . a. sense organs and muscles below the level of the head b. all sense organs and muscles in the human body c. the dorsal root ganglia only d. the ventral root ganglia only ANSWER: a DIFFICULTY: Bloom’s: Understand

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REFERENCES: The Spinal Cord LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 26. The cell bodies of sensory neurons that are in clusters of neurons outside the spinal cord are called . a. sensory nuclei b. sensory clusters c. ventral root ganglia d. dorsal root ganglia ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Spinal Cord LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 27. After damage to the dorsal roots of the spinal cord, an individual will suffer what kind of loss? a. sensation from the affected body area b. control of the peripheral muscles in the affected body area c. control of organs in the affected body area d. sensation of the muscles on the opposite side of the body ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: The Spinal Cord LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 28. After damage to the ventral roots of the spinal cord, an individual will suffer what kind of loss? a. sensation from the affected body area b. control of the peripheral muscles in the affected body area c. control of organs in the affected body area d. sensation of the muscles on the opposite side of the body ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Spinal Cord LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 29. Cell bodies of sensory neurons are located in the a. spinal cord b. dorsal root ganglia c. white matter d. ventral roots ANSWER: b

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.

DIFFICULTY: Bloom’s: Understand REFERENCES: The Spinal Cord LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 30. Cell bodies of motor neurons would most likely be found in . a. gray matter b. white matter c. the dorsal roots d. the tracts ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Spinal Cord LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 31. Where would you find the dorsal root ganglia? a. at the base of the brain b. in the gray matter of the spinal cord c. in the white matter of the spinal cord d. outside, but near, the spinal cord ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Spinal Cord LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 32. A cross section of the spinal cord indicates that gray matter is . a. densely packed with myelinated axons b. composed mostly of unmyelinated axons c. densely packed with cell bodies and dendrites d. composed only of dendrites ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Spinal Cord LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 33. Which part of the nervous system prepares the body for "fight or flight" activities? a. sympathetic b. somatic c. parasympathetic d. peripheral

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ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Autonomic Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 34. The sweat glands, adrenal glands, and muscles that constrict blood vessels have input from only the nervous system. a. sympathetic b. parasympathetic c. central d. dorsal root ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Autonomic Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 35. You are walking after dark. A sudden noise frightens you. Your heart pounds, your pulse races, and your breathing rate increases. These responses are due to your . a. parasympathetic nervous system b. sympathetic nervous system c. somatic nervous system d. immune system ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Autonomic Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 36. Sympathetic ganglia . a. are located inside the spinal cord b. act more independently than do parasympathetic ganglia c. are closely linked and often act as a single system d. have short postganglionic fibers extending to internal organs ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Autonomic Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 37. Sympathetic is to as parasympathetic is to . a. the central nervous system; the peripheral nervous system b. voluntary behavior; involuntary behavior

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c. arousal; relaxation d. neurotransmitters; hormones ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: The Autonomic Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 38. The parasympathetic nervous system has . a. long preganglionic and long postganglionic axons b. long preganglionic and short postganglionic axons c. short preganglionic and short postganglionic axons d. short preganglionic and long postganglionic axons ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Autonomic Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 39. Which neurotransmitter is primarily used by the parasympathetic nervous system? a. dopamine b. serotonin c. acetylcholine d. norepinephrine ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Autonomic Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 40. Acetylcholine is the only neurotransmitter released by . a. the sympathetic nervous system's postganglionic synapses b. the parasympathetic nervous system's postganglionic axons c. intrinsic neurons in the spinal cord d. intrinsic neurons of the hippocampus ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Autonomic Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 41. Sympathetic is to as parasympathetic is to a. serotonin; dopamine

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.

b. dopamine; serotonin c. acetylcholine; norepinephrine d. norepinephrine; acetylcholine ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Autonomic Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 42. Which structure consists of the medulla, the pons, and the cerebellum? a. hindbrain b. reticular formation c. midbrain d. forebrain ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 43. The term rhombencephalon refers to the . a. brainstem b. hindbrain c. midbrain d. forebrain ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 44. What structure is composed of the medulla, pons, the midbrain, and certain central structures of the forebrain? a. limbic system b. thalamus c. brain stem d. cerebellum ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 45. The medulla is considered part of the brain rather than the spinal cord because it

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.

a. developed later in evolution b. is contained in the skull c. develops from a separate group of neurons d. is composed only of interneurons ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 46. Breathing, heart rate, vomiting, salivation, coughing, and sneezing are all controlled by which structure? a. medulla b. thalamus c. cerebellum d. pons ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 47. As axons from the spinal cord enter the skull, which structure do they enter? a. midbrain b. forebrain c. medulla d. cerebellum ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 48. The medulla controls a number of reflexes through . a. the midbrain b. the forebrain c. cranial nerves d. skeletal nerves ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System

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49. How many pairs of cranial nerves do humans have? a. 8 b. 10 c. 12 d. 16 ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 50. The nuclei for most of the cranial nerves are located in the . a. cerebral cortex b. hypothalamus c. midbrain d. pons and medulla ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 51. The nuclei for cranial nerves I through IV are located in the . a. midbrain and forebrain b. hindbrain c. pons and medulla d. spinal cord ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 52. Vision is to as hearing is to . a. cranial nerve I; cranial nerve X b. cranial nerve II; cranial nerve VIII c. cranial nerve II; cranial nerve V d. cranial nerve IV; cranial nerve VIII ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System

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53. The reticular formation is contained within the . a. brain stem b. spinal cord c. raphe system d. cerebellum ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 54. The ascending portion of the reticular formation . a. controls the motor areas of the spinal cord b. is responsible for the eye muscles c. controls the motor areas of the brain d. increases arousal and attention ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 55. Which structure receives input from the hypothalamus and basal ganglia and sends axons that release acetylcholine to widespread areas in the cerebral cortex? a. nucleus basilis b. reticular formation c. spinal cord d. amygdala ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 56. The cerebellum contributes to the control of what function? a. hunger b. temperature c. olfaction d. movement ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain

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LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 57. Research indicates that the behavioral effects of the cerebellum may be due to its role in . a. coordinating information from left and right hemispheres b. focusing attention and organizing sensory inputs c. interpreting visual stimuli d. coordinating the release of hormones ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 58. In addition to problems with balance and coordination, a person with damage to the cerebellum will likely have problems with . a. reflexive changes in heart rate b. shifting attention between auditory and visual stimuli c. amnesia d. rational decision-making ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 59. In which area of the brain would one find the tectum, tegmentum, superior and inferior colliculi, and substantia nigra? a. midbrain b. hindbrain c. reticular formation d. forebrain ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Midbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 60. Superior colliculus is to a. vision; hearing b. taste; smell c. vision; touch d. touch; hearing ANSWER: a

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as inferior colliculus is to

.

DIFFICULTY: Bloom’s: Understand REFERENCES: The Midbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 61. What type of pathway in the substantia nigra deteriorates in Parkinson's disease? a. dopamine b. serotonin c. norepinephrine d. acetylcholine ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Midbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 62. A group of forebrain structures is important for motivated and emotional behavior. What term refers to this group of structures? a. limbic system b. reticular formation c. tegmentum d. basal ganglia ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Forebrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 63. The limbic system is most related to . a. emotional behaviors b. motor coordination c. coordination between the eyes and ears d. perception of three-dimensional objects ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Forebrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 64. One function of the thalamus is to . a. relay sensory information to the cerebral cortex b. regulate sleep cycles c. direct the secretions of the hypothalamus

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d. moderate emotional outbursts ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Forebrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 65. Which structure provides the main source of input to the cerebral cortex? a. limbic system b. medulla c. thalamus d. hypothalamus ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Forebrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 66. Olfactory information is processed by the . a. thalamus via the olfactory bulbs b. cortex via the olfactory bulbs c. spinal cord d. medulla ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Forebrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 67. An impairment of eating, drinking, temperature regulation, or sexual behavior suggests possible damage to which brain structure? a. midbrain b. hippocampus c. hypothalamus d. cerebellum ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: The Forebrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 68. The hindbrain consists of the . a. tectum, tegmentum, and reticular formation

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b. thalamus and hypothalamus c. spinal cord and cranial nerves d. medulla, pons, and cerebellum ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Hindbrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 69. By both neural and hormonal pathways, the hypothalamus regulates activity of the . a. pituitary gland b. thalamus c. retina d. ventricles ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Forebrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 70. Secretions from which gland will also affect the secretion of hormones from the thyroid gland, adrenal gland, and ovaries or testes? a. thymus gland b. pineal gland c. pineal gland d. pituitary gland ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Forebrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 71. The pituitary gland synthesizes and releases hormones . a. to the outside of the body b. to the thalamus c. into the bloodstream d. to the hypothalamus ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Forebrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System

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72. Which structure is likely to be damaged in Parkinson's disease, Huntington's disease, and other conditions that impair movement? a. thalamus b. basal ganglia c. limbic system d. reticular formation ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Forebrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 73. Damage to the basal ganglia would most likely result in . a. a movement disorder b. problems with visual perception c. problems with auditory perception d. a loss of pain sensation ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: The Forebrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 74. The nucleus basalis is a key part of the brain’s system for . a. emotional response b. attention c. visual perception d. auditory perception ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Forebrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 75. The hippocampus plays a major role in . a. innate sexual behavior b. temperature regulation c. memory d. secretion of hormones ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Forebrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

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TOPICS:

3.1 Structure of the Vertebrate Nervous System

76. An individual has difficulty remembering certain things after brain damage, but all memories stored before the damage are intact. The brain area most likely damaged is the . a. fornix b. hypothalamus c. hippocampus d. nucleus basalis ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: The Forebrain LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 77. The ventricles, central canal, and subarachnoid space are all . a. part of the forebrain b. filled with cerebrospinal fluid c. involved in cognitive functioning d. filled with blood ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Ventricles LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 78. The choroid plexus . a. cushions the brain b. protects the brain from infection c. is another name for the ventricles d. forms the cerebrospinal fluid ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Ventricles LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 79. Meningitis is an inflammation of the . a. cerebrospinal fluid b. glia c. membranes surrounding the brain d. medulla oblongata ANSWER: c DIFFICULTY: Bloom’s: Understand

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REFERENCES: The Ventricles LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 80. Membranes that surround the brain and spinal cord are called . a. CSF b. ventricles c. meninges d. hydrocephali ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Ventricles LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 81. A function of the cerebrospinal fluid is to . a. cushion the brain b. hold blood in reserve for emergencies c. maintain the blood-brain barrier d. synthesize neurotransmitters ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Ventricles LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 82. What causes hydrocephalus? a. poorly developed skull bones in an infant b. interruption of blood flow to the brain around the time of birth c. obstruction in the flow of cerebrospinal fluid d. damage to one of the cranial nerves ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Ventricles LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 83. Each hemisphere of the cerebral cortex receives most of its input from the muscles on the side. a. contralateral; ipsilateral b. ipsilateral; contralateral c. ipsilateral; ipsilateral d. contralateral; contralateral

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side of the body and controls the

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Organization of the Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 84. What do the corpus callosum and anterior commissure have in common? a. They both produce CSF. b. They both connect the two hemispheres. c. They are made up of gray matter. d. They each have six laminae.

ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Organization of the Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 85. Which statement is TRUE about laminae in the cerebral cortex? a. All cortical areas contain six layers. b. Odd numbered laminae contain only neurons; even numbered laminae contain only glia. c. The laminae vary in thickness in different areas. d. Each layer corresponds to a different sensory modality.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Organization of the Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 86. If you could selectively damage the individual laminae of the cortex, damage to which layer would most likely affect visual sensation? a. Layer IV of the temporal cortex b. Layer V of the occipital cortex c. Layer IV of the occipital cortex d. Layer II of the frontal cortex ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Organization of the Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex

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87. Which lobe of the cerebral cortex is most important for visual information? a. occipital b. parietal c. temporal d. frontal ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Occipital Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 88. Cortical blindness may result from the destruction of . a. any part of the cortex b. the occipital cortex c. the parietal cortex d. the central sulcus ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Occipital Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 89. Which part of the cerebral cortex is most important for the sense of touch? a. occipital lobe b. parietal lobe c. temporal lobe d. frontal lobe ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Parietal Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 90. The monitors all the information about eye, head, and body positions and passes it on to brain areas that control movement. a. parietal lobe b. occipital lobe c. central sulcus d. precentral gyrus ANSWER: a DIFFICULTY: Bloom’s: Understand

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REFERENCES: The Parietal Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 91. What is the primary target area in the cortex for information regarding muscle-stretch and joint receptors? a. primary somatosensory cortex b. occipital lobe c. central sulcus d. precentral gyrus ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Parietal Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 92. Someone who suddenly loses the ability to identify objects by feeling them has probably suffered damage to what area of the cerebral cortex? a. parietal lobe b. temporal lobe c. frontal lobe d. corpus callosum ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: The Parietal Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 93. What is the primary area of the cerebral cortex for auditory sensations? a. occipital b. parietal c. temporal d. frontal ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Temporal Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 94. Which lobe seems to be especially involved in the comprehension of spoken language in humans? a. occipital

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b. parietal c. frontal d. temporal ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Temporal Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 95. Which lobe contributes most to the perception of movement and recognition of faces? a. occipital lobe b. parietal lobe c. temporal lobe d. frontal lobe ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Temporal Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 96. The precentral gyrus is essential for the . a. control of fine movements b. coordination between vision and hearing c. regulation of emotions d. attention to hunger and thirst ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Frontal Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 97. The only area of the cerebral cortex known to receive input from ALL sensory modalities is the . a. thalamus b. prefrontal cortex c. striate cortex d. parietal lobe ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Frontal Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

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TOPICS:

3.2 The Cerebral Cortex

98. Neurons in the prefrontal cortex than neurons in other cortical areas. a. are larger in size b. have more dendritic spines c. have greater velocities of action potentials d. are more sensitive to light ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Frontal Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 99. Prefrontal lobotomies were conducted in the United States in an attempt to . a. restore memory b. restrain prisoners c. treat severe obesity d. treat severe psychiatric disorders ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Frontal Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 100. The prefrontal cortex is important for . a. the processing of visual information b. working memory c. language acquisition d. recognizing faces ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Frontal Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 101. If the prefrontal cortex is damaged, an individual may . a. have difficulty remembering where s/he just placed the keys b. sleep 18-22 hours per day c. have impaired vision d. lose all memory of faces for at least six months ANSWER: a

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DIFFICULTY: Bloom’s: Analyze REFERENCES: The Frontal Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 102. The "binding problem" is the issue of how we . a. convert sensory information into a pattern that produces movement b. perceive visual, auditory and other aspects of a stimulus as a single object c. transfer information between the left and right hemispheres d. communicate between word comprehension and word production areas of the brain ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: How Do the Parts Work Together?

LEARNING OBJECTIVES: KALA.BIOP.16.03.04 - Describe the binding problem and explain its theoretical importance.

TOPICS: 3.2 The Cerebral Cortex 103. The large-scale integration problem is the difficulty of . a. getting the different parts of the brain to physically connect during development b. understanding how neurons work c. knowing how the areas of your brain work together to create a combined perception d. how more than one person can perceive the same object at the same time ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: How Do the Parts Work Together?

LEARNING OBJECTIVES: KALA.BIOP.16.03.04 - Describe the binding problem and explain its theoretical importance.

TOPICS: 3.2 The Cerebral Cortex 104. Which statement is TRUE of the cortical areas that are sometimes known as "association areas"? a. They have primary control over processes of thinking and reasoning. b. They are best described as additional sensory areas. c. They form associations between touch and hearing. d. They integrate information from more than one sensory system.

ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: How Do the Parts Work Together?

LEARNING OBJECTIVES: KALA.BIOP.16.03.0 5 - Cite examples of several methods for studying the relationship between brain activity and behavior.

TOPICS: 3.2 The Cerebral Cortex 105. People with damage of the parietal cortex tend to have trouble a. hearing sounds b. locating objects in space c. remembering past events

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d. speaking ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Parietal Lobe LEARNING OBJECTIVES: KALA.BIOP.16.03.03 - List the four lobes of the cerebral cortex and name their principal functions.

TOPICS: 3.2 The Cerebral Cortex 106. Computerized axial tomography creates an image from . a. microwaves b. infrared rays c. x-rays d. gamma rays ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Correlating Brain Anatomy with Behavior LEARNING OBJECTIVES: KALA.BIOP.16.03.0 5 - Cite examples of several methods for studying the relationship between brain activity and behavior.

TOPICS: 3.3 Research Methods 107. Suppose you are interested in determining if the volume of the hippocampus is associated with the amount of stress a person was experiencing. Which method would be the best choice? a. CAT b. fMRI c. PET d. rCBF ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Correlating Brain Anatomy with Behavior LEARNING OBJECTIVES: KALA.BIOP.16.03.0 5 - Cite examples of several methods for studying the relationship between brain activity and behavior.

TOPICS: 3.3 Research Methods 108. An electroencephalograph measures . a. action potentials in an individual neuron b. the electrical resistance of hair c. the rate of glucose uptake in active regions of the brain d. the average activity of the cells in a given region of the brain ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Recording Brain Activity LEARNING OBJECTIVES: KALA.BIOP.16.03.0 5 - Cite examples of several methods for studying the relationship between brain activity and behavior.

TOPICS: 3.3 Research Methods

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109. Evoked potentials in the brain are most likely to be detected by a(n) . a. CAT scan b. MRI c. EEG d. PET scan ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Recording Brain Activity LEARNING OBJECTIVES: KALA.BIOP.16.03.0 5 - Cite examples of several methods for studying the relationship between brain activity and behavior.

TOPICS: 3.3 Research Methods 110. Which method is dependent upon injecting a radioactive chemical into the blood to measure blood flow? a. fMRI b. PET c. CAT d. magnetic stimulation ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Recording Brain Activity LEARNING OBJECTIVES: KALA.BIOP.16.03.0 5 - Cite examples of several methods for studying the relationship between brain activity and behavior.

TOPICS: 3.3 Research Methods 111. Which technique is dependent upon the release of oxygen from hemoglobin molecules? a. PET b. rCBF c. MRI d. fMRI ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Recording Brain Activity LEARNING OBJECTIVES: KALA.BIOP.16.03.0 5 - Cite examples of several methods for studying the relationship between brain activity and behavior.

TOPICS: 3.3 Research Methods 112. A stereotaxic instrument would most likely be used for a. placing an electrode in the brain b. assessing regional blood flow c. testing reflexes d. measuring blood pressure ANSWER: a DIFFICULTY: Bloom’s: Understand

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.

REFERENCES: Effects of Brain Stimulation LEARNING OBJECTIVES: KALA.BIOP.16.03.0 5 - Cite examples of several methods for studying the relationship between brain activity and behavior.

TOPICS: 3.3 Research Methods 113. How does the method of transcranial magnetic stimulation of brain areas differ from magnetic inactivation? a. Brain activation results from long, intense magnetic stimulation. b. Brain inactivation results from mild, brief magnetic stimulation. c. Brain inactivation results as the magnets are simply reversed. d. Brain activation results from mild, brief magnetic stimulation.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Effects of Brain Stimulation LEARNING OBJECTIVES: KALA.BIOP.16.03.0 5 - Cite examples of several methods for studying the relationship between brain activity and behavior.

TOPICS: 3.3 Research Methods 114. Thus far, it appears that the brain feature most strongly correlated with IQ in humans is the . a. volume of the hippocampus b. brain-to-body ratio c. brain weight d. amount of gray matter ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Size and Intelligence LEARNING OBJECTIVES: KALA.BIOP.16.03.06 - Discuss why it is so difficult to draw any firm conclusion about the relationship between brain size and intelligence.

TOPICS: 3.3 Research Methods 115. Women on the average have a greater density of neurons in part of the . a. hippocampus b. temporal lobe c. frontal lobe d. gray matter ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Size and Intelligence LEARNING OBJECTIVES: KALA.BIOP.16.03.06 - Discuss why it is so difficult to draw any firm conclusion about the relationship between brain size and intelligence.

TOPICS: 3.3 Research Methods Essay

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116. Organize the following divisions of the nervous system in a hierarchy to show the relationships between them: central, peripheral, autonomic, sympathetic, parasympathetic, and somatic.

ANSWER: The complete nervous system can be divided into the central and peripheral nervous systems.

The peripheral is further divided into the somatic and autonomic. The autonomic is divided into the sympathetic and parasympathetic.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Terminology to Describe the Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 117. Name and describe two different methods for measuring brain function (not anatomy).

ANSWER: PET scan: Uses an injection of a radioactive substance that, as it decays, produces gamma rays that are detected outside of the head. Greater radioactivity in a particular area indicates greater blood flow to that region. fMRI: The presence of hemoglobin with oxygen acts differently in a magnetic field than hemoglobin without oxygen. Because active areas of the brain use more oxygen, these areas can be detected by MRI equipment that is sensitive to these magnetic differences.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Recording Brain Activity LEARNING OBJECTIVES: KALA.BIOP.16.03.0 5 - Cite examples of several methods for studying the relationship between brain activity and behavior.

TOPICS: 3.3 Research Methods 118. Describe the basic anatomy and function of the spinal cord.

ANSWER: The spinal cord is the part of the CNS within the spinal column. The spinal cord communicates with all the sense organs and muscles except those of the head. It is a segmented structure, and each segment has on each side a sensory nerve and a motor nerve.

One of the first discoveries about the functions of the nervous system was that the entering dorsal roots (axon bundles) carry sensory information, and the exiting ventral roots carry motor information. The cell bodies of the sensory neurons are in clusters of neurons outside the spinal cord, called the dorsal root ganglia. Cell bodies of the motor neurons are inside the spinal cord. In the cross-section through the spinal cord, the H-shaped gray matter in the center of the cord is densely packed with cell bodies and dendrites. Many neurons from the gray matter of the spinal cord send axons to the brain or to other parts of the spinal cord through the white matter, containing myelinated axons. Each segment of the spinal cord sends sensory information to the brain and receives motor commands from the brain. All that information passes through tracts of axons in the spinal cord. If the spinal cord is cut at a given segment, the brain loses sensation from that segment and below. The brain also loses motor control over all parts of the body served by that segment and the lower ones.

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Spinal Cord LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 119. Describe the basic functions and components of the autonomic nervous system.

ANSWER: The autonomic nervous system consists of neurons that receive information from and send commands to the heart, intestines, and other organs. Its two parts are the sympathetic and parasympathetic nervous systems. The sympathetic nervous system, a network of nerves that

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prepare the organs for vigorous activity, consists of chains of ganglia just to the left and right of the spinal cord’s central regions (the thoracic and lumbar areas). These ganglia are connected by axons to the spinal cord. Sympathetic axons prepare the organs for “fight or flight”— increasing breathing and heart rate and decreasing digestive activity. Because the sympathetic ganglia are closely linked, they often act as a single system “in sympathy” with one another, although an event may activate some parts more than others. The sweat glands, the adrenal glands, the muscles that constrict blood vessels, and the muscles that erect the hairs of the skin have sympathetic input but no parasympathetic input.

The parasympathetic nervous system facilitates vegetative, nonemergency responses. The term para means “beside” or “related to,” and parasympathetic activities are related to, and generally the opposite of, sympathetic activities. For example, the sympathetic nervous system increases heart rate, but the parasympathetic nervous system decreases it. The parasympathetic nervous system increases digestive activity, whereas the sympathetic nervous system decreases it. The parasympathetic system also promotes sexual arousal, including erection in males. Although the sympathetic and parasympathetic systems produce contrary effects, both are constantly active to varying degrees, and many stimuli arouse parts of both systems.

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Autonomic Nervous System LEARNING OBJECTIVES: KALA.BIOP.16.03.02 - Describe the principal functions of certain brain areas.

TOPICS: 3.1 Structure of the Vertebrate Nervous System 120. Briefly describe the main categories of methods for studying brain function.

ANSWER: 1. Examine the effects of brain damage. After damage or temporary inactivation, what aspects of behavior are impaired?

2. Examine the effects of stimulating a brain area. Ideally, if damaging some area impairs a behavior, stimulating that area should enhance the behavior.

3. Record brain activity during behavior. We might record changes in brain activity during fighting, sleeping, finding food, solving a problem, or any other behavior.

4. Correlate brain anatomy with behavior. Do people with some unusual behavior also have unusual brains? If so, in what way?

DIFFICULTY: Bloom’s: Analyze REFERENCES: Recording Brain Activity LEARNING OBJECTIVES: KALA.BIOP.16.03.0 5 - Cite examples of several methods for studying the relationship between brain activity and behavior.

TOPICS: 3.3 Research Methods

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Chapter 4 Genetics Evolution Development and Plasticity-Biological Psychology, 12e Kalat TB True / False 1. The fluid-filled cavity within the neural tube becomes the central canal of the spinal cord and the four ventricles of the brain. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 2. Axons are usually formed before the dendrites. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 3. After cells have differentiated as neurons or glia, they migrate. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 4. Myelination of the brain and spinal cord is complete by the time of birth. a. True b. False ANSWER: False

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DIFFICULTY: Bloom’s: Understand REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 5. Synaptogenesis is a process that begins before birth and continues throughout life. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 6. Recent evidence suggests that adult vertebrate brains generate new neurons. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 7. Apoptosis is distinct from necrosis, which is death caused by an injury or a toxic substance. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Determinants of Neuronal Survival LEARNING OBJECTIVES: KALA.BIOP.16.04.06 - Define apoptosis and explain how neurotrophins prevent it.

TOPICS: 4.2 Development of the Brain 8. The developing infant brain is highly resistant to damage. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Vulnerable Developing Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.2 Development of the Brain 9. The most common cause of brain damage in children is closed head injury. a. True

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b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Short-Term Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 10. The damaging effects of a stroke can be limited if treated within a short period of time. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Short-Term Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 11. Diaschisis refers to the decreased activity of surviving neurons after damage to other neurons. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Later Mechanisms of Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 12. Recent evidence suggests that phantom limb pain is caused by sensations coming from the stump of the amputated limb. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Later Mechanisms of Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.010 - Explain how remodeling in the cerebral cortex produces the phantom limb experience.

TOPICS: 4.3 Plasticity after Brain Damage 13. Sex-linked genes are usually found on the Y chromosome. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

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TOPICS:

4.1 Genetics and Evolution of Behavior

14. To determine the contributions of heredity and environment, researchers rely mainly on studies of monozygotic and dizygotic twins. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Heredity and Environment LEARNING OBJECTIVES: KALA.BIOP.16.04.02 - Describe the types of evidence researchers use to infer heritability.

TOPICS: 4.1 Genetics and Evolution of Behavior 15. Genes become more prevalent in a population if they contribute to reproductive success. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior Multiple Choice 16. The ability of the brain to change its anatomy over time, within limits, is known as . a. plasticity b. regression c. connectivity d. long term potentiation ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 17. The fluid-filled cavity of the developing neural tube becomes the . a. forebrain b. midbrain c. spinal cord d. ventricular system ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

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TOPICS:

4.2 Development of the Brain

18. Early in development, the nervous system begins as a . a. tube surrounding a fluid-filled cavity b. spherical structure in the center of the embryo c. diffuse system of cells scattered throughout the body d. single layer of cells covering the heart and other internal organs ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 19. Proliferation is the . a. production of new cells b. movement of primitive neurons and glia c. formation of dendrites and an axon d. insulation process that occurs on some axons ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 20. After cells have differentiated as neurons or glia, they . a. differentiate b. proliferate c. myelinate d. migrate ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 21. Chemicals known as and guide neuron migration. a. immunoglobulins; sodium b. glia; neurothrophins c. immunoglobulins; chemokines d. chemokines; neurothrophins ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Maturation of the Vertebrate Brain

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LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 22. Which of the following best characterizes how axons arrive at the correct target cells? a. They follow electrical gradients. b. They follow chemical gradients from the target cell. c. Axons send out chemicals to the target cells. d. Target cells send out branches for the axons to follow.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Pathfinding by Axons LEARNING OBJECTIVES: KALA.BIOP.16.04.05 - Describe the evidence showing that axons seek specific targets.

TOPICS: 4.2 Development of the Brain 23. Migration requires . a. a precise chemical environment b. cells which are myelinated c. mature neurons d. neurons with fully developed dendrites ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 24. What is the process called when a primitive neuron begins to develop dendrites and an axon? a. Differentiation b. Migration c. Myelination d. Proliferation ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 25. After the migrating neuron reaches its destination, a. dendrites b. axons c. nuclei d. ganglions ANSWER: a DIFFICULTY: Bloom’s: Understand

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begin to form.

REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 26. Myelination in the human brain . a. is complete upon birth b. is complete around the second birthday c. is complete sometime shortly after adolescence d. continues well into the adult years ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 27. The formation of new synapses is called . a. synaptogenesis b. differentiation c. migration d. fusion ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 28. Brain cells that are neither neurons nor glia, but which are capable of dividing and then differentiating into neurons or glia, are called . a. parallel fibers b. intrinsic cells c. stem cells d. glomeruli ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 29. Chemicals in the amphibian tectum guide the growth of axons from the retina to their correct location in the tectum by . a. having dozens of different growth factors b. using an electrical gradient c. using a chemical gradient d. glial cell transportation

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ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Pathfinding by Axons LEARNING OBJECTIVES: KALA.BIOP.16.04.05 - Describe the evidence showing that axons seek specific targets.

TOPICS: 4.2 Development of the Brain 30. Roger Sperry cut a newt's optic nerve and rotated the eye. Axons from what used to be the dorsal part of the retina (now located on the ventral side) grew back to the target areas . a. that ordinarily get input from the dorsal retina b. that ordinarily get input from the ventral retina c. that ordinarily get input from the center of the retina d. equally and diffusely ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Pathfinding by Axons LEARNING OBJECTIVES: KALA.BIOP.16.04.05 - Describe the evidence showing that axons seek specific targets.

TOPICS: 4.2 Development of the Brain 31. Which of the following best describes the process by which developing axons find their general target areas? a. completely random growth b. shape attraction c. electrical attraction d. chemical attraction ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Pathfinding by Axons LEARNING OBJECTIVES: KALA.BIOP.16.04.05 - Describe the evidence showing that axons seek specific targets.

TOPICS: 4.2 Development of the Brain 32. Which of the following are selective as axons form synapses with target cells? a. axons, but not target cells b. target cells, but not axons c. both axons and target cells d. neither axons nor target cells ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Pathfinding by Axons LEARNING OBJECTIVES: KALA.BIOP.16.04.05 - Describe the evidence showing that axons seek specific targets.

TOPICS: 4.2 Development of the Brain 33. The concept that neurons refine their many connections based on which ones are most successful is known as a. natural selection b. evolution

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c. survival of the fittest d. neural Darwinism ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Pathfinding by Axons LEARNING OBJECTIVES: KALA.BIOP.16.04.05 - Describe the evidence showing that axons seek specific targets.

TOPICS: 4.2 Development of the Brain 34.

steer new axonal branches and synapses in the right direction. a. Chemokines b. Immunoglobulin c. Glia d. Neurotrophins ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Pathfinding by Axons LEARNING OBJECTIVES: KALA.BIOP.16.04.05 - Describe the evidence showing that axons seek specific targets.

TOPICS: 4.2 Development of the Brain 35. Why is it that every axon in an adult mammal has a target cell (muscle cell or other neuron) with which it makes synaptic contact? a. Each target cell causes the growth of a neuron and its axon. b. After formation, axons release a chemical that causes a target cell to form. c. Axons that fail to find a target cell die. d. An axon will make contact with any kind of cell and adjust its function as necessary.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Determinants of Neuronal Survival LEARNING OBJECTIVES: KALA.BIOP.16.04.06 - Define apoptosis and explain how neurotrophins prevent it.

TOPICS: 4.2 Development of the Brain 36. What is signaled by nerve growth factor (NGF)? a. That a target cell has "accepted" an axon b. Which target cell a growing axon should connect with c. That axons should elongate as the body grows bigger d. The need for new neurons to form in brain areas that are lacking in neurons ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Determinants of Neuronal Survival LEARNING OBJECTIVES: KALA.BIOP.16.04.06 - Define apoptosis and explain how neurotrophins prevent it.

TOPICS: 4.2 Development of the Brain 37. Nerve growth factor (NGF)

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a. promotes the survival and growth of the axon b. is a fuel metabolized by neurons c. promotes programmed cell death d. is a hormone first released at puberty ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Determinants of Neuronal Survival LEARNING OBJECTIVES: KALA.BIOP.16.04.06 - Define apoptosis and explain how neurotrophins prevent it.

TOPICS: 4.2 Development of the Brain 38. Necrosis . a. is a programmed mechanism of cell death b. is cell death caused by an injury or a toxic substance c. promotes the survival and growth of dendrites d. promotes the activity of neurons ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Determinants of Neuronal Survival LEARNING OBJECTIVES: KALA.BIOP.16.04.06 - Define apoptosis and explain how neurotrophins prevent it.

TOPICS: 4.2 Development of the Brain 39. Apoptosis . a. is a programmed mechanism of cell death b. promotes the survival and growth of the axon c. promotes the survival and growth of dendrites d. promotes the activity of neurons ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Determinants of Neuronal Survival LEARNING OBJECTIVES: KALA.BIOP.16.04.06 - Define apoptosis and explain how neurotrophins prevent it.

TOPICS: 4.2 Development of the Brain 40. The function of neurotrophins is to . a. inhibit proliferation b. promote survival of axons c. be used as fuel d. signal that an axon has been "rejected."

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Determinants of Neuronal Survival LEARNING OBJECTIVES: KALA.BIOP.16.04.06 - Define apoptosis and explain how neurotrophins prevent it.

TOPICS: 4.2 Development of the Brain

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41. An axon that does not receive enough neurotrophins from a target cell will . a. branch out and form other synapses on other cells b. manufacture its own neurotrophins c. degenerate and die d. fail to reabsorb transmitters that have already been released ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Determinants of Neuronal Survival LEARNING OBJECTIVES: KALA.BIOP.16.04.06 - Define apoptosis and explain how neurotrophins prevent it.

TOPICS: 4.2 Development of the Brain 42. In development, neurotrophins . During adulthood, they . a. preserve neurons; produce apoptosis b. produce apoptosis; increase neuronal branching c. facilitate differentiation; facilitate migration d. preserve neurons; increase neuronal branching ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Determinants of Neuronal Survival LEARNING OBJECTIVES: KALA.BIOP.16.04.06 - Define apoptosis and explain how neurotrophins prevent it.

TOPICS: 4.2 Development of the Brain 43. In response to nervous system injury, neurotrophins . a. cause the neuron's death b. reduce inflammation due to this injury c. increase regrowth of damaged axons d. promote apoptosis ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Determinants of Neuronal Survival LEARNING OBJECTIVES: KALA.BIOP.16.04.06 - Define apoptosis and explain how neurotrophins prevent it.

TOPICS: 4.2 Development of the Brain 44. After maturity, the apoptotic mechanisms become: a. hyperactive b. extinct c. dormant d. very complex ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Determinants of Neuronal Survival LEARNING OBJECTIVES: KALA.BIOP.16.04.06 - Define apoptosis and explain how neurotrophins prevent it.

TOPICS: 4.2 Development of the Brain

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45. What modern day practice helps prevent an inadequate production of thyroid hormones? a. fluoride in drinking water b. processed sugar c. iodized salt d. artificial sweeteners ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Vulnerable Developing Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.07 - Cite examples of how experiences alter brain anatomy and function.

TOPICS: 4.2 Development of the Brain 46. The mechanism of fetal alcohol syndrome probably relates to . a. overexcited neurons b. apoptosis c. decreases apoptosis d. necrosis ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Vulnerable Developing Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.07 - Cite examples of how experiences alter brain anatomy and function.

TOPICS: 4.2 Development of the Brain 47. Alcohol suppresses the release of , the brain’s main excitatory transmitter. a. 5-HT b. DA c. GABA d. glutamate ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Vulnerable Developing Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.07 - Cite examples of how experiences alter brain anatomy and function.

TOPICS: 4.2 Development of the Brain 48. How much alcohol, if any, can a pregnant woman drink without worrying about the negative effects on her child? a. The equivalent of two cocktails a day b. The equivalent of one beer a day c. Anything less than what causes her to appear drunk d. Unknown, and therefore abstention is recommended ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Vulnerable Developing Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.07 - Cite examples of how experiences alter brain anatomy and function.

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TOPICS:

4.2 Development of the Brain

49. Immature neurons experimentally transplanted from one part of the developing cortex to another . a. develop the properties characteristic of their new location b. maintain the properties of their original location c. become dysfunctional, with properties of both the original and new locations d. die ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Differentiation of the Cortex LEARNING OBJECTIVES: KALA.BIOP.16.04.07 - Cite examples of how experiences alter brain anatomy and function.

TOPICS: 4.2 Development of the Brain 50. The areas of the cortex used by expert video game players are most likely to than the same cortical areas of those who do not play video games. a. be thicker b. have smaller, but a greater number of neurons c. have faster action potentials d. be more resistant to transcortical stimulation ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Fine-Tuning by Experience LEARNING OBJECTIVES: KALA.BIOP.16.04.07 - Cite examples of how experiences alter brain anatomy and function.

TOPICS: 4.2 Development of the Brain 51. Which factor appears to be particularly important for branching of neurons during brain development? a. engaging in physical activity b. playing logic games c. having good teachers d. having a sterile environment ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Fine-Tuning by Experience LEARNING OBJECTIVES: KALA.BIOP.16.04.07 - Cite examples of how experiences alter brain anatomy and function.

TOPICS: 4.2 Development of the Brain 52. An MEG study of professional musicians listening to pure tones showed that professional musicians had a. brain responses that were twice as strong as non-musicians b. slightly less brain responses as non-musicians c. drastically less brain responses as non-musicians d. brain responses five times as strong as non-musicians ANSWER: a DIFFICULTY: Bloom’s: Understand

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.

REFERENCES: Fine-Tuning by Experience LEARNING OBJECTIVES: KALA.BIOP.16.04.07 - Cite examples of how experiences alter brain anatomy and function.

TOPICS: 4.2 Development of the Brain 53. Focal hand dystonia, sometimes called "musician's cramp", is caused by . a. extreme overlap of cortical representation of the fingers b. deterioration of muscles in the hand c. demyelination of neurons in the fingers d. buildup of excess GABA in the temporal cortex ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Fine-Tuning by Experience LEARNING OBJECTIVES: KALA.BIOP.16.04.07 - Cite examples of how experiences alter brain anatomy and function.

TOPICS: 4.2 Development of the Brain 54. Closed head injury is . a. the most common cause of brain damage in young adults b. usually fatal c. the most common cause of Korsakoff's syndrome d. related to Alzheimer's disease ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Short-Term Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 55. Closed head injury results in damage partially because of . a. increased production of myelin b. excessive deficit of neurotrophins c. rotational forces that push the brain against the inside of the skull d. infection ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Short-Term Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 56. Which event is the most common cause of a stroke? a. lack of glucose b. ischemia from an obstruction of an artery c. hemorrhage of an artery d. blow to the head ANSWER: b

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DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Short-Term Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 57. Ischemia is to as hemorrhage is to . a. older individuals; younger individuals b. proximal; distal c. obstruction; rupture d. barely noticeable; lethal ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Short-Term Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 58.

cells proliferate after a stroke. a. Penumbra b. Microglia c. Ischemia d. Cancer ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Short-Term Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 59. Damage due to stroke caused by ischemia can be minimized by administering a drug that . a. breaks up blood clots b. overstimulates neurons in and around the damaged area c. increases the release of glutamate d. slows down the sodium-potassium pump ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Short-Term Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 60. Research on laboratory animals indicates that cannabinoids are most effective if taken a. as soon as the stroke occurs b. within 20 minutes of the stroke c. steadily for one month d. shortly before the stroke

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.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Short-Term Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 61. Diaschisis refers to the . a. increase in activity of neurons surrounding a damaged area b. decreased activity of surviving neurons after other neurons are damaged c. increased activity in the cerebral cortex after damage to any part of the brain d. increased activity in the hypothalamus after damage to any part of the brain ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Later Mechanisms of Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 62. Which treatment would be most likely to help a patient starting it several days after a stroke? a. injecting a drug to block dopamine b. administering tranquilizers c. extensive bed rest d. giving stimulant drugs combined with physical therapy ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Later Mechanisms of Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 63. What is one impediment to the regeneration of axons in the mammalian central nervous system? a. Inhibitory chemicals secreted by the damaged portion of the axon b. Bacterial infections caused by the decaying tissue c. Glia releasing chemicals that inhibit axon growth d. Inhibitory messages sent from the cell nucleus when an axon is damaged ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Later Mechanisms of Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 64. If some of the axons innervating a given cell are destroyed or if they become inactive, what compensatory process takes place in the remaining presynaptic cells? a. activation of previously silent synapses b. removal of toxins

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c. denervation supersensitivity d. collateral sprouting ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Later Mechanisms of Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 65. After damage to a set of axons, neurotrophins induce nearby . a. injured axons to form new branches b. injured dendrites to form new branches c. uninjured axons to form new branches d. uninjured dendrites to form new branches ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Later Mechanisms of Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 66. Heightened sensitivity to a neurotransmitter after the destruction of an incoming axon is known as . a. axon supersensitivity b. disuse supersensitivity c. enervation supersensitivity d. denervation supersensitivity ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Later Mechanisms of Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 67. If most of the axons that transmit dopamine to some brain area die or become inactive, the remaining dopamine synapses become . a. less responsive b. less easily stimulated c. more resistant d. more responsive ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Later Mechanisms of Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 68. After learning strengthens one set of synapses, other synapses

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a. weaken b. die c. get stronger d. become aroused ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Later Mechanisms of Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.09 - List several possible mechanisms of recovery after brain damage.

TOPICS: 4.3 Plasticity after Brain Damage 69. A cortical cell originally responded to stimulation of the middle finger. After amputation of that finger, it begins responding to the second and fourth fingers. Which action most likely accounts for this? a. synaptic reorganization b. growth of completely new axons c. altered pattern of blood vessels in the brain d. a psychotic reaction ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Later Mechanisms of Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.010 - Explain how remodeling in the cerebral cortex produces the phantom limb experience.

TOPICS: 4.3 Plasticity after Brain Damage 70. A continuing sensation of an amputated body part is called . a. phantom limb b. ghost limb c. neuralgia d. tingling limb ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Later Mechanisms of Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.010 - Explain how remodeling in the cerebral cortex produces the phantom limb experience.

TOPICS: 4.3 Plasticity after Brain Damage 71. One way to relieve the pain associated with a phantom limb is to . a. remove more of the amputated limb b. have the amputee learn to use an artificial limb c. stimulate the relevant part of the cortex d. convince the patient that there is no neural basis for these sensations ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Later Mechanisms of Recovery

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LEARNING OBJECTIVES: KALA.BIOP.16.04.010 - Explain how remodeling in the cerebral cortex produces the phantom limb experience.

TOPICS: 4.3 Plasticity after Brain Damage 72. The results of several studies of facial expressions in people who were born blind suggest . a. a minor role for genetics in the control of facial expressions b. a major role for genetics as well as environment in the control of facial expressions c. no role of genetics in the control of facial expressions d. no role of genetics, but a major role of environment in the control of facial expressions ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 73. Units of heredity that maintain their structural identity from one generation to another are known as . a. enzymes b. mutations c. nucleic acids d. genes ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 74. Chromosomes consist of large, double-stranded molecules of . a. deoxyribonucleic acid b. ribonucleic acid c. autosomal genes d. recombination genes ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 75. A strand of DNA serves as a template (model) for the synthesis of a. chromosomes b. RNA c. Proteins

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d. Carbohydrates ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 76. Enzymes serve as . a. genetic templates b. physiological markers of chemical reactions in the body c. biological catalysts that regulate chemical reactions in the body d. catalysts for the synthesis of protein molecules ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 77. Chemically, what is the route from genes to their expression? a. DNA to proteins to RNA b. DNA to RNA to proteins c. proteins to DNA to RNA d. RNA to DNA to proteins ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 78. A person with two recessive genes is considered to be for that trait. a. homozygous b. heterozygous c. unitary d. marginal ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior

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79. Suppose "A" is a dominant gene for the ability to taste phenylthiocarbamide and "a" is a recessive gene for the inability to taste it. Which couples could possibly have both a child who tastes it and a child who does not? a. father AA, mother aa b. father Aa, mother AA c. father Aa, mother Aa d. father AA, mother AA ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 80. A trait not expressed when combined with a dominant trait is called a(n) trait. a. nurture b. recessive c. dominant d. homozygous ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 81. Suppose that adopted children are more similar to their biological parents than their adoptive parents in their preferences for a flavor of ice cream. Which statement is true in this circumstance? a. Heritability of this trait is high. b. Preferences for ice cream are determined solely by the environment. c. Flavors of ice cream are naturally selected. d. Heritability of this trait is low.

ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 82. An autosomal gene is a gene . a. on the X chromosome b. on the Y chromosome c. on any chromosome other than the X or Y chromosome d. that shows no evidence of crossing over ANSWER: c

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DIFFICULTY: Bloom’s: Understand REFERENCES: Mendelian LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 83. Which pair of sex chromosomes is found in a normal male mammal? a. XX b. XY c. YY d. YZ ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 84. In general, biologists who speak of sex-linked genes are typically referring to genes on . a. autosomal chromosomes b. more than one chromosome c. the X chromosome d. the Y chromosome ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 85. An example of a sex-linked trait is . a. eye color b. color vision deficiency c. temperament d. intelligence ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 86. Sex-limited genes are found on a. X chromosomes only

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b. Y chromosomes only c. X and Y chromosomes d. any chromosomes ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 87. A gene is found that controls the age at which a man grows bald, if at all. That gene seldom affects women, even if they have the gene. What kind of gene is this MOST likely to be? a. an X-linked gene b. a sex-limited gene c. a sex-linked dominant gene d. a sex-linked recessive gene ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 88. Which statement best explains why males can grow breasts under certain hormonal conditions? a. Sex-linked genes become activated. b. The Y chromosome becomes activated. c. Sex-limited genes become activated. d. Breast growth is linked to color vision deficiency.

ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 89. On a given trait, high heritability suggests that . a. adopted children will closely resemble their biological parents b. adopted children will closely resemble their adoptive parents c. identical twins will be less similar to each other than adopted siblings d. fraternal twins will be more similar to each other than identical twins ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.02 - Describe the types of evidence researchers use to infer heritability.

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TOPICS:

4.1 Genetics and Evolution of Behavior

90. If a trait has high heritability, . a. hereditary differences will not account for any observed variations in that trait b. the environment cannot influence that trait c. the environment may possibly influence that trait d. heredity does not influence that trait ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Heredity and Environment LEARNING OBJECTIVES: KALA.BIOP.16.04.02 - Describe the types of evidence researchers use to infer heritability.

TOPICS: 4.1 Genetics and Evolution of Behavior 91. Any estimate of the heritability of a particular trait is specific to . a. a given population b. the parents c. the trait d. the strength of the trait ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Heredity and Environment LEARNING OBJECTIVES: KALA.BIOP.16.04.02 - Describe the types of evidence researchers use to infer heritability.

TOPICS: 4.1 Genetics and Evolution of Behavior 92. Individuals afflicted with PKU need to avoid . a. foods high in phenylalanine b. foods high in vitamin K c. alcohol d. sunlight ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Heredity and Environment LEARNING OBJECTIVES: KALA.BIOP.16.04.02 - Describe the types of evidence researchers use to infer heritability.

TOPICS: 4.1 Genetics and Evolution of Behavior 93. Why do children with PKU develop intellectual disabilities? a. Unmetabolized amino acids accumulate and affect the brain. b. Essential axons lack myelin sheaths. c. Dendrites and synapses fail to form in associative areas of the cortex. d. Their immune systems do not fight off brain infections.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Heredity and Environment

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LEARNING OBJECTIVES: KALA.BIOP.16.04.02 - Describe the types of evidence researchers use to infer heritability.

TOPICS: 4.1 Genetics and Evolution of Behavior 94. How is it possible to prevent the intellectual disabilities that are generally associated with PKU? a. through exercise b. through diet c. through drugs d. through exposure to bright light ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Heredity and Environment LEARNING OBJECTIVES: KALA.BIOP.16.04.02 - Describe the types of evidence researchers use to infer heritability.

TOPICS: 4.1 Genetics and Evolution of Behavior 95. Changes in single genes are called . a. alterations b. mutations c. mendelians d. enzymes ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Mendelian Genetics LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 96. For natural selection to generate evolutionary change in a population . a. there need not be any differences in the traits of individuals in that population b. the change in gene frequencies must help the species in the long run c. the differences must have a hereditary basis d. the change in gene frequencies will probably be harmful to the species ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 97. Which statement is TRUE with respect to evolution? a. "If you don't use it, you lose it." b. Evolutionary success is assessed by the number of one's offspring surviving to reproduce. c. Evolution benefits the species, in the long run. d. Evolution benefits the individual.

ANSWER: b

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DIFFICULTY: Bloom’s: Analyze REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 98. Breeding some animals selectively because they possess some desirable characteristic is called . a. evolution b. natural selection c. artificial selection d. artificial insemination ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 99. Which of the following represents Lamarckian evolution? a. "Survival of the fittest" b. "Reproduction of the fittest" c. "If you don't use it, you lose it" d. "Look out for number one" ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 100. Evolution improves the fitness of the population, which is defined as . a. the number of copies of one's genes that endure in later generations b. survival of the individual c. ability to adapt to a variety of environments d. overall health and well-being ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 101. An evolutionary psychologist would likely be most interested in studying a. altruistic behavior of meerkats

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b. cardiovascular function across species c. anatomy of the rat brain d. neurotransmitters in primates ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.03 - Give examples of evolutionary explanations in psychology.

TOPICS: 4.1 Genetics and Evolution of Behavior 102. What is TRUE about altruistic behavior? a. It is evident in every animal species. b. It can be completely explained in terms of genetic contributions. c. It is difficult to explain from an evolutionary/genetic point of view. d. It has a genetic component only in humans.

ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.03 - Give examples of evolutionary explanations in psychology.

TOPICS: 4.1 Genetics and Evolution of Behavior 103. Why is a genetic explanation for altruism problematic? a. Only non-human animals exhibit altruistic behaviors. b. Altruistic behaviors rarely benefit the individual performing them. c. Altruism is more common among the young than among adults. d. No behavior has been linked to any genes.

ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.03 - Give examples of evolutionary explanations in psychology.

TOPICS: 4.1 Genetics and Evolution of Behavior 104. Which action BEST illustrates altruistic behavior? a. Bullying other kids in the lunch line b. Spreading rumors about your boss c. Picking up your room d. Helping an elderly person across the street ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.03 - Give examples of evolutionary explanations in psychology.

TOPICS: 4.1 Genetics and Evolution of Behavior 105. Organisms that help those they recognize as capable of returning the favor are displaying

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a. kin selection b. group selection c. reciprocal altruism d. sociobiology ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.03 - Give examples of evolutionary explanations in psychology.

TOPICS: 4.1 Genetics and Evolution of Behavior 106. Kin selection as an explanation for altruistic behavior would argue that . a. individuals help others who help them b. individuals pick their mates based on how altruistic they are c. individuals spread their genes by helping their relatives d. society benefits as a whole when individuals help each other ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.03 - Give examples of evolutionary explanations in psychology.

TOPICS: 4.1 Genetics and Evolution of Behavior 107. Group selection as an explanation for altruistic behavior would argue that . a. individuals are more likely to reproduce when stress is low b. individuals pick their groups based on how altruistic they are c. cooperative groups thrive better than do uncooperative groups d. society benefits as a whole when individuals help each other ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.03 - Give examples of evolutionary explanations in psychology.

TOPICS: 4.1 Genetics and Evolution of Behavior 108. Group selection works well as an explanation for human behavior because humans . a. can expel uncooperative individuals from groups b. are a highly social species who emphasize groups c. can make rational choices about mate selection d. benefit from living in groups ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.03 - Give examples of evolutionary explanations in psychology.

TOPICS: 4.1 Genetics and Evolution of Behavior

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109. Humans may have been able to evolve such big brains without sacrificing other functions because of . a. exercise b. mutations c. deletions d. diet ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 110. Proteins called bind DNA into a shape that is more like string wound around a ball. a. enzymes b. histones c. esters d. acetyl groups ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 111. The field of epigenetics deals with how . a. reproductive fitness can be altered b. spontaneous mutations occur c. genes determine behavior d. experiences can turn genes on or off ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 112. Removal of a. enzymes b. histones c. esters d. acetyl groups ANSWER: DIFFICULTY: REFERENCES:

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turns genes off.

d Bloom’s: Understand The Evolution of Behavior

LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 113. At later stages of the neuron's development, neurotrophins . a. increase the branching of axons b. cause the neuron's death c. become converted into myelin d. connect the axon to axons of adjoining cells ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Determinants of Neuronal Survival LEARNING OBJECTIVES: KALA.BIOP.16.04.06 - Define apoptosis and explain how neurotrophins prevent it.

TOPICS: 5.1 Development of the Brain 114. Which statement most accurately describes embryonic development of the nervous system in humans? a. The majority of cells remain as primitive neurons until birth. b. All synapses that are formed are permanent. c. Neurons form before birth; synapses form after birth. d. Far more neurons are produced than will ultimately survive.

ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Determinants of Neuronal Survival LEARNING OBJECTIVES: KALA.BIOP.16.04.06 - Define apoptosis and explain how neurotrophins prevent it.

TOPICS: 5.1 Development of the Brain 115. Why is it that all neurons in a healthy adult brain have made appropriate connections? a. Chemical messages from our muscles tell our brain how many neurons to form. b. If an axon does not make the appropriate connections by a certain age, it dies. c. We are born with all connections formed. d. Connections form rapidly, but we learn to use whatever connections have formed.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Determinants of Neuronal Survival LEARNING OBJECTIVES: KALA.BIOP.16.04.06 - Define apoptosis and explain how neurotrophins prevent it.

TOPICS: 5.1 Development of the Brain 116. Following release from the presynaptic cell, neuropeptides a. cannot be deactivated by enzymes, whereas small-molecule transmitters diffuse away or are deactivated by reuptake. b. are deactivated by reuptake, whereas small-molecule transmitters diffuse away or are deactivated by enzymes. c. can diffuse away from synapses, whereas small-molecule transmitters are deactivated by reuptake. d. and small-molecule transmitters can be deactivated by diffusion, enzymes, or reuptake.

ANSWER: c

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DIFFICULTY: Difficult TOPICS: Factual 117. Given the characteristics of small-molecule transmitters and neuropeptides, we can conclude that small-molecule transmitters a. are well-suited to roles as neurotransmitters, whereas neuropeptides are well-suited to roles as neuromodulators. b. are well-suited to roles as neuromodulators, whereas neuropeptides are well-suited to roles as neurotransmitters. c. and neuropeptides are equally well-suited to be either neurotransmitters or neuromodulators. d. and neuropeptides frequently act as neuromodulators and neurohormones, but rarely function as neurotransmitters.

ANSWER: a DIFFICULTY: Difficult 118. Acetylcholine (ACh) is synthesized from a. acetyl coenzyme A, usually found in dietary fats, and choline, a substance formed by the actions of mitochondria within cells. b. choline from dietary fats and acetyl coenzyme A, both of which are acted on by choline acetyltransferase. c. the amino acid tyrosine, synthesized from the phenylalanine found in foods. d. tryptophans, amino acids found in chocolate, milk, and poultry.

ANSWER: b DIFFICULTY: Difficult Essay 119. Define proliferation during neural development.

ANSWER: Proliferation involves the production of new cells. Early in development, the cells lining the ventricles of the brain divide. Some cells remain where they are, continuing to divide.

Others become primitive neurons and glia that begin migrating to other locations.

DIFFICULTY: Bloom’s: Understand REFERENCES: Maturation of the Vertebrate Brain LEARNING OBJECTIVES: KALA.BIOP.16.04.04 - Discuss the formation of new neurons in a mature brain.

TOPICS: 4.2 Development of the Brain 120. Describe how phantom limb sensations that seemingly come from a missing hand might occur when the face is touched.

ANSWER: The area of the cortex that normally responds to the face can send collateral sprouts to the adjacent area of the cortex that was innervated by the hand. Investigators recorded from the cerebral cortices of monkeys whose sensory nerves from one forelimb had been cut 12 years previously. They found that the stretch of cortex previously responsive to the limb was now responsive to the face (Pons et al., 1991). After loss of sensory input from the forelimb, the axons representing the forelimb degenerated, leaving vacant synaptic sites at several levels of the CNS. Evidently, axons representing the face sprouted into those sites in the spinal cord, brain stem, and thalamus (Florence & Kaas, 1995; E. G. Jones & Pons, 1998). Or perhaps axons from the face were already present but became stronger through denervation

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supersensitivity. Brain scan studies confirm that the same processes occur with humans. Later studies showed that this process can be much quicker than 12 years DIFFICULTY: Bloom’s: Analyze REFERENCES: Later Mechanisms of Recovery LEARNING OBJECTIVES: KALA.BIOP.16.04.010 - Explain how remodeling in the cerebral cortex produces the phantom limb experience.

TOPICS: 4.3 Plasticity after Brain Damage 121. Describe Lamarckian evolution and the evidence for or against it.

ANSWER: You may have heard people say something like, “Because we hardly ever use our little toes, they get smaller and smaller in each succeeding generation.” This idea is a carryover of biologist Jean- Baptiste Lamarck’s theory of evolution through the inheritance of acquired characteristics, known as Lamarckian evolution. According to this idea, if you exercise your arm muscles, your children will be born with bigger arm muscles, and if you fail to use your little toes, your children’s little toes will be smaller than yours. However, biologists have found no mechanism for Lamarckian evolution to occur and no evidence that it does. Using or failing to use some body structure does not change the genes. People’s little toes will shrink in future generations only if people with genes for smaller little toes manage to reproduce more than other people do.

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Evolution of Behavior LEARNING OBJECTIVES: KALA.BIOP.16.04.01 - Distinguish between genetic and epigenetic influences on development.

TOPICS: 4.1 Genetics and Evolution of Behavior 122. How is brain development related to adolescent impulsivity?

ANSWER: Adolescents are widely regarded as impulsive and prone to seek immediate pleasure, as compared to adults. Impulsiveness is a problem if it leads to risky driving, drinking, sex, spending sprees, and so forth.

Many studies have found that adolescent humans show stronger brain responses than older adults do when anticipating rewards, and weaker responses in the areas of the prefrontal cortex responsible for inhibiting behaviors. That type of evidence influenced the U.S. Supreme Court to rule that adolescents are less responsible for their actions than adults are, because they are less able to restrain their impulses. However, although the prefrontal cortex is indeed less mature in adolescents, its immaturity is at best only part of the explanation for impulsivity. Adolescents are not incapable of restraining their impulses, and in many laboratory tests they inhibit impulses just as well as adults. The heightened impulsivity occurs almost entirely in social situations when adolescents are trying to impress their peers.

Adolescents are highly responsive to social support and social influence.

DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Development and Behavioral Development LEARNING OBJECTIVES: KALA.BIOP.16.04.08 - Discuss brain changes during adolescence and old age, and how they might relate to behavior.

TOPICS: 4.2 Development of the Brain 123. Describe the relationship between heredity and environment.

ANSWER: Suppose someone asks whether singing ability depends on heredity or environment. That question as stated is meaningless. Unless you had both heredity and environment, you

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couldn’t sing at all. However, we can rephrase the question meaningfully: Do the observed differences among individuals depend more on differences in heredity or differences in environment? For example, if you sin better than someone else, the reason could be different genes, better training, or both. If the variations in some characteristic depend largely on genetic differences, the characteristic has high heritability.

To determine the heritability of any characteristic, researchers rely mainly on three kinds of evidence. First, they compare monozygotic (“from one egg”) twins and dizygotic (“from two ggs”) twins. People usually call monozygotic twins “identical” twins, but that term is misleading, because identical twins often differ in important ways. Some are mirror images of each other. Also, for epigenetic reasons, certain genes may be activated more in one twin than the other. Still, they have the same genes, whereas dizygotic twins do not. A stronger resemblance between monozygotic than dizygotic twins suggests a genetic contribution.

However, it is not totally decisive, because people who look alike tend to be treated alike.

A second kind of evidence is studies of adopted children. Any tendency for adopted children to resemble their biological parents suggests a hereditary influence. However, again the evidence is not always decisive. The biological mother contributes not only her genes, but also the prenatalnvironment. A mother’s health, diet, and smoking and drinking habits during pregnancy can greatly influence her child’s development, especially the brain development.

A similarity between an adopted child and the genetic mother could reflect both genetic influences and prenatal environment.

A third type of evidence is to identify specific genes linked to some behavior. In some cases, researchers test a hypothesis, such as “a gene that decreases the activity of the serotonin transporter may be linked to an increased risk of depression.” In other cases, they examine all the genes of people with some condition (such as depression or schizophrenia), looking for any gene that is more common than in the rest of the population. However, this procedure tests thousands of hypotheses at once (one for each gene), and risks reporting a false association. Even a trait with high heritability can be modified by environ- mental interventions. A prime example is phenylketonuria, or PKU, a genetic in- ability to metabolize the amino acid phenylalanine. If PKU is not treated, phenylalanine accumulates to toxic levels, impairing brain development and leaving a child mentally retarded, restless, and irritable. Approximately one percent of Europeans carry a recessive gene for PKU. Fewer Asians and almost no Africans have the gene.

Although PKU is a hereditary condition, environmental interventions can modify it.

Physicians in many countries routinely test the level of phenylalanine or its metabolites in babies’ blood or urine. If a baby has high levels, indicating PKU, physicians advise the parents to put the baby on a trict low-phenylalanine diet to protect the brain. The success of this diet shows that heritable does not mean unmodifiable.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Heredity and Environment LEARNING OBJECTIVES: KALA.BIOP.16.04.02 - Describe the types of evidence researchers use to infer heritability.

TOPICS: 4.1 Genetics and Evolution of Behavior

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Chapter 5 Vision-Biological Psychology, 12e Kalat TB True / False 1. Johannes Müller held that whatever excites a particular nerve establishes a special kind of energy unique to that nerve. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: General Principles of Perception LEARNING OBJECTIVES: KALA.BIOP.16.05.01 - Remember that we see because light strikes the retina, sending a message to the brain.

TOPICS: 5.1 Visual Coding 2. The coding of visual information in your brain results in an exact duplicate of the object's shape on the surface of the cortex. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: General Principles of Perception LEARNING OBJECTIVES: KALA.BIOP.16.05.01 - Remember that we see because light strikes the retina, sending a message to the brain.

TOPICS: 5.1 Visual Coding 3. The cornea is an adjustable structure in the eye that focuses light. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.1 Visual Coding

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4. Amacrine cells refine the input to ganglion cells, enabling them to respond specifically to shapes, movement, or other visual features. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.1 Visual Coding 5. Shapes are more easily identified with peripheral vision than foveal vision. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.02 - List the properties of cones and rods.

TOPICS: 5.1 Visual Coding 6. Photopigments are stable in the dark. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Visual Receptors: Rods and Cones LEARNING OBJECTIVES: KALA.BIOP.16.05.02 - List the properties of cones and rods.

TOPICS: 5.1 Visual Coding 7. According to the trichromatic theory, we can perceive only three colors. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 8. The retinex theory accounts for the principle of color constancy. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Color Vision

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LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 9. An object's location, color, and movement are all processed in the same part of the visual cortex. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.1 Visual Coding 10. Lateral inhibition is the reduction of activity in one neuron by activity in neighboring neurons. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Processing in the Retina LEARNING OBJECTIVES: KALA.BIOP.16.05.05 - Explain lateral inhibition in terms of the connections among neurons in the retina.

TOPICS: 5.2 How the Brain Processes Visual Information 11. Parvocellular cells respond strongly to moving stimuli and large overall patterns. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Further Processing LEARNING OBJECTIVES: KALA.BIOP.16.05.06 - Define and give examples of receptive fields.

TOPICS: 5.2 How the Brain Processes Visual Information 12. The ventral stream of visual processing is important for identifying movement. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Ventral and Dorsal Paths LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex 13. Simple cells are found exclusively in the primary visual cortex. a. True

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b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.06 - Define and give examples of receptive fields.

TOPICS: 5.2 How the Brain Processes Visual Information 14. A complex cell responds to a pattern of light in a particular orientation. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.06 - Define and give examples of receptive fields.

TOPICS: 5.2 How the Brain Processes Visual Information 15. Infants are born with the ability to control their visual attention. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Detailed Analysis of Shape LEARNING OBJECTIVES: KALA.BIOP.16.05.07 - Describe research on how experiences alter development of the visual cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex Multiple Choice 16. The law of specific nerve energies states that . a. perception of a repeated stimulus fades b. every stimulation of the optic nerve is perceived as light c. the speed of action potentials varies depending on the strength of the stimulus d. any stimulation above the threshold produces an action potential ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: General Principles of Perception LEARNING OBJECTIVES: KALA.BIOP.16.05.01 - Remember that we see because light strikes the retina, sending a message to the brain.

TOPICS: 5.1 Visual Coding 17. According to the law of specific nerve energies, the brain tells the difference between one sensory modality and another by . a. which neurotransmitter is released b. which neurons are active

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c. the velocity of the action potentials d. the amplitude of the action potentials ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: General Principles of Perception LEARNING OBJECTIVES: KALA.BIOP.16.05.01 - Remember that we see because light strikes the retina, sending a message to the brain.

TOPICS: 5.1 Visual Coding 18. In the human retina, messages go from receptors at the back of the eye to . a. retina cells b. bipolar cells c. ganglion cells d. spiny cells ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.1 Visual Coding 19. Light enters the eye through an opening in the center of the iris called the . a. retina b. cornea c. pupil d. macula ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.1 Visual Coding 20. Bipolar cells send their messages to , which are located close to the center of the eye. a. spiny cells b. cornea cells c. bipolar cells d. ganglion cells ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.1 Visual Coding

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21. Light from the right half of the world strikes which part of the retina? a. the left half b. the right half c. the whole retina equally d. It depends of the wavelength.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.1 Visual Coding 22. In what order does visual information pass through the retina? a. receptor cells, ganglion cells, bipolar cells b. ganglion cells, bipolar cells, receptor cells c. receptor cells, bipolar cells, ganglion cells d. bipolar cells, receptor cells, ganglion cells ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.1 Visual Coding 23. Various types of cells refine the input to ganglion cells, enabling them to respond specifically to shapes, movement, or other visual features. a. receptors b. geniculate cells c. amacrine cells d. optic nerves ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.1 Visual Coding 24. The optic nerve is composed of axons from which kind of cell? a. rods and cones b. bipolar cells c. horizontal cells d. ganglion cells ANSWER: d

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DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.1 Visual Coding 25. The name of the point at which the optic nerve leaves the retina is called the . a. blind spot b. fovea c. optic chiasm d. ganglion ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.1 Visual Coding 26. Which statement characterizes the fovea? a. It has the greatest perception of detail. b. It surrounds the point of exit of the optic nerve. c. It falls in the shadow cast by the pupil. d. It has more rods than cones.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.1 Visual Coding 27. If you want to see something in fine detail, you should focus the light on which part of your retina? a. the optic nerve b. the fovea c. an area containing mostly rods d. the cornea ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.02 - List the properties of cones and rods.

TOPICS: 5.1 Visual Coding 28. The retinas of predatory birds such as hawks . a. have no discernible fovea b. have a greater density of receptors than do humans on the top half of the retina

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c. have a greater density of receptors than do humans on the bottom half of the retina d. are virtually indistinguishable from the retinas of humans ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.1 Visual Coding 29. In vertebrate retinas, receptors send their messages . a. straight to the brain b. immediately to ganglion cells within the retina c. to bipolar cells within the retina d. to the periphery of the retina first, ganglion cells next, and bipolar cells last ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.1 Visual Coding 30. Why does the fovea provide the clearest, most detailed visual information? a. It is closest to the pupil. b. It surrounds the optic nerve. c. It has tightly packed receptors. d. It contains many blood vessels for supplying energy.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.02 - List the properties of cones and rods.

TOPICS: 5.1 Visual Coding 31. Which statement is TRUE with regard to peripheral vision? a. It is very sensitive to detail. b. It is easier to recognize single objects in the periphery that are not surrounded by other objects. c. It is not very sensitive to light. d. It is most sensitive to color, which helps to differentiate multiple objects clearly.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.02 - List the properties of cones and rods.

TOPICS: 5.1 Visual Coding 32. In comparison to the rods, cones are more

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a. common toward the periphery of the retina b. sensitive to detail c. sensitive to dim light d. common in rodents and other nocturnal animals ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Visual Receptors: Rods and Cones LEARNING OBJECTIVES: KALA.BIOP.16.05.02 - List the properties of cones and rods.

TOPICS: 5.1 Visual Coding 33.

are chemicals that release energy when struck by light. a. Phototransmitters b. Photosins c. Photopigments d. Photoions ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Visual Receptors: Rods and Cones LEARNING OBJECTIVES: KALA.BIOP.16.05.02 - List the properties of cones and rods.

TOPICS: 5.1 Visual Coding 34. Light energy converts 11-cis-retinal to . a. opsins b. unstable proteins c. all-trans-retinal d. sodium ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Visual Receptors: Rods and Cones LEARNING OBJECTIVES: KALA.BIOP.16.05.02 - List the properties of cones and rods.

TOPICS: 5.1 Visual Coding 35. Chemicals that release energy when struck by light are called . a. photo-optics b. photopigments c. opsins d. kestrels ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Visual Receptors: Rods and Cones LEARNING OBJECTIVES: KALA.BIOP.16.05.02 - List the properties of cones and rods.

TOPICS: 5.1 Visual Coding

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36. In comparison to cones, rods . a. are more common toward the center of the retina b. are more sensitive to detail c. are more sensitive to dim light d. reach their peak firing levels slowly ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Visual Receptors: Rods and Cones LEARNING OBJECTIVES: KALA.BIOP.16.05.02 - List the properties of cones and rods.

TOPICS: 5.1 Visual Coding 37. Rods are to as cones are to . a. the periphery; the fovea b. red; blue c. vertebrates; invertebrates d. reading text; reading road signs ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Visual Receptors: Rods and Cones LEARNING OBJECTIVES: KALA.BIOP.16.05.02 - List the properties of cones and rods.

TOPICS: 5.1 Visual Coding 38.

modify the sensitivity to different wavelengths of light. a. Retinol; photopigments b. Opsins; retinol c. Photopigments; opsins d. Opsins; photopigments ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Visual Receptors: Rods and Cones LEARNING OBJECTIVES: KALA.BIOP.16.05.02 - List the properties of cones and rods.

TOPICS: 5.1 Visual Coding 39. Peripheral vision mainly depends upon . a. the fovea b. cones c. rods d. just a few receptors ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Visual Receptors: Rods and Cones LEARNING OBJECTIVES: KALA.BIOP.16.05.02 - List the properties of cones and rods.

TOPICS: 5.1 Visual Coding

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40. Night-active species are more likely than day-active species to have . a. better peripheral vision b. larger blind spots c. a greater rod to cone ratio d. a greater cone to rod ratio ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Visual Receptors: Rods and Cones LEARNING OBJECTIVES: KALA.BIOP.16.05.02 - List the properties of cones and rods.

TOPICS: 5.1 Visual Coding 41. Why do humans perceive faint light better in the periphery of the eye? a. Receptors in the periphery are closer to the pupil. b. The fovea is closer to the retina's blind spot than peripheral receptors. c. More receptors in the periphery than in the fovea funnel input to each ganglion cell. d. Ganglion cells in the periphery transmit their information to a larger brain area.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Eye and Its Connections to the Brain LEARNING OBJECTIVES: KALA.BIOP.16.05.02 - List the properties of cones and rods.

TOPICS: 5.1 Visual Coding 42. Which receptors are responsible for the perception of color? a. cones only b. rods only c. both rods and cones d. horizontal and amacrine cells ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.02 - List the properties of cones and rods.

TOPICS: 5.1 Visual Coding 43. According to the trichromatic theory of color vision . a. there are only three rods and three cones in each eye b. there are only three colors of light in the world c. rods are important for perception of light colors d. our perception of color depends on the relative activity of three types of cones ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

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TOPICS:

5.1 Visual Coding

44. According to the Young-Helmholtz theory, what is the basis for color vision? a. a different receptor for each color b. three kinds of cones c. a single receptor that produces different responses for each color d. the combined influences of rods and cones ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 45. According to the trichromatic theory of color vision, the most important factor in determining the color we see is the . a. velocity of the action potential b. absolute activity of a single cone c. difference between cone and rod activity d. relative activity of short, medium, and long wavelengths ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 46. The fact that all colors on older televisions were created by combining only three different colors of light supports the theory of color vision. a. CRT b. opponent process c. retinex d. trichromatic ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 47. At the level of rods and cones, the seems to fit best. a. opponent process; volley b. volley; trichromatic c. opponent process; trichromatic d. trichromatic; opponent process ANSWER: d

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theory seems to fit best, while at the level of the bipolar cells, the

theory

DIFFICULTY: Bloom’s: Analyze REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 48. After you stare at a bright green object for a minute and look away, you see red. Which theory attempts to explain this finding? a. Young-Helmholtz theory b. trichromatic theory c. opponent-process theory d. color-constancy theory ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 49. Which theory of color vision is best able to explain negative color afterimages? a. retinex theory b. opponent-process theory c. trichromatic theory d. kodak theory ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 50. Color constancy is the ability to . a. perceive all wavelengths as the same color b. see color, even in very faint light c. differentiate among many colors and hues d. recognize the color of an object despite changes in lighting ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 51. Color and brightness constancy are best explained by the a. trichromatic b. opponent-process c. retinex

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theory of color vision.

d. constancy ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 52. According to the retinex theory, we perceive color by . a. the relative activity of three kinds of cones b. contrasting the activity in one area of the visual field with that of the others c. a red vs. green system and a yellow vs. blue system d. detecting the velocity of action potentials from the eye ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 53. Which theory can best explain why people that are wearing yellow-colored glasses can still identify the color of a green apple? a. trichromatic theory b. retinex theory c. opponent-process theory d. kodak theory ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 54. Difficulty distinguishing between and is the most common form of color vision deficiency. a. blue; yellow b. green; blue c. red; green d. red; blue ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 55. The ability of some women to detect slightly finer discriminations of color than other women is most likely due to having . a. two types of long-wavelength cones

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b. more short-wavelength cones c. shorter optic nerves d. a larger cortex ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 56. The most common form of color vision deficiency is due to . a. poor eyesight b. malformation of area V4 in the brain c. complete absence of one of the types of cones d. long- and medium-wavelength cones making the same photopigment ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 57.

cells axons make up the optic nerve. a. Horizontal b. Amacrine c. Bipolar d. Ganglion ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: An Overview of the Mammalian Visual System LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 58. In foveal vision, . a. each ganglion cell excited by many receptors b. ganglion cells respond poorly to color vision c. ganglion cells respond well to dim light d. each ganglion cell is excited by a single cone ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: An Overview of the Mammalian Visual System LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information

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59. The optic nerves from the right and left eye initially meet at the . a. optic chiasm b. lateral geniculate nucleus c. hypothalamus d. cerebral cortex ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: An Overview of the Mammalian Visual System LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 60. Where does the optic nerve send most of its information? a. directly to the cerebral cortex b. to the lateral geniculate c. to the superior colliculus d. directly to the occipital lobe ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: An Overview of the Mammalian Visual System LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 61. The lateral geniculate nucleus is part of the . a. cerebral cortex b. superior colliculus c. inferior colliculus d. thalamus ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: An Overview of the Mammalian Visual System LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 62. Branches of the optic nerve go directly to what areas of the brain? a. lateral geniculate and cerebral cortex b. superior colliculus and cerebral cortex c. lateral geniculate and superior colliculus d. prefrontal cortex and occipital lobe ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: An Overview of the Mammalian Visual System

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LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 63. In the visual system, the and constantly feed information back and forth. a. thalamus; cortex b. thalamus; inferior geniculate c. inferior colliculus; thalamus d. thalamus; lateral colliculus ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: An Overview of the Mammalian Visual System LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 64. Cutting the left optic nerve in front of the optic chiasm would result in blindness in the . a. right eye b. left eye c. peripheral vision of both eyes d. left visual field ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: An Overview of the Mammalian Visual System LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 65. The enhancement of contrast at the edge of an object is the result of . a. lateral inhibition in the retina b. the diffraction of light from the edge's surface c. fatigue of the rods and cones d. the color of the object ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Processing in the Retina LEARNING OBJECTIVES: KALA.BIOP.16.05.05 - Explain lateral inhibition in terms of the connections among neurons in the retina.

TOPICS: 5.2 How the Brain Processes Visual Information 66. In the vertebrate retina, which cells are responsible for lateral inhibition? a. horizontal cells b. ganglion cells c. bipolar cells

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d. glial cells ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Processing in the Retina LEARNING OBJECTIVES: KALA.BIOP.16.05.05 - Explain lateral inhibition in terms of the connections among neurons in the retina.

TOPICS: 5.2 How the Brain Processes Visual Information 67. Horizontal cells receive their input from , and they send output to . a. rods and cones; ganglion cells b. rods and cones; bipolar cells c. bipolar cells; ganglion cells d. cones; rods ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Processing in the Retina LEARNING OBJECTIVES: KALA.BIOP.16.05.05 - Explain lateral inhibition in terms of the connections among neurons in the retina.

TOPICS: 5.2 How the Brain Processes Visual Information 68. Suppose someone has a genetic defect that prevents the formation of horizontal cells in the retina. Which visual phenomenon is most likely to be impaired? a. lateral inhibition b. movement perception c. dark adaptation d. size constancy ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Processing in the Retina LEARNING OBJECTIVES: KALA.BIOP.16.05.05 - Explain lateral inhibition in terms of the connections among neurons in the retina.

TOPICS: 5.2 How the Brain Processes Visual Information 69. What is responsible for sharpening contrast at visual borders? a. receptive fields b. lateral inhibition c. retinal disparity d. the direction in which the light shines ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Processing in the Retina LEARNING OBJECTIVES: KALA.BIOP.16.05.05 - Explain lateral inhibition in terms of the connections among neurons in the retina.

TOPICS: 5.2 How the Brain Processes Visual Information

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70. The receptive field of a receptor is the . a. point at which the optic nerve exits the retina b. axon hillock c. point in space from which light strikes the receptor d. point where light shines on, and excites, the visual cortex ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Further Processing LEARNING OBJECTIVES: KALA.BIOP.16.05.06 - Define and give examples of receptive fields.

TOPICS: 5.2 How the Brain Processes Visual Information 71. The point in space from which light strikes the receptor is called the . a. stimulus field b. convergence field c. receptive field d. bipolar area ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Further Processing LEARNING OBJECTIVES: KALA.BIOP.16.05.06 - Define and give examples of receptive fields.

TOPICS: 5.2 How the Brain Processes Visual Information 72. The of any neuron in the visual system is the area of the visual field that excites or inhibits it. a. stimulus field b. convergence field c. receptive field d. bipolar field ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Further Processing LEARNING OBJECTIVES: KALA.BIOP.16.05.06 - Define and give examples of receptive fields.

TOPICS: 5.2 How the Brain Processes Visual Information 73. The ability to detect movement better than color in our peripheral vision is largely due to a. magnocellular neurons in the periphery b. parvocellular neurons tightly packed in the periphery c. no cones in the periphery d. the strength of the eye muscles ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Further Processing

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LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 74. Parvocellular neurons most likely receive input from . a. magnocellular neurons b. rods c. bipolar cells that receive input from cones d. the periphery of the retina ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Further Processing LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 75. Being able to detect fine details of a color painting would depend most on which type of ganglion cells? a. parvocellular b. magnocellular c. koniocellular d. kodacellular ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Further Processing LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 76. Axons from the lateral geniculate extend to which area of the cerebral cortex? a. precentral gyrus b. postcentral gyrus c. prefrontal cortex d. occipital lobe ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Further Processing LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 77. The primary visual cortex sends its information a. to the lateral geniculate nucleus b. to area V1 c. to area V2

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d. back to the retina ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 78. Cortical area appears to be where conscious visual perception occurs. a. V4 b. V3 c. V2 d. V1 ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 79. The primary visual cortex is also known as the . a. lateral geniculate nucleus b. striate cortex c. area V2 d. parvocellular area ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 80. Visual information from the lateral geniculate area goes to the . a. retina b. primary visual cortex c. thalamus d. hypothalamus ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information

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81. Blindsight refers to . a. the ability to localize visual objects within an apparently blind visual field b. the ability to merge together information from both eyes even though they do not see the exact same picture c. improved hearing and touch in blind people d. the inability to see flashing light ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.08 - Discuss specific deficits, such as impaired facial recognition or impaired motion perception, that can occur after damage to parts of the visual cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 82. Once information is sent to the secondary visual cortex, it . a. has reached its final processing destination b. may return to the primary visual cortex c. goes mostly to the primary motor cortex d. is sent back to the retina ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 83. Once within the cerebral cortex, the magnocellular pathway continues, with a ventral branch sensitive to . a. details of shape b. facial features c. movement d. brightness ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Further Processing LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 84. Once within the cerebral cortex, the magnocellular pathway continues, with a dorsal branch important for a. details of shape b. color and brightness c. movement d. integrating vision with action ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Further Processing

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LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 85. Once within the cerebral cortex, a mixed pathway of magnocellular and parvocellular cells is important for . a. brightness and color b. integrating vision with action c. details of shape d. distinguishing facial features ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Further Processing LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 86. The visual paths in the temporal cortex collectively are referred to as the . a. ventral stream b. dorsal stream c. lateral stream d. magnoparvocellular pathway ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Ventral and Dorsal Paths LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: KALA.BIOP.16.05.04 87. The visual path in the parietal cortex is referred to as the . a. ventral stream b. dorsal stream c. parvocellular pathway d. magnocellular pathway ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Ventral and Dorsal Paths LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex 88. Damage to the ventral stream may interfere with . a. the ability to describe the shape or size of an object b. walking toward something seen c. reaching to grasp an object

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d. perceiving whether the lights are on or off ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Ventral and Dorsal Paths LEARNING OBJECTIVES: KALA.BIOP.16.05.08 - Discuss specific deficits, such as impaired facial recognition or impaired motion perception, that can occur after damage to parts of the visual cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex 89. Damage to the dorsal stream may interfere with . a. describing what is seen b. perceiving the movement of an object c. remembering something seen at a previous time d. reaching out to grasp an object ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Ventral and Dorsal Paths LEARNING OBJECTIVES: KALA.BIOP.16.05.08 - Discuss specific deficits, such as impaired facial recognition or impaired motion perception, that can occur after damage to parts of the visual cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex 90. What is the shape of the receptive field to which a simple cell in the primary visual cortex responds? a. circle of a particular radius b. circle with a hole in the middle c. bar in a particular orientation d. bar of a particular length ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.06 - Define and give examples of receptive fields.

TOPICS: 5.2 How the Brain Processes Visual Information 91. What type of cell responds to a pattern of light in a particular orientation anywhere within its large receptive field, regardless of the exact location of the stimulus? a. simple b. complex c. bipolar d. ganglion ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.06 - Define and give examples of receptive fields.

TOPICS: 5.2 How the Brain Processes Visual Information 92. Which cell responds most strongly to a stimulus moving perpendicular to its axis?

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a. simple b. complex c. lateral geniculate d. ganglion ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.06 - Define and give examples of receptive fields.

TOPICS: 5.2 How the Brain Processes Visual Information 93. What is one way to determine whether a given cell in the primary visual cortex is "simple" or "complex"? a. the shape of its receptive field b. whether its receptive field is monocular or binocular c. whether it can respond equally to lines in more than one location d. whether it is sensitive to the orientation of the stimulus ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.06 - Define and give examples of receptive fields.

TOPICS: 5.2 How the Brain Processes Visual Information 94. The one additional feature that hypercomplex cells have that complex cells do not is that hypercomplex cells a. respond to their receptive field faster b. have a strong inhibitory area at one end of its receptive field c. have receptive fields that are triangular d. respond to bars of light in more than one orientation ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.06 - Define and give examples of receptive fields.

TOPICS: 5.2 How the Brain Processes Visual Information 95.

respond to a particular feature of a stimulus. a. Hypercomplex cells b. Magnocellular cells c. Feature detectors d. Shape detectors ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.06 - Define and give examples of receptive fields.

TOPICS: 5.2 How the Brain Processes Visual Information

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96. V1 neurons would be most strongly activated by viewing . a. the letter T b. a circle c. repeating stripes on a flag d. a single bar of light ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.06 - Define and give examples of receptive fields.

TOPICS: 5.2 How the Brain Processes Visual Information 97. Which structure has the largest receptive fields and the greatest preferential sensitivity to highly complex visual patterns, such as faces? a. inferior temporal cortex b. superior colliculus c. lateral geniculate d. striate cortex ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.06 - Define and give examples of receptive fields.

TOPICS: 5.2 How the Brain Processes Visual Information 98. Cells in the inferior temporal cortex that are sensitive to a particular shape are also likely to respond to the shape’s . a. figure-ground reversal b. color c. motion d. mirror-reversal ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Primary Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.06 - Define and give examples of receptive fields.

TOPICS: 5.2 How the Brain Processes Visual Information 99. An inability to recognize objects despite otherwise satisfactory vision is called a. visual agnosia b. blindsight c. prosopagnosia d. hemianopsia ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Detailed Analysis of Shape

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LEARNING OBJECTIVES: KALA.BIOP.16.05.08 - Discuss specific deficits, such as impaired facial recognition or impaired motion perception, that can occur after damage to parts of the visual cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex 100. To what does "shape constancy" refer? a. All neurons within a single column have the same shape of dendritic tree. b. We can recognize objects even at different orientations. c. Objects described from memory appear more symmetrical than in reality. d. We see certain shapes the same way throughout our lives regardless of age.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Detailed Analysis of Shape LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex 101. A person with visual agnosia is unable to . a. perceive colors b. point to objects c. recognize visual objects d. see ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Detailed Analysis of Shape LEARNING OBJECTIVES: KALA.BIOP.16.05.08 - Discuss specific deficits, such as impaired facial recognition or impaired motion perception, that can occur after damage to parts of the visual cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex 102. Someone with prosopagnosia has difficulty with . a. focusing on colored objects b. seeing items located in the left visual field c. recognizing faces d. processing information from more than one sensory modality at a time ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Detailed Analysis of Shape LEARNING OBJECTIVES: KALA.BIOP.16.05.08 - Discuss specific deficits, such as impaired facial recognition or impaired motion perception, that can occur after damage to parts of the visual cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex 103. In addition to having difficulty recognizing faces, people with prosopagnosia may have difficulty a. reading b. with all types of memory c. recognizing colors

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d. recognizing different kinds of plants and animals ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Detailed Analysis of Shape LEARNING OBJECTIVES: KALA.BIOP.16.05.08 - Discuss specific deficits, such as impaired facial recognition or impaired motion perception, that can occur after damage to parts of the visual cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex 104. Area is particularly important for color constancy. a. V1 b. V2 c. V3 d. V4 ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Color Perception LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex 105. When cells in the middle temporal cortex respond to visual stimuli, their response depends mostly on the . a. speed and direction of movement b. exact shape of the object c. color and brightness of the object d. exact location of the object in visual space ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Motion Perception LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex 106. Damage to the magnocellular pathway would most likely lead to the loss of . a. color vision b. shape perception c. color constancy d. motion perception ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Motion Perception LEARNING OBJECTIVES: KALA.BIOP.16.05.08 - Discuss specific deficits, such as impaired facial recognition or impaired motion perception, that can occur after damage to parts of the visual cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex

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107. Which of the following would be easiest for someone who is motion blind? a. dressing themselves b. driving a car c. taking the dog for a walk d. filling a pitcher with water ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Motion Perception LEARNING OBJECTIVES: KALA.BIOP.16.05.08 - Discuss specific deficits, such as impaired facial recognition or impaired motion perception, that can occur after damage to parts of the visual cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex 108. Human newborns come into the world predisposed to pay more attention to than any other stationary displays. a. toys b. balloons c. faces d. dogs ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Detailed Analysis of Shape LEARNING OBJECTIVES: KALA.BIOP.16.05.07 - Describe research on how experiences alter development of the visual cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex 109. Cortical neurons in the visual cortex of a kitten or a cat will lose the ability to respond to stimuli in one eye if the eye is sutured shut for . a. the first week after birth b. the first month of life c. any two month period in adult life d. the third and fourth months of life ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Development of the Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.07 - Describe research on how experiences alter development of the visual cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 110. Stereoscopic depth perception requires the brain to detect a. amblyopia b. retinal disparity c. strabismus d. contrasting imagery ANSWER: b DIFFICULTY: Bloom’s: Understand

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REFERENCES: Development of the Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 111. In depth perception, different views are received by each eye, depending on the distance of the object being viewed.

What is this called? a. retinal disparity b. amblyopic differential c. astigmatic contrast d. contrasting imagery ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Development of the Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 112. What is strabismus? a. a failure of the two eyes to focus on the same thing at the same time b. a blurring of vision caused by asymmetrical curvature of the eye c. stereoscopic depth perception d. the ability to perceive a flashing light as if it were a moving object ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Development of the Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.08 - Discuss specific deficits, such as impaired facial recognition or impaired motion perception, that can occur after damage to parts of the visual cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 113. Astigmatism refers to the . a. sensitive period for development of vision b. ability to see horizontal and vertical lines c. asymmetric curvature of eyes d. inability to detect motion ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Development of the Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.08 - Discuss specific deficits, such as impaired facial recognition or impaired motion perception, that can occur after damage to parts of the visual cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 114. Infants with cataracts need to have surgical repair a. as early as possible

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b. before they begin school c. if it does not fix itself d. when they are old enough to recover from surgery ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Development of the Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.07 - Describe research on how experiences alter development of the visual cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 115. What would be the likely outcome of a person who was blind at birth, and had vision restored later in life by the removal of cataracts (clouded lenses)? a. quick development of normal vision b. trouble describing the shapes of objects c. trouble identifying the location of light d. inability to use touch and sound cues to maneuver around in a building ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Development of the Visual Cortex LEARNING OBJECTIVES: KALA.BIOP.16.05.07 - Describe research on how experiences alter development of the visual cortex.

TOPICS: 5.2 How the Brain Processes Visual Information Essay 116. Describe the trichromatic, opponent-process, and retinex theories of color vision.

ANSWER: Trichromatic: We have three different kinds of cones, each maximally sensitive to different wavelengths of light (corresponding to colors that we see as red, green, and blue) Opponent process: Bipolar cells are excited or inhibited by each member of a pair of complementary colors (yellow-blue, red-green, white-black) Retinex: The cortex compares information from various parts of the retina to determine brightness and color perception for each area.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Color Vision LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 117. What is prosopagnosia?

ANSWER: People with severe problems, either because of brain damage or because they developed fewer connections, may have prosopagnosia, meaning an impaired ability to recognize faces.

People with prosopagnosia can read, so visual acuity is not the problem. They recognize people’s voices, so their problem is not memory (Farah, Wilson, Dain, & Tanaka, 1998). Furthermore, if they feel clay models of faces, they are worse than other people at determining whether two clay models are the same or different (Kilgour, de Gelder, & Lederman, 2004). Their problem is

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not vision in general, but something that relates specifically to faces.

DIFFICULTY: Bloom’s: Understand REFERENCES: Detailed Analysis of Shape LEARNING OBJECTIVES: KALA.BIOP.16.05.08 - Discuss specific deficits, such as impaired facial recognition or impaired motion perception, that can occur after damage to parts of the visual cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex 118. Describe the functional and anatomic differences between rods and cones.

ANSWER: Rods, abundant in the periphery of the human retina, respond to faint light but are not useful in daylight because bright light bleaches them. Cones, abundant in and near the fovea, are less active in dim light, more useful in bright light, and essential for color vision. Because of the distribution of rods and cones, you have good color vision in the fovea but not in the periphery.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Visual Receptors: Rods and Cones LEARNING OBJECTIVES: KALA.BIOP.16.05.03 - Explain the main features of color vision.

TOPICS: 5.1 Visual Coding 119. Describe the difference between parvocellular and magnocellular neurons and pathways.

ANSWER: The parvocellular neurons, with small cell bodies and small receptive fields, are mostly in or near the fovea. (Parvocellular means “small celled,” from the Latin root parv, meaning “small.”) The magnocellular neurons, with larger cell bodies and receptive fields, are distributed evenly throughout the retina. (Magnocellular means “large celled,” from the Latin root magn, meaning “large.” The same root appears in magnify.)

DIFFICULTY: Bloom’s: Analyze REFERENCES: Further Processing LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.2 How the Brain Processes Visual Information 120. Describe the key functions of the major pathways in the visual cortex.

ANSWER: The primary visual cortex (V1) sends information to the secondary visual cortex (area V2), which processes the information further and transmits it to additional areas. The connections in the visual cortex are reciprocal. For example, V1 sends information to V2, and V2 returns information to V1.

From V2, the information branches out in several directions for specialized processing. Researchers distinguish between the ventral stream and the dorsal stream. They call the ventral stream through the temporal cortex the “what” pathway, because it is specialized for identifying and recognizing objects. The dorsal stream through the parietal cortex, once called the “where” pathway, is now called the “how” pathway, because of its importance for visually guided movements.

Although the distinction between ventral and dorsal pathways is useful, we should not overstate it.

Normal behavior makes use of both pathways in collaboration (Farivar, 2009), and although damage to either pathway impairs some tasks more than others, it affects all tasks to some degree.

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DIFFICULTY: Bloom’s: Analyze REFERENCES: The Ventral and Dorsal Paths LEARNING OBJECTIVES: KALA.BIOP.16.05.04 - Trace the route of visual information from the retina to the cerebral cortex.

TOPICS: 5.3 Parallel Processing in the Visual Cortex

Chapter 6 Other Sensory Systems-Biological Psychology, 12e Kalat TB True / False 1. The amplitude of a sound wave is its intensity. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 2. The pinna helps us identify the location of a sound. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 3. According to the place theory, the basilar membrane resembles the strings of a piano in that each area along the membrane is tuned to a specific frequency. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Pitch Perception LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 4. The structures within the ear amplify the sound waves coming into the ear.

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a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 5. Amusia refers to impaired detection of frequency changes. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Pitch Perception LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 6. Surrounding the primary auditory cortex are additional auditory areas, in which cells respond more to changes in sounds than to any prolonged sound. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Auditory Cortex LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 7. Phase differences are useful for detecting localization of low frequency sounds. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Sound Localization LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 8. Conductive deafness is primarily a problem with the auditory nerve. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Hearing Loss

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LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 9. The vestibular organ consists of the saccule, utricle, and three semicircular canals. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Vestibular Sensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 10. Following exposure to painful stimuli, brain activation is limited to the somatosensory cortex. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Pain LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 11. The Pacinian corpuscle detects sudden displacements or high-frequency vibrations on the skin. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Vestibular Sensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 12. Itching appears to be a type of pain message. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Itch LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses

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13. There are hundreds of different types of olfactory receptors. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Olfaction LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 14. Taste receptors are continually being replaced. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Taste LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 15. Adaptation occurs quickly to pheromones. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Pheromones LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses Multiple Choice 16. What is the intensity of a sound wave called? a. frequency b. loudness c. amplitude d. tone ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition

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17. The of a sound is the number of compressions per second. a. pitch b. frequency c. amplitude d. loudness ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 18. What is the perception of the intensity of a sound wave called? a. pitch b. frequency c. amplitude d. loudness ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 19. Pitch is a perception related to which aspect of sound? a. amplitude b. frequency c. intensity d. across-fiber pattern coding ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 20. What occurs to a tone as the frequency increases? a. Pitch gets higher. b. Pitch gets lower. c. Loudness increases. d. Loudness decreases.

ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

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TOPICS:

7.1 Audition

21. Loudness is to as pitch is to . a. frequency; intensity b. amplitude; frequency c. pitch; tone d. amplitude; intensity ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 22. The structure that we commonly refer to as the ear (on the outside of the head) is formally known as the . a. tympanic membrane b. stapes c. pinna d. malleus ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 23. The eardrum is also known as the . a. pinna b. ossicle c. tympanic membrane d. cochlea ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 24. The eardrum vibrates at . a. a much higher frequency than the sound waves that hit it b. half the frequency of the sound waves that hit it c. the same frequency as the sound waves that hit it d. a constant frequency regardless of the frequency of the sound ANSWER: c DIFFICULTY: Bloom’s: Understand

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REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 25. The tympanic membrane connects to three tiny bones that transmit the vibrations to the . a. cochlea b. pinna c. oval window d. hair cells ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 26. Vibrations in the fluid of the cochlea causes . a. movement of the pinna b. hair cells to displace c. vibrations of the eardrum d. vestibular input ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 27. Three small bones connect the tympanic membrane to the oval window. What is the function of these bones? a. They hold the tympanic membrane in place. b. They convert airwaves into waves of greater pressure. c. They spread out the air waves over an area of larger diameter. d. They change the frequency of air waves into lower frequencies that can be heard.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 28. Why is it important for sound vibrations to be amplified as they pass through the ear? a. The inner membrane gets less sensitive with age. b. More force is needed to create waves in fluid.

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c. Much of the vibration is lost in the eardrum. d. Too much is lost through friction.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 29. The scala vestibuli makes up part of the . a. tympanic membrane b. cochlea c. middle ear d. ossicles ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 30. The scala media makes up part of the . a. tympanic membrane b. middle ear c. cochlea d. ossicles ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 31. In the auditory system, hair cells are specialized receptors that respond to . a. mechanical displacement b. electromagnetic energy c. chemicals d. vestibular input ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition

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32. Where are the auditory receptor cells located? a. in the semicircular canal b. on the tympanic membrane c. on the basilar membrane d. in the malleus ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 33. How do sound waves ultimately result in the production of receptor potentials? a. The tectorial membrane squeezes the auditory nerve. b. The basilar membrane releases neurotransmitters. c. Hair cells in the cochlea vibrate, causing ion channels to open in their membrane. d. The scala vestibuli has receptors that create action potentials.

ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Sound and the Ear LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 34. According to the frequency theory, the . a. tectorial membrane vibrates in synchrony with the auditory nerve b. auditory nerve is responsible for perception of sound but not loudness c. basilar membrane vibrates in synchrony with a sound, producing action potentials at the same frequency d. basilar membrane is tuned to a specific frequency and vibrates whenever that frequency is present ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Pitch Perception LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 35. Perception of a low tone is to as perception of a high tone is to a. volley principle; frequency theory b. frequency theory; place theory c. place theory; volley principle d. gate theory; frequency theory ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Pitch Perception

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.

LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 36. What is the major problem for the frequency theory of sound perception? a. It cannot account for perception of low pitch sounds. b. It cannot account for perception of low amplitude sounds. c. It requires the cochlea to vibrate, and it does not. d. It requires that neurons respond as quickly than they are able to do.

ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Pitch Perception LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 37. The fact that the refractory period limits the firing rate of a neuron is problematic for which of the following? a. frequency theory only b. place theory only c. volley theory only d. both the frequency theory and the place theory ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Pitch Perception LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 38. The fact that the various parts of the basilar membrane are tightly bound together is problematic for which of the following? a. frequency theory only b. place theory only c. volley theory only d. both the frequency theory and the place theory ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Pitch Perception LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 39. The current view of how we perceive sounds less than 100 Hz is based on a. the frequency of action potentials b. the area along the basilar membrane that responds most strongly c. volleys of responses d. the asymmetrical positioning of an individual's ears ANSWER: a

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.

DIFFICULTY: Bloom’s: Understand REFERENCES: Pitch Perception LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 40. The current view of how we perceive high frequencies is based on . a. the frequency of responses by each auditory neuron b. volleys of responses by many auditory neurons c. where along the basilar membrane neurons fire most rapidly d. the ratio of firing among three types of receptors ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Pitch Perception LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 41. The ability to hear a note and identify it perfectly is called . a. ultimate pitch b. sharp pitch c. tonal pitch d. absolute pitch ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Pitch Perception LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 42. Most auditory information is sent to which hemisphere of the brain? a. the ipsilateral side b. the contralateral side c. the left hemisphere d. It depends on whether the individual is dominant for audition in the right or the left hemisphere ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Auditory Cortex LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 43. To what lobe of the cerebral cortex is auditory information sent? a. occipital b. temporal c. parietal

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d. frontal ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Auditory Cortex LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 44. A tonotopic map refers to a(n) . a. auditory cortex map of sounds b. diagram of which kinds of sounds are most common in different parts of the world c. diagram comparing the different tones to which different species are sensitive d. map showing connections between the auditory cortex and the visual cortex ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Auditory Cortex LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 45. Damage to the primary auditory cortex results in . a. difficulty in responding to sequences of sounds b. complete deafness c. tone deafness d. inability to hear sounds other than one's own voice ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Auditory Cortex LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 46. Patients with damage in area MT have problems with perception of . a. location of sounds b. location of objects c. movement of objects and sounds d. high frequency sounds ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Auditory Cortex LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition

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47. Visual imagery is to as auditory imagery is to . a. A1; A1 b. V1; V1 c. area MT; A1 d. V1; A1 ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: The Auditory Cortex LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 48. Areas bordering the primary auditory cortex are important for . a. detecting loudness of sounds b. analyzing the meaning of sounds c. determining location of sounds d. detecting pitch of sounds ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Auditory Cortex LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 49. Conductive deafness is also known as . a. nerve deafness b. middle ear deafness c. inner ear deafness d. outer ear deafness ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Hearing Loss LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 50. What kind of deafness is the result of damage to the cochlea or the hair cells? a. conductive b. nerve c. temporary d. hysterical ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Hearing Loss

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LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 51. Damage to V1 produces and damage to A1 produces . a. blindness; complete deafness b. complete deafness; blindness c. blindness; deafness to complex sounds d. blindness; ringing in the ears ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Auditory Cortex LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 52. Which of the following is true for nerve deafness? a. It is usually temporary. b. It often can be corrected by surgery. c. It will involve a normal cochlea and auditory nerve. d. It can result from damage to the cochlea.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Hearing Loss LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 53. Tinnitus may be . a. suffered by those with conductive deafness b. seen in the very young c. due to a phenomenon like the phantom limb d. due to differential loudness ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Hearing Loss LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 54. What sound characteristics can be compared between the two ears to locate the source of the sound? a. sound shadows and frequency b. frequency and amplitude c. loudness and timing

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d. timbre and rhythm ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sound Localization LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 55. Humans localize low frequencies by differences and high frequencies by differences. a. timing; phase b. loudness; phase c. phase; timing d. phase; loudness ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Sound Localization LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 56. Timing differences can be used most accurately for localizing . a. sudden-onset sounds b. gradual-onset sounds c. loud sounds d. bird alarm calls ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Sound Localization LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 57. A sound shadow refers to . a. out of phase sound waves b. in phase sound waves c. the time it takes sound waves to reach the ears d. how much louder a high-frequency sound is for the ear closest to the sound ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Sound Localization LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 58. In terms of sound localization, low frequencies are to a. timing; phase b. loudness; phase

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differences, as high frequencies are to

differences.

c. phase; timing d. phase; loudness ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Sound Localization LEARNING OBJECTIVES: KALA.BIOP.16.06.02 - Explain the mechanisms of pitch perception and sound localization.

TOPICS: 7.1 Audition 59. What does the vestibular system detect? a. the degree of stretch of muscles b. vibrations on the skin c. the location of sounds d. movement of the head ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Vestibular Sensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 60. Which ability would be most impaired with damage to the vestibular senses? a. writing b. hearing c. visually tracking an object while dancing d. discriminating salt from sugar ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Vestibular Sensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 61. In the otolith organs, the otoliths are calcium carbonate particles that . a. push against hair cells when moved b. vibrate with different frequencies c. stabilize the semicircular canals d. enhance sound localization ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Vestibular Sensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses

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62. An acceleration of the head at any angle causes . a. the jelly-like substance in one of the semicircular canals to move to another canal b. the jelly-like substance in one of the semicircular canals to push against hair cells c. fluid to spill out from the otolith organs into the semicircular canals d. hair cells to become stiff and straight ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Vestibular Sensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 63. Which two structures provide information about vestibular sensation? a. cochlea and otolith organs b. semicircular canals and cochlea c. semicircular canals and otolith organs d. cerebellum and sinuses ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Vestibular Sensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 64. The eighth cranial nerve contains both a(n) component and a component. a. vestibular; somatosensory b. visual; vestibular c. auditory; taste d. auditory; vestibular ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Vestibular Sensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 65. What kind of receptors detect pain, warmth, and cold? a. cranial b. semicircular c. vestibular d. somatosensory ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Somatosensation

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LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 66. The somatosensory system involves sensation of . a. sight and sound b. sound and touch c. the body and its movements d. the head and movements of the eyes ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Somatosensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 67. Meissner's corpuscles are . a. elaborate neuron endings for touch b. simple, bare neuron endings c. bare endings surrounded by non-neural cells d. important components of the blood ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Somatosensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 68. Ruffini's endings are . a. elaborate neuron endings for touch b. simple, bare neuron endings c. bare endings surrounded by non-neural cells d. important components of the blood ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Somatosensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 69. Pain receptors of the skin are . a. elaborate neuron endings b. also known as Ruffini endings c. simple, bare neuron endings

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d. also known as Meissner's corpuscles ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Somatosensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 70. Pacinian corpuscles respond best to . a. rapid mechanical pressure b. low frequency sounds c. horizontal head movements d. slow mechanical movements ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Somatosensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 71. Stimulation of a touch receptor opens channels in the axon. a. choline b. potassium c. sodium d. calcium ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Somatosensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 72. When mechanical pressure bends the membrane of a Pacinian corpuscle, . a. the membrane's resistance to the flow of sodium ions increases b. the membrane's resistance to the flow of sodium ions decreases c. the membrane becomes hyperpolarized d. there is a sustained, long-term response to this pressure ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Somatosensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses

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73. What is a dermatome? a. an area of the skin innervated by a given spinal nerve b. an instrument used to record impulses in the spinal cord c. the point at which sensory nerves make contact with motor nerves d. an area of the skin that has no touch receptors ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Somatosensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 74. Each spinal nerve has . a. either a sensory or a motor component b. both a sensory and a motor component c. connections to most parts of the body d. connections to each of the major internal organs ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Somatosensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 75. Somatosensory information travels from the thalamus to which area of the cortex? a. parietal lobe b. frontal lobe c. hippocampus d. limbic cortex ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Somatosensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 76. Along each strip of somatosensory cortex, different sub-areas respond to a. different types of receptors b. different areas of the body c. different parts of the cortex d. different types of transmitters ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Somatosensation

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.

LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 77. An individual with damage to the primary somatosensory cortex would most have problems with . a. memory b. hearing c. ability to locate where they are being touched d. balance ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Somatosensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 78. Which statement is TRUE of various types of somatosensation? a. They are produced by varied responses by a single type of receptor. b. They involve different receptors, but the spinal cord integrates the information c. They remain separate through the spinal cord, but are interpreted by a single set of cortical neurons. d. They are at least partly distinct all the way from the receptors to the cerebral cortex.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Somatosensation LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 79. What neurotransmitter is released by axons that carry pain information to the brain? a. dopamine b. serotonin c. substance P d. encephalin ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Pain LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 80. The nucleus of the thalamus is associated with pain perception of the body. a. anterior b. posterior c. ventral posterior

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d. ventral lateral ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Pain LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 81. A mild degree of pain releases the neurotransmitter . A more intense pain also releases . a. glutamate; substance P b. GABA; substance P c. glutamate; dopamine d. GABA; dopamine ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Pain LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 82. A mild pain stimulus is associated with a release of . a. substance P b. substance P and glutamate c. glutamate d. neuromodulators ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Pain LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 83. The sensory aspect of pain activates the cortex, whereas the emotional aspect activates the a. cingulate; somatosensory b. somatosensory; cingulate c. fusiform; premotor d. premotor; fusiform ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Pain LEARNING OBJECTIVES: KALA.BIOP.16.06.03 - Compare physical and emotional pain.

TOPICS: 7.2 The Mechanical Senses 84. The brain chemicals known as endorphins produce effects similar to which substance?

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cortex.

a. vitamin B-1 (thiamine) b. substance P c. opiates d. amphetamines ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Pain LEARNING OBJECTIVES: KALA.BIOP.16.06.04 - Describe methods of relieving pain.

TOPICS: 7.2 The Mechanical Senses 85. Morphine and other opiate drugs decrease sensitivity to pain by . a. depleting substance P from parts of the nervous system b. mimicking the effects of endorphins at the synapses c. preventing sodium from crossing the membrane d. altering blood flow to various parts of the nervous system ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Pain LEARNING OBJECTIVES: KALA.BIOP.16.06.04 - Describe methods of relieving pain.

TOPICS: 7.2 The Mechanical Senses 86. What process is predicted by the gate theory of pain? a. Pain information grows more intense as it passes each synapse on its way to the brain. b. Non-pain information can inhibit pain information. c. Intense pain can shut out all other sensory information. d. The intensity of pain experience depends entirely on the excitability of pain receptors.

ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Pain LEARNING OBJECTIVES: KALA.BIOP.16.06.04 - Describe methods of relieving pain.

TOPICS: 7.2 The Mechanical Senses 87. Morphine is effective in relieving . a. pain on the skin b. sharp pain c. slow, dull pain d. pain in the interior of the body ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Pain LEARNING OBJECTIVES: KALA.BIOP.16.06.04 - Describe methods of relieving pain.

TOPICS: 7.2 The Mechanical Senses

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88. Studies with placebos and studies using hypnotism suggest that much of the reduction in pain is the result of decreased activation in the . a. emotion areas of the brain sing b. hypothalamus c. spinal cord d. somatosensory areas of the cortex ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: pain LEARNING OBJECTIVES: KALA.BIOP.16.06.04 - Describe methods of relieving pain.

TOPICS: 7.2 The Mechanical Senses 89. Large-diameter pain axons . a. carry sharp pain information b. carry dull pain information c. readily respond to endorphins d. are associated with small cell bodies ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Pain LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 90. Anti-inflammatory drugs, such as ibuprofen, relieve pain by . a. reducing the release of chemicals from damaged tissues b. dulling the pain information c. blocking synapses d. numbing the damaged tissue ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Pain LEARNING OBJECTIVES: KALA.BIOP.16.06.04 - Describe methods of relieving pain.

TOPICS: 7.2 The Mechanical Senses 91. Itching is primarily the result of . a. bad circulation b. baby powder c. histamine release d. substance P release ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Itch

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LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 92. Most theorists believe that the first sensory system was . a. vision b. vestibular c. pain d. chemical ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 93. A distinctive feature of itch is that it relies on . a. axons that go directly from the skin to the cerebral cortex b. axons that make several synapses before reaching the spinal cord c. unusually fast axons d. unusually slow axons ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Itch LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.2 The Mechanical Senses 94. One difference between labeled-line coding and across-fiber pattern coding is that labeled-line is . a. only found in vertebrates b. less versatile c. more complicated d. slower ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Chemical Coding LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 95. Each receptor responds to a wide range of stimuli and contributes to the perception of each of them. This type of coding is referred to as . a. across-fiber b. labeled-line

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c. hierarchical d. reciprocal-excitatory ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Chemical Coding LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 96. Each receptor responds to a limited range of stimuli and sends a direct line to the brain. This type of coding is referred to as . a. across-fiber b. labeled-line c. vestibular d. hierarchical ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Chemical Coding LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 97. Taste and smell axons converge onto many of the same cells in an area called the . a. frontal cortex b. striate cortex c. insular cortex d. endopiriform cortex ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Taste LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 98. The receptors for taste are . a. true neurons b. covered in myelin c. modified skin cells d. modified blood cells ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Taste LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

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TOPICS:

7.3 The Chemical Senses

99. In adult humans, the taste buds are . a. evenly distributed across the front half of the tongue b. evenly distributed across the whole tongue c. concentrated near the center of the tongue d. concentrated along the outside edge of the tongue ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Taste LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 100. Reduced response to one taste after exposure to another is referred to as . a. adaptation b. cross-adaptation c. umami d. PTC ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Taste LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 101. Taste perception in the brain depends on . a. relative activity of different taste neurons b. absolute frequency of action potentials c. only taste receptors on the anterior part of the tongue d. the angular gyrus ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Taste LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 102. Chemicals that prevent sodium from crossing the membrane a. intensify the salty taste b. do not affect taste c. reduce the intensity of salty tastes d. cause an increase in sensitivity to other primary tastes ANSWER: c

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.

DIFFICULTY: Bloom’s: Understand REFERENCES: Taste LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 103. We can identify a wide variety of bitter substances because . a. we have many different bitter receptors b. we have only one bitter receptor that responds to all bitter substances c. we can combine the activity of the sour and salty receptors d. even Pacinian corpuscles respond to bitter substances ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Taste LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 104. The taste nerves initially project to the . a. nucleus of the tractus solitarius b. cerebral cortex c. hypothalamus d. orbital prefrontal cortex ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Taste LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 105. If you are a supertaster, then . a. you require high concentrations of a particular taste to be able to identify it b. you have more fungiform papillae in the center of your tongue c. you are more sensitive than the average person to nearly all tastes d. your ability to taste makes up for your lack of ability to identify odors by smell ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Taste LEARNING OBJECTIVES: KALA.BIOP.16.06.05 - Discuss individual differences in taste and olfaction.

TOPICS: 7.3 The Chemical Senses 106. Olfaction also plays a subtle role in a. sleeping b. social behavior

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c. touch sensation d. vestibular sensation ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Olfaction LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 107. How many kinds of olfactory receptors do we have? a. two or three b. seven c. twenty d. hundreds ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Olfaction LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 108. Olfactory information is coded in receptor cells through . a. a different ratio of firing across three types of olfactory cells b. a different ratio of firing across six types of olfactory cells c. hundreds of types of receptor molecules, each responsive to a different chemical d. chemicals in the air that are transported to the olfactory cortex ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Olfaction LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 109. Olfactory receptors carry their message to the . a. cochlea b. NTS. c. insular cortex d. olfactory bulb ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Olfaction LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses

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110. The vomeronasal organ (VNO) is a set of receptors located . a. in the inner ear b. near, but separate from, the olfactory receptors c. in the throat d. behind the cerebral ventricles ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Pheromones LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 111. What is unusual about olfactory receptors compared to most other mature mammalian neurons? a. They have more than one axon each. b. They have no axons. c. They are replaceable when old neurons die. d. They use more than one neurotransmitter.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Olfaction LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 112. Many women living in a college dormitory will gradually begin to synchronize their menstrual cycles. The research indicates that this is, at least in part, based on . a. sound b. sight c. pheromones d. other daily rituals ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Pheromones LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 113. Repeated exposure to male pheromones may be associated with a. more regular menstrual cycles b. sweating c. increased olfactory capabilities d. increased appetite ANSWER: a

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in young women who are not sexually active.

DIFFICULTY: Bloom’s: Understand REFERENCES: Pheromones LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 114. One hypothesis of synesthesia is that . a. all of the axons from one cortical area have more branches into that cortical area. b. all of the axons from one cortical area have branches into another cortical area. c. some of the axons from one cortical area have branches into another cortical area. d. some of the axons from one cortical area have more branches into that cortical area.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Synesthesia LEARNING OBJECTIVES: KALA.BIOP.16.06.06 - Define and describe synesthesia.

TOPICS: 7.3 The Chemical Senses 115. A person who “sees” spoken language or music may be experiencing . a. synesthesia b. amnesia c. anesthesia d. aphasia ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Synesthesia LEARNING OBJECTIVES: KALA.BIOP.16.06.06 - Define and describe synesthesia.

TOPICS: 7.3 The Chemical Senses Essay 116. Describe how the auditory cortex parallels the visual cortex.

ANSWER: The organization of the auditory cortex strongly parallels that of the visual cortex. For example, just as the visual system has a “what” pathway and a “where” pathway, the auditory system has a “what” pathway sensitive to patterns of sound in the anterior temporal cortex, and a “where” pathway sensitive to sound location in the posterior temporal cortex and the parietal cortex. Just as patients with damage in area MT become motion blind, patients with damage in parts of the superior temporal cortex become motion deaf. They hear sounds, but they do not detect that a source of a sound is moving.

Just as the visual cortex is active during visual imagery, area A1 responds to imagined sounds as well as real ones. It becomes active when people view short silent videos that suggest sound—such as someone playing a piano, or a glass vase shattering on the ground. In one study, people listened to several familiar and unfamiliar songs. At various points, parts of each song were replaced by 3- to 5-second gaps. When people were listening to familiar songs, they reported that they heard “in their heads” the notes or words that belonged in the

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gaps. That experience was accompanied by activity in area A1. During similar gaps in the unfamiliar songs, they did not hear anything in their heads, and area A1 showed no response.

Also like the visual system, development of the auditory system depends on experience. Just as rearing an animal in the dark impairs visual development, rearing one in constant noise impairs auditory development. (In constant noise, it is difficult to identify and learn about individual sounds.) In people who are deaf from birth, the axons leading from the auditory cortex develop less than in other people.

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Auditory Cortex LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.1 Audition 117. Describe in detail one of the ways of relieving pain.

ANSWER: After pain alerts you to a danger, continuing pain messages are unnecessary. The brain puts the brakes on prolonged pain by opioid mechanisms—systems that respond to opiate drugs and similar chemicals. Candace Pert and Solomon Snyder (1973) discovered that opiates bind to receptors found mostly in the spinal cord and the periaqueductal gray area of the midbrain A placebo is a drug or other procedure with no pharmacological effects. In medical research, an experimental group receives a potentially active treatment and the control group receives a placebo. Placebos have little effect on most medical conditions, but they often relieve pain or depression.

Cannabinoids—chemicals related to marijuana—also block certain kinds of pain. Unlike opiates, cannabinoids act mainly in the periphery of the body rather than the CNS. Researchers found that if they deleted the cannabinoid receptors in the peripheral nervous system of laboratory animals while leaving the receptors intact in the CNS, cannabinoids lost most of their ability to decrease pain.

Another approach uses capsaicin, a chemical in jalapenos and similar peppers that stimulates receptors for heat. Capsaicin rubbed onto a sore shoulder, an arthritic joint, or other painful area produces a temporary burning sensation followed by a longer period of decreased pain.

When applied in high doses, or at lower doses for a prolonged period, capsaicin causes an excessive buildup of calcium in heat receptors, and damages the mitochondria in those receptors, rendering the cell nonfunctional for a substantial time DIFFICULTY: Bloom’s: Understand REFERENCES: Pain LEARNING OBJECTIVES: KALA.BIOP.16.06.04 - Describe methods of relieving pain.

TOPICS: 7.2 The Mechanical Senses 118. Describe the differences between labeled-line and across-fiber pattern chemical coding.

ANSWER: In a system relying on the labeled-line principle, each receptor would respond to a limited range of stimuli, and the meaning would depend entirely on which neurons are active. In a system relying on the across-fiber pattern principle, each receptor responds to a wider range of stimuli, and a given response by a given axon means little except in comparison to what other axons are doing DIFFICULTY: Bloom’s: Understand

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REFERENCES: Chemical Coding LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 119. Describe the basic mechanisms of taste receptors.

ANSWER: The receptors for taste are not true neurons but modified skin cells. Like neurons, taste receptors have excitable membranes and release neurotransmitters to excite neighboring neurons, which in turn transmit information to the brain. Like skin cells, however, taste receptors are gradually sloughed off and replaced, each one lasting about 10 to 14 days.

Mammalian taste receptors are in taste buds located in papillae on the surface of the tongue.

A given papilla may contain up to 10 or more taste buds, and each taste bud contains about 50 receptor cells.

Traditionally, people in Western society have described tastes in terms of sweet, sour, salty, and bitter. However, some tastes defy categorization in terms of these four labels.

The saltiness receptor is simple. Recall that a neuron produces an action potential when sodium ions cross its membrane. A saltiness receptor, which detects the presence of sodium, simply permits sodium ions on the tongue to cross its membrane. Chemicals that prevent sodium from crossing the membrane weaken salty tastes.

Sour receptors detect the presence of acids. Sweetness, bitterness, and umami receptors resemble the metabotropic synapses. After a molecule binds to one of these receptors, it activates a G protein that releases a second messenger within the cell. Each of these receptors releases adenosine triphosphate (ATP) as a neurotransmitter.

Bitter taste used to be a puzzle because bitter substances include a long list of dissimilar chemicals. Their only common factor is that they are to some degree toxic. What receptor could identify such a diverse set of chemicals? The answer is that we have not one bitter receptor but a family of 25 or more. Each responds to a few related compounds. One consequence of having so many bitter receptors is that we detect a great variety of dangerous chemicals. The other is that because each type of bitter receptor is present in small numbers, we don’t detect very low concentrations of bitter substances.

DIFFICULTY: Bloom’s: Understand REFERENCES: Taste LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses 120. Briefly describe the behavioral effects of pheromones in humans.

ANSWER: In adult humans, the VNO is tiny and has no receptors. It is vestigial—that is, a leftover from our evolutionary past. Nevertheless, part of the human olfactory mucosa contains receptors that resemble other species’ pheromone receptors.

The behavioral effects of pheromones apparently occur unconsciously. That is, people react to certain chemicals in human skin even when they describe them as odorless. The smell of a sweaty woman increases a man’s testosterone secretions, especially if the woman was near her time of ovulation. This effect is stronger for heterosexual men than for homosexual men.

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The smell of a sweaty man produces several effects on women, although we have no evidence of increased sexual arousal. The smell of a sweaty man activates a woman’s hypothalamus, but it does so in men also. It also causes women to increase their release of cortisol, a stress hormone. Evidently a man reacts to a sweaty woman as a sex signal, and a woman reacts to a sweaty man as a potential danger signal.

The best-documented effect of a human pheromone relates to the timing of women’s menstrual cycles. Women who spend much time together find that their menstrual cycles become more synchronized, unless they are taking birth-control pills. To test whether pheromones are responsible for the synchronization, researchers exposed young volunteer women to the underarm secretions of a donor woman. In two studies, most of the women exposed to the secretions became synchronized to the donor’s menstrual cycle.

Another study dealt with the phenomenon that a woman in an intimate relationship with a man tends to have more regular menstrual periods than women not in an intimate relationship. According to one hypothesis, the man’s pheromones promote this regularity. In the study, young women who were not sexually active were exposed daily to a man’s underarm secretions. Gradually, over 14 weeks, most of these women’s menstrual periods became more regular than before. In short, human body secretions probably do act as pheromones, although the effects are more subtle than in most other mammals.

DIFFICULTY: Bloom’s: Understand REFERENCES: Pheromones LEARNING OBJECTIVES: KALA.BIOP.16.06.01 - Describe the receptors for hearing, vestibular sensation, the somatic senses, and the chemical senses.

TOPICS: 7.3 The Chemical Senses

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Chapter 7 Movement-Biological Psychology, 12e Kalat TB True / False 1. A striated muscle controls movement of the body in relation to the environment. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movements LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 2. In skeletal muscles, every axon releases dopamine. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movements LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 3. Taking a drug that blocks acetylcholine receptors would be helpful for a person with myasthenia gravis. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Analyze REFERENCES: Muscles and Their Movements LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement

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4. Activation of the Golgi tendon organs results in contraction of the muscle. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movements LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 5. Infants have several reflexes not seen in adults. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Units of Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 6. Most types of movement can be clearly classified as voluntary or involuntary. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Units of Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 7. Central pattern generators are most likely to be found in the spinal cord. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Units of Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 8. A fixed sequence of movements is called a motor program. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Units of Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

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TOPICS:

7.1 The Control of Movement

9. The motor cortex can become active when imagining movement. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 10. People with severe spinal cord injury continue to produce normal activity in the motor cortex when they want to move. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 11. The prefrontal cortex plans movements according to their probable outcomes. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 12. The supplementary motor cortex is mainly active when preparing for an organized sequence of movements. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement

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13. Mirror neurons are active both during preparation for a movement and while watching someone else perform the same or a similar movement. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 14. Brain transplants for Parkinson's patients have generally been very successful. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Parkinson’s Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 15. In Huntington's disease, earlier onset is associated with slower deterioration over time. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Huntington's Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders Multiple Choice 16. What type of muscle controls movements of the heart? a. smooth b. striated c. cardiac d. antagonistic ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 17. What type of muscle controls movements of internal organs? a. smooth

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b. striated c. cardiac d. antagonistic ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them TOPICS: 7.1 The Control of Movement 18. What type of muscle is responsible for the movement of your body through the environment? a. smooth b. striated c. cardiac d. syncarpous ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 19. What is the relationship between the motor neuron axons and muscle fibers? a. Each axon innervates only one muscle fiber. b. The more muscle fibers a single axon innervates, the more precise the movements. c. The more axons which innervate a single muscle fiber, the more precise the movements. d. The fewer muscle fibers a single axon innervates, the more precise the movements.

ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 20. The eye muscles can be moved with greater precision than the biceps muscles because _ . a. biceps have only slow-twitch muscles b. biceps have only fast-twitch muscles c. biceps are opposed by an antagonistic muscle; the eye muscles are not d. eye muscles have a lower ratio of muscle fibers to axons ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 21. What is the name given to the synapse where a motor neuron's axon meets a muscle fiber?

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a. neuromuscular junction b. polar junction c. muscle spindle d. neurofiber synapse ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 22. Moving a leg or arm back and forth requires opposing sets of muscles called . a. extensor muscles b. flexor muscles c. cardiac muscles d. antagonistic muscles ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 23. The absence of acetylcholine will cause a muscle to . a. relax b. contract c. fatigue d. stretch ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 24. Which muscle is "antagonistic" to a flexor muscle in the right arm? a. a flexor muscle in the right arm b. an extensor muscle in the left arm c. an extensor muscle in the right arm d. another flexor muscle in the right arm ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement

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25. The eye muscles have a ratio of about axon(s) per muscle fiber(s). a. two; three b. one; three c. three; two d. three; one ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 26. The biceps muscles of the arm have a ratio of to more than a hundred fibers. a. four b. three c. one d. two ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 27. In movement, the muscle straightens the arm. a. flexor b. striated c. extensor d. skeletal ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 28. A fish will adjust to lower water temperatures by . a. activating more action potentials b. increasing the amplitude of its action potentials c. recruiting different muscle fibers d. returning to its basal metabolic rate ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement

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29. Which muscles are especially important when running up a flight of stairs at full speed? fast-twitch muscles a. b. slow-twitch muscles c. smooth muscles d. intermediate muscles ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 30. If a new species were found with legs composed almost completely of fast-twitch muscles, what could we infer about its behavior? a. It could chase prey over long distances. b. It could chase prey only over short distances. c. It probably travels constantly. d. It probably moves slowly and grazes on vegetation.

ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 31. During aerobic exercises such as dancing, as glucose is used by the muscles, . a. fast-twitch fibers absorb more glucose b. slow-twitch muscles produce glucose anaerobically c. glucose use increases d. glucose use decreases ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 32. Exercising at a high altitude where there is less oxygen is most likely to affect a. intermediate fibers b. anaerobic contraction c. fast-twitch fibers d. slow-twitch fibers ANSWER: d DIFFICULTY: Bloom’s: Analyze

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REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 33. Vigorous use of fast-twitch fibers results in fatigue because the process is . a. aerobic b. anaerobic c. anabolic d. abolic ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 34. A proprioceptor is sensitive to the . a. degree of relaxation or contraction of smooth muscle tissue b. position and movement of a part of the body c. percentage of fibers that are contracting within a muscle bundle d. degree of fatigue in a muscle ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 35. The stretch reflex . a. results in a stretch b. is caused by a stretch c. inhibits motor neurons d. sends a message for a muscle to relax ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 36. A boxer’s ability to sense the position of his arm and hand before planning a punch is dependent on the sense of a. proprioception b. somatosensation c. pain d. vision ANSWER: a

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.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 37. A muscle spindle responds to the . a. oxygen level in the muscle b. acetylcholine concentration at the nerve-muscle junction c. fatigue of the muscle d. stretch of the muscle ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 38. A sudden stretch of a muscle excites a feedback system that opposes the stretch. This message starts in the . a. dorsal root ganglion b. cerebellum c. Pacinian corpuscles d. muscle spindles ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 39. A Golgi tendon organ responds to . a. increases in muscle tension b. decreases in muscle tension c. increases in muscle spindles d. decreases in muscle spindles ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 40. The role of the Golgi tendon organs is to . a. prevent extreme muscle contractions b. guard against fatigue of muscles c. produce rapid repetitive movements such as finger tapping d. regulate blood flow to the tendons and muscles

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ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 41. Muscle spindles respond to changes in muscle ; Golgi tendon organs respond to changes in muscle . a. tension; fatigue b. fatigue; tension c. stretch; tension d. tension; stretch ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 42. Activity of a muscle spindle is to as activity of the Golgi tendon organ is to . a. contraction; inhibition of contraction b. inhibition of contraction; contraction c. inhibition of contraction; inhibition of contraction d. contraction; contraction ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 43. What experience is similar to losing proprioception? a. losing your sense of equilibrium b. walking on a leg that has "fallen asleep" c. having a phantom limb d. teeth chattering in the cold ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 44. A physician who asks you to cross your legs and then taps just below the knee is testing your a. constriction b. slow c. stretch

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reflexes.

d. fast ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Muscles and Their Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 45. A ballistic movement . a. is a rhythmic alternation between two movements b. is guided by feedback during the course of the movement c. proceeds automatically once it has been triggered d. tends to overcorrect itself ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Units of Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 46. Central pattern generators . a. contribute to rhythmic patterns of movement b. generate movement which is unresponsive to environmental stimulation c. constrict the pupils in response to bright light d. control all reflexes in adult humans ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Units of Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 47. A motor program is a . a. mechanism that guides movement on the basis of sensory feedback b. mechanism that produces an alternation between two movements c. plan for training a brain-damaged person to walk d. movement that, once triggered, continues automatically until its completion ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Units of Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 48. Which action is an example of a motor program in chickens with featherless wings? a. flapping wings if suddenly dropped b. learning to fly

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c. stretching its wings but not flapping them d. flapping its wings while eating ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Units of Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 49. Which behavior is most likely to result from the activity of central pattern generators? a. a dog shaking itself to dry off b. a child catching a baseball c. a child playing the piano d. an adult yawning ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Units of Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 50. Which activity is an example of a motor program in a human? a. yawning b. making a list c. taking your first steps d. learning how to drive ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Units of Movement LEARNING OBJECTIVES: KALA.BIOP.16.07.01 - List the types of muscles and the proprioceptors that control them.

TOPICS: 7.1 The Control of Movement 51. In order to elicit movement, the motor cortex . a. has direct connections to the muscles b. sends axons to the brainstem and spinal cord c. controls isolated movement in a single muscle d. relies on feedback from individual muscle fibers ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 52. The posterior parietal cortex

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.

a. is the main area for touch and other body information b. keeps track of the position of the body relative to the world c. is active during preparations for a movement and less active during movement itself d. responds to lights, noises, and other signals for a movement.

ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 53. People with posterior parietal damage . a. can see an object, but are unable to describe it b. have good hand-eye coordination only if they close one eye c. have difficulty accurately locating and approaching a sound d. will not step over an obstacle, although they can accurately describe it ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 54. People with posterior parietal damage . a. cannot walk toward something they hear b. have trouble converting vision into action c. can walk toward something they see but cannot reach out to grasp it d. cannot accurately describe what they see.

ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 8.2 Brain Mechanisms of Movement 55. The prefrontal cortex . a. is the main area for touch and other body information b. keeps track of the position of the body relative to the world c. is active during preparations for a movement and less active during movement itself d. responds to lights, noises, and other signals for a movement.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex

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LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 56. The premotor cortex . a. is the main area for touch and other body information b. keeps track of the position of the body relative to the world c. is active during preparations for a movement and less active during movement itself d. responds to lights, noises, and other signals for a movement ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 57. Damage to the prefrontal cortex is most likely to result in . a. an inability to move b. the loss of somatosensory experiences c. poorly planned movements d. no effect on movement ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 58. The part of the cortex that is most active during preparations for a movement and less active during the movement itself is the . a. premotor cortex b. somatosensory cortex c. inferior temporal cortex d. tabes dorsalis ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 8.2 Brain Mechanisms of Movement 59. In contrast to people with posterior parietal damage, people with damage to certain parts of the occipital cortex outside the primary visual cortex . a. cannot locate the source of sounds

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b. lose their ability to see everything c. can accurately describe what they see but cannot reach out to grasp it d. cannot accurately describe what they see but can reach out to grasp it ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 60. When are the cells in the premotor cortex (in contrast to the primary motor cortex) most active? a. in preparation for movements b. during movements c. at or after the end of movements d. during inhibition of movements ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 8.2 Brain Mechanisms of Movement 61. The part of the cortex that responds mostly to the sensory signals that lead to a movement is the . a. premotor cortex b. prefrontal cortex c. supplementary motor cortex d. tabes dorsalis ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 8.2 Brain Mechanisms of Movement 62. Cells in the prefrontal cortex, premotor cortex, and motor cortex. a. posterior parietal cortex b. secondary motor cortex c. somatosensory cortex d. supplementary motor cortex ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex

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prepare for a movement, sending messages to the primary

LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 8.2 Brain Mechanisms of Movement 63. The supplementary motor cortex becomes active . a. during the second or two after a movement b. during the second or two prior to a movement c. only during a movement d. only after a movement ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 64. Damage to the impairs the ability to organize smooth sequences of activities. a. premotor cortex b. prefrontal cortex c. supplementary motor cortex d. tabes dorsalis ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 65. Just thinking about the intention to put your arm around your attractive date would activate which motor areas? a. posterior parietal lobe b. primary motor cortex c. premotor cortex d. supplementary motor cortex ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 8.2 Brain Mechanisms of Movement 66. Watching another person shoot a basketball is most likely to activate watching. a. primary motor cortex b. spinal cord

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neurons in the brain of the person who is

c. mirror d. observational ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 67. Mirror neurons are active when . a. viewing mirror images b. watching others perform movements c. identifying ourselves in the mirror d. playing the piano ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 68. The motor cortex produces a kind of activity called a(n) before any voluntary movement. a. readiness potential b. action potential c. evoked potential d. motor potential ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 69. Studies on conscious decisions regarding voluntary movements suggest that . a. we are conscious of our decision before brain activity is generated for movement b. voluntary movements are the result of free will c. brain activity for the movement begins before we are conscious of our decision d. we are unable to judge when we make conscious decisions ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.05 - Evaluate the evidence regarding the role of consciousness in planning a movement.

TOPICS: 7.2 Brain Mechanisms of Movement

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70. People with damage to the parietal cortex appear to lack related to voluntary movements. a feelings of intention a. feelings of intention b. the ability to make conscious decisions c. a sense of timing d. muscle strength ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.03 - Contrast the anatomy and functions of the lateral and medial corticospinal tracts.

TOPICS: 7.2 Brain Mechanisms of Movement 71. Paths from the cerebral cortex to the spinal cord are called the . a. pyramidalspinal tracts b. horizontalspinal tracts c. dorsospinal tracts d. corticospinal tracts ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.03 - Contrast the anatomy and functions of the lateral and medial corticospinal tracts.

TOPICS: 7.2 Brain Mechanisms of Movement 72. Axons of the lateral corticospinal tract extend to what area? a. cerebellum b. cerebral cortex c. spinal cord d. thalamus ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.03 - Contrast the anatomy and functions of the lateral and medial corticospinal tracts.

TOPICS: 7.2 Brain Mechanisms of Movement 73. The lateral tract cross over point is in the . a. pyramids of the medulla b. spinal cord c. reticular formation d. vestibular nucleus ANSWER: a DIFFICULTY: Bloom’s: Understand

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REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.03 - Contrast the anatomy and functions of the lateral and medial corticospinal tracts.

TOPICS: 7.2 Brain Mechanisms of Movement 74. Lateral tract axons are responsible for movements in the . a. arms, hands, and toes b. trunk c. face and head d. internal organs ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.03 - Contrast the anatomy and functions of the lateral and medial corticospinal tracts.

TOPICS: 7.2 Brain Mechanisms of Movement 75. Most of the axons of the medial tract go to which side of the body? a. contralateral b. ipsilateral c. bilateral d. dorsolateral ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.03 - Contrast the anatomy and functions of the lateral and medial corticospinal tracts.

TOPICS: 8.2 Brain Mechanisms of Movement 76. Movements near the midline of the body, such as bending and turning of the trunk, are controlled by which motor system? a. dorsolateral tract b. medial tract c. supplementary d. hippocampal ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.03 - Contrast the anatomy and functions of the lateral and medial corticospinal tracts.

TOPICS: 7.2 Brain Mechanisms of Movement 77. What is the relationship between the lateral tract and the medial tract? a. Most movements are controlled by one or the other, but not both.

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b. Most movements rely on both, which work in a cooperative fashion. c. Most movements that are initiated by one are terminated by the other. d. One is excitatory while the other is inhibitory.

ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.03 - Contrast the anatomy and functions of the lateral and medial corticospinal tracts.

TOPICS: 8.2 Brain Mechanisms of Movement 78. If you have trouble with rapid, ballistic movement sequences that require accurate timing, you probably have suffered damage to the . a. reticular formation b. cerebellum c. hippocampus d. hypothalamus ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebellum LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 8.2 Brain Mechanisms of Moveme 79. Speaking, piano playing, athletic skills, and other rapid movements would be most impaired by damage to which structure? a. reticular formation b. cerebellum c. ventromedial hypothalamus d. parasympathetic nervous system ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Cerebellum LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 8.2 Brain Mechanisms of Movement 80. Damage to the cerebellum is most likely to interfere with . a. lifting weights b. the ability to remember a series of events c. rapid movements that require timing d. chewing and swallowing ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebellum LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 7.2 Brain Mechanisms of Movement

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81. What is the name of the rapid eye movement occurring when a person moves his or her eyes from one focus point to another? a. gyration b. sclerosis c. slide d. saccade ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebellum LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 7.2 Brain Mechanisms of Movement 82. A saccade is initiated by impulses from the . a. spinal cord b. hypothalamus c. cerebellum d. hippocampus ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebellum LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 8.2 Brain Mechanisms of Movement 83. After damage to the cerebellar cortex, an individual has trouble with which part of the finger-to-nose test? a. The initial rapid movement to the nose b. The second step involving the hold function c. The third step which involves the finger moving to the nose by a slow movement d. Both the second and third steps ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebellum LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 8.2 Brain Mechanisms of Movement 84. The nuclei of the cerebellum (as opposed to the cerebellar cortex) are most important in a. moving a finger rapidly toward a target b. holding a finger in a steady position c. using the hands to lift heavy weights d. coordinating the left hand with the right hand ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebellum

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.

LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 7.2 Brain Mechanisms of Movement 85. The cerebellum is most important for any process that requires . a. precise timing b. control of muscle strength c. comparison between the left and right hemispheres d. detecting the intensity of a stimulus ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebellum LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 7.2 Brain Mechanisms of Movement 86. Purkinje cells are . a. proprioceptors b. flat cells in sequential planes c. nuclei in the central cerebellum d. axons parallel to one another ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebellum LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 7.2 Brain Mechanisms of Movement 87. How do parallel fibers in the cerebellum control the duration of a response? a. By determining the number of Purkinje cells that fire in sequence b. By altering the velocity of action potentials from Purkinje cells c. By determining which one of all the available Purkinje cells becomes active d. By passing information back and forth between one Purkinje cell and another ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebellum LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 7.2 Brain Mechanisms of Movement 88. Which widely branching cells are responsible for all of the output from the cerebellar cortex to the nuclei of the cerebellum? a. parallel fibers b. Purkinje cells c. putamen cells d. saccade cells ANSWER: b

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DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebellum LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 7.2 Brain Mechanisms of Movement 89. The greater the number of Purkinje cells activated, the . a. less the collective duration of the response b. greater the collective duration of the response c. greater the strength of the response d. less the strength of the response ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Cerebellum LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 7.2 Brain Mechanisms of Movement 90. The structure composed of the caudate nucleus, putamen, and globus pallidus is the . a. basal ganglia b. limbic system c. cerebellum d. sympathetic nervous system ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Basal Ganglia LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 7.2 Brain Mechanisms of Movement 91. Most of the output from the globus pallidus to the thalamus releases . a. glutamate b. ACh. c. dopamine d. GABA ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Basal Ganglia LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 7.2 Brain Mechanisms of Movement 92. Which basal ganglia structure(s) is/are important for receiving input from sensory areas of the thalamus and the cerebral cortex? a. globus pallidus and putamen b. globus pallidus and caudate nucleus c. caudate nucleus and putamen

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d. globus pallidus ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Basal Ganglia LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 7.2 Brain Mechanisms of Movement 93. The basal ganglia are most critical for learning . a. motor habits that are difficult to describe in words b. repetitive motor behaviors like cutting with a knife c. motor skills that include an element of balance d. fine motor skills such as sewing ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Areas and Motor learning LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 7.2 Brain Mechanisms of Movement 94. Cerebellum is to as basal ganglia are to . a. clumsy; paralysis b. initiation; stopping c. gross muscle function; fine motor coordination d. timing; voluntary movements ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: The Basal Ganglia LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 7.2 Brain Mechanisms of Movement 95. What is one of the main symptoms of Parkinson's disease? a. rapid fatigue of the muscles b. loss of saccadic eye movements c. difficulty initiating movements d. inability to coordinate speech with movements ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Parkinson’s Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 96. Parkinson's disease is caused by degeneration of a pathway of neurons that releases which neurotransmitter? a. acetylcholine b. substance P

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c. serotonin d. dopamine ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Parkinson’s Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 97. In Parkinson's disease, which pathway in the brain degenerates? a. basal ganglia to cerebellum b. substantia nigra to caudate nucleus and putamen c. cerebellum to spinal cord d. cerebral cortex to spinal cord ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Parkinson’s Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 98. The role of heredity in late-onset Parkinson's disease . a. equals that of early onset Parkinson's disease b. is probably not as great as with early onset Parkinson's disease c. is greater for DZ twins that MZ twins d. is greater for females than males ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Parkinson’s Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 99. Genetic factors have their greatest impact on Parkinson’s disease in cases that involve _ . a. early onset of the disease b. late onset of the disease c. first-born children d. children with older brothers and sisters ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Parkinson’s Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 100. What is the effect of MPTP? a. It kills the neurons that release dopamine.

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b. It suppresses activity of the immune system. c. It is converted in the brain to dopamine. d. It inhibits the enzyme acetylcholinesterase.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Parkinson’s Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 101. It is believed that exposure to herbicides and pesticides is . a. the primary cause of Parkinson's disease b. a contributing factor in some cases of Huntington's disease c. the primary cause of myasthenia gravis d. a contributing factor in some cases of Parkinson's disease ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Parkinson’s Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 102. What is the most common drug in the treatment for Parkinson's disease? a. haloperidol b. physostigmine c. Dilantin d. L-dopa ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Parkinson’s Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 103. A dopamine pill is ineffective for treating Parkinson's disease because it . a. is already present in too large an amount b. does not cross the blood-brain barrier c. would have to be the size of a baseball to be effective d. is too expensive ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Parkinson’s Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 104. What is a limitation of using L-dopa for Parkinson's disease?

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a. It only helps those who are in the later stages. b. It does not cross the blood-brain barrier. c. It can contribute to a greater loss of dopamine neurons. d. It blocks glutamate receptors.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Parkinson’s Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 105. L-Dopa, a common treatment for Parkinson's disease, is a drug that . a. inhibits activity of the immune system b. increases the brain's production of dopamine c. blocks the enzyme acetylcholinesterase d. facilitates the passage of sodium across neuron membranes ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Parkinson’s Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 106. As an option for treating Parkinson’s patients, transplantation of stem cells appears to be . a. the most effective technique b. more effective in late stages of the disease c. modestly effective, as with other treatments d. not at all effective ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Parkinson’s Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 107. Early symptoms of Huntington's disease usually include . a. paralysis b. jerky arm movements and body tremors c. rapid fatigue d. difficulty coordinating the left hand with the right hand ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Huntington's Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders

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108. What is a common symptom of Huntington's disease? a. rapid fatigue of the muscles b. loss of both sensation and motor control in certain limbs c. twitches, tremors, and writhing that interfere with voluntary movement d. impairment of saccadic eye movements and rapid alternating movements ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Huntington's Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 109. Which parts of the brain deteriorate most strongly in Huntington's disease? a. Pathways of neurons containing the neurotransmitter dopamine b. The cerebellum and medulla c. The caudate nucleus, putamen, and globus pallidus d. The hippocampus and amygdala ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Huntington's Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 110. The psychological disorders that accompany Huntington's disease could be mistaken for which of the following? a. schizophrenia b. dissociative identity disorder c. antisocial personality disorder d. bipolar disorder ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Huntington's Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 111. What is the usual age of onset for Huntington's disease? a. 5-7 years old b. 12-20 years old c. 30-50 years old d. 65 years or older ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Huntington's Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders

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112. What is the relationship of genetics to Huntington's disease? a. It is caused by a dominant gene on the X chromosome. b. It is caused by a dominant gene on chromosome 4. c. It is caused by a recessive gene on one of the autosomal chromosomes. d. There is no evidence linking Huntington's disease to any gene.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Huntington's Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 113. In its normal form, part of the gene that controls Huntington's disease repeats its sequence of bases . a. under ten times b. between approximately 11-24 times c. at least 36 times d. approximately 75 or 80 times ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Huntington's Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 114. The presymptomatic test for Huntington's disease enables one to predict not only who will get the disease but also . a. the approximate age of onset b. what other diseases the person will contract c. which drugs will best alleviate the disease d. which symptoms will become prominent first, and which ones later ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Huntington's Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders 115. Which of the following would be the most promising treatment for Huntington’s disease? a. enhancing formation of glutamine chains b. increasing production of huntingtin c. blocking formation of glutamine chain clustering d. decreasing production of BDNF ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Huntington's Disease

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LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders Essay 116. Describe the areas and major functions of the primary motor cortex (include the relevant areas near to the motor cortex).

ANSWER: Since the pioneering work of Gustav Fritsch and Eduard Hitzig (1870), neuroscientists have known that direct electrical stimulation of the primary motor cortex—the precentral gyrus of the frontal cortex, just anterior to the central sulcus—elicits movements. The motor cortex does not send messages directly to the muscles. Its axons extend to the brainstem and spinal cord, which generate the impulses that control the muscles. In most mammals, these axons connect only to interneurons, which in turn control motor neurons. In humans and other primates, some axons go directly from the cerebral cortex to motor neurons, presumably giving us greater dexterity. Human movements depend on both the axons to motor neurons and axons to interneurons.

The motor cortex is just anterior to the somatosensory cortex, and the two match up nicely.

That is, the brain area that controls the left hand is near the area that feels the left hand, the area that controls the left foot is near the area that feels the left foot, and so forth. You need to feel a body part to control its movement accurately.

The primary motor cortex is important for making movements, but not for initial planning.

One of the first areas to become active in planning a movement is the posterior parietal cortex which monitors the position of the body relative to the world. The prefrontal cortex and the supplementary motor cortex are also important for planning and organizing a rapid sequence.

The premotor cortex is most active immediately before a movement. It receives information about the target to which the body is directing its movement, as well as information about the body’s current position and posture. The prefrontal cortex, which is also active during a delay before a movement, stores sensory information relevant to a movement. It is also important for considering the probable outcomes of possible movements.

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 117. Describe the significance of mirror neurons.

ANSWER: O f discoveries in neuroscience, one of the most exciting to psychologists has been mirror neurons, which are active both during preparation for a movement and while watching someone else perform the same or a similar movement. Mirror neurons were first reported in the premotor cortex of monkeys and later in other areas and other species, including humans.

These neurons are theoretically exciting because of the idea that they may be important for understanding other people, identifying with them, and imitating them. For example, mirror neurons in part of the frontal cortex become active when people smile or see someone else smile, and they respond especially strongly in people who report identifying strongly with other people. Many people have speculated that people with autism—who fail to form strong social bonds—might lack mirror neurons. However, one study using fMRI found normal

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mirror neuron responses in autistic people, so we need to look elsewhere to explain autism.

Mirror neurons are activated not only by seeing an action, but also by any reminder of the action. Certain cells respond to hearing an action as well as seeing or doing it. Other cells respond to either doing an action or reading about it.

The possibilities are exciting, but before we speculate too far, an important question remains: Do mirror neurons cause imitation and social behavior, or do they result from them? Put another way, are we born with neurons that respond to the sight of a movement and also facilitate the same movement? If so, they could be important for social learning. However, another possibility is that we learn which visible movements correspond to movements of our own. Then seeing others’ actions reminds us of our own, and activates brain areas responsible for those actions. In that case, mirror neurons are not responsible for imitation or socialization.

The answer may be different for different movements. Some newborn infants imitate a few facial movements, especially tongue protrusion. That result implies built-in mirror neurons that connect the sight of a movement to the movement itself. However, in both monkey and human infants, many mirror neurons do not respond to observations of others’ movements until after the infant has practiced making those movements itself. A mirror neuron cannot be essential for learning to imitate a movement if you have to practice the movement before that neuron develops its mirror properties.

Also, researchers identified mirror neurons that responded both when people moved a certain finger, such as the index finger, and when they watched someone else move the same finger.

Then they asked people to watch a display on the screen and move their index finger whenever the hand on the screen moved the little finger. They were to move their little finger whenever the hand on the screen moved the index finger. After some practice, these “mirror” neurons turned into “counter-mirror” neurons that responded to movements of one finger by that person and the sight of a different finger on the screen. In other words, at least some mirror neurons modify their properties by learning, and therefore it is possible that they developed their original properties by learning also.

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Cerebral Cortex LEARNING OBJECTIVES: KALA.BIOP.16.07.02 - Describe the cortical mechanisms that control movement and its inhibition.

TOPICS: 7.2 Brain Mechanisms of Movement 118. Describe the relationship of conscious decisions and movements. What may this relationship reveal about consciousness?

ANSWER: Each of us has the feeling, “I consciously decide to do something, and then I do it.” That sequence seems so obvious that we might not even question it, but research casts doubt on this assumption. Research indicates that the brain activity responsible for the movement apparently began before the person’s conscious decision to move. The results seem to indicate that your conscious decision does not cause your action. Rather, you become conscious of the decision after the process leading to action has already been underway for about 300 ms. None of these results deny that you make a voluntary decision. The implication, however, is that what we identify as a conscious decision is the perception of a gradual brain process. It probably begins with unconscious processes that build up to a certain level before they become conscious.

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Cerebral Cortex

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LEARNING OBJECTIVES: KALA.BIOP.16.07.05 - Evaluate the evidence regarding the role of consciousness in planning a movement.

TOPICS: 7.2 Brain Mechanisms of Movement 119. Briefly describe the cellular organization of the cerebellum.

ANSWER: The cerebellum receives input from the spinal cord, from each of the sensory systems by way of the cranial nerve nuclei, and from the cerebral cortex. That information eventually reaches the cerebellar cortex, the surface of the cerebellum.

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The neurons are arranged in a precise geometrical pattern, with multiple repetitions of the same units.

The Purkinje cells are flat (two-dimensional) cells in sequential planes, parallel to one another.

The parallel fibers are axons parallel to one another and perpendicular to the planes of the Purkinje cells.

Action potentials in parallel fibers excite one Purkinje cell after another. Each Purkinje cell then transmits an inhibitory message to cells in the nuclei of the cerebellum (clusters of cell bodies in the interior of the cerebellum) and the vestibular nuclei in the brainstem, which in turn send information to the midbrain and the thalamus.

Depending on which and how many parallel fibers are active, they might stimulate only the first few Purkinje cells or a long series of them. Because the parallel fibers’ messages reach different Purkinje cells one after another, the greater the number of excited Purkinje cells, the greater their collective duration of response. That is, if the parallel fibers stimulate only the first few Purkinje cells, the result is a brief message to the target cells; if they stimulate more Purkinje cells, the message lasts longer. The output of Purkinje cells controls the timing of a movement, including both its onset and offset.

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Cerebellum LEARNING OBJECTIVES: KALA.BIOP.16.07.04 - Describe the functions of the cerebellum and basal ganglia TOPICS: 7.2 Brain Mechanisms of Movement 120. Briefly describe the nature of Parkinson’s disease. Include a discussion of its causes and possible treatments.

ANSWER: The main symptoms of Parkinson’s disease (also known as Parkinson disease) are rigidity, muscle tremors, slow movements, and difficulty initiating physical and mental activity. It becomes more common as people age, striking 1 percent to 2 percent of people over age 65.

Early symptoms usually include loss of olfaction and psychological depression. Many but not all Parkinson’s patients have cognitive deficits, which may include problems with attention, language, or memory. The immediate cause of Parkinson’s disease is the gradual loss of neurons in the substantia nigra and therefore a loss of dopamine-releasing axons to the striatum (part of the basal ganglia). With the loss of this input, the striatum decreases its inhibition of the globus pallidus, which therefore increases its inhibitory input to the thalamus. The result is less vigorous voluntary movements. People with Parkinson’s disease are still capable of movement, and sometimes they move normally in response to signals or instructions, such as when following a parade. However, their spontaneous movements are slow and weak.

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What causes the damage to the substantia nigra? An early study reported that having a monozygotic twin with early-onset Parkinson’s disease greatly increased your probability of getting it, but having a monozygotic twin with late-onset disease had no effect. That result implied that genes make little or no contribution to late-onset Parkinson’s disease. Later studies have found less extreme results, indicating that genes do influence the late-onset disease, though less strongly than they impact early-onset disease. So far, researchers have identified more than 20 genes that apparently increase the risk of Parkinson’s disease, although the results vary from one study to another, and one population to another.

The results agree, however, that none of these genes by itself produces a high risk. An accidental discovery implicated exposure to toxins as another factor in Parkinson’s disease.

In northern California in 1982, several young adults developed symptoms of Parkinson’s disease after using a drug similar to heroin. Before the investigators could alert the community to the danger, many other users had developed symptoms ranging from mild to fatal. The substance responsible for the symptoms was MPTP, a chemical that the body converts to MPP+, which accumulates in, and then destroys, neurons that release dopamine, partly by impairing the transport of mitochondria from the cell body to the synapse.

Postsynaptic neurons react to the loss of input by increasing their number of dopamine receptors.

People are sometimes exposed to hazardous environmental chemicals that damage cells of the substantia nigra. Many studies have shown increased risk of Parkinson’s disease among people with much exposure to insecticides, herbicides, and fungicides, including paraquat, rotenone, maneb, and ziram. The disease is more common in farmers and other rural dwellers than in city dwellers, presumably because of increased exposure to these chemicals. Exposure to these chemicals increases the risk especially among people with any of the genes that predispose to Parkinson’s. If someone also had a traumatic head injury, the risk goes up even more. In short, most cases result from several influences combined, not just one.

What else might influence the risk of Parkinson’s disease? Researchers compared the lifestyles of people who did and didn’t develop the disease. One factor that stands out consistently is cigarette smoking and coffee drinking: People who smoke cigarettes or drink coffee have less chance of developing Parkinson’s disease.

Because Parkinson’s disease results from a dopamine deficiency, a logical goal is to restore the missing dopamine. A dopamine pill would be ineffective because dopamine does not cross the blood–brain barrier. Physicians in the 1950s and 1960s reasoned that L-dopa, a precursor to dopamine that does cross the barrier, might be a good treatment. In contrast to all the medicines that were discovered by trial and error, this was the first drug in psychiatry or neurology, and one of the first in all of medicine, to emerge from a plausible theory. Taken as a daily pill, L-dopa reaches the brain, where neurons convert it to dopamine. L-dopa is still the most common treatment for Parkinson’s disease. However, L-dopa treatment is disappointing in several ways. It increases dopamine release in all axons, including those that had deteriorated and those that were still functioning normally. It produces spurts of high release alternating with lower release. Even if it adequately replaces lost dopamine, it does not replace other transmitters that are also depleted. It does not slow the continuing loss of neurons. And it produces unpleasant side effects such as nausea, restlessness, sleep problems, low blood pressure, repetitive movements, and sometimes hallucinations and delusions.

A potentially exciting strategy has been “in the experimental stage” since the 1980s. In a pioneering study, M. J. Perlow and colleagues (1979) injected the chemical 6-OHDA (6hydroxydopamine, a chemical modification of dopamine) into rats to damage the substantia

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nigra of one hemisphere, producing Parkinson’s-type symptoms on the opposite side of the body. After the movement abnormalities stabilized, the experimenters transplanted substantia nigra tissue from rat fetuses into the damaged brains. Most recipients recovered much of their normal movement within four weeks. Control animals that suffered the same brain damage without receiving grafts showed little or no recovery. This is only a partial brain transplant, but still, the Frankensteinian implications are striking.

If such surgery works for rats, might it also for humans? Ordinarily, scientists test any experimental procedure extensively with laboratory animals before trying it on humans, but with Parkinson’s disease, the temptation was too great. People in the late stages have little to lose and are willing to try almost anything. The obvious problem is where to get the donor tissue. Several early studies used tissue from the patient’s own adrenal gland. Although that tissue is not composed of neurons, it produces and releases dopamine. Unfortunately, the adrenal gland transplants seldom produced much benefit.

Another possibility is to transplant brain tissue from aborted fetuses. Fetal neurons transplanted into the brains of patients with Parkinson’s sometimes survive for years and make synapses with the patient’s own cells. However, the operation is expensive and difficult, requiring brain tissue from four to eight aborted fetuses, and the benefits to the patient have been small at best.

A related approach is to take stem cells—immature cells that are capable of differentiating into other cell types—guide their development so that they produce large quantities of Ldopa, and then transplant them into the brain. The idea sounds promising, but researchers will need to overcome several difficulties before this might become an effective treatment.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Parkinson's Disease LEARNING OBJECTIVES: KALA.BIOP.16.07.06 - Discuss the causes of Parkinson’s disease and Huntington’s disease.

TOPICS: 7.3 Movement Disorders

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Chapter 8 W akefulness and Sleep-Biological Psychology, 12e Kalat TB True / False 1. Alternation between wakefulness and sleep depends completely on stimuli in the environment. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Endogenous Rhythms LEARNING OBJECTIVES: KALA.BIOP.16.08.01 - Define and describe endogenous rhythms.

TOPICS: 8.1 Rhythms of Waking and Sleeping 2. Young children are more likely to be “morning people” than older adults. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Endogenous Rhythms LEARNING OBJECTIVES: KALA.BIOP.16.08.01 - Define and describe endogenous rhythms.

TOPICS: 8.1 Rhythms of Waking and Sleeping 3. Bright light late in the afternoon shortens the circadian rhythm. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Endogenous Rhythms

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LEARNING OBJECTIVES: KALA.BIOP.16.08.01 - Define and describe endogenous rhythms.

TOPICS: 8.1 Rhythms of Waking and Sleeping 4. The mean preferred time of going to sleep gets later and later until about age 20 and then starts a gradual reversal. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Endogenous Rhythms LEARNING OBJECTIVES: KALA.BIOP.16.08.01 - Define and describe endogenous rhythms.

TOPICS: 8.1 Rhythms of Waking and Sleeping 5. The dominant zeitgeber for land animals is light. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Setting and Resetting the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 6. Blind and deaf animals do not have circadian rhythms. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 7. Biological clocks are very resistant to environmental influences. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 8. The biological clock depends on part of the hypothalamus, called the suprachiasmatic nucleus. a. True b. False ANSWER: True

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DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 9. Melatonin is released by the SCN. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 10. Dreams only occur during REM sleep. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Stages of Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 11. After removing all sensory input to the brain, an animal would continue to have periods of sleep and wakefulness. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms of Wakefulness, Arousal, and Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.05 - Discuss several consequences of thinking of sleep as a localized phenomenon.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 12. Orexin is not necessary for waking up, but it is for staying awake. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms of Wakefulness, Arousal, and Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 13. Sleep apnea is characterized by sleep attacks during wakefulness.

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a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Sleep Disorders LEARNING OBJECTIVES: KALA.BIOP.16.08.06 - List several sleep disorders with their causes.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 14. Temporary sleep deprivation causes the body to respond in a similar manner as it does to being ill. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Functions of Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.07 - Evaluate possible explanations of the functions of sleep.

TOPICS: 8.3 Why Sleep? Why REM? Why Dreams?

15. The activation-synthesis theory of dreams argues that dreams are the result of random brain activity. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Biological Perspectives on Dreaming LEARNING OBJECTIVES: KALA.BIOP.16.08.08 - Describe possible explanations of dreaming.

TOPICS: 8.3 Why Sleep? Why REM? Why Dreams?

Multiple Choice 16. What does "endogenous" mean? a. occurring at regular intervals b. more likely to be learned c. sensitive to light/dark patterns d. generated from within ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Endogenous Rhythms LEARNING OBJECTIVES: KALA.BIOP.16.08.01 - Define and describe endogenous rhythms.

TOPICS: 8.1 Rhythms of Waking and Sleeping 17. Animals produce endogenous circadian rhythms that last a. about an hour b. about a day c. about a week

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d. more than a day ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Endogenous Rhythms LEARNING OBJECTIVES: KALA.BIOP.16.08.01 - Define and describe endogenous rhythms.

TOPICS: 8.1 Rhythms of Waking and Sleeping 18. Which of the following is most clearly under the control of a circadian rhythm in most animals? a. sleep b. storage of body fat c. migration d. mating ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Endogenous Rhythms LEARNING OBJECTIVES: KALA.BIOP.16.08.01 - Define and describe endogenous rhythms.

TOPICS: 8.1 Rhythms of Waking and Sleeping 19. Suppose you fell into a cave and lost your watch. Without any time cues, your circadian rhythm would a. increase dramatically over time b. cease to exist c. decrease over time d. remain relatively stable ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Endogenous Rhythms LEARNING OBJECTIVES: KALA.BIOP.16.08.01 - Define and describe endogenous rhythms.

TOPICS: 8.1 Rhythms of Waking and Sleeping 20. A human's body temperature over the course of 24 hours is usually highest . a. about the time of awakening b. mid-morning c. mid to late afternoon d. in the middle of the night ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Endogenous Rhythms LEARNING OBJECTIVES: KALA.BIOP.16.08.01 - Define and describe endogenous rhythms.

TOPICS: 8.1 Rhythms of Waking and Sleeping 21. Which statement is TRUE with regard to the duration of a self-generated sleep/activity cycle? a. It is unreliable in most species, and dependably close to 24 hours only in primates. b. It is longer if the organism is normally active in the dark.

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c. It rarely varies from one individual to another, if at all. d. It is highly consistent in a given individual in a given environment.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Endogenous Rhythms LEARNING OBJECTIVES: KALA.BIOP.16.08.01 - Define and describe endogenous rhythms.

TOPICS: 8.1 Rhythms of Waking and Sleeping 22. Mammals have circadian rhythms . a. only for their sleep/activity cycle b. only for frequency of eating and drinking c. for sleep and body temperature only d. for a variety of activities, including sleep ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Endogenous Rhythms LEARNING OBJECTIVES: KALA.BIOP.16.08.01 - Define and describe endogenous rhythms.

TOPICS: 8.1 Rhythms of Waking and Sleeping 23. Suppose you work on a submarine with only artificial light. You are required to follow a schedule of working for 12 hours and then sleeping for 6. What rhythm, if any, will your alertness and body temperature show? a. They will follow a rhythm of 18 hours. b. They will follow the usual rhythm of 24 hours. c. They will follow a rhythm of 21 hours. d. They will cease to show any consistent rhythm.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Endogenous Rhythms LEARNING OBJECTIVES: KALA.BIOP.16.08.01 - Define and describe endogenous rhythms.

TOPICS: 8.1 Rhythms of Waking and Sleeping 24. Based on research, it has been determined that the human circadian rhythm appears to be a. shorter than 24 hours b. exactly 24 hours c. just over 24 hours d. closer to 28 hours ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Endogenous Rhythms LEARNING OBJECTIVES: KALA.BIOP.16.08.01 - Define and describe endogenous rhythms.

TOPICS: 8.1 Rhythms of Waking and Sleeping 25. Social stimuli – that is, the effects of other people – are weak activity.

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, unless they induce exercise or other vigorous

a. effects b. motivators c. rhythms d. zeitgebers ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Setting and Resetting the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 26. An astronaut orbiting earth experiences 45-minute periods of daylight alternating with 45-minutes periods of darkness.

What is likely to happen? a. The alternating patterns allow for normal rhythm development. b. They are fully alert during wakeful periods. c. They are able to sleep during rest periods. d. They sleep poorly during rest periods.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Setting and Resetting the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 27. A person's circadian activity cycle would most likely drift out of phase with the activity of other people if the person . a. spends a period of time in the wilderness, away from clocks b. habitually eats a big meal just before bedtime c. spends a period of time in seclusion, away from sunlight d. lives near the equator, where the seasons do not vary ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Setting and Resetting the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 28. A "zeitgeber" is a(n) . a. biological clock b. animal that does not have a biological clock c. environmental cue that resets a biological clock d. body activity that is controlled by a biological clock ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Setting and Resetting the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

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TOPICS:

8.1 Rhythms of Waking and Sleeping

29. What is the principal zeitgeber for land animals? a. light b. the tides c. temperature d. barometric pressure ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Setting and Resetting the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 30. When traveling across time zones, how does the direction of travel affect one’s adjustment to the new time zone? a. Travel to the east is easier. b. Travel to the west is easier. c. The direction of travel makes no difference. d. The effect varies greatly from person to person.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Setting and Resetting the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 31. Which of the following would most likely help someone adjust to jet lag? a. taking a nap during the day b. taking melatonin when you need to wake up c. keeping the room light when you need to stay awake d. darkening the room when you need to stay awake ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Setting and Resetting the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 32. A disruption of circadian rhythms due to crossing time zones is known as a. circashift b. phaselag c. jetlag d. zeitgeber ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Setting and Resetting the Biological Clock

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LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 33. Research on circadian rhythms has shown that one of the best ways to increase the alertness and efficiency of workers on night shifts is to . a. expose them to bright lights while they work b. keep the environmental temperature constant from night to day c. have them eat a big meal before going to sleep d. allow them to catnap ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Setting and Resetting the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 34. When studying disruptions to the biological clock in animals, what did Curt Richter find? a. Blinding animals strongly disrupted their clock. b. Rendering animals deaf strongly disrupted their clock. c. Long periods of forced activity strongly disrupted the clock. d. The biological clock is insensitive to most forms of interference.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 35. What happens after damage to the suprachiasmatic nucleus itself? a. Light no longer resets the biological clock, but the animal continues generating a 24-hour rhythm. b. Animals' activity patterns become less consistent and no longer respond to light and dark cycles. c. Animals lose their biological rhythms of temperature, but keep other circadian rhythms. d. Animals begin to maintain a constant level of activity throughout the 24-hour day.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 36. The suprachiasmatic nucleus is found in the a. substantia nigra b. caudate nucleus c. thalamus d. hypothalamus ANSWER: d

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DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 37. After damage to the suprachiasmatic nucleus, the body . a. cannot generate biological rhythms b. still has rhythms in synchrony with environmental patterns of light and dark c. still has rhythms, but they are less consistent d. still has rhythms, but they can only be reset by artificial light ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 38. If suprachiasmatic nucleus neurons are disconnected from the rest of the brain, they . a. no longer produce any activity b. continue to produce activity that follows a circadian rhythm c. produce a 20-hour rhythm d. produce spontaneous bursts of activity, but on no rhythmic pattern ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 39. What is the role of the suprachiasmatic nucleus in circadian rhythms? a. Its neurons generate a 24-hour rhythm by themselves. b. Its neurons can reset the biological clock, but they do not generate it. c. It relays visual information to the biological clock. d. It relays information from the biological clock to areas that control temperature and activity.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 40. The SCN produces circadian rhythms by altering a. blood pressure b. production of proteins c. action potential velocity d. axon myelination

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ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 41. Researchers have demonstrated that the expression of the SCN genes can be changed through . a. exposure of the eyes to light b. barometric pressure c. the diet d. morning exercise ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 42. After isolating a neuron from the rest of the brain, you find that it has a moderately stable circadian rhythm. The most likely home of this neuron is in the . a. optic nerve b. MPOA c. SCN d. pineal gland ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 43. The SCN is located just above the . a. optic chiasm b. thalamus c. hypothalamus d. visual cortex ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 44. A small branch of the optic nerve, known as the a. opticthalamic b. retinohypothalamic

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path extends directly from the retina to the SCN.

c. opticretinal d. retinothalamic ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 45. The circadian rhythm is reset by input from special ganglion cells in the retina. These ganglion cells are unusual in that they . a. receive input from only cones, not rods b. are located only in a doughnut-shaped band surrounding the fovea c. respond directly to light, but respond very slowly d. become active only at night or in very dim light ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 46. The input from the eyes to the suprachiasmatic nucleus, responsible for shifting the phase of the circadian rhythm, originates from . a. cones only b. ganglion cells that are not connected to any cones or rods c. cones and rods equally d. rods only ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 47. The proteins PER and TIM, originally discovered in insect but now found in mammals also, influence circadian rhythms by . a. building up during the day and declining during sleep b. being transformed into melatonin c. stimulating and inhibiting (respectively) the release of acetylcholine in the cerebral cortex d. providing negative feedback from the muscles to the neurons that innervate them ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping

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48. The PER and TIM proteins accumulate during the day until they cause sleepiness. What prevents them from continuing to accumulate at night? a. Metabolic rates increase at night, so proteins are digested faster than they can be synthesized. b. The high levels of melatonin present at night react with the proteins to disable them. c. The proteins are unstable at the lower body temperatures that are typical at night. d. When the proteins reach a high level, they turn off the genes that produce them.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 49. When do the secretions of melatonin begin? a. just before a person awakens b. when body temperature is at its lowest c. when body temperature is at its highest d. a couple of hours before a person naturally falls asleep ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 50. The pineal gland releases the hormone, which influences both circadian and circannual rhythms. a. androgen b. melanopsin c. melatonin d. estrogen ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.1 Rhythms of Waking and Sleeping 51. Someone in a(n) state alternates between periods of sleep and moderate arousal, although even during the more aroused state, the person shows no awareness of surroundings and no purposeful behavior. a. unconscious b. minimally conscious c. coma d. vegetative ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Sleep and Other Interruptions of Consciousness LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

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TOPICS:

8.2 Stages of Sleep and Brain Mechanisms

52. A polysomnograph displays . a. action potentials of individual neurons b. a combination of EEG and eye-movement records c. the rate of glucose uptake in active regions of the brain d. the electrical resistance of the scalp ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Stages of Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 53. An electroencephalograph displays . a. action potentials of individual neurons b. a net average of all the neurons' potentials c. the rate of glucose uptake in active regions of the brain d. the electrical resistance of the scalp ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Stages of Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 54. Alpha waves are characteristic of what type of activity? a. NREM sleep b. nightmares c. relaxed wakefulness d. periods of great excitement ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Stages of Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 55. What do the EEG waves look like when brain activity is "desynchronized"? a. long, slow waves of large amplitude b. short, rapid waves of large amplitude c. regular alternation between waves of large amplitude and waves of small amplitude d. irregular waves with low amplitude ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Stages of Sleep

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LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 56. Sleep spindles and K-complexes are most characteristic of which sleep stage? a. stage 1 b. stage 2 c. stage 3 d. stage 4 ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Stages of Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 57. Slow-wave sleep is comprised of . a. alpha wave sleep b. stages 1 and 2 c. stages 3 and 4 d. REM sleep ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Stages of Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 58. With each succeeding stage of sleep (from 1 to 4), . a. breathing and heart rates increase b. brain activity increases c. slow, large-amplitude waves increase in number d. brain waves become smaller ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: The Stages of Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 59. EEG waves are larger when brain activity decreases because a. the EEG measures muscle tension, which also decreases b. neurons are becoming more synchronized c. neurons are becoming more desynchronized d. blood flow is increasing ANSWER: b DIFFICULTY: Bloom’s: Analyze

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REFERENCES: The Stages of Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 60. What is paradoxical about paradoxical sleep? a. It serves restorative functions, and yet the body has no apparent need for it. b. it is light sleep in some ways and deep sleep in other ways c. It depends on serotonin for its onset and acetylcholine for its offset. d. It is associated with dreaming although brain activity is low.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Paradoxical or REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 61. During REM sleep, the EEG shows . a. regular, high-voltage slow waves b. irregular, high-voltage slow waves c. regular, low-voltage slow waves d. irregular, low-voltage fast waves ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Paradoxical or REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 62. REM sleep is characterized by which of the following? a. tension and activity of the postural muscles b. low and steady heart and breathing rates c. a high level of brain activity d. a highly synchronized EEG pattern ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Paradoxical or REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 63. Sometimes people find themselves unable to move their postural muscles immediately after awakening Why? a. Blood pressure is too low. b. The motor nerves are inactive until body temperature reaches its normal level. c. An increase in light striking the eyes reflexively inhibits the motor neurons. d. Part of the brain is still asleep.

ANSWER: d

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DIFFICULTY: Bloom’s: Understand REFERENCES: Paradoxical or REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 64. After entering stage 4 for the first time each evening, the sleeper typically . a. returns immediately to stage 1 b. enters REM c. cycles back through stages 3 and 2 d. wakes up ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Paradoxical or REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 65. For a normal person, about how long does a cycle of sleep (from stage 1 to stage 4 and back again) last? a. 10 minutes b. 90 minutes c. 4 hours d. 7 hours ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Paradoxical or REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 66. Compared to the earlier part, the later part of a night's sleep . a. includes a larger percentage of REM sleep b. includes a lower percentage of REM sleep c. is characterized by declining body temperature d. has more slow wave sleep ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Paradoxical or REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 67. The relationship between sleep stage and dreaming is that dreams a. occur only in REM sleep b. occur only in NREM sleep c. are more frequent and more vivid in REM sleep d. are more frequent and more vivid in NREM sleep

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.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Paradoxical or REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 68. What is the best way to determine if an individual who claims to never dream does, in fact, have dreams? a. Ask them about their dreams immediately after they wake up in the morning. b. Wake them up during REM sleep and ask them if they have been dreaming. c. Wake them up during NREM sleep and ask them if they have been dreaming. d. Ask them under hypnosis if they have had any dreams recently.

ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Paradoxical or REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 69. Typically, a person who falls asleep enters . a. stage 4 and slowly progresses through the stages 3, 2, 1 and then REM b. REM and then slowly progresses from stage 4, to 3, then 2, and lastly 1 c. stage 1 and slowly progresses through stages 2, 3 and 4, but not necessarily in order d. stage 1 and slowly progresses through stages 2, 3 and 4 in order ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Paradoxical or REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 70. In comparison to NREM dreams, REM dreams . a. are less likely to include striking visual imagery b. are more likely to include complicated plots c. do not contain violence d. are almost always less than five minutes ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Paradoxical or REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.03 - List and characterize the stages of sleep.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 71. After a cut through the midbrain separates the forebrain and part of the midbrain from all the lower structures, an animal . a. stops sleeping b. sleeps a normal amount per day, but lacks REM sleep

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c. enters a prolonged state of sleep d. alternates rapidly between sleep and wakefulness ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms of Wakefulness, Arousal, and Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.05 - Discuss several consequences of thinking of sleep as a localized phenomenon.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 72. The is a structure that extends from the medulla into the forebrain. a. reticular formation b. tectum c. tegmentum d. thalamus ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms of Wakefulness, Arousal, and Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 73. The role of the reticular formation in arousal is that it is . a. the single, critical system in arousing the cortex b. only one of several systems involved in arousal c. activated only by external stimuli d. activated only by internal stimuli ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms of Wakefulness, Arousal, and Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.05 - Discuss several consequences of thinking of sleep as a localized phenomenon.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 74. Stimulation of the pontomesencephalon . a. awakens a sleeping individual b. decreases alertness in someone already awake c. shifts the EEG from short waves to long, slow waves d. delays the onset of the next REM period ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms of Wakefulness, Arousal, and Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 75. One part of the reticular formation that contributes to cortical arousal is known as the

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.

a. tectomesencephalon b. pontomesencephalon c. corticomesencephalon d. rubromesencephalon ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms of Wakefulness, Arousal, and Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 76. With regard to sleep and arousal, the locus coeruleus is . a. very active during sleep b. active when the pontomesencephalon is not c. almost completely inactive during sleep d. instrumental in waking us up ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms of Wakefulness, Arousal, and Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.05 - Discuss several consequences of thinking of sleep as a localized phenomenon.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 77. In response to emotionally arousing events, the locus coeruleus releases . a. norepinephrine b. acetylcholine c. dopamine d. serotonin ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms of Wakefulness, Arousal, and Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 78. Orexin, produced by neurons in the hypothalamus, appears to be necessary for . a. getting to sleep b. waking up c. raising body temperature d. staying awake ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms of Wakefulness, Arousal, and Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms

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79. Cells in the basal forebrain increase arousal and wakefulness by releasing . a. norepinephrine b. acetylcholine c. dopamine d. serotonin ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms of Wakefulness, Arousal, and Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.05 - Discuss several consequences of thinking of sleep as a localized phenomenon.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 80. Some drugs used to treat allergies may produce drowsiness if they . a. block histamine b. stimulate acetylcholine c. decrease adenosine d. block GABA ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Brain Mechanisms of Wakefulness, Arousal, and Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 81. During sleep, what happens in the brain? a. cessation of spontaneous activity in neurons b. increased firing by dopamine neurons c. decreased firing by dopamine neurons d. increased firing by GABA neurons ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms of Wakefulness, Arousal, and Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.05 - Discuss several consequences of thinking of sleep as a localized phenomenon.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 82. During , cells in the pons send messages that inhibit the motor neurons that control the body’s large muscles. a. wakefulness b. REM sleep c. NREM sleep d. transitions from wakefulness to sleep or sleep to wakefulness ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms of Wakefulness, Arousal, and Sleep

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LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 83. Research found that during REM sleep, activity . a. decreased in the pons, while it increased in the limbic system b. increased in the pons, while it decreased in the limbic system c. decreased in both the pons and the limbic system d. increased in both the pons and the limbic system ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Function in REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 84. PGO waves are associated with . a. NREM sleep b. REM sleep c. relaxation during wakefulness d. being awakened from REM sleep ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Function in REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 85. REM sleep is associated with . a. tension and activity of the postural muscles b. PGO waves in the brain c. a highly synchronized EEG pattern d. decreased heart rate ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Function in REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 86. The sequence of the bursts of neural activity during REM sleep is a. lateral geniculate nucleus, pons, and occipital cortex b. occipital cortex, pons, and lateral geniculate nucleus c. pons, lateral geniculate nucleus, and occipital cortex d. pons, occipital lobe, and lateral geniculate nucleus ANSWER: c DIFFICULTY: Bloom’s: Understand

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REFERENCES: Brain Function in REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 87. It appears from research with cats that one function of the messages from the pons to the spinal cord is to prevent us from . a. dreaming b. sleeping too soundly c. acting out our dreams d. having difficulty falling asleep ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Brain Mechanisms of Wakefulness, Arousal, and Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 88. A person who is taking an antidepressant that increases serotonin or norepinephrine levels in the brain is most likely to have . a. interrupted or shortened REM sleep b. prolonged wakefulness c. prolonged NREM sleep d. enhanced dreaming ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Function in REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 89. What is a typical characteristic of insomnia? a. consistently feeling sleepy during the day b. consistently getting less than 6 hours of sleep per night c. spending at least 50% less REM sleep than normal d. spending more time in NREM sleep than in REM sleep ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Sleep Disorders LEARNING OBJECTIVES: KALA.BIOP.16.08.06 - List several sleep disorders with their causes.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 90. What is a likely consequence if someone's temperature rhythm is phase-delayed? a. waking up frequently during the night b. having problems going to sleep after losing your job c. difficulty falling asleep d. not breathing during the night

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ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sleep Disorders LEARNING OBJECTIVES: KALA.BIOP.16.08.06 - List several sleep disorders with their causes.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 91. Which of these is characteristic of sleep apnea? a. involuntary movements of the arms and legs during sleep b. periods without breathing during sleeping c. tendency to fall asleep suddenly during the day d. sleep walking and sleep terrors ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Sleep Disorders LEARNING OBJECTIVES: KALA.BIOP.16.08.06 - List several sleep disorders with their causes.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 92. Which of the following increases risk of sleep apnea? a. puberty b. being female c. being obese d. vigorous exercise ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sleep Disorders LEARNING OBJECTIVES: KALA.BIOP.16.08.06 - List several sleep disorders with their causes.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 93. The risk of sleep apnea is increased among which group of people? a. college students who are in finals week b. those who are addicted to tranquilizers c. men who are overweight d. people who work on swing shifts ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sleep Disorders LEARNING OBJECTIVES: KALA.BIOP.16.08.06 - List several sleep disorders with their causes.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 94. Which condition has often been interpreted as an intrusion of REM sleep into wakefulness? a. narcolepsy b. sleep apnea c. REM behavior disorder

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d. omnambulism ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Sleep Disorders LEARNING OBJECTIVES: KALA.BIOP.16.08.06 - List several sleep disorders with their causes.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 95. What is narcolepsy? a. sleepwalking b. the inability to breathe while sleeping c. involuntary movements of the limbs while sleeping d. sudden periods of sleepiness during the day ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Sleep Disorders LEARNING OBJECTIVES: KALA.BIOP.16.08.06 - List several sleep disorders with their causes.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 96. What does cataplexy involve? a. dreamlike experiences that the person has trouble distinguishing from reality b. an attack of muscle weakness while awake c. a lack of inhibition of movement during REM sleep d. repeated involuntary movement of the legs or arms during sleep ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Sleep Disorders LEARNING OBJECTIVES: KALA.BIOP.16.08.06 - List several sleep disorders with their causes.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 97. What are the dreamlike experiences at the onset of sleep that are difficult to distinguish from reality? a. hypnagogic hallucinations b. idiopathic hallucinations c. occipital illusions d. pseudo-psychedelic visions ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Sleep Disorders LEARNING OBJECTIVES: KALA.BIOP.16.08.06 - List several sleep disorders with their causes.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 98. Loss of orexin-containing neurons in the hypothalamus may contribute to a. sleep apnea b. narcolepsy

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c. insomnia d. periodic limb movement disorder ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Sleep Disorders LEARNING OBJECTIVES: KALA.BIOP.16.08.06 - List several sleep disorders with their causes.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 99. Repeated involuntary movements of the arms and legs that may prevent a person from falling asleep are known as . a. REM behavior disorder b. night terrors c. periodic limb movement disorder d. restless legs syndrome ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sleep Disorders LEARNING OBJECTIVES: KALA.BIOP.16.08.06 - List several sleep disorders with their causes.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 100. People with REM behavior disorder . a. show intrusions of REM sleep into wakefulness b. show bizarre behaviors while awake due to REM deprivation at night c. enter REM sleep at unusual and unpredictable times d. move vigorously during REM, apparently acting out their dreams ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Sleep Disorders LEARNING OBJECTIVES: KALA.BIOP.16.08.06 - List several sleep disorders with their causes.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 101. Night terrors can be distinguished from nightmares in that night terrors . a. occur during REM sleep b. occur during NREM sleep c. are far more common in adults than children d. usually involve sleep talking ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Sleep Disorders LEARNING OBJECTIVES: KALA.BIOP.16.08.06 - List several sleep disorders with their causes.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 102. When does sleep walking occur?

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a. only during REM sleep b. only during NREM sleep c. during both stage 3 and 4 sleep d. during the brief transition period between REM sleep and non-REM sleep ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sleep Disorders LEARNING OBJECTIVES: KALA.BIOP.16.08.06 - List several sleep disorders with their causes.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 103. Which claim is most consistent with the evolutionary perspective of sleep? a. The function of sleep is similar to that of hibernation. b. More highly evolved species, such as humans, need more sleep than other species. c. During sleep, we relive the experiences of past generations. d. Sleep enables the body to repair and restore itself to promote survival.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Functions of Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.07 - Evaluate possible explanations of the functions of sleep.

TOPICS: 8.3 Why Sleep? Why REM? Why Dreams?

104. A decrease in the amount of sleep most likely to affect the performance of migratory bird during . a. migration season b. NREM sleep. c. the daytime d. seasons other than migration ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Functions of Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.07 - Evaluate possible explanations of the functions of sleep.

TOPICS: 8.3 Why Sleep? Why REM? Why Dreams?

105. Young adults deprived of a night’s sleep show deficits on tasks. a. verbal b. sensory c. memory d. motor ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Functions of Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.07 - Evaluate possible explanations of the functions of sleep.

TOPICS: 8.3 Why Sleep? Why REM? Why Dreams?

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106. Another aspect of sleep’s contribution to memory relates to: a. delta waves b. sleep spindles c. alpha waves d. PKO spikes ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Functions of Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.07 - Evaluate possible explanations of the functions of sleep.

TOPICS: 8.3 Why Sleep? Why REM? Why Dreams?

107. Research suggests that REM is . a. important for all types of memory b. most important for strengthening memories of motor skills c. most important for strengthening memories of lists of words d. not important for strengthening memories of any kind ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Functions of REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.07 - Evaluate possible explanations of the functions of sleep.

TOPICS: 8.3 Why Sleep? Why REM? Why Dreams?

108. If we compare either different species or different ages, what trend emerges? a. The less total sleep, the higher the percentage of REM sleep b. The more total sleep, the higher the percentage of REM sleep c. The more activity during wakefulness, the higher the percentage of REM sleep d. The more activity during wakefulness, the lower the percentage of REM sleep ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Functions of REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.07 - Evaluate possible explanations of the functions of sleep.

TOPICS: 8.3 Why Sleep? Why REM? Why Dreams?

109. Among adult humans, those who sleep or more hours per night have the highest percentage of REM sleep. a. 9 b. 5 c. 8 d. 10 ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Functions of REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.07 - Evaluate possible explanations of the functions of sleep.

TOPICS: 8.3 Why Sleep? Why REM? Why Dreams?

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110. Compared to REM, research suggests that NREM is . a. important for all types of memory b. important for strengthening memories of motor skills c. important for strengthening memories of lists of words d. not important for strengthening memories of any kind ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Functions of Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.07 - Evaluate possible explanations of the functions of sleep.

TOPICS: 8.3 Why Sleep? Why REM? Why Dreams?

111. REM sleep has been shown to . a. inhibit sexual arousal b. interfere with new learning c. strengthen the formation of new motor skills d. strengthen memories for new facts ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Functions of Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.07 - Evaluate possible explanations of the functions of sleep.

TOPICS: 8.3 Why Sleep? Why REM? Why Dreams?

112. A recent hypothesis proposed that the role of REM is . a. to shake the eyeballs back and forth in order to get sufficient oxygen to the corneas of the eyes b. to shake the eyeballs back and forth so the individual moves from REM to NREM c. no different than the role of NREM d. to bring to the surface the individual's unconscious wishes ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Functions of REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.07 - Evaluate possible explanations of the functions of sleep.

TOPICS: 8.3 Why Sleep? Why REM? Why Dreams?

113. According to the activation-synthesis hypothesis, what do dreams reflect? a. the brain's attempt to make sense of spontaneous neural activity b. unconscious motivations and emotions c. experiences that have been part of the species' evolutionary history d. an imbalance among hormone levels ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Functions of REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.07 - Evaluate possible explanations of the functions of sleep.

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TOPICS:

8.3 Why Sleep? Why REM? Why Dreams?

114. According to the activation-synthesis hypothesis, it should be possible to predict (with better than chance accuracy) the content of a person's dreams if we know what information about the person? a. concentration of serotonin and acetylcholine in the cerebral cortex b. number and type of emotional experiences during the day c. stimuli currently acting on the body and areas of spontaneous brain activity d. time the person went to sleep and the current time ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Biological Perspectives on Dreaming LEARNING OBJECTIVES: KALA.BIOP.16.08.08 - Describe possible explanations of dreaming.

TOPICS: 8.3 Why Sleep? Why REM? Why Dreams?

115. Which hypothesis/theory suggests that the primary motor cortex is suppressed so arousal during sleep cannot lead to action? a. Freud's theory of dreams b. the repair and restoration theory c. a clinico-anatomical hypothesis d. the evolutionary hypothesis ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Biological Perspectives on Dreaming LEARNING OBJECTIVES: KALA.BIOP.16.08.08 - Describe possible explanations of dreaming.

TOPICS: 8.3 Why Sleep? Why REM? Why Dreams?

Essay 116. Briefly describe the role of the locus coeruleus in arousal and attention.

ANSWER: The locus coeruleus is a small structure in the pons which is inactive at most times but emits bursts of impulses in response to meaningful events. Axons from the locus coeruleus release norepinephrine widely throughout the cortex, so this area has a huge influence. Anything that stimulates the locus coeruleus strengthens the storage of recent memories and increases wakefulness. The locus coeruleus is silent during sleep.

DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms of Wakefulness, Arousal, and Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 117. Describe how light resets the SCN. ANSWER: Although cells throughout the body generate circadian rhythms, the main driver of rhythms for sleep and body temperature is the suprachiasmatic nucleus, or SCN, a part of the hypothalamus. After damage to the SCN, the body’s rhythms become erratic.

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A small branch of the optic nerve, known as the retinohypothalamic path, from the retina to the SCN, alters the SCN’s settings. Most of the input to that path, however, does not come from normal retinal receptors. Mice with genetic defects that destroy nearly all their rods and cones nevertheless reset their biological clocks in synchrony with the light. Also, consider blind mole rats, whose eyes are covered with folds of skin and fur. They are evolutionarily adapted to spend most of their lives underground. They have fewer than 900 optic nerve axons compared with 100,000 in hamsters. Even a bright flash of light evokes no startle response and no measurable change in brain activity. Nevertheless, light resets their circadian rhythms, enabling them to be awake only at night.

The surprising explanation is that the retinohypothalamic path to the SCN comes from a special population of retinal ganglion cells that have their own photopigment, called melanopsin, unlike the ones found in rods and cones. These special ganglion cells receive some input from rods and cones, but even if they do not receive that input, they respond directly to light. These special ganglion cells are located mainly near the nose, from which they see toward the periphery. They respond to light slowly and turn off slowly when the light ceases. Therefore, they respond to the overall average amount of light, not to instantaneous changes in light. The average intensity over a period of time is, of course, exactly the information the SCN needs to gauge the time of day. These ganglion cells respond mainly to short-wavelength (blue) light.

Note several consequences: First, some people who are blind because of damage to the rods and cones, or by damage to the visual cortex, nevertheless have enough input to the melanopsin-containing ganglion cells to entrain their waking and sleeping cycle to the local pattern of sunlight. Second, it was formerly puzzling that bright light aggravates migraine headaches for many blind people. The explanation is that the melanopsin-containing ganglion cells send input to the posterior thalamus, which is part of the pathway producing pain in migraines. Someone with no input to the visual cortex, and therefore no conscious vision, can nevertheless have light-sensitive excitation in the thalamus. A third consequence: Because these ganglion cells respond strongly to short-wavelength light, exposure to such light late in the day tends to reset the circadian rhythm, phase-delaying it. Computers, cell phones, and televisions emit a high percentage of short-wavelength light. Therefore, people who use those media in the evenings are likely to have trouble falling asleep, and further trouble awakening at the intended time the next morning.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Mechanisms of the Biological Clock LEARNING OBJECTIVES: KALA.BIOP.16.08.02 - Explain the mechanisms that set and reset the biological clock.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 118. Describe brain function during REM sleep.

ANSWER: During REM sleep, activity increased in the pons (which triggers the onset of REM sleep) and the limbic system (which is important for emotional responses). Activity decreased in the primary visual cortex, the motor cortex, and the dorsolateral prefrontal cortex but increased in parts of the parietal and temporal cortex. REM sleep is associated with a distinctive pattern of high-amplitude electrical potentials known as PGO waves, for pons-geniculate-occipital.

Waves of neural activity are detected first in the pons, shortly afterward in the lateral geniculate nucleus of the thalamus, and then in the occipital cortex.

REM sleep apparently depends on a relationship between the neurotransmitters serotonin and acetylcholine. Injections of the drug carbachol, which stimulates acetylcholine synapses, quickly move a sleeper into REM sleep. Note that acetylcholine is important for both

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wakefulness and REM sleep, states of brain arousal. Serotonin and norepinephrine interrupt REM sleep.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Brain Function in REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.04 - Describe the brain mechanisms of waking and sleeping.

TOPICS: 8.2 Stages of Sleep and Brain Mechanisms 119. Discuss the relationship between sleep and memory.

ANSWER: Young adults deprived of a night’s sleep show deficits on memory tasks. In contrast, if people learn something and then go to sleep, or even take a nap, their memory often becomes better than it was before the sleep. That is, we see not just an absence of forgetting but also a gain of memory. The amount of improvement varies from one study to another and from one type of learning task to another. Still, reviewing something right before you go to sleep is a helpful strategy. In one study, people viewed 50 objects making a sound (such as a cat meowing) in various locations on a computer screen. Then they took a nap, during which they heard some of those sounds again. After the nap, they were tested on their memory for the location of each object on the screen. They showed enhanced memory for the objects whose sounds they heard during the nap. Evidently the sounds reminded them of the information, and the brain then processed that information again.

Sleep also helps people reanalyze their memories: In one study, people who had just practiced a complex task were more likely to perceive a hidden rule (an “aha” experience) after a period of sleep than after a similar period of wakefulness. Another study found that a nap that included REM sleep enhanced performance on certain kinds of creative problem solving. However, an afternoon nap also leaves someone less alert than usual for the next half hour.

How does sleep enhance memory? Researchers recorded activity in the hippocampus during learning, and then recorded from the same locations during sleep, using microelectrodes within cells for laboratory animals and electrodes on the scalp for humans. The results: Patterns that occurred during sleep resembled those that occurred during learning, except that they were more rapid during sleep. Furthermore, the amount of hippocampal activity during sleep correlated highly with the subsequent improvement in performance. These results suggest that the brain replays its daily experiences during sleep. However, further research found that the sleeping brain replays its experience backward as often as forward, and that it sometimes replays less common experiences more often than more common ones. Also, the hippocampus replays recently learned patterns during quiet waking periods, not just during sleep. So the role of hippocampal replay during sleep is less clear than it once appeared to be.

One way for sleep to strengthen memory is by weeding out the less successful connections.

Suppose that every time you learn something, your brain strengthened certain synapses without making adjustments elsewhere. As you learned more and more, you would have more and more brain activity. By middle age, your brain might be burning with constant activity. To prevent runaway overactivity, your brain compensates for strengthening some synapses by weakening or removing others, mostly during sleep. Weakening less appropriate synapses emphasizes the ones that were strengthened during wakefulness.

Another aspect of sleep’s contribution to memory relates to sleep spindles. Recall that sleep spindles are waves of activity, about 12 to 14 Hz, that are particularly common during stage 2 sleep. They indicate an exchange of information between the thalamus and cerebral cortex.

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Sleep spindles increase in number after new learning, and the number of sleep spindles correlates positively with improvements in certain types of memory.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Functions of Sleep and Functions of REM Sleep LEARNING OBJECTIVES: KALA.BIOP.16.08.07 - Evaluate possible explanations of the functions of sleep.

TOPICS: 8.3 Why Sleep? Why REM? Why Dreams?

120. Discuss the leading theories on the biological perspectives on dreaming.

ANSWER: According to the activation-synthesis hypothesis, a dream represents the brain’s effort to make sense of sparse and distorted information. Dreams begin with periodic bursts of spontaneous activity in the pons—the PGO waves—that activate some parts of the cortex but not others. The cortex combines this haphazard input with whatever other activity was already occurring and does its best to synthesize a story that makes sense of the information.

An alternative view of dreams has been labeled the clinico-anatomical hypothesis because it was derived from clinical studies of patients with various kinds of brain damage. Like the activation-synthesis theory, this theory emphasizes that dreams begin with arousing stimuli that are generated within the brain combined with recent memories and any information the brain is receiving from the senses. However, the clinico-anatomical hypothesis puts less emphasis on the pons, PGO waves, or REM sleep. It regards dreams as thinking that takes place under unusual conditions.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Biological Perspectives on Dreaming LEARNING OBJECTIVES: KALA.BIOP.16.08.08 - Describe possible explanations of dreaming.

TOPICS: 8.3 Why Sleep? Why REM? Why Dreams?

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Chapter 9 Internal Regulation-Biological Psychology, 12e Kalat TB True / False 1. Homeostasis refers to temperature regulation and other biological processes that keep body variables within a fixed range. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Homeostasis and Allostasis LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation 2. Set points can change over time. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Homeostasis and Allostasis LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation 3. The physiological changes that defend body temperature depend on areas in and near the hypothalamus.

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a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation 4. Vasopressin increases blood pressure by constricting the blood vessels. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of Water Regulation LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 5. Drinking pure water is the best way to reduce osmotic thirst. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Analyze REFERENCES: Osmotic Thirst LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 6. Angiotensin II acts on the kidney to retain more sodium. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Hypovolemic Thirst and Sodium-Specific Hunger LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 7. The large intestine absorbs water and minerals. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand

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REFERENCES: Digestion and Food Selection LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 8. Most mammals at about the age of weaning lose the intestinal enzyme lactase. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Digestion and Food Selection LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 9. Stomach distension is necessary to produce satiety. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Short and Long Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 10. CCK limits meal size. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Short and Long Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 11. Obese people tend to produce more insulin than people of normal weight. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Short and Long Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 12. The paraventricular nucleus normally inhibits meal size. a. True b. False

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ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 13. Orexin inhibits appetite. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 14. The most simple and effective way to lose weight is to exercise more and eat less. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Eating Disorders LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 15. Anorexia is a problem stemming from a lack of appetite. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Eating Disorders LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger Multiple Choice 16. What defines a homeostatic process? a. the regulation of blood flow b. any process governed by hormones c. the maintenance of certain body variables within a fixed range d. reproduction involving distinct male and female genders in a species ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Homeostasis and Allostasis

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LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation 17. Processes that reduce any discrepancies from the set point are known as . a. negative feedback b. positive feedback c. homeothermic d. thermostasis ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Homeostasis and Allostasis LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation 18. The term refers to temperature regulation and other biological processes that keep body variables within a fixed range. a. negative feedback b. positive feedback c. homeothermic d. thermostasis ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation 19. A set point refers to . a. a very narrow range that the body works to maintain at a stable level b. the regulation of blood flow c. the release of hormones at a set point in time d. initiating a change in body temperature at a set point in time ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Homeostasis and Allostasis LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation 20. Homeostasis is to a. constant; variable b. variable; constant

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as allostasis is to

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c. constant; decreasing d. variable; increasing ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Homeostasis and Allostasis LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation 21. Humans expend most of their energy on which activity? a. walking, running, and other forms of locomotion b. in the beating of their hearts and blood circulation c. propagating action potentials in the billions of neurons in the nervous system d. maintaining basal metabolism ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation 22. Poikilothermic organisms have body temperatures that . a. remain relatively constant no matter the change in the external environment b. are the same as the temperatures of their environments c. are nearly constant, although the brain temperature varies d. allow them to survive in very warm climates only ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation 23. How do amphibians and reptiles control their body temperature? a. by evolving their gene pool b. by shivering and sweating c. by changing the reflectivity of their skin d. by choosing an appropriate area of the environment ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation

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24. Homeothermic organisms include . a. amphibians and reptiles b. reptiles and fish c. amphibians and fish d. mammals and birds ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation 25. One advantage of being homeothermic is that it . a. reduces the fuel requirements of the body b. prevents excessive reliance on a single sensory system c. enables the individual to stay active when the environment is cool d. decreases the need for shivering and sweating ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.02 - Explain why a constant high body temperature is worth all the energy it costs.

TOPICS: 9.1 Temperature Regulation 26. An advantage of maintaining a constant body temperature is that it . a. enables an animal to stay equally active at all environmental temperatures b. enables an animal to survive on a wider variety of diets c. minimizes the energy that must be expended on basal metabolism d. enables an animal to detect changes in the temperature of the environment ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.02 - Explain why a constant high body temperature is worth all the energy it costs.

TOPICS: 9.1 Temperature Regulation 27. Why did mammals evolve a body temperature of 37 degrees Celsius? a. They benefit from being as warm as possible and as fast as possible. b. Their protein bonds begin to break at this temperature. c. Their body proteins are stable only at 37 degrees Celsius or above. d. They can only detect changes in the environment at this environment.

ANSWER: a DIFFICULTY: Bloom’s: Understand

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REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.02 - Explain why a constant high body temperature is worth all the energy it costs.

TOPICS: 9.1 Temperature Regulation 28. The temperature required by reproductive cells of birds and most mammals is . a. higher than the rest of the body b. lower than the rest of the body c. the same as the internal organs of the body d. fluctuating in direct opposition to changes in body temperature ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.02 - Explain why a constant high body temperature is worth all the energy it costs.

TOPICS: 9.1 Temperature Regulation 29. Beyond about 40° or 41°C, begin to break their bonds and lose their useful properties. a. RNA b. DNA c. cells d. proteins ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.02 - Explain why a constant high body temperature is worth all the energy it costs.

TOPICS: 9.1 Temperature Regulation 30. The POA/AH monitors body temperature partly by monitoring . a. its own temperature b. brain temperature c. heart temperature d. the temperature of the thalamus ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation 31. What evidence do we have that the preoptic area controls body temperature? a. After damage to the preoptic area, an animal will simultaneously sweat and shiver. b. Each cell in the preoptic area has a temperature at which it is most active.

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c. Removed cells maintain a constant temperature even in a cell culture. d. Heating or cooling the preoptic area leads to sweating or shivering.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation 32. Cells in the preoptic area of the hypothalamus monitor which temperatures? a. internal organs b. their own and the skin c. differences between the arteries and veins d. differences between internal organs and the skin ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation 33. After damage to the preoptic area, an animal . a. eats a great deal and gains weight b. stops eating c. fails to sweat when overheating, but still shivers when cold d. fails to shiver and sweat sufficiently ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation 34. How do adult mammals with damage to the preoptic area regulate their body temperature? a. physiologically b. pharmacologically c. behaviorally d. not at all ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation

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35. When bacteria, viruses, fungi, or other intruders invade the body, it mobilizes to attack them. a. leptin b. cholecystokinin c. cytokines d. leukocytes ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.03 - Describe why a moderate fever is advantageous in fighting an infection.

TOPICS: 9.1 Temperature Regulation 36. In response to infection, leukocytes release proteins called . a. leptin b. cholecystokinin c. cytokines d. insulin ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.03 - Describe why a moderate fever is advantageous in fighting an infection.

TOPICS: 9.1 Temperature Regulation 37. A fever . a. develops independently of the preoptic area b. is part of the body's defense against an illness c. is an indication that the body is not yet fighting the infection d. serves to keep an animal warm during periods of reduced activity ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.03 - Describe why a moderate fever is advantageous in fighting an infection.

TOPICS: 9.1 Temperature Regulation 38. Approximately what percent of the mammalian body is composed of water? a. 10% b. 20% c. 50% d. 70% ANSWER: d DIFFICULTY: Bloom’s: Understand

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REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 39. Your posterior pituitary is most likely to release antidiuretic hormone (ADH) . a. if you are very thirsty b. shortly after drinking a large glass of water c. if you are very hungry d. shortly after eating a large meal ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of Water Regulation LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 40. Vasopressin raises blood pressure by . a. causing the blood vessels to dilate b. constricting the blood vessels c. increasing the blood's salt concentration d. decreasing the blood's salt concentration ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of Water Regulation LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 41. Diabetes insipidus literally means "passing without taste" because the urine is produced in such large quantities that it is tasteless. This disease is most likely caused by a problem with the production or release of . a. renin b. vasopressin c. angiotensinogen d. prostaglandins ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Mechanisms of Water Regulation LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 42. Which hormone, released by the posterior pituitary, both raises blood pressure and enables the kidneys to reabsorb water?

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a. vasopressin b. prolactin c. thymosin d. ACTH ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Mechanisms of Water Regulation LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 43. Eating salty potato chips increases the concentration of sodium in the . a. extracellular fluid b. intracellular fluid c. nuclear fluid d. osmotic fluid ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Osmotic Thirst LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 44. The tendency of water to flow across a semipermeable membrane from the area of low solute concentration to the area of higher concentration is termed . a. hypovolemic pressure b. hypovolemic thirst c. osmotic pressure d. OVLT ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Osmotic Thirst LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 45. What kind of thirst is produced by an increased concentration of solutes in the blood? a. postprandial b. hypovolemic c. non-homeostatic d. osmotic ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Osmotic Thirst

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LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 46. The brain gets part of its information regarding low osmotic pressure from . a. receptors around the third ventricle b. the blood-brain barrier c. the subfornical organ d. thalamus ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Osmotic Thirst LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 47. What area of the brain is largely responsible for detecting osmotic pressure? a. substantia nigra b. red nucleus c. ventromedial hypothalamus d. OVLT and subfornical organ ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Osmotic Thirst LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 48. The brain can anticipate an osmotic need before the rest of the body actually experiences it . a. through the change in blood pressure b. because the stomach can detect high levels of sodium c. through detection of highly concentrated urine d. because of the rate of vasopressin release ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Osmotic Thirst LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 49. After a lesion to the lateral preoptic area, a rat would react to an increase in sodium levels by a. drinking less and excreting highly concentrated urine b. drinking more and excreting a great deal of dilute urine c. increasing its activity level without changing the amount it drinks

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d. sweating profusely, but not drinking much ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Mechanisms of Water Regulation LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 50. The lateral preoptic area and surrounding parts of the hypothalamus control . a. CCK levels b. hunger c. drinking d. vasopressin levels ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Osmotic Thirst LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 51. What causes hypovolemic thirst? a. dryness of the throat b. low blood volume c. increased concentration of solutes in the blood d. too much salt in the diet ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Hypovolemic Thirst and Sodium-Specific Hunger LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 52. Like vasopressin, constricts the blood vessels, compensating for the drop in blood pressure. a. angiotensin I b. angiotensin II c. renin d. sodium ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Hypovolemic Thirst and Sodium-Specific Hunger LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst

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53. Sodium-specific hunger is closely associated with . a. osmotic thirst b. hypovolemic thirst c. the OVLT d. decreased renin release ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Hypovolemic Thirst and Sodium-Specific Hunger LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 54. Vasopressin and angiotensin II are similar in that they both promote . a. increased urination b. decreased thirst c. decreased blood pressure d. increased blood pressure ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Hypovolemic Thirst and Sodium-Specific Hunger LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 55. Hypovolemic thirst . a. depends mostly on the lateral preoptic area b. can be satisfied better by salt water than by pure water c. is stimulated by an increased concentration of solutes in the blood d. can only be satisfied by drinking a great deal of pure water ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Hypovolemic Thirst and Sodium-Specific Hunger LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 56. Hypovolemia induces thirst by the production of which hormone? a. CCK b. insulin c. prolactin d. angiotensin II ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Hypovolemic Thirst and Sodium-Specific Hunger

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LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 57. What effect does the hormone angiotensin II have? a. increased storage of food as fat b. constriction of blood vessels c. decreased emptying of the stomach d. increased growth of the gonads ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Hypovolemic Thirst and Sodium-Specific Hunger LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 58. The hormone aldosterone results in the . a. conservation of water b. excretion of sodium c. conservation of sodium d. decreased preference for salty tastes ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Hypovolemic Thirst and Sodium-Specific Hunger LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 59. A combination of the hormones aldosterone and angiotensin II leads to an increase in preference for tastes. a. sweet b. sour c. salty d. bitter ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Hypovolemic Thirst and Sodium-Specific Hunger LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 60. Small birds generally eat . a. as much as they can at one time b. only what they need at the moment c. three discrete meals per day

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d. mostly during the night ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Digestion and Food Selection LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 61. What is the first point in the digestive system where enzymes begin to break down food? a. mouth b. esophagus c. stomach d. small intestine ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Digestion and Food Selection LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 62. The esophagus brings food from the . a. mouth to the stomach b. stomach to the sphincter c. sphincter to the intestines d. stomach to the intestines ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Digestion and Food Selection LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 63. What is the main site for absorption of digested food into the bloodstream? a. esophagus b. stomach c. small intestine d. large intestine ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Digestion and Food Selection LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 64. The small intestine . a. absorbs water and minerals b. digests proteins, fats, and carbohydrates

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c. is the secondary site for the absorption of digested foodstuffs into the bloodstream d. stores excess nutrients as glycogen, protein, or fat ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Digestion and Food Selection LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 65. The large intestine . a. absorbs water and minerals b. digests proteins, fats, and carbohydrates c. is the main site for the absorption of digested foodstuffs into the bloodstream d. stores excess nutrients as glycogen, protein, or fat ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Digestion and Food Selection LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 66. Most young mammals stop nursing, at least partly, due to the loss of what ability? a. metabolizing the sugar in milk b. sucking sufficiently c. the Babinski reflex d. digesting the fat in milk ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Digestion and Food Selection LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 67. People who are lactose intolerant can consume a little milk, and larger amounts of , which are easier to digest. a. cheese and yogurt b. meats c. fruits and vegetables d. beans ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Digestion and Food Selection LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 68. The ability to digest lactose varies in a patchy way from place to place on which continent? a. Asia

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b. Europe c. Africa d. Antarctica ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Digestion and Food Selection LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 69. A common misconception is that eating turkey increases the body’s supply of , which enables the brain to make chemicals that make you sleepy. a. lactase b. tryptophan c. lacrose d. sucrose ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Digestion and Food Selection LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 70. Tryptophan enters the brain by an active-transport protein that it shares with and other large amino acids. a. phenylalanine b. melatonin c. lactose d. glucose ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Digestion and Food Selection LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 71. Taste and other mouth sensations contribute to . a. hunger b. satiety c. thirst d. overeating ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger

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72. In sham-feeding, animals are . a. allowed to chew but not swallow b. allowed to chew and swallow, but the food never enters the stomach c. only allowed to eat a mixture devoid of nutrients d. only allowed to eat an artificial substance ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 73. The brain finds out about the degree of stretch of the stomach from . a. visual feedback b. the hormone angiotensin c. sensory receptors on the skin of the abdomen d. activity of the vagus nerve ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 74. By what means does the brain find out about the nutrient content of food in the stomach? a. hormones b. activity of the vagus nerve c. activity of the splanchnic nerves d. the duodenum ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 75. The vagus nerve is to as the splanchnic nerves are to . a. stomach fullness; nutrient contents of the stomach b. the taste of food; the texture of food c. nutrient contents of the stomach; water contents of the stomach d. oral factors (such as chewing and taste); stomach fullness ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger

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76. When food distends the duodenum, the duodenum releases which hormone? a. CCK b. aldosterone c. angiotensin II d. prolactin ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 77. One interpretation of how the hormone CCK promotes satiety is that it . a. speeds up the digestive processes in the intestines b. increases the rate at which glucose enters the cells of the body c. causes the stomach to fill more quickly d. facilitates the emptying of the stomach ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 78. The blood's glucose level ordinarily remains relatively constant because of the activity of . a. CCK. b. the liver c. the thyroid gland d. the gall bladder ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 79. Which hormone controls the rate at which glucose leaves the blood and enters the cells? a. CCK b. aldosterone c. glucagon d. insulin ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

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TOPICS:

9.3 Hunger

80. Glucagon stimulates the liver to . a. convert glucose to glycogen b. store glucose c. convert glycogen to glucose d. decrease blood glucose levels ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 81. What happens when insulin levels are high? a. Fat supplies are converted to glucose, which enters the blood. b. Fat supplies are depleted. c. Glucose entry into the cells increases. d. The sphincter muscle between the stomach and the duodenum opens.

ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 82. Chronically high insulin levels lead to increased appetite by . a. lowering body temperature, increasing the need for nutrition b. preventing glucose from entering the cells c. causing a high percentage of available glucose to be stored as fat d. directly altering the responses of the taste buds ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 83. Through what mechanism does insulin affect appetite? a. It enables stored nutrients to enter the blood stream. b. It enables glucose in the blood stream to enter the cells. c. It converts other nutrients into glucose. d. It converts glucose into other nutrients.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Short- and Long-Term Regulation of Feeding

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LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 84. Why do both high levels and very low levels of insulin lead to increased eating? a. Glucose leaves the blood to be stored as fat. b. Fat supplies are being rapidly converted to glucose. c. Little glucose is reaching the cells to be used as fuel. d. Activity of the taste buds is directly enhanced.

ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 85. For most obese individuals, giving them leptin would . a. decrease appetite b. increase appetite c. increase sensitivity to leptin d. produce little effect ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 86. Which group would most likely benefit from taking leptin? a. anorexic patients b. normal obese people c. obese people with faulty leptin receptors d. obese people who fail to produce leptin ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 87. Leptin is produced by . a. the paraventricular nucleus b. body fat c. neuropeptide Y d. orexin A ANSWER: b DIFFICULTY: Bloom’s: Understand

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REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 88. High levels of leptin are associated with _ . a. decreased activity and eating b. increased activity and eating c. decreased activity and increased eating d. increased activity and decreased eating ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Short- and Long-Term Regulation of Feeding LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 89. Many kinds of information impinge onto two kinds of cells in one nucleus of the hypothalamus, which is regarded as the “master area” for control of appetite. That area is the . a. suprachiasmatic nucleus b. sexually dimorphic nucleus c. solitary nucleus d. arcuate nucleus ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 90. Which area of the hypothalamus seems to be critical for the ending of meals? a. lateral hypothalamus b. ventromedial hypothalamus c. preoptic area d. paraventricular nucleus ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 91. An increase in the size of meals is most likely to occur following damage to which area of the hypothalamus? a. paraventricular b. lateral c. preoptic d. ventromedial

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ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 92. Leptin directly activates receptors in the part of the hypothalamus known as the . a. paraventricular nucleus b. ventromedial hypothalamus c. arcuate nucleus d. lateral preoptic area ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 93. Ghrelin is associated with in the periphery and in the brain. a. CCK release; inhibition of the arcuate nucleus b. leptin release; inhibition of the arcuate nucleus c. stomach contractions; excitation of the arcuate nucleus d. stomach distension; excitation of the arcuate nucleus ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 94. In the control of appetite, CCK, leptin, and insulin converge their effects onto hypothalamic cells that release transmitters in the family. a. melanocortin b. endorphin c. acetylcholine d. purine ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 95. Hunger and satiety-sensitive neurons in the arcuate nucleus affect neurons in the a. paraventricular nucleus b. lateral hypothalamus

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, thereby affecting meal size.

c. OVLT d. ventromedial hypothalamus ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 96. A drug that stimulates melanocortin receptors would most likely . a. increase meal frequency b. increase leptin production c. decrease meal size d. increase meal size ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 97. When neuropeptide Y inhibits the paraventricular nucleus, it . a. leads to extreme undereating b. produces extreme overeating c. depletes fat stores d. interferes with digestion ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 98. Which event would lead to eating a larger than normal meal? a. increasing leptin levels b. decreasing NPY levels c. increasing NPY levels d. damaging the lateral hypothalamus ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 99. Output from the paraventricular nucleus acts on the a. preoptic area

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b. ventromedial hypothalamus c. lateral hypothalamus d. baroreceptors ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 100. After damage to the lateral hypothalamus, animals . a. show normal osmotic thirst but not hypovolemic thirst b. show normal hypovolemic thirst but not osmotic thirst c. eat less d. eat more ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 101. Electrical stimulation of a rat's lateral hypothalamus would most likely result in . a. an increase in food seeking behaviors b. a decrease in food seeking behaviors c. a decrease in chewing and other reflexes associated with eating d. damage to dopamine-containing axons passing through it ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 102. The increases the pituitary gland’s secretion of hormones that increase insulin secretion. a. occipital cortex b. lateral hypothalamus c. medial part of the hypothalamus d. pineal gland ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 103. An animal has trouble digesting its food after damage to the

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a. occipital cortex b. lateral hypothalamus c. medial part of the hypothalamus d. pineal gland ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 104. What is one reason why animals with a lesion in the lateral hypothalamus eat so little? a. They are constantly active and over-responsive to sensory stimuli. b. All the food they eat is immediately converted into fat storage. c. They experience a decreased cortical response to the smell and sight of food. d. They have low levels of blood sugar.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 105. An animal is most likely to eat more frequently and gain weight after damage to the . a. preoptic area b. areas surrounding the third ventricle c. ventromedial hypothalamus d. lateral hypothalamus ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 106. After damage in and around the ventromedial hypothalamus, animals are more likely to . a. overeat and gain weight b. refuse food and lose weight c. produce low levels of the hormone CCK d. be slow in their digestion ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger

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107. Damage to the ventromedial hypothalamus leads to eating . a. the same, but drinking less than normal amounts b. the same large amount each meal, regardless of the taste c. less d. normal-sized meals, but eating them more frequently ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 108. After damage to the ventromedial hypothalamus, an animal will most likely . a. increase its activity level b. eat much more at any given meal c. overeat when presented with a sweetened diet d. only undereat when presented with a very sweet food ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 109. The increasing prevalence of obesity obviously relates to the increased availability of our diet and . a. depression b. psychological distress c. increased activity d. sedentary lifestyle ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Eating Disorders LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 110. A Danish study correlating the weights of 540 adopted children with various adoptive and biological relatives found . a. a higher correlation with biological relatives than adoptive relatives b. a higher correlation with adoptive siblings than with biological siblings c. the same correlation with biological relatives and adoptive relatives d. a higher correlation with biological relatives during childhood but a higher correlation with adoptive relatives in adulthood ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Eating Disorders LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

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TOPICS:

9.3 Hunger

111. Obesity in Prader-Willi syndrome is linked to a problem with . a. melanocortin b. ghrelin c. NPY d. leptin ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Eating Disorders LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 112. More Native American Pimas are overweight now than in the early 1900s because of a change in which aspect of their lives? a. diet b. stress c. exercise d. education ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Eating Disorders LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 113. Fructose, used in corn syrup as a sweetener, may lead to increased obesity by . a. failing to trigger satiety b. having more calories than other sugars c. slowing fat digestion d. enhancing PVN activity ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Eating Disorders LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 114. On average, people with bulimia show a variety of biochemical abnormalities, including increased production of . a. insulin b. ghrelin c. dopamine d. orlistat ANSWER: b DIFFICULTY: Bloom’s: Analyze

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REFERENCES: Eating Disorders LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 115. What does the eating cycle of bulimia have in common with addictive drugs? a. Both activate the brain's reinforcement areas. b. Starvation decreases their cravings. c. Both can be relieved with morphine. d. Exercise increases the intensity of effect.

ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Eating Disorders LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger Essay 116. Describe the different causes and mechanisms of osmotic thirst.

ANSWER: Osmotic thirst is caused by an increased concentration of solutes in the extracellular fluid, either by increased salt intake, or water loss. Osmotic thirst is detected by neurons in the OVLT that cause increased release of vasopressin (which decreases urine output and raises blood pressure) and increased activity in the LPO to initiate drinking, preferably of pure water.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Osmotic Thirst LEARNING OBJECTIVES: KALA.BIOP.16.09.04 - Distinguish between osmotic and hypovolemic thirst, including the brain mechanisms for each.

TOPICS: 9.2 Thirst 117. How does cholecystokinin limit meal size?

ANSWER: Cholecystokinin constricts the sphincter muscle between the stomach and duodenum, causing the stomach to hold its contents and fill more quickly than usual. It also stimulates the vagus nerve to send signals to the hypothalamus, causing cells there to release a neurotransmitter that is a shorter version of the cholecystokinin molecule itself.

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Stomach and Intestines LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 118. Describe the brain mechanisms involved in shivering, sweating, and changes in blood flow to the skin.

ANSWER: The physiological changes that regulate body temperature— such as shivering, sweating, and changes in blood flow to the skin—depend on areas in and near the hypothalamus, especially the anterior hypothalamus and the preoptic area, located just anterior to the anterior hypothalamus. Because of the close relationship between the preoptic area and the anterior hypothalamus, researchers often treat them as a single area, the preoptic area/anterior hypothalamus, or POA/AH. The POA/AH and a couple other hypothalamic areas send output

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to the hindbrain’s raphe nucleus, which controls the physiological mechanisms such as shivering, sweating, changes in heart rate and metabolism, and changes in blood flow to the skin.

The POA/AH integrates several types of information. It receives input from temperature receptors in the skin, in the organs, and in the brain especially in the POA/AH itself. If the brain or the skin is hot, an animal sweats or pants vigorously and seeks a cooler location. If either is cold, the animal shivers and seeks a warmer location. The animal reacts most vigorously if the brain and skin are both hot or both cold. The POA/AH also receives input from the immune system, which reacts to an infection by steps that deliver prostaglandins and histamines to the POA/AH. The delivery of those chemicals is what causes shivering, increased metabolism, and other processes that produce a fever. People lacking the appropriate receptors for those chemicals fail to develop a fever, even when they have pneumonia or similar diseases.

The POA/AH is not the only brain area that detects temperature, but it is the primary area for controlling physiological mechanisms of temperature regulation such as sweating or shivering. After damage to the POA/AH, mammals can still regulate body temperature, but only by the same behavioral mechanisms that a lizard might use, such as seeking a warmer or colder location.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Controlling Body Temperature LEARNING OBJECTIVES: KALA.BIOP.16.09.01 - List examples of how temperature regulation contributes to behaviors.

TOPICS: 9.1 Temperature Regulation 119. Describe the major brain mechanisms of eating and hunger.

ANSWER: The arcuate nucleus of the hypothalamus has one set of neurons sensitive to hunger signals and a second set sensitive to satiety signals. Damage to one set or the other can lead to starvation or excessive eating. The hunger-sensitive cells receive excitatory input from the taste pathway and from axons releasing the neurotransmitter ghrelin. The stomach releases ghrelin during a period of food deprivation, where it triggers stomach contractions. Ghrelin also acts on the hypothalamus to increase appetite.

Much of the output from the arcuate nucleus goes to the paraventricular nucleus of the hypothalamus. The paraventricular nucleus (PVN) inhibits the lateral hypothalamus, an area important for eating. The hunger cells in the arcuate nucleus inhibit the paraventricular nucleus and the paraventricular nucleus inhibits the lateral hypothalamus. The inhibitory transmitters here are a combination of GABA, neuropeptide Y (NPY), and agouti-related peptide (AgRP).

Axons from the satiety-sensitive cells of the arcuate nucleus deliver an excitatory message to the paraventricular nucleus, releasing melanocortins. Melanocortin receptors in the paraventricular nucleus are important for limiting food intake, and anything that damages these receptors leads to overeating.

The amygdala and related areas send two kinds of input to the lateral hypothalamus. One path inhibits eating during illness and mediates aversion to foods previously associated with illness. The other path stimulates eating in response to highly tasty foods.

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An additional pathway from the paraventricular nucleus leads to cells in the lateral hypothalamus that release orexin. Orexin has two roles in feeding. First, it increases animals’ persistence in seeking food. Second, orexin responds to incentives in general. If orexin receptors are blocked, an animal becomes less active and less likely to work for reinforcement of any kind.

Output from the paraventricular nucleus acts on the lateral hypothalamus. The lateral hypothalamus controls insulin secretion, alters taste responsiveness, and facilitates feeding in other ways. The lateral hypothalamus contributes to feeding in several ways: •

• • •

Axons from the lateral hypothalamus to the NTS (nucleus of the tractus solitarius), part of the taste pathway, alter the taste sensation and the salivation response to the tastes. When the lateral hypothalamus detects hunger, it sends messages that make the food taste better.

Axons from the lateral hypothalamus extend into several parts of the cerebral cortex, facilitating ingestion and swallowing and causing cortical cells to increase their response to the taste, smell, or sight of food.

The lateral hypothalamus increases the pituitary gland’s secretion of hormones that increase insulin secretion.

The lateral hypothalamus sends axons to the spinal cord, controlling autonomic responses such as digestive secretions.

Output from the ventromedial hypothalamus (VMH) inhibits feeding and therefore damage to this nucleus leads to overeating and weight gain. Some people with a tumor in that area have gained more than 10 kg (22 lbs) per month.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Brain Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

TOPICS: 9.3 Hunger 120. Describe how bulimia nervosa resembles drug addiction.

ANSWER: In important ways, bulimia resembles drug addiction. Eating tasty foods activates the same brain areas as addictive drugs, such as the nucleus accumbens. Drug addicts who cannot get drugs sometimes overeat instead, and food-deprived people or animals become more likely than others to use drugs. Researchers examined rats that were food deprived for 12 hours a day, including the first 4 hours of their wakeful period, and then offered a very sweet, syrupy sugar solution. Over several weeks on this regimen, the rats drank more and more each day, especially during the first hour of availability each day. The intake released dopamine and opioid (opiatelike) compounds in the brain, similar to the effects of highly addicting drugs. It also increased the levels of dopamine type 3 receptors in the brain—again, a trend resembling that of rats that receive morphine. If they were then deprived of this sweet liquid, they showed withdrawal symptoms, including head shaking, teeth chattering, and tremors. An injection of morphine relieved these symptoms. In short, the rats showed clear indications of an addiction to big doses of sugar. Similarly, we can regard bulimic cycles of dieting and binge eating as an addiction.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Eating Disorders LEARNING OBJECTIVES: KALA.BIOP.16.09.05 - Describe the physiological factors that influence hunger and satiety.

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TOPICS:

9.3 Hunger

Chapter 10 Reproductive Behaviors-Biological Psychology, 12e Kalat TB True / False 1. The sex hormones include the estrogens, progesterone, and the androgens. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.10.01 - Describe the role of the SRY gene in mammalian sexual development.

TOPICS: 10.1 Sex and Hormones 2. Hormones are capable of inducing long-lasting changes throughout the body. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.10.02 - Distinguish between organizing and activating effects of hormones.

TOPICS: 10.1 Sex and Hormones 3. Estrogens are present only in females

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a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.10.01 - Describe the role of the SRY gene in mammalian sexual development.

TOPICS: 10.1 Sex and Hormones 4. Progesterone prepares the uterus for the implantation of a fertilized ovum and promotes the maintenance of pregnancy. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 5. Organizing effects of hormones usually occur early in development. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.02 - Distinguish between organizing and activating effects of hormones.

TOPICS: 10.1 Sex and Hormones 6. Activating effects can occur at any time in life when a hormone temporarily activates a particular response. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.02 - Distinguish between organizing and activating effects of hormones.

TOPICS: 10.1 Sex and Hormones 7. Nature's "default setting" is to make every mammal a female in its external anatomy. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones

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LEARNING OBJECTIVES: KALA.BIOP.16.10.01 - Describe the role of the SRY gene in mammalian sexual development.

TOPICS: 10.1 Sex and Hormones 8. In humans, testosterone produces its organizing effects on the hypothalamus by itself. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 9. Testosterone levels continue to increase throughout a human male's lifetime. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 10. Drugs that reduce testosterone levels in males will most likely reduce their sexual behavior. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 11. Birth-control pills prevent pregnancy by interfering with the usual feedback cycle between the ovaries and the pituitary. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones

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12. In general, men are more jealous of sexual infidelity than women. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Evolutionary Interpretations of Mating Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.06 - Discuss possible evolutionary explanations of men’s and women’s sexual behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 13. Girls with CAH are more likely to participate in “tomboyish” activities. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Gender Identity and Gender-Differentiated Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 14. Androgen insensitivity syndrome leads to a genetic male with a female external appearance of the genitals. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Gender Identity and Gender-Differentiated Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 15. There are obvious differences in external anatomy of homosexual humans compared to heterosexual humans. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Sexual Orientation LEARNING OBJECTIVES: KALA.BIOP.16.10.08 - Discuss possible biological influences on the development of sexual orientation.

TOPICS: 10.2 Variations in Sexual Behavior Multiple Choice 16. Two major classes of sex hormones are

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a. luteinizing hormone and follicle-stimulating hormone b. dopamine and serotonin c. steroids and thyroid hormones d. androgens and estrogens ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.10.01 - Describe the role of the SRY gene in mammalian sexual development.

TOPICS: 10.1 Sex and Hormones 17. Steroid hormones produce their effects by . a. disrupting cell membranes b. opening ion channels c. increasing cholesterol levels d. entering cells and affecting gene expression ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.10.01 - Describe the role of the SRY gene in mammalian sexual development.

TOPICS: 10.1 Sex and Hormones 18. Which hormone(s) is/are likely to be found more abundantly in females than in males? a. peptide hormones b. androgens c. progesterone d. estrogens ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.10.01 - Describe the role of the SRY gene in mammalian sexual development.

TOPICS: 10.1 Sex and Hormones 19. Which hormone(s) is/are likely to be found more abundantly in males than in females? a. peptide hormones b. androgens c. progesterone d. estrogens ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction

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LEARNING OBJECTIVES: KALA.BIOP.16.10.01 - Describe the role of the SRY gene in mammalian sexual development.

TOPICS: 10.1 Sex and Hormones 20. Which is true of androgens and estrogens? a. Only males have androgens; only females have estrogens. b. Only males have estrogens; only females have androgens. c. Males and females have androgens and estrogens in similar amounts. d. Males and females both have androgens and estrogens, but in different amounts.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.10.01 - Describe the role of the SRY gene in mammalian sexual development.

21. The hormone that prepares the uterus for pregnancy is . a. testosterone b. androgen c. progesterone d. estradiol ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.10.01 - Describe the role of the SRY gene in mammalian sexual development.

TOPICS: 10.1 Sex and Hormones 22. When do the organizing effects of sex hormones occur in rats? a. well before birth b. shortly before and after birth c. during their juvenile period d. at approximately two months of age ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.02 - Distinguish between organizing and activating effects of hormones.

TOPICS: 10.1 Sex and Hormones 23. In general, when do hormones produce "organizing effects"? a. whenever the levels of some other hormone have decreased b. during early stages in development c. during adulthood d. temporarily at any time in life ANSWER: b

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DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.02 - Distinguish between organizing and activating effects of hormones.

TOPICS: 10.1 Sex and Hormones 24. An organizing effect differs from an activating effect of a hormone in that an organizing effect . a. inhibits the effects of another hormone b. lasts only briefly c. activates excitatory receptors d. produces more long-lasting effects ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.02 - Distinguish between organizing and activating effects of hormones.

TOPICS: 10.1 Sex and Hormones 25. In comparison to activating effects, organizing effects of hormones take place . a. later in life and produce more long-lasting effects b. later in life and produce more temporary effects c. earlier in life and produce more long-lasting effects d. earlier in life and produce more temporary effects ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.02 - Distinguish between organizing and activating effects of hormones.

TOPICS: 10.1 Sex and Hormones 26. Which of the following depends on an organizing effect of hormones? a. whether an organism develops as male or female b. the degree of sexual activity at any time c. the timing of migration or hibernation d. current metabolic rate ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.02 - Distinguish between organizing and activating effects of hormones.

TOPICS: 10.1 Sex and Hormones 27. Sexual differentiation begins with a. Wolffian ducts b. chromosomes c. Müllerian ducts d. hormones

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ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 28. Which of the following is unique to genetic males early in development? a. Wolffian ducts b. primitive gonads c. Müllerian ducts d. Müllerian inhibiting hormone ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 29. Müllerian ducts are found in . a. genetic female fetuses only b. genetic male fetuses only c. female and male fetuses early in development d. female and male fetuses until shortly before birth ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 30. Wolffian ducts are found in . a. genetic female fetuses only b. genetic male fetuses only c. female and male fetuses early in development d. female and male fetuses until shortly before birth ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 31. What causes the primitive gonads to develop into masculine structures?

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a. the X chromosome b. the sex region Y (SRY) gene c. the sexually dimorphic nucleus d. Müllerian inhibiting hormone ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 32. What determines whether a mammal develops male or female external genitals? a. the amount of testosterone during prenatal development b. the amount of estrogens during prenatal development c. the difference (subtraction) between testosterone and estrogen levels in prenatal development d. the ratio (division) between testosterone and estrogen levels in prenatal development ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 33. What would cause a genetic female mammal to develop an anatomical appearance resembling a male's? a. a lack of estradiol b. moderate levels of estradiol during an early stage of development c. a high level of testosterone during an early stage of development d. a high level of testosterone during the late part of puberty ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 34. How does the development of external genitalia differ from the development of the internal reproductive structures? a. Reproductive structures are influenced by hormone levels; genitals are not. b. Reproductive structures for males and females develop from a single unisex structure; genitals develop from separate Wolffian and Müllerian structures. c. Genitals for males and females develop from a single unisex structure; reproductive structures develop from separate Wolffian and Müllerian structures. d. Genital development is controlled by estrogen; the reproductive structures are controlled by androgen.

ANSWER: c DIFFICULTY: Bloom’s: Understand

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REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 35. How does the development of external genitalia differ from the development of the internal reproductive structures? a. Reproductive structures are influenced by hormone levels; genitals are not. b. Reproductive structures for males and females develop from a single unisex structure; genitals develop from separate Wolffian and Müllerian structures c. Genitals for males and females develop from a single unisex structure; reproductive structures develop from separate Wolffian and Müllerian structures. d. Genital development is controlled by estrogen; the reproductive structures are controlled by androgen.

ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 36. If a female rat is injected with testosterone during the last few days before being born or the first few days afterward, at maturity her . a. pituitary and ovaries will not produce their hormones b. ovaries will no longer produce hormones, although her pituitary will c. pituitary and ovaries will produce steady levels of hormones instead of cyclic levels of hormones d. pituitary and ovaries will produce cyclic levels of hormones instead of steady levels ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 37. Genetic males with testicular feminization (androgen insensitivity) develop looking and acting female. This condition develops because of a genetic mutation that has which effect? a. It decreases the production of cortisol. b. It prevents the production of testosterone. c. It causes a conversion of testosterone into estradiol within certain cells. d. It prevents testosterone from having its usual effects.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Gender Identity and Gender LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.2 Variations in Sexual Behavior

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38. What would cause a mammal to develop the anatomy of a male, regardless of its chromosomes? a. exposure to high levels of testosterone during an early stage of development b. deprivation of estradiol during an early stage of development c. exposure to neither testosterone nor estradiol during an early stage of development d. an infusion of testosterone at puberty ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 39. Nature's "default setting" is to make every mammal's external anatomy . a. male b. female c. intermediate between male and female d. fully both male and female ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 40. If you inject a male rat with estrogen shortly after birth, it will . a. still develop into a male b. still develop into a male, but will act very much like a female c. develop into something intermediate between female and male d. develop into a female ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 41. The sexually dimorphic nucleus is located in the . a. thalamus b. Wolffian ducts c. anterior hypothalamus d. male brain, only ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones

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LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 42. The sexually dimorphic nucleus is part of the . a. thalamus b. Wolffian ducts c. anterior hypothalamus d. male brain, only ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 43. The difference between males and females in the sexually dimorphic nucleus is that it is . a. larger in males than in females b. larger in females than in males c. present in males, absent in females d. present in females, absent in males ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 44. The hypothalamus of a female who is exposed to testosterone early in life will . a. decrease in size b. develop a cyclic pattern of hormone release c. develop more like a typical male hypothalamus (noncyclic) d. become inactive ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 45. According to rodent studies, testosterone exerts a major part of its effect on a. alpha-fetoprotein b. the sex region Y gene c. the thalamus

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d. the hypothalamus ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 46. Estradiol normally found in the bloodstream of a female rat fetus neither masculinizes nor feminizes its development because it is . a. chemically converted to testosterone b. bound to alpha-fetoprotein c. dissolved in the fat supplies of the fetus d. not effective on cells even if it did enter them ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 47. The estradiol normally found in the bloodstream of a female rat fetus neither masculinizes nor feminizes its development because it . a. is chemically converted to testosterone b. is prevented from entering the developing cells c. is chemically unstable at the body temperature of a fetus d. would have no effect on cells even if it did enter them ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 48. The most effective way to stimulate sexual behavior in a female rodent is to inject her with . a. prolactin followed by estradiol b. progesterone following by parathyroid hormone c. alpha fetoprotein followed by cholecystokinin d. a combination of estradiol and progesterone ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

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10.1 Sex and Hormones

49. One way that estrogen increases sexual responsiveness is by . a. synchronizing activity between the hypothalamus of the left and right hemispheres b. suppressing the release of competing hormones such as testosterone c. decreasing the rate of overall body activity d. increasing the sensitivity of nerves in the pubic area ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 50. Male sexual behavior depends heavily on neurons in the medial preoptic area of the hypothalamus releasing which substance? a. testosterone b. dopamine c. estrogen d. luteinizing hormone ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 51. In castrated male rats, the medial preoptic area . a. does not have as much dopamine as other rats b. has normal levels of dopamine released in the presence of a receptive female c. has as much dopamine as normal rats, but the presence of a receptive female does not evoke much release of it d. releases the same level of dopamine, but not testosterone, as a normal rat ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 52. In normal female rats, release of dopamine in the medial preoptic area activity is primed by a. serotonin b. testosterone c. a combination of testosterone and estrogen d. estradiol

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ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 53. Dopamine stimulation of D2 receptors facilitates . a. arousal b. orgasm c. sperm production d. sexually receptive postures in the female ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 54. Sexual behavior is most likely to occur when sex hormones (testosterone and estradiol) prime the neurons in the hypothalamus to release the neurotransmitter . a. serotonin b. norepinephrine c. dopamine d. acetylcholine ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 55. Whereas dopamine stimulates sexual activity, the neurotransmitter inhibits it, in part by blocking dopamine release. a. testosterone b. estrogen c. serotonin d. estradiol ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones

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56. By blocking dopamine release, some antidepressant drugs that increase serotonin levels also . a. increase sexual activity b. decrease sexual activity c. cause permanent organizational defects d. shrink the SDN ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 57. What hormone is released during orgasm and is apparently responsible for the calmness and lack of anxiety after orgasm? a. insulin b. aldosterone c. melatonin d. oxytocin ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 58. Sildenafil (Viagra) works by . a. increasing sensitivity to female's pheromones b. increasing release of nitric oxide in the hypothalamus and penis c. decreasing dopamine release in the hypothalamus d. blocking pain receptors in the spinal cord ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 59. A means of controlling sex offenders has involved reducing a. testosterone levels b. estrogen levels c. prolactin d. the alpha-fetoprotein level in their blood ANSWER: a

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DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 60. Decreases in levels generally decrease male sexual activity. a. estrogen b. oxytocin c. testosterone d. estradiol ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 61. A woman's hypothalamus and pituitary interact with the to produce the menstrual cycle. a. pineal gland b. ovaries c. thyroid d. adrenal glands ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 62. Follicle-stimulating hormone is released by the . a. pineal gland b. anterior pituitary c. thyroid d. ovum ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 63. In the middle of the menstrual cycle, an increased release of estradiol causes a(n) a. decrease in the release of FSH

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b. decrease in the release of LH c. sudden surge in the release of luteinizing hormone d. increase in the release of testosterone ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 64. The hormones LH, FSH, and estradiol reach a peak . a. in the first month of pregnancy b. at the start of the menstrual period c. at the end of the menstrual period d. around the time of ovulation ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 65. Pregnant women often experience nausea because of the heightened activity of the receptor. a. serotonin 3 b. progesterone c. estradiol d. dopamine 2 ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 66. The most widely used and most effective birth control pill is one that contains which hormone(s)? a. luteinizing hormone b. androgen, but not estrogen c. both estrogen and androgen d. both estrogen and progesterone ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

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10.1 Sex and Hormones

67. Birth control pills prevent pregnancy by . a. increasing the release of estrogen b. increasing the release of FSH c. interfering with the feedback cycle between the ovaries and the pituitary d. inactivating both ovaries ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 68. At what point in the menstrual cycle, if any, are women who are NOT on birth-control pills most likely to initiate sexual activity? a. at any point in the menstrual cycle b. just after the end of menstruation c. during the periovulatory period d. just before the next menstrual period ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 69. In one study, women in the follicular phase, when the probability of becoming pregnant is greatest, preferred male faces that were . a. more masculine in appearance b. somewhat feminine c. about halfway between feminized and masculinized d. larger than normal ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 70. People typically experience a state of complete relaxation shortly after orgasm; this occurs due to the release of a. testosterone b. oxytocin c. prolactin

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d. progesterone ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 10.1 Sex and Hormones 71. Many female mammals become very attentive after delivering their babies largely because of a sudden . a. drop in testosterone levels b. surge of prolactin and oxytocin c. decrease of prolactin and increase of oxytocin d. increase of prolactin and decrease of oxytocin ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Parental Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.05 - Describe the roles of hormones and experiences in rodent parental behavior.

TOPICS: 10.1 Sex and Hormones 72. If a never pregnant female rat is left for 5-10 days with a litter of babies, she will . a. most likely kill them b. initially ignore them, but eventually will become more attentive c. initially be attentive, but eventually will ignore them d. immediately respond to them as though she gave birth to them ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Parental Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.05 - Describe the roles of hormones and experiences in rodent parental behavior.

TOPICS: 10.1 Sex and Hormones 73. If a never pregnant female rat is left for 5-10 days with a litter of babies, she will . a. most likely kill them b. initially ignore them, but eventually will become more attentive c. initially be attentive, but eventually will ignore them d. immediately respond to them as though she gave birth to them ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Parental Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.05 - Describe the roles of hormones and experiences in rodent parental behavior.

TOPICS: 10.1 Sex and Hormones

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74. Hormones are most essential to which aspect of mammalian parental behavior? a. care for newborns during the first few days b. continuation of care after the first few days c. the parental care sometimes shown by males d. all aspects equally ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Parental Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.05 - Describe the roles of hormones and experiences in rodent parental behavior.

TOPICS: 10.1 Sex and Hormones 75. Pheromones of newborn rats . a. inhibit maternal behavior b. stimulate maternal behaviors directly c. stimulate the release of hormones that affect maternal behaviors d. stimulate paternal behaviors, but not maternal behaviors ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Parental Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.05 - Describe the roles of hormones and experiences in rodent parental behavior.

TOPICS: 10.1 Sex and Hormones 76. One objection to the use of the one-mate strategy in women is that . a. in some cases, having multiple sex partners can result in more offspring b. women are more jealous than men c. women can't be sure that their mate is the father d. there are no men who share this strategy ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Evolutionary Interpretations of Mating Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.06 - Discuss possible evolutionary explanations of men’s and women’s sexual behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 77. Which mate-selection preference is stronger for men than for women? a. acceptable odor b. likelihood of being a good provider c. youthfulness d. intelligence ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Evolutionary Interpretations of Mating Behavior

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LEARNING OBJECTIVES: KALA.BIOP.16.10.06 - Discuss possible evolutionary explanations of men’s and women’s sexual behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 78. At this point, the conclusions of studies on the evolutionary interpretations of mating behavior suggest that these behaviors are . a. primarily inherited b. primarily learned from cultural influence c. used to justify our behaviors d. lacking the scientific studies to allow us to draw a conclusion about them ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Evolutionary Interpretations of Mating Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.06 - Discuss possible evolutionary explanations of men’s and women’s sexual behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 79. What does a coral goby fish do if its mate dies after eggs have been laid? a. A male will abandon the eggs and find a new mate. b. A female will care for her young and then die. c. Either sex will care for the eggs and, if necessary, change sex to form a new mating pair. d. Either sex will abandon the eggs to find a new mate.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Gender Identity and Gender-Differentiated Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 80. Sex differences are to as gender differences are to . a. anatomy; behaviors b. adults; children c. excitation; inhibition d. scientists; the public ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Gender Identity and Gender-Differentiated Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 81. Gender identity can be defined as . a. the pattern of one’s sex chromosomes b. the sex one identifies with and calls oneself

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c. sexual awareness present in almost all mammalian species d. the set of activities presumed to be common for one sex or another in a society ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Gender Identity and Gender-Differentiated Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 82. What would cause a genetic female to develop a partly masculinized anatomy? a. excessive levels of alpha-fetoprotein in her blood b. exposure of her mother to stressful experiences late in pregnancy c. exposure to less than the usual amount of estrogen during an early sensitive period d. exposure to more than the usual amount of testosterone during an early sensitive period ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Gender Identity and Gender-Differentiated Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 83. Congenital adrenal hyperplasia (CAH) occurs because the adrenal gland releases . a. too much cortisol b. too little cortisol c. too little estrogen d. too much insulin ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Gender Identity and Gender-Differentiated Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 84. What happens to a female human fetus exposed to excess testosterone during the sensitive period for genital development? a. She is unaffected, since she has no receptors for testosterone. b. She will often develop without any sexual organs. c. She will often develop with genitals that have an intermediate appearance. d. She will often develop a complete, functioning, set of male reproductive organs.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Gender Identity and Gender-Differentiated Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

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10.2 Variations in Sexual Behavior

85. A hermaphrodite is an individual . a. who dresses and lives as the opposite sex b. whose genital anatomy is intermediate between male and female c. with no sex drive d. with too much testosterone ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Gender Identity and Gender-Differentiated Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 86. Who would probably develop as an intersex? a. a genetic female exposed to more testosterone than normal during early development b. a genetic male exposed to more estradiol than normal during early development c. a genetic female deprived of her normal amount of estradiol during early development d. a genetic male exposed to a larger than normal amount of testosterone during early development ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Gender Identity and Gender-Differentiated Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 87. A "true hermaphrodite" is someone who . a. has both XX and XY chromosome patterns b. has both testicular and ovarian tissue c. is female, but has sexual interest only in other females d. dresses up as the opposite gender ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Gender Identity and Gender-Differentiated Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 88. What were the findings of a study of CAH girls in adolescence? a. They read more sports magazines than the average for other teenage girls. b. They read more glamour magazines than the average for other teenage girls. c. They show less physical aggression than most other women do as adults. d. They show more interest in infants than most other women do as adults.

ANSWER: a

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DIFFICULTY: Bloom’s: Understand REFERENCES: Gender Identity and Gender-Differentiated Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 89. Girls who are exposed to higher than normal androgen levels during prenatal development tend to . a. choose to play with more typically masculine toys b. be more aggressive c. be more verbal d. develop lower than normal intelligence ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Gender Identity and Gender-Differentiated Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 90. Which circumstance will be most likely to cause a genetic male to develop a mostly feminine anatomy? a. exposure to more than the usual amount of estrogen during an early sensitive period b. exposure to more than the usual amount of testosterone during an early sensitive period c. a condition that prevents androgens from exerting their effects d. excessive levels of alpha-fetoprotein in his blood ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Gender Identity and Gender-Differentiated Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 91. Certain individuals with an XY chromosome pattern have the genital appearance of a female. This condition is known as . a. androgen insensitivity b. cortisol insensitivity c. intersex d. adrenal hyperplasia ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Gender Identity and Gender-Differentiated Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 92. What is one current recommendation for raising children who have intersex conditions?

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a. Raise the child according to whether the chromosomes are male or female. b. Wait until later and let the child decide whether to be called male or female. c. Identify the child as female, and have genital surgery performed as soon as possible. d. Identify the child as male or female based mainly on the predominant external appearance.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Gender Identity and Gender-Differentiated Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behaviors 93. What conclusion can be drawn from the unusual gender identity cases from the Dominican Republic? a. The environment has no effect on gender identity. b. If given the necessary hormones at puberty, any girl can become a boy. c. Early child-rearing experiences are not the sole determinant of gender identity. d. Chromosomes are the determining factor in gender identity.

ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Gender Identity and Gender-Differentiated Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behaviors 94. The frequency of homosexuality in men is highest if . a. a sister is homosexual b. an adopted brother is homosexual c. a dizygotic twin brother is homosexual d. a monozygotic twin brother is homosexual ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Sexual Orientation LEARNING OBJECTIVES: KALA.BIOP.16.10.08 - Discuss possible biological influences on the development of sexual orientation.

TOPICS: 10.2 Variations in Sexual Behavior 95. Some studies have linked male homosexuality to having a greater number of a. older sisters b. younger sisters c. older brothers d. younger brothers ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sexual Orientation

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.

LEARNING OBJECTIVES: KALA.BIOP.16.10.08 - Discuss possible biological influences on the development of sexual orientation.

TOPICS: 10.2 Variations in Sexual Behavior 96. When examining the data on sexual orientation of twins and other siblings, what seems to be the most reasonable conclusion? a. Genetic factors completely determine sexual orientation. b. Genetic factors play no role in sexual orientation. c. Sexual orientation is determined by genetics as well as other factors. d. Genetic factors determine sexual orientation in men, but do not seem to play a role for women.

ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Bloom’s: Analyze LEARNING OBJECTIVES: KALA.BIOP.16.10.08 - Discuss possible biological influences on the development of sexual orientation.

TOPICS: 10.2 Variations in Sexual Behavior 97. Of the various hypotheses based on hormone levels, which is the most plausible explanation for male homosexuality? a. Adult testosterone levels are low. b. Adult estrogen levels are high. c. Prenatal testosterone levels were low during some sensitive period. d. Prenatal estrogen levels were high during some sensitive period.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sexual Orientation LEARNING OBJECTIVES: KALA.BIOP.16.10.08 - Discuss possible biological influences on the development of sexual orientation.

TOPICS: 10.2 Variations in Sexual Behavior 98. If a female rat is exposed to highly stressful experiences late in pregnancy, what happens to the sexual development of her offspring? a. The genetic males become responsive to male partners. b. The genetic females become responsive to female partners. c. Both male and female offspring become unresponsive to all sexual partners. d. Both male and female offspring become highly aggressive in their sexual behaviors.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Sexual Orientation LEARNING OBJECTIVES: KALA.BIOP.16.10.08 - Discuss possible biological influences on the development of sexual orientation.

TOPICS: 10.2 Variations in Sexual Behavior 99. The anterior commissure, on the average, is . a. smaller in heterosexual women than heterosexual men

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b. larger in heterosexual women than heterosexual men c. smaller in homosexual men than heterosexual men d. larger in heterosexual men than homosexual men ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Sexual Orientation LEARNING OBJECTIVES: KALA.BIOP.16.10.08 - Discuss possible biological influences on the development of sexual orientation.

TOPICS: 10.2 Variations in Sexual Behavior 100. What measurable differences are apparently related to homosexual versus heterosexual orientation in adult men? a. their testosterone levels b. their estrogen levels c. the size of certain parts of their hypothalamus d. the pattern of dendritic branching in their cerebral cortex ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sexual Orientation LEARNING OBJECTIVES: KALA.BIOP.16.10.08 - Discuss possible biological influences on the development of sexual orientation.

TOPICS: 10.2 Variations in Sexual Behavior 101. On average, the left and right hemispheres of the cerebral cortex are of nearly equal size in females, whereas the right hemisphere is a few percent larger in males. a. homosexual; heterosexual b. heterosexual; homosexual c. homosexual; homosexual d. heterosexual; heterosexual ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Sexual Orientation LEARNING OBJECTIVES: KALA.BIOP.16.10.08 - Discuss possible biological influences on the development of sexual orientation.

TOPICS: 10.2 Variations in Sexual Behavior 102. A more recent study on differences in the INAH3 suggests that compared to heterosexual men, homosexual men have . a. a larger INAH3 b. smaller INAH3 neurons, but a comparable number c. fewer INAH3 neurons, but they are larger in size d. a comparable number and size of INAH3 neurons ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Sexual Orientation

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LEARNING OBJECTIVES: KALA.BIOP.16.10.08 - Discuss possible biological influences on the development of sexual orientation.

TOPICS: 10.2 Variations in Sexual Behavior 103. The interstitial nucleus 3 of the anterior hypothalamus is known to be more than . a. twice as large in heterosexual women as in men b. three times as large in heterosexual women as in men c. twice as large in heterosexual men as in women d. twice as large in homosexual men as in heterosexual men ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sexual Orientation LEARNING OBJECTIVES: KALA.BIOP.16.10.08 - Discuss possible biological influences on the development of sexual orientation.

TOPICS: 10.2 Variations in Sexual Behavior 104. When Simon LeVay examined interstitial nucleus 3 in 41 people who had died, he found that in the homosexual males in his sample, this nucleus was . a. larger, but only in those who had died of AIDS b. comparable in size to the heterosexual males who had died of AIDS c. comparable in size to the whole group of heterosexual males d. comparable in size to the heterosexual females ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Sexual Orientation LEARNING OBJECTIVES: KALA.BIOP.16.10.08 - Discuss possible biological influences on the development of sexual orientation.

TOPICS: 10.2 Variations in Sexual Behavior 105. Data gathered by studies such as the LeVay study suggest that . a. the hypothalamus determines sexual orientation b. the suprachiasmatic nucleus determines sexual orientation c. on average, differences in the hypothalamus can be found between individuals of different sexual orientations d. there is only a small probability that the brain has anything to do with sexual orientation ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Sexual Orientation LEARNING OBJECTIVES: KALA.BIOP.16.10.08 - Discuss possible biological influences on the development of sexual orientation.

TOPICS: 10.2 Variations in Sexual Behavior 106. Congenital adrenal hypertrophy is most likely to have which of these effects? a. A genetic male develops looking partly feminized. b. A genetic male develops a homosexual orientation.

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c. A genetic female develops looking partly masculinized. d. A genetic female develops excessive appetite.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Gender Identity and Gender-Differentiated Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.07 - Explain the relevance of intersexes for understanding the role of hormones in the development of sex-typed behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 107. Which characteristic tends to be more important for women than men in choosing a mate? a. health b. earning potential c. physical attractiveness d. Intelligence ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Evolutionary Interpretations of Mating Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.06 - Discuss possible evolutionary explanations of men’s and women’s sexual behaviors.

TOPICS: 11.2 Variations in Sexual Behavior 108. Male hormones" are referred to as . a. organizing hormones b. SRY c. androgens d. estrogens ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.10.01 - Describe the role of the SRY gene in mammalian sexual development.

TOPICS: 11.1 Sex and Hormones 109. "Female hormones" are referred to as . a. activating hormones b. SRY. c. androgens d. estrogens ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.10.01 - Describe the role of the SRY gene in mammalian sexual development.

TOPICS: 11.1 Sex and Hormones

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110. Which of the following is true of androgens and estrogens? a. Only males have androgens. b. Both sexes have both types of hormones. c. They are produced by the pituitary. d. They have opposite effects in males and females.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.10.01 - Describe the role of the SRY gene in mammalian sexual development.

TOPICS: 11.1 Sex and Hormones 111. Which of the following best illustrates the organizing effects of sex hormones? a. increased heart rate during exercise b. determination of genetic sex c. masculinization of the brain d. nest building ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.02 - Distinguish between organizing and activating effects of hormones.

TOPICS: 11.1 Sex and Hormones 112. During the menstrual cycle, estradiol and progesterone levels increase and decrease under the influence of hormones released by which gland? a. pineal b. adrenal c. thyroid d. pituitary ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 11.1 Sex and Hormones 113. At the end of the menstrual cycle in women, the levels of LH and FSH . a. decrease; increase b. increase; decrease c. increase; increase d. decrease; decrease ANSWER: d

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; the levels of estradiol and progesterone

DIFFICULTY: Bloom’s: Understand REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.04 - List some examples of activating effects on the behavior of males and females.

TOPICS: 11.1 Sex and Hormones 114. One important difference between organizing effects and activating effects of hormones is that activating effects . a. are shorter-term b. take place mostly during an early sensitive period c. cause the pituitary gland to release another hormone d. control only the peripheral nervous system ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.02 - Distinguish between organizing and activating effects of hormones.

TOPICS: 11.1 Sex and Hormones 115. A sensitive period is . a. any time in an organism's life when it is sensitive to hormones released by the sexually dimorphic nucleus b. an early period when a hormone has a long lasting effect c. an early period when a hormone has an intense, but brief, effect d. a period of time, usually once a month, when hormones are released ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.02 - Distinguish between organizing and activating effects of hormones.

TOPICS: 10.1 Sex and Hormones Essay 116. Describe the organizing effects of sex hormones and give specific examples.

ANSWER: Organizing effects produce long-lasting structural effects. During a sensitive period in early development, the first trimester of pregnancy for humans, sex hormones determine whether the body develops female or male genitals. They lead to more receptors, and therefore greater sensitivity, around the female nipples than the male nipples. Later researchers recognized that sex hormones produce additional organizing effects at puberty. The surge of hormones at puberty produces breast development in women, facial hair and penis growth in men, changes in voice, and male–female differences in the anatomy of certain parts of the hypothalamus. Some of the differences in brain anatomy between males and females increase during this time. The changes developing at puberty persist throughout life, even after the concentration of sex hormones declines.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.02 - Distinguish between organizing and activating effects of hormones.

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TOPICS:

10.1 Sex and Hormones

117. Describe activating effects of sex hormones and give specific examples.

ANSWER: Activating effects are more temporary, continuing only while a hormone is present or shortly beyond. For example, current hormone levels influence the degree of sex drive. The burst of hormones during pregnancy produce complex, temporary effects on emotional arousal, aggressive behavior, learning, and cognition.

Testosterone, essential for male sexual arousal, acts partly by increasing touch sensitivity in the penis. Testosterone primes the MPOA and several other brain areas to release dopamine.

MPOA neurons release dopamine strongly during sexual activity, and the more dopamine they release, the more likely the male is to copulate. Levels of testosterone correlate positively with men’s sexual arousal and their drive to seek sexual partners. Decreases in testosterone levels generally decrease male sexual activity. For example, castration (removal of the testes) generally decreases a man’s sexual interest and activity. However, low testosterone is not the usual basis for impotence, the inability to have an erection. The most common cause is impaired blood circulation, especially in older men.

A woman’s hypothalamus and pituitary interact with the ovaries to produce the menstrual cycle, a periodic variation in hormones and fertility over the course of about 28 days. After the end of a menstrual period, the anterior pituitary releases follicle-stimulating hormone (FSH), which promotes the growth of a follicle in the ovary. The follicle nurtures the ovum (egg cell) and produces several types of estrogen, including estradiol. Toward the middle of the menstrual cycle, the follicle builds up more and more receptors to FSH, so even though the actual concentration of FSH in the blood is decreasing, its effects on the follicle increase.

As a result, the follicle produces increasing amounts of estradiol. The increased release of estradiol causes an increased release of FSH as well as a sudden surge in the release of luteinizing hormone (LH) from the anterior pituitary. FSH and LH combine to cause the follicle to release an ovum. The remnant of the follicle (now called the corpus luteum) releases the hormone progesterone, which prepares the uterus for the implantation of a fertilized ovum. Progesterone also inhibits the further release of LH. If the woman is pregnant, estradiol and progesterone levels continue to increase. If she is not pregnant, both hormones decline, the lining of the uterus is cast off (menstruation), and the cycle begins again.

For humans, the results concerning female sexual arousal are a bit more complex. When researchers compared young married women, they found that frequency of sexual intercourse correlated highly with the amount of testosterone that women produced at the periovulatory period, the days around the middle of the menstrual cycle, when fertility is highest. However, a study comparing women’s increases and decreases of sexual interest from day to day across one or two months found that sexual desire correlated strongly with changes in levels of estradiol, not testosterone. Many women report a drop in sexual desire after surgical removal of their ovaries, resulting in lower estradiol levels.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Activating Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.03 - Explain the role of testosterone in the development of genital anatomy.

TOPICS: 10.1 Sex and Hormones 118. Give some examples of evolutionary interpretations of mating behavior.

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ANSWER:

More men than women seek opportunities for casual sexual relationships with many partners.

Why? From the evolutionary standpoint of spreading one’s genes, men can succeed by either of two strategies: Be loyal to one woman and devote your energies to helping her and her babies, or mate with many women and hope that some of them can raise your babies without your help. No one needs to be conscious of these strategies, of course. The idea is that men who acted these ways in the past propagated their genes, and today’s men might have inherited genes that promote these behaviors. In contrast, a woman can have no more than one pregnancy per 9 months, regardless of her number of sex partners. So evolution may have predisposed men, or at least some men, to be more interested in multiple mates than women are.

Almost all people prefer a romantic partner who is healthy, intelligent, honest, and physically attractive. Typically, women have some additional interests that are less common for men. In particular, women are more likely than men are to prefer a mate who is likely to be a good provider. According to evolutionary theorists, the reason is this: While a woman is pregnant or taking care of a small child, she needs help getting food and other requirements. Evolution would have favored any gene that caused women to seek good providers. Related to this tendency, most women tend to be cautious during courtship. Even if a man seems interested in her, a woman is generally cautious before concluding that he has a strong commitment to her. She would not want a man who acts interested and then leaves when she needs him.

Men tend to have a stronger preference for a young partner. An evolutionary explanation is that young women are likely to remain fertile longer than older women are, so a man can have more children by pairing with a young woman. Men remain fertile into old age, so a woman has less need to insist on youth. Women prefer young partners when possible, but in many societies, only older men have enough financial resources to get married.

Traditionally, in nearly all cultures, men have been more jealous of a wife’s possible infidelity than women have been of a husband’s infidelity. From an evolutionary standpoint, why? If a man is to pass on his genes—the key point in evolution—he needs to be sure that the children he supports are his own. An unfaithful wife threatens that certainty. A woman knows that any children she bears are her own, so she does not have the same worry. (She might, however, worry that her husband might start supporting some other woman’s children, instead of her own children.) The degree of jealousy varies among cultures. Some cultures tolerate sexual infidelity by husbands, and some do not, and the intensity of prohibition against wives’ infidelity varies, but no known society considers infidelity more acceptable for women than for men.

Which would upset you more: if your partner had a brief sexual affair with someone else, or if he or she became emotionally close to someone else? According to several studies, men say they would be more upset by the sexual infidelity, whereas women would be more upset by the emotional infidelity. However, those studies dealt with hypothetical situations. Most men and women who have actually dealt with an unfaithful partner say they were more upset by their partner’s becoming emotionally close to someone else than by the sexual affair.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Evolutionary Interpretations of Mating Behavior LEARNING OBJECTIVES: KALA.BIOP.16.10.06 - Discuss possible evolutionary explanations of men’s and women’s sexual behaviors.

TOPICS: 10.2 Variations in Sexual Behavior 119. Describe some of the evidence that genetic factors may influence sexual orientation.

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ANSWER:

Studies of the genetics of sexual orientation have focused mainly on twins. Early studies of the genetics of human sexual orientation began by advertising in gay or lesbian publications for homosexual people with twins. Then they contacted the other twin to fill out a questionnaire. The questionnaire included diverse items to conceal the fact that the real interest was sexual orientation. The results showed a stronger concordance for monozygotic than dizygotic twins. That is, if one twin is homosexual, the probability for the other to be homosexual is fairly high for a monozygotic twin, and less high for a dizygotic twin.

However, the kind of person who answers an ad in a gay or lesbian magazine may not be representative of others. A later study examined the data from all the twins in Sweden between ages 20 and 47. The Swedish study differed not only in the breadth of the sample, but also in the behavioral criterion. Instead of asking about sexual orientation, the researchers asked whether someone had ever had a same-sex partner. The results do not indicate number of people with homosexual activity or orientation. Rather, they indicate concordance—the probability of homosexual activity or orientation in one twin, given that the other twin had already indicated such activity. Although both sets of results show a higher concordance for monozygotic than dizygotic twins, there is huge difference between the studies. Other studies of twins in several countries also found higher concordance for sexual orientation in monozygotic than dizygotic twins, but the magnitude of the effect has varied considerably.

Several studies have looked for a particular gene that might be linked to sexual orientation, but they failed to find anything with a significant effect. Two studies reported a higher incidence of homosexuality among the maternal than paternal relatives of homosexual men.

For example, uncles and cousins on the mother’s side were more likely to be homosexual than uncles and cousins on the father’s side. These results suggested a gene on the X chromosome, which a man necessarily receives from his mother. However, other studies have found no difference between relatives on the mother’s and father’s side and one study found more homosexual relatives on the father’s side. Consequently, it seems unlikely that any gene on the X chromosome plays a major role.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Organizing Effects of Sex Hormones LEARNING OBJECTIVES: KALA.BIOP.16.10.08 - Discuss possible biological influences on the development of sexual orientation.

TOPICS: 10.1 Sex and Hormones 120. Describe some of the evidence that brain anatomy may differ as a function of sexual orientation.

ANSWER: Do brains also differ as a function of sexual orientation? The results are complex. On average, homosexual men are shifted partly in the female-typical direction for some brain structures but not others. Similarly, on average, homosexual women’s brains are slightly shifted in the male direction in some ways but not others. Several of the reported differences have no clear relationship to sexuality itself, although they may relate to other behavioral differences between heterosexual and homosexual people.

On average, the left and right hemispheres of the cerebral cortex are of nearly equal size in heterosexual females, whereas the right hemisphere is a few percent larger in heterosexual males. Homosexual males resemble heterosexual females in this regard, and homosexual females are intermediate between heterosexual females and males. Also, in heterosexual females, the left amygdala has more widespread connections than the right amygdala, whereas in heterosexual males, the right amygdala has more widespread connections. Again, homo- sexual males resemble heterosexual females in this regard, and homosexual females are intermediate. The anterior commissure is, on average, larger in heterosexual women than in heterosexual men. In homosexual men, it is at least as large as in women, perhaps even

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slightly larger. The suprachiasmatic nucleus (SCN) is also larger in homosexual men than in heterosexual. However, when interpreting these and other reported differences, we should remember two cautions: First, we don’t know whether these brain differences are causes or effects of sexual orientation. Brain differences can predispose to different behaviors, but it is also true that persistent behaviors can change brain anatomy. Second, it is relatively easy to publish results showing a difference between two groups, such as homosexual and heterosexual people, even if the difference was unpredicted, small, and hard to explain. It is less easy to publish results showing no difference. Thus it is possible, even likely, that the published papers overstate certain anatomical differences.

The most widely cited research concerns the third interstitial nucleus of the anterior hypothalamus (INAH-3), which is generally more than twice as large in heterosexual men as in women. This area has more cells with androgen receptors in men than in women, and probably plays a role in sexual behavior, although the exact role is uncertain and probably varies among animal species. Simon LeVay examined INAH-3 in 41 people who had died between the ages of 26 and 59. Of these, 16 were heterosexual men, 6 were heterosexual women, and 19 were homosexual men. All of the homosexual men, 6 of the 16 heterosexual men, and 1 of the 6 women had died of AIDS. LeVay found that the mean volume of INAH3 was larger in heterosexual men than in heterosexual women or homosexual men, who were about equal in this regard. The difference between heterosexual men and the other two groups is fairly large, on average, and that the cause of death (AIDS versus other) has no clear relationship to the results.

A later study partly replicated these trends. Researchers found that the INAH-3 nucleus was slightly larger in heterosexual than homosexual men, although in this study the homosexual men’s INAH-3 nucleus was larger than that of heterosexual women. Still another study found INAH-3 to be larger in heterosexual males than in male-to-female transsexuals—that is, people born as males who changed their identities to female.

The meaning of these results is not clear. Do differences in the hypothalamus influence sexual orientation, or does sexual activity influence the size of hypothalamic neurons? Some brain areas do grow or shrink in adults because of hormones or behavioral activities. About 8 percent of rams (male sheep) direct their sexual behavior toward other males. One area of the anterior hypothalamus is larger in female-oriented rams than in male-oriented rams and larger in male-oriented rams than in females. This area becomes larger in male than female sheep before birth as a result of prenatal testosterone levels. In sheep, at least, an anatomical difference appears before any sexual behavior, and so it is more likely a cause than a result.

The same may or may not be true in humans.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Sexual Orientation LEARNING OBJECTIVES: KALA.BIOP.16.10.08 - Discuss possible biological influences on the development of sexual orientation.

TOPICS: 10.2 Variations in Sexual Behavior

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Chapter 11 Emotional Behaviors-Biological Psychology, 12e Kalat TB True / False 1. Psychologists typically define emotion in terms of three components. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

2. According to the James-Lange theory of emotion, we experience physiological changes first and then label these changes as an emotion. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal

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LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

3. The pattern of physiological reactions for each emotion is easily distinguishable by the person who is experiencing them. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

4. The more important contributions to emotions come from the effects of the autonomic nervous system, not muscle activity. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

5. People with damage to either the prefrontal cortex or the amygdala show difficulties processing emotional information. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Functions of Emotions LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.1 What is Emotion?

6. The limbic system—the forebrain areas surrounding the thalamus—has been regarded as non-critical for emotion. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

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7. Low serotonin turnover is associated with reduced aggression. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 8. The amygdala is one of the main areas for integrating both environmental and genetic influences, and then regulating the current level of anxiety. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 9. Individuals with posttraumatic stress disorder are more likely to have a suppressed startle reflex. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 10. Amygdala damage will result in the complete loss of the startle response. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 11. Activity in the amygdala can change without the person being consciously aware of an emotional stimulus. a. True

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b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 12. Brief activation of the sympathetic nervous system can enhance activity of the immune system. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 12.3 Stress and Health 13. Activation of the HPA axis occurs during prolonged stress. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health 14. Temporary increases in cortisol can enhance immune function. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health 15. Prolonged high cortisol levels are associated with increased hippocampal damage. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health

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Multiple Choice 16. Psychologists typically define emotion in terms of the following three components: . a. actions, cognitions, and emotions b. feelings, actions, and emotions c. cognitions, actions, and emotions d. cognitions, feelings, and actions ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

17. The autonomic nervous system is divided into two parts; the nervous system (which prepares the body for emergency action), and the nervous system (which calms the body). a. sympathetic; parasympathetic b. parasympathetic; sympathetic c. somatic; craniosacral d. craniosacral; somatic ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

18. The branch of the autonomic nervous system that is responsible for preparing the body for intense, vigorous, emergency activity is the . a. somatic nervous system b. craniosacral nervous system c. sympathetic nervous system d. parasympathetic nervous system ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

19. The sympathetic nervous system is to a. fight; flight b. emergencies; relaxation

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as the parasympathetic nervous system is to

.

c. assertiveness; aggressiveness d. striated muscles; smooth muscles ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

20. According to the theory, we experience emotion after we experience autonomic arousal. a. Lange-Jung b. Lange-Papez c. James-Jung d. James-Lange ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

21. According to the James-Lange theory, we experience emotion . a. first, then come our actions b. and act upon that emotion, simultaneously c. after we experience autonomic arousal d. and must label it before we can act on it ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

22. In the revised James-Lange theory of emotion, what occurs first? a. cognitive appraisal b. actions c. physiological changes d. feeling ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

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23. Which evidence is most detrimental to the James-Lange theory? a. Patients with pure autonomic failure experience emotions. b. Sometimes people have trouble reporting what they are feeling. c. Changes in arousal are reported as changes in emotions. d. Some people feel stronger emotions than others do.

ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

24. Individuals with pure autonomic failure . a. do not experience emotions b. are paralyzed c. are always fearful d. do not experience much intensity of emotion ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

25. Findings from people with pure autonomic failure suggest that . a. autonomic output is important for experiencing emotion b. the James-Lange theory is incorrect c. feelings are the same thing as emotions d. lack of physiological feedback makes us happy ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

26. Which of the following is characterized by extreme sympathetic nervous system arousal? a. locked-in syndrome b. pure autonomic failure c. panic attack d. prosopagnosia ANSWER: c DIFFICULTY: Bloom’s: Understand

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REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

27. Which of the following is characterized by extreme physiological arousal? a. locked-in syndrome b. pure autonomic failure c. panic attack d. prosopagnosia ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

28. When people were forced to smile by clenching a pen between their teeth, how did they rate a cartoon they were reading? a. funnier than if they were not forced to smile b. just as funny as when they were frowning c. not as funny as when they were holding a pen between their lips d. as frightening ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

29. Children with a rare condition called are unable to move their facial muscles to make a smile. a. Lange syndrome b. Möbius syndrome c. James syndrome d. Fregoli syndrome ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

30. The group of forebrain structures that appear to be critical for emotion comprise the a. pyramidal system

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.

b. sympathetic nervous system c. parasympathetic nervous system d. limbic system ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.1 What is Emotion?

31. The amygdala is part of the . a. pyramidal system b. sympathetic nervous system c. parasympathetic nervous system d. limbic system ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.1 What is Emotion?

32. The limbic system consists of structures that are believed to be important for which kind of responses? a. reflexes b. fine motor control c. spatial orientation d. emotional ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.1 What is Emotion?

33. A search for the happiness center in the brain is unlikely to be successful because . a. brain areas associated with particular emotions vary considerably b. happiness is only an epiphenomenon c. fear activates brain areas identical to those of happiness d. no one has been able to define happiness ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.02 - Explain why some psychologists are skeptical of the idea of a few basic emotions.

TOPICS: 11.1 What is Emotion?

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34. The area that is activated by feeling disgusted is the same area of the brain responsible for . a. sight b. smell c. taste d. hearing ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.02 - Explain why some psychologists are skeptical of the idea of a few basic emotions.

TOPICS: 11.1 What is Emotion?

35. Activity in the left hemisphere is associated with . a. decreased emotional experiences b. fear, but not other emotions c. behavioral activation d. behavioral inhibition ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.02 - Explain why some psychologists are skeptical of the idea of a few basic emotions.

TOPICS: 11.1 What is Emotion?

36. The behavioral activation system is associated with . a. low to moderate arousal, tendency to approach new objects, and pleasant mood b. maximum arousal, increased fear, and negative mood c. lack of arousal, decreased action, and pleasant mood d. increased attention and arousal, decreased action, and fear or disgust ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Do People Have a Limited Number of Basic Emotions?

LEARNING OBJECTIVES: KALA.BIOP.16.11.02 - Explain why some psychologists are skeptical of the idea of a few basic emotions.

TOPICS: 11.1 What is Emotion?

37. The behavioral inhibition system is associated with . a. low to moderate arousal, tendency to approach new objects, and pleasant mood b. maximum arousal, increased fear, and negative mood c. lack of arousal, decreased action, and pleasant mood d. increased attention and arousal, decreased action, and fear or disgust ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Do People Have a Limited Number of Basic Emotions?

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LEARNING OBJECTIVES: KALA.BIOP.16.11.02 - Explain why some psychologists are skeptical of the idea of a few basic emotions.

TOPICS: 11.1 What is Emotion?

38. Increased activity of the frontal and temporal lobes of the right hemisphere is associated with the . a. behavioral inhibition system b. behavioral activation system c. behavioral attenuation system d. behavioral attraction system ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Do People Have a Limited Number of Basic Emotions?

LEARNING OBJECTIVES: KALA.BIOP.16.11.02 - Explain why some psychologists are skeptical of the idea of a few basic emotions.

TOPICS: 11.1 What is Emotion?

39. Which system is most likely to be active when moderate physiological arousal occurs while approaching a member of the opposite sex? a. behavioral inhibition system b. behavioral activation system c. behavioral attenuation system d. behavioral attraction system ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Do People Have a Limited Number of Basic Emotions?

LEARNING OBJECTIVES: KALA.BIOP.16.11.02 - Explain why some psychologists are skeptical of the idea of a few basic emotions.

TOPICS: 11.1 What is Emotion?

40. Investigators have found that individuals who suffer prefrontal cortex damage . a. often make bad decisions b. become more logical than usual in their reasoning c. become excessively inhibited in their dealings with others d. perform poorly on IQ tests ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Functions of Emotions LEARNING OBJECTIVES: KALA.BIOP.16.11.03 - Describe some of the functions of emotions.

TOPICS: 11.1 What is Emotion?

41. When faced with moral dilemmas involving killing one person to save five others, . a. people with the weakest autonomic arousal are the least likely to make the “logical” decision to kill one and save five others

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b. people with the strongest autonomic arousal are the least likely to make the “logical” decision to kill one and save five others c. people with the strongest somatic arousal are the least likely to make the “logical” decision to kill one and save five others d. people with the weakest somatic arousal are the least likely to make the “logical” decision to kill one and save five others ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Do People Have a Limited Number of Basic Emotions?

LEARNING OBJECTIVES: KALA.BIOP.16.11.02 - Explain why some psychologists are skeptical of the idea of a few basic emotions.

TOPICS: 11.1 What is Emotion?

42. Impulsive behavior and poor decisions are common symptoms of . a. parietal damage b. prefrontal damage c. occipital damage d. temporal damage ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Functions of Emotions LEARNING OBJECTIVES: KALA.BIOP.16.11.03 - Describe some of the functions of emotions.

TOPICS: 11.1 What is Emotion?

43. Why do individuals with prefrontal cortex damage often make bad decisions? a. They can't understand complexly worded questions. b. They don't anticipate the unpleasantness of likely outcomes. c. They conform readily to whatever other people are doing. d. They can’t predict the consequences of one decision or another.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Functions of Emotions LEARNING OBJECTIVES: KALA.BIOP.16.11.03 - Describe some of the functions of emotions.

TOPICS: 11.1 What is Emotion?

44. Some cats "play" with a mouse before killing it. How can this kind of behavior best be explained? a. the cat's perverse pleasure in prolonging the mouse's pain b. an instinctive need for additional pursuit behaviors prior to eating c. a conflict between attack and escape behaviors d. regression to infantile patterns of activity in the hippocampus ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Introduction

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LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 45. If a hamster in its home territory attacks an intruder, what will the hamster do if a second intruder arrives shortly after the first intruder leaves? a. Withdraw from the second intruder. b. Play with the second intruder. c. Attack the second intruder quickly and vigorously. d. Attack the second intruder but less vigorously than the first.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 46. Directly stimulating the of a hamster results in priming it to attack, even without the previous experience of fighting. a. corticomedial amygdala b. cortex c. temporal lobe d. occipital lobe ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 47. Studies of aggressive and criminal behaviors in adulthood have found that . a. there doesn't appear to be a genetic link b. there appears to be more aggression by twins than non-twins c. monozygotic twins resemble each other more closely than dizygotic twins d. dizygotic twins resemble each other more closely than monozygotic twins ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 48. A research study linked different genes for the enzyme MAOA to the probability of antisocial behavior. The effect of the gene varied from small to great, depending on what?

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a. whether the person lived in a large or small town b. whether the person lived alone or with others c. whether the person was maltreated during childhood d. whether the person’s diet was high or low in fats and carbohydrates ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 49. Under what circumstances do the criminal behaviors of monozygotic twins resemble each other more than dizygotic twins? a. when the monozygotic twins have been raised apart b. when the dizygotic twins have been raised together c. in adulthood d. in childhood ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 50. Not all children who are abused become violently aggressive in adolescence or adulthood. Of the following, which has been demonstrated to influence violence by these people? a. genes regulating testosterone receptors b. genes regulating the suprachiasmatic nucleus c. genes regulating secretion of aldosterone d. genes regulating monoamine oxidase ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 51. Male aggressive behavior depends heavily on a. acetylcholine b. estrogen c. testosterone d. dopamine ANSWER: c DIFFICULTY: Bloom’s: Understand

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.

REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 52. A study administering testosterone to women found which of these effects? a. Testosterone increased their violent dreams. b. Testosterone increased the amount of time they looked at angry faces. c. Testosterone caused them to report feeling angry for no apparent reason. d. Testosterone made them want to play pool, drink beer, and spit.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 53. What potential advantage does a moderately aggressive monkey possess? a. They are more likely to get mates and food. b. They have better memories of other monkeys they have defeated. c. They are less depressed. d. Their immune system becomes stronger with each fight.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 54. In a study of serotonin turnover in male monkeys, it was found that those with . a. low levels were most submissive b. high levels had the most scars c. high levels were the most aggressive d. low levels were usually dead by age six ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 55. The term "serotonin turnover" refers to the amount of serotonin that is a. released at synapses and resynthesized b. currently present in the brain

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.

c. radioactively labeled d. converted into another transmitter ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 56. The concentration of 5-HIAA in the blood, cerebrospinal fluid, or urine provides an estimate of . a. serotonin stores b. serotonin turnover c. dopamine stores d. dopamine turnover ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 57. According to a number of animal studies, under which condition is the probability of violent behavior greatest? a. low acetylcholine turnover b. high acetylcholine turnover c. low serotonin turnover d. high serotonin turnover ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 58. Blood and urine levels of which chemicals are related to a history of violent suicide attempts? a. high amount of serotonin turnover b. low amount of serotonin turnover c. high levels of L-dopa d. low levels of L-dopa ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors

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59. Many studies have found that violent criminals and arsonists released from prison had a greater probability of committing other violent crimes if they . a. underwent surgical removal of the amygdala b. ate diets low in corn c. had lower than normal serotonin turnover d. had higher than normal serotonin turnover ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 60. Depression is linked to serotonin and aggressive behavior is linked to serotonin. a. low; low b. low; high c. high; low d. high; high ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 61. Which of the following has been associated with an increased probability of suicide attempts? a. high dopamine turnover b. high GABA turnover c. low serotonin turnover d. low substance-P turnover ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 62. If a treatment suddenly lowered your serotonin level . a. you would experience depression b. you would become violent c. you would become both depressed and violent d. we could not predict how and when your behavior would change ANSWER: d

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DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 63. According to one hypothesis, if serotonin is released during aggressive behavior, then individuals with low serotonin release are more aggressive because of . a. increased depression b. decreased serotonin synthesis c. increased serotonin receptor sensitivity d. decreased serotonin receptor sensitivity ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 64. After a loud noise, information travels from the medulla to the , and then to the neck muscles. a. pons b. caudate nucleus c. cochlear nucleus d. hypothalamus ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 65. A startle reflex occurs in response to . a. grief b. depression c. anxiety d. an unexpected loud noise ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 66. To measure fear or anxiety in both humans and nonhumans, researchers measure variations in an individual’s

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.

a. rate of eyelid blinking b. attention to a flickering light c. salivary reflex d. startle reflex ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.2 Attack and Escape Behaviors 67. It is possible to predict (with moderate accuracy) people’s political attitudes toward the use of the military, the death penalty, and so forth by monitoring which of the following? a. differences in fMRI response between the left and right hemispheres b. size of the hippocampus c. amygdala responses to a sudden loud noise d. fluctuations in testosterone levels between morning and evening ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.2 Attack and Escape Behaviors 68. Startle responses are greater when a person is . a. depressed b. anxious c. violent d. aggressive ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.2 Attack and Escape Behaviors 69. In people suffering from posttraumatic stress disorder, the startle response is . a. generally absent b. generally weaker than in other people c. the same as in other people d. generally stronger than in other people ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.2 Attack and Escape Behaviors

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70. What area of the brain seems to be a key area for learned fears? a. occipital cortex b. somatosensory cortex c. corpus callosum d. amygdala ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.2 Attack and Escape Behaviors 71. Many cells in the amygdala get input from sensory modalities, especially the nuclei. a. basolateral and central b. lateral and medial c. hypothalamic d. brain stem ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.2 Attack and Escape Behaviors 72. Damage to the amygdala impairs . a. motor coordination b. circadian rhythms c. learned fears d. language comprehension ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.2 Attack and Escape Behaviors 73. The amygdala send axons to the , which in turn sends axons to the pons to control the startle reflex. a. midbrain b. caudate nucleus c. cingulate gyrus d. pineal gland ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

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TOPICS:

11.2 Attack and Escape Behaviors

74. The parasite Toxoplasma gondii is able to reinfect cats when the cats . a. come into close contact with other infected cats b. are bitten by scared rats c. eat fearless infected rats d. are bitten by mosquitos carrying the parasite ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.2 Attack and Escape Behaviors 75. After damage to the amygdala, what happens to a rat’s startle reflex? a. The rat shows no startle reflex. b. The rat’s startle reflex does not vary from one situation to another. c. The rat shows an exaggerated startle reflex. d. The rat shows a startle reflex only when in the presence of danger signals.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.2 Attack and Escape Behaviors 76. Which effect is likely to result from damage to the amygdala? a. lack of a startle response b. a normal startle response, but an absence of learned fears c. an enhanced startle response and an enhanced response to learned fears d. a fear response to any novel stimulus ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.2 Attack and Escape Behaviors 77. Looking at a picture of people showing emotional expressions causes the greatest activity in the a. frontal lobe b. hippocampus c. fornix d. amygdala ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety

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LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.2 Attack and Escape Behaviors 78. Recognition of an angry expression is faster when the face is directed , and a fearful expression is faster if it is directed . a. toward you; to the side b. to the side; toward you c. toward you; toward you d. to the side; to the side ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.2 Attack and Escape Behaviors 79. When asked to draw pictures expressing different emotions, which emotion will cause the most difficulty for a person with Urbach-Wiethe disease? a. happiness b. disgust c. sadness d. fear ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.2 Attack and Escape Behaviors 80. Across studies involving amygdala damage, the general conclusion seems to be that the amygdala is important for . a. focusing attention on emotional stimuli b. only the expression of emotion c. only the interpretation of emotion d. the normal startle response ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.2 Attack and Escape Behaviors 81. One explanation for the difficulty that people with amygdala damage have with recognizing fearful faces is that they . a. cannot see very well b. do not remember what fear looks like c. focus their attention on the eyes of faces instead of the nose and mouth

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d. focus their attention on the nose and mouth of faces instead of the eyes ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.2 Attack and Escape Behaviors 82. One could reduce anxiety by . a. decreasing GABA b. increasing CCK c. blocking CCK d. blocking dopamine ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Relief from Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.06 - Comment on methods of relief from anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 83. The flow of ions across the membrane is controlled by the GABAA complex a. sodium b. potassium c. calcium d. chloride ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Relief from Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.06 - Comment on methods of relief from anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 84. Most tranquilizers reduce anxiety by . a. decreasing GABA b. increasing GABA c. blocking dopamine d. increasing CCK ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Relief from Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.06 - Comment on methods of relief from anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 85. Benzodiazepine tranquilizers affect GABA synapses by a. stimulating GABA receptors b. facilitating binding of GABA to its receptors

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c. inhibiting GABA receptors d. decreasing binding of GABA to its receptors ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Relief from Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.06 - Comment on methods of relief from anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 86. At the center of the GABAᴀ receptor is a . a. benzodiazepine b. neurotransmitter c. chloride channel d. transmitter channel ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Relief from Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.06 - Comment on methods of relief from anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 87. An experimental drug, Ro15-4513, has been shown to block the behavioral effects of . a. tricyclics b. amphetamines c. alcohol d. endozepines ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Relief from Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.06 - Comment on methods of relief from anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 88. Alcohol decreases anxiety by . a. promoting chloride flow at the GABA-A receptor complex b. inhibiting chloride flow at the GABA-A receptor complex c. promoting sodium flow at serotonin synapses d. inhibiting sodium flow at serotonin synapses ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Relief from Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.06 - Comment on methods of relief from anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 89. Hans Selye's defined stress in terms of a. the duration of troubling events

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b. an increase in worry c. the nonspecific response of the body to any demand d. the amount of homework to be done ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the General Adaptation Syndrome LEARNING OBJECTIVES: KALA.BIOP.16.11.07 - Define the general adaptation syndrome.

TOPICS: 11.3 Stress and Health 90. The field of study that would be most concerned with the effects of smoking, diet, exercise, and stress on health is . a. behavioral medicine b. neurology c. dietetics d. psychology ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the General Adaptation Syndrome LEARNING OBJECTIVES: KALA.BIOP.16.11.07 - Define the general adaptation syndrome.

TOPICS: 11.3 Stress and Health 91. Selye inferred that any threat to the body, in addition to its specific effects, activated a generalized response to stress, which he called the . a. general stress syndrome b. general adaptation syndrome c. general activation syndrome d. general limbic syndrome ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the General Adaptation Syndrome LEARNING OBJECTIVES: KALA.BIOP.16.11.07 - Define the general adaptation syndrome.

TOPICS: 11.3 Stress and Health 92. Stress activates two systems. One is the . a. HPA axis, which reacts more quickly than the other b. HPA axis, which becomes increasingly important with prolonged stressors c. autonomic nervous system which secretes the hormone ACTH d. autonomic nervous system which secretes the hormone cortisol ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health

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93. What type of leukocyte matures in the thymus gland? a. natural killer cell b. macrophage c. B cell d. T cell ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health 94. Which hormone is released by the adrenal gland during stress? a. cortisol b. ACTH c. CRH d. NPY ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health 95. Leukocytes identify intruder cells by their a. shape b. chromosomal pattern c. rate of cell division d. surface proteins ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health 96. Proteins that circulate in the blood, specifically attaching to one kind of antigen are . a. macrophages b. B cells c. T cells d. antibodies ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health

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97. Blood cells that attach to types of tumor cells and cells infected with viruses are known as . a. B cells b. T cells c. cytotoxic T cells d. natural killer cells ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health 98. Which type of leukocyte destroys tumor cells and cells infected with viruses? a. T cells b. B cells c. Schwann cells d. natural killer cells ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health 99. One of the main differences between natural killer cells and T cells is that natural killer cells . a. attack normal tissue b. attack several kinds of intruders c. are cancer cells d. are more specific in their targets ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health 100. Chemicals released by the immune system that attack infections and communicate with the brain to elicit anti-illness behaviors are . a. macrophages b. cytotoxic cells c. cytokines d. natural killer cells ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis

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LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health 101. The immune system's way of telling the brain that the body is ill is by way of . a. macrophages b. cytotoxic cells c. cytokines d. natural killer cells ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health 102. Information from cytokines is relayed to the brain, specifically to the . a. hypothalamus b. cerebellum c. pineal gland d. locus coeruleus ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health 103. The classical illness behaviors such as fever, sleepiness, and lack of appetite are caused by . a. decreased brain activity b. toxins released by pathogens c. the immune system's production of cytokines d. antibody production ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health 104. Why do humans suffer from sleepiness, decreased muscle activity, and decreased sex drive during illness? a. The illness suppresses nearly all brain activity. b. The virus saps the organism's energy and uses it to attack the body. c. They are useful ways of conserving energy while the body is attacking the illness. d. An illness decreases blood flow to the brain and muscles.

ANSWER: c DIFFICULTY: Bloom’s: Understand

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REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.07 - Define the general adaptation syndrome.

TOPICS: 11.3 Stress and Health 105. The field of study concerned with how the nervous system interacts with the immune system is known as a. endocrinology b. immunopsychology c. psychoneuroimmunology d. neurobiology ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health

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106. Occasional brief periods of stress . a. are harmful to an organism b. are harmful if the emotion is anger c. boost the activity of the immune system d. direct energy away from the synthesis of proteins ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health 107. What did researchers find in Antarctic research scientists who spent a nine-month period of social isolation in the cold and dark? a. T cell functioning increased by about 50% b. T cell functioning decreased by about half c. leukocytes stopped functioning d. an outbreak of autoimmune diseases ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health 108. Individuals who manage to succeed and thrive despite many difficulties may best be described as a. being resilient b. immune to stress c. having autonomic failure d. having a suppressed HPA axis

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ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Stress Control LEARNING OBJECTIVES: KALA.BIOP.16.11.07 - Define the general adaptation syndrome.

TOPICS: 11.3 Stress and Health 109. Output from the amygdala to the modifies approach and avoidance responses. a. brain stem b. hypothalamus c. prefrontal cortex d. basolateral nuclei ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 12.2 Attack and Escape Behaviors 110. A leukocyte attacks when it finds a cell with foreign . a. antigens b. contours c. chromosomes d. neurotransmitters ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 12.3 Stress and Health 111. Which type of leukocyte attaches to an intruder and produces a specific antibody to attack the intruder's antigen? a. Macrophage b. B cell c. T cell d. A cell ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 12.3 Stress and Health 112. Which type of leukocyte matures in the bone marrow? a. Antigen b. Macrophage c. B cell

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d. T cell ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 12.3 Stress and Health 113. Which type of leukocyte matures in the bone marrow and produces antibodies to attack specific targets? a. B cells b. Y cells c. T cells d. natural killer cells ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health 114. Approach and avoidance responses are modified by output from the amygdala to the . a. brain stem b. hypothalamus c. prefrontal cortex d. basolateral nuclei ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 11.2 Attack and Escape Behaviors 115. What common measure of fear or anxiety is popular because it can be used with non-humans as well as humans? a. facial expressions b. spontaneous muscle twitches c. the startle response d. hyperventilation ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Fear and Anxiety LEARNING OBJECTIVES: KALA.BIOP.16.11.05 - Discuss the role of the amygdala in emotional processing.

TOPICS: 12.2 Attack and Escape Behaviors Essay 116. Briefly describe the James-Lange Theory of Emotion.

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ANSWER:

According to the James-Lange theory (James, 1884), the autonomic arousal and skeletal actions come first. What you experience as an emotion is the label you give to your responses: You feel afraid because you run away, and you feel angry because you attack. The James-Lange theory leads to two predictions: People with weak autonomic or skeletal responses should feel less emotion, and causing or increasing someone’s responses should enhance an emotion.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.01 - Discuss the role of the autonomic nervous system in emotional feelings.

TOPICS: 11.1 What is Emotion?

117. Briefly describe the role of the left and right hemispheres contribution to emotions according to Jeffrey Gray.

ANSWER:

Activity of the left hemisphere, especially its frontal and temporal lobes, relates to what is called the Behavioral Activation System (BAS), marked by low to moderate autonomic arousal, and a tendency to approach, which could characterize either happiness or anger.

Increased activity of the frontal and temporal lobes of the right hemisphere is associated with the Behavioral Inhibition System (BIS), which increases attention and arousal, inhibits action, and stimulates emotions such as fear and disgust.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Emotions and Autonomic Arousal LEARNING OBJECTIVES: KALA.BIOP.16.11.02 - Explain why some psychologists are skeptical of the idea of a few basic emotions.

TOPICS: 11.1 What is Emotion?

118. Briefly describe how benzodiazepines work in the brain.

ANSWER: Benzodiazepines bind to the GABAA receptor, which includes a site that binds GABA as well as sites that modify the sensitivity of the GABA site. When a benzodiazepine molecule attaches, it neither opens nor closes the chloride channel but twists the receptor so that the GABA binds more easily. Benzodiazepines thus facilitate the effects of GABA. Benzodiazepines exert their anti-anxiety effects in the amygdala, hypothalamus, midbrain, and several other areas DIFFICULTY: Bloom’s: Understand REFERENCES: Anxiety Disorders LEARNING OBJECTIVES: KALA.BIOP.16.11.06 - Comment on methods of relief from anxiety.

TOPICS: 11.2 Attack and Escape Behaviors 119. Briefly describe the role of the HPA axis and the autonomic nervous system (ANS) in the stress response.

ANSWER: The ANS reacts very quickly to prepare the body for "fight or flight" by increasing heart rate, blood pressure, decreasing stomach secretions, etc.

DIFFICULTY: REFERENCES:

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The HPA axis reacts more slowly, resulting in the release of cortisol from the adrenal gland.

Cortisol helps the body mobilize energy. However, prolonged HPA activation can lead to immune suppression and deterioration of the hippocampus, resulting in impaired memory.

Bloom’s: Analyze Stress and the Hypothalamus-Pituitary-Adrenal Cortex Axis

LEARNING OBJECTIVES: KALA.BIOP.16.11.08 - Describe the effects of stress on the immune system.

TOPICS: 11.3 Stress and Health 120. Describe the role of heredity and environment of violent behavior.

ANSWER: As with almost anything else in psychology, individual differences depend on both heredity and environment. Many environmental factors are easy to identify. Certainly people who were abused in childhood, people who witnessed violent abuse between their parents, and people who live in a violent neighborhood are at greater risk of violence themselves. People who have found success in the past by fighting are more likely than others are to fight again.

Within any country, violence tends to increase as the weather grows hotter.

Another factor is exposure to lead, which is harmful to developing brains. Since the banning of lead-based paints and the rise of unleaded gasoline, the prevalence of violent crime has declined, possibly as a result of the decreased lead in the environment.

What about heredity? Monozygotic twins resemble each other more closely than dizygotic twins do with regard to violent and criminal behaviors, and adopted children resemble their biological parents more closely than their adoptive parents. Genes influence violent behavior in many ways, including autonomic arousal. People with lower than average autonomic arousal tend, on average, to be more aggressive, probably because they react less strongly to fear of the consequences. Researchers found that 1-year-old infants with low autonomic arousal were more likely than average to show aggressive, antisocial behaviors when they reached age 3. However, various kinds of aggressive behavior occur under different circumstances, and we cannot expect to find a single gene or set of genes that will account for all the variations in all populations. For example, researchers found one gene linked to aggressive behavior that is common only among people of Finnish ancestry.

After researchers repeatedly failed to find a strong link between aggressive behavior and any single gene, they explored the possibility of interactions between heredity and environment.

Particularly interesting is the gene controlling the enzyme monoamine oxidase A (MAOA).

After a neuron releases serotonin, dopamine, or norepinephrine, most of it returns to the neuron via reuptake. At that point the enzyme MAOA breaks down some of it, preventing possible accumulation of an excessive amount. People vary in their genes for MAOA, as some people have a less-active form of the gene. Considering the previous discussion of how low serotonin increases the probability of aggression, we might predict that the more active form of MAOA would link to aggression, because it breaks down serotonin and leaves less available for release. Contrary to this prediction, the low-activity form shows more link to aggression. However, the effect of the gene depends on prior experience. A pioneering study reported that the low-activity form of the gene increased violent behavior only in people who had a seriously troubled childhood environment, such as being physically abused or watching parents fight. This result is fascinating because of its apparent demonstration of an interaction between genetics and environment.

Since then, although some studies failed to replicate this finding, most studies did. The lowactivity form of the gene is uncommon in most populations. Because it is an X-linked gene, far more men than women have just the low-activity form of the gene. It may, therefore, contribute to the greater prevalence of violent behavior in men than in women.

Overall, what can we say about the biological bases of aggressive behavior? At this point, not much is clear. Low serotonin activity is weakly associated with increased aggression, but the form of the MAOA gene that strongly breaks down serotonin links to less aggression, and only for people with a history of childhood maltreatment. In any case, the effects are small. If

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we want to control human violence, biological interventions are probably not the most promising route.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Attack Behaviors LEARNING OBJECTIVES: KALA.BIOP.16.11.04 - Describe what is known about the genetics of aggression and anxiety.

TOPICS: 11.2 Attack and Escape Behaviors

Chapter 12 The Biology of Learning and Memory-Biological Psychology, 12e Kalat TB

1. The UCR and the CR are always the same. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 2. In operant conditioning, an individual’s response leads to a reinforcer or punishment. a. True

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b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 3. In searching for the engram, Karl Lashley found that removal of larger areas of cortex resulted in the greatest impairment of memory. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 4. Eye-blink conditioning depends on the lateral interpositus nucleus. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 5. Information in short term memory is lost more easily than that in long term memory. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Types of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 6. To replace the concept of short-term memory, A. D. Baddeley and G. J. Hitch introduced the term delayed memory to refer to the way we store information while we are working at it. a. True b. False ANSWER: False

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DIFFICULTY: Bloom’s: Understand REFERENCES: Types of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 7. H.M. was unable to form any kind of new memories after his surgery. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.02 - Describe the memory losses experienced by patient H. M. and others.

TOPICS: 12.1 Learning, Memory, and Amnesia 8. H. M. had particularly severe impairment of episodic memories, or memories of single events. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.02 - Describe the memory losses experienced by patient H. M. and others.

TOPICS: 12.1 Learning, Memory, and Amnesia 9. Procedural memory deals with the ability to state a memory in words. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 10. Hippocampal damage impairs spatial memory. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

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12.1 Learning, Memory, and Amnesia

11. Korsakoff's patients perform better on tasks of implicit memory than explicit memory. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 12. A distinctive symptom of Korsakoff’s syndrome is confabulation, in which patients guess to fill in memory gaps. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 13. Habituation is a decrease in response to a stimulus that is presented repeatedly and accompanied by no change in other stimuli. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Single-Cell Mechanisms of Invertebrate Change LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.2 Storing Information in the Nervous System 14. After LTP is established, NMDA receptors are not required to maintain it. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Long-Term Potentiation in Vertebrates LEARNING OBJECTIVES: KALA.BIOP.16.12.06 - Outline the major chemical steps responsible for long-term potentiation.

TOPICS: 12.2 Storing Information in the Nervous System 15. Drugs used to treat Alzheimer's disease affect activity of the cortex by enhancing the effects of acetylcholine.

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a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 16. Pavlov presented a sound followed by meat in his experiments. Gradually the sound came to elicit salivation. The sound in this experiment would be considered the . a. unconditioned stimulus b. unconditioned response c. conditioned stimulus d. conditioned response ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 17. Pavlov presented a sound followed by meat in his experiments. Gradually the sound came to elicit salivation. The salivation to the meat in this experiment was the . a. unconditioned stimulus b. unconditioned response c. conditioned stimulus d. conditioned response ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 18. Pavlov presented a sound followed by meat in his experiments. Gradually the sound came to elicit salivation. The salivation to the sound in this experiment was the . a. unconditioned stimulus b. unconditioned response c. conditioned stimulus d. conditioned response ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Localized Representations of Memory

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LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 19. What should be the usual relationship between the conditioned stimulus and the unconditioned stimulus in classical conditioning? a. The conditioned stimulus should be presented first. b. The unconditioned stimulus should be presented first. c. They should be presented simultaneously. d. It depends on what each stimulus is.

ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 20. In operant conditioning, reinforcement is . a. any food that the organism likes b. a stimulus that produces a reflexive response c. an event that decreases the future probability of a response d. an event that increases the future probability of a response ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 21. In operant conditioning, punishment is a(n) . a. stimulus that produces a reflexive response b. event that decreases the future probability of a response c. event that increases the future probability of a response d. event that prevents a response ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 22. Which action is most difficult to classify as classical or operant conditioning? a. pressing a lever to get food b. pressing a lever to escape shock

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c. salivating after a sound previously paired with food d. song learning by male birds ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 23. Operant conditioning is to as classical conditioning is to . a. reinforcement; punishment b. CS; UCS c. association; consequences d. consequences; association ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 24. Lashley's term "engram" refers to . a. a drug that facilitates learning b. the physical representation of learning c. a procedure that improved memory d. an automatic response to a sensory stimulus ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 25. Lashley trained rats on a variety of mazes, then made deep cuts in their cortexes. He found that the cuts produced . a. a temporary impairment b. a permanent impairment c. day-to-day fluctuations in performance d. little apparent effect ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

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12.1 Learning, Memory, and Amnesia

26. Lashley found that a deep cut in a rat's cerebral cortex completely eliminated the effects of learning under what circumstances, if any? a. if the cut was made after the learning b. if the learned task was simple c. if the learned task was complex d. under none of the circumstances he studied ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 27. Lashley found that when he removed parts of the brain . a. only the removal of frontal lobe tissue disrupted performance b. only the removal of parietal lobe tissue disrupted performance c. the amount of tissue removed was more important than its location d. he found no loss of memories at all ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 28. What does the phrase "all parts of the cortex contribute equally to complex behaviors such as learning" define? a. operant conditioning b. classical conditioning c. equipotentiality d. mass action ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 29. The cortex works as a whole, and the more cortex the better, defines a. operant conditioning b. classical conditioning c. equipotentiality d. mass action

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.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 30. What is one explanation for why Lashley failed at finding the engram? a. He used poor surgical methods. b. Some memories do not depend on the cortex. c. The engram is continually changing location in the cortex. d. Classical conditioning had not been discovered yet.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 31. What is one explanation for why Lashley failed at finding the engram? a. He used poor surgical methods. b. Not all memories are physiologically the same. c. The engram is continually changing location in the cortex. d. Classical conditioning had not been discovered yet.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 32. In studies that paired a tone with an air puff to the cornea of rabbits, learning was found to depend on one nucleus of the . a. cerebellum b. hypothalamus c. thalamus d. hippocampus ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia

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33. In studies of eyelid conditioning in rabbits, Thompson and his colleagues have demonstrated that learning for this conditioned response takes place in the . a. red nucleus of the midbrain b. temporal lobe of the cerebral cortex c. lateral interpositus nucleus of the cerebellum d. ventromedial nucleus of the hypothalamus ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 34. Research indicates that the red nucleus is necessary for . a. the learning of a conditioned response b. the performance of a conditioned response c. the learning AND performance of a conditioned response d. suppression of the conditioned response ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 35. Preventing learning is to as suppressing a response is to . a. classical conditioning; operant conditioning b. operant conditioning; classical conditioning c. the red nucleus; the lateral interpositus nucleus d. the lateral interpositus nucleus; the red nucleus ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 36. A person with damage to their cerebellum may experience several problems, including a. poor eyesight b. inability to be classically conditioned c. weakened conditioned eye blinks d. exaggerated eye blinking ANSWER: c DIFFICULTY: Bloom’s: Understand

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REFERENCES: Localized Representations of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 37. Donald Hebb (1949) distinguished between two types of memory that he called a. implicit and explicit b. declarative and procedural c. short-term and long-term d. repressed and unrepressed ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Types of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 13.1 Learning, Memory, Amnesia, and Brain Functioning 38. Hebb believed that short-term memory . a. should not be distinguished from long-term memory b. was a temporary holding station on the way to long-term memory c. was more important than long-term memory d. was low-level memory ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Types of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 39. The general function of working memory is to . a. hold information until it has time to get to long-term storage b. store memories of life events permanently c. attend to and operate on current information d. store information related to repetitious motor movements ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Types of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 40. In learning, the basal ganglia . a. integrates information over many trials b. is involved in the development of flexible responses

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c. is most responsive to delayed feedback d. is critical to the formation of explicit memories ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Basal Ganglia LEARNING OBJECTIVES: KALA.BIOP.16.12.04 - Contrast the types of learning controlled by the basal ganglia to those controlled by the hippocampus and cerebral cortex.

TOPICS: 12.1 Learning, Memory, and Amnesia 41. The delayed response task requires responding to something that you saw or heard . a. in the distant past b. a short while ago c. right at that time d. in a meaningful way ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Types of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 42. Compared to young adults, aging humans with poor working memory have activity in the prefrontal cortex and aging humans with intact working memory have activity in the prefrontal cortex. a. decreased; decreased b. increased; increased c. increased; decreased d. decreased; increased ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Types of Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 43. Studies on help clarify the distinctions among different kinds of memory and enable us to explore the mechanisms of memory. a. dementia b. amnesia c. epilepsy d. stroke ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Hippocampus

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LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 44. The patient H.M. suffered severe memory disorders following a surgical operation that removed the . a. corpus callosum b. hippocampus c. lateral interpositus nucleus and hypothalamus d. prefrontal cortex and dorsomedial thalamus ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.02 - Describe the memory losses experienced by patient H. M. and others.

TOPICS: 12.1 Learning, Memory, and Amnesia 45. Retrograde amnesia is to as anterograde amnesia is to . a. temporary loss of memory; permanent loss of memory b. loss of short-term memory; loss of long-term memory c. inability to form new memories; loss of memory for old events d. loss of memory for old events; inability to form new memories ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 46. The inability to form memories for events that happened after brain damage is a characteristic of amnesia. a. retrograde b. anterograde c. proactive d. procedural ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 47. Forgetting events prior to the time of brain damage is a characteristic of a. retrograde b. anterograde c. proactive

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amnesia.

d. procedural ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 48. After his surgery, H.M. had the most difficulty with . a. learning new procedural tasks b. remembering events long before the surgery c. being able to define new English words d. IQ tests ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.02 - Describe the memory losses experienced by patient H. M. and others.

TOPICS: 12.1 Learning, Memory, and Amnesia 49. H.M. was able to learn and remember . a. people's names b. how to find his way to a new residence c. skills like mazes and puzzles d. events in recent history ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.02 - Describe the memory losses experienced by patient H. M. and others.

TOPICS: 12.1 Learning, Memory, and Amnesia 50. Deliberate recall of information that one recognizes as a memory is termed . a. priming b. explicit memory c. procedural memory d. declarative memory ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia

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51.

is an influence of recent experience on behavior, even if one does not recognize that influence. a. Priming b. Explicit memory c. Procedural memory d. Implicit memory ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 52. The memory for the development of motor skills is termed . a. priming b. explicit memory c. procedural memory d. declarative memory ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 53. Which type of memory is MOST impaired by damage to the hippocampus? a. short-term memory b. implicit memory c. episodic memory d. procedural memory ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 54. Which of the following accurately describes H.M.'s memory problems? a. impaired short-term memory, but not long-term memory b. impaired procedural memory, but not declarative memory c. impaired explicit memory, but not implicit memory d. impaired personal memories, but not impersonal memories ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus

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LEARNING OBJECTIVES: KALA.BIOP.16.12.02 - Describe the memory losses experienced by patient H. M. and others.

TOPICS: 12.1 Learning, Memory, and Amnesia 55. One ironic but interesting finding is that people with amnesia will improve on tasks, but have no memory with respect to the task. a. procedural; explicit b. explicit; procedural c. declarative; implicit d. implicit; procedural ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 56. Procedural memory is to as declarative memory is to . a. jogging; walking b. reading; writing c. carrying on a conversation; listening to the radio d. juggling; explaining the sequence of moves in juggling ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 57. Damage to the impairs performance on the delayed matching-to-sample and delayed nonmatching-to-sample tasks. a. hypothalamus b. thalamus c. hippocampus d. parietal cortex ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 58. Hippocampal damage has the greatest effect on . a. the delayed match-to-sample task when the same two objects are used repeatedly

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b. the delayed match-to-sample task when the two objects are continuously changed c. the delayed nonmatch-to-sample task when the same two objects are used repeatedly d. procedural memory ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 59. What area of the brain is particularly important for coding spatial information? a. hippocampus b. hypothalamus c. pons d. reticular formation ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 60. A study with London taxi drivers found that answering activated their hippocampus more than answering a. nonspatial questions; spatial questions b. spatial questions; nonspatial questions c. long questions; short questions d. short questions; long questions ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 61. A rat is placed in a radial maze in which it has already been trained for many trials. As compared to rats without damage to their hippocampus, rats with damage are more likely to . a. enter an alley at random b. fail to eat the food they find c. enter one of the correct alleys repeatedly d. enter an alley that is never correct ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus

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.

LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 62. A rat must swim through murky water to find a rest platform that is just under the surface in the . a. radial maze b. Morris water maze c. configurable learning task d. delayed matching-to-sample task ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 63. A rat with hippocampal damage has difficulty with the Morris water maze because it a. loses its motivation to find the platform b. cannot remember how to swim c. has difficulty remembering where the platform is from trial to trial d. develops a water phobia ANSWER: c

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64. There is compelling evidence for the role of the hippocampus in memory. a. short term b. implicit c. spatial d. auditory ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 65. Researchers have found that different species of birds differ in terms of how much they depend on food they have stored to get through the winter. What factor is related to depending on and finding stored food? a. overall brain size b. relative size of the cortex c. relative size of the amygdala d. relative size of the hippocampus ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus

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LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 66. The hippocampus is especially important for which kind of memory? a. procedural b. episodic c. short-term d. implicit ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 67. What type of deficiency causes Korsakoff's syndrome? a. thiamine b. protein c. sodium d. calcium ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 68. Most Korsakoff's victims have a loss or shrinkage of neurons throughout the brain, especially in the . a. cingulate gyrus b. occipital lobe c. dorsomedial thalamus d. cerebellum ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 69. A distinctive symptom of Korsakoff’s syndrome is a. tremors b. dementia c. memory loss

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d. confabulation ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 70. Damage to the produces symptoms similar to Korsakoff's syndrome. a. prefrontal cortex b. basal ganglia c. occipital cortex d. precentral gyrus ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 71. What memory impairments are found in patients with Korsakoff's syndrome? a. only anterograde amnesia b. only retrograde amnesia c. anterograde and retrograde amnesia d. neither anterograde nor retrograde amnesia ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia TOPICS: 12.1 Learning, Memory, and Amnesia 72. Individuals with Korsakoff's syndrome are similar to people with damage to the . a. amygdala b. prefrontal cortex c. hippocampus d. hypothalamus ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 73. When prompted with cues, Korsakoff's victims can often produce words from lists they saw but claim to have never seen. This exemplifies what kind of memory?

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a. reference b. procedural c. implicit d. explicit ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 74. What memory task would a typical patient with Korsakoff's syndrome be able to do without difficulty? a. recalling the temporal order of events b. remembering someone he or she met in the past week c. an implicit memory task d. an explicit memory task ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 75. What is confabulation? a. confusing a made-up answer as a memory of an actual experience b. having the two sides of the body working antagonistically c. confusing procedural memory for declarative memory d. remembering names, but being unable to put them with a face ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 76. Korsakoff's patients best remember a list of short sentences by . a. reading and rereading them b. testing themselves on each sentence before going on to the next c. creating an elaborate story integrating the content of the sentences d. relating each sentence to a past personal experience ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia

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LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 77. As with Korsakoff's patients, Alzheimer's patients have impairments in memory, but are relatively unimpaired in memory. a. short-term; long-term b. implicit; explicit c. procedural; declarative d. declarative; procedural ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 78. Korsakoff's patients and Alzheimer's patients have better memory for . a. recent events than events of the remote past b. what is happening at a given moment than general principles c. skills than facts d. verbal information than visual information ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 79. If people with Down syndrome live long enough, they almost invariably develop . a. Korsakoff's syndrome b. Parkinson's disease c. Huntington's disease d. Alzheimer's disease ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 80. In some cases of Alzheimer's disease that run in families, the cause of the disease appears to involve which gene(s)? a. a gene on the X chromosome b. a gene on the Y chromosome

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c. a series of genes on chromosome 4 d. genes on several different chromosomes ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 81. Alzheimer's leads to the accumulation of in the brain. a. glucose b. amyloid deposits c. arachidonic acid d. serotonin ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 82. Structures formed from degenerating axons and dendrites are referred to as . a. tau proteins b. amyloid beta proteins c. confabulations d. plaques ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 83. The most likely cause of the brain damage typical of Alzheimer's disease is due to a . a. deficit of thiamine b. excess of neurotrophins c. increase in amyloid-β proteins d. excess of acetylcholine ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia

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84. Alzheimer's is associated with brain damage as a result of . a. loss of the fibers connecting the substantia nigra to the basal ganglia b. loss of cell bodies in the dorsomedial thalamus c. tangles and plaques in the cerebral cortex and hippocampus d. an epileptic focus in the temporal lobe of the cortex ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 85. What is believed to be the likely cause of plaques? a. a relative deficit of thiamine b. increased pressure from cerebrospinal fluid c. amyloid deposits in the brain d. a relative deficit of acetylcholine ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 86. Most researchers now believe that the accumulation of amyloid and tau protein . a. is a result of the Alzheimer's disease b. are partly the cause of Alzheimer's disease c. are byproducts of acetylcholine d. are byproducts of dying glial cells ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 87. Structures formed from degenerating neuronal cell bodies are called a. tau proteins b. amyloid beta proteins c. tangles d. confabulations ANSWER: c DIFFICULTY: Bloom’s: Understand

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REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 13.1 Learning, Memory, Amnesia, and Brain Functioning 88. Amyloid is to as tau is to . a. plaques; tangles b. tangles; plaques c. neurons; glia d. glia; neurons ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 89. The most common treatment for Alzheimer’s disease is to give drugs that stimulate . a. dopamine receptors b. acetylcholine receptors c. tau receptors d. GABA receptors ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 90. A possible treatment for Alzheimer's is the administration of drugs that . a. stimulate acetylcholine receptors b. inhibit the basal forebrain c. inhibit acetylcholine release d. increase tau production ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 91. A study of patients with amnesia reveals that people a. lose all aspects of memory equally b. have predictable memory loss

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c. can be categorized into distinct forms of memory loss d. do not lose all aspects of memory equally ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 92. People with damage in the anterior and inferior regions of the temporal lobe suffer . a. cingulate dementia b. implicit dementia c. lexical dementia d. semantic dementia ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 93. Parts of the are important for learning about rewards and punishments. a. hypothalamus b. fornix c. prefrontal cortex d. temporal cortex ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Other Brain Areas and Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 94. When Penfield stimulated the temporal cortex of alert and awake brain surgery patients, he found that they . a. went into spastic convulsions b. remembered specific events from earlier in their lives in great detail c. lost all memory for events during and shortly preceding the stimulation d. had a dream-like experience ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Blind Alleys and Abandoned Mines LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.2 Storing Information in the Nervous System

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95. One line of research that initially appeared promising, but has since faded, was to study learning in decapitated a. fish b. rats c. monkeys d. cockroaches ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Blind Alleys and Abandoned Mines LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.2 Storing Information in the Nervous System 96. A "Hebbian" synapse is one in which . a. activity at that synapse strengthens the response of the postsynaptic neuron to all of its synapses b. repeated use of the synapse over a limited period of time leads to habituation c. calcium flows into the cell while magnesium flows out of the cell d. activity of the synapse, paired with an action potential in the postsynaptic cell, strengthens that synapse ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Learning and the Hebbian Synapse LEARNING OBJECTIVES: KALA.BIOP.16.12.05 - 12.2 Storing Information in the Nervous System TOPICS: 12.2 Storing Information in the Nervous System 97. It is believed that Hebbian synapses may be critical for . a. associative learning b. reflexes c. loudness perception d. color vision ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Learning and the Hebbian Synapse LEARNING OBJECTIVES: KALA.BIOP.16.12.05 - 12.2 Storing Information in the Nervous System TOPICS: 12.2 Storing Information in the Nervous System 98. What is a major advantage of Aplysia for studies on the physiology of learning? a. Their memories are more permanent than those of vertebrates. b. There are no differences between one neuron and another. c. There is great similarity of nervous system anatomy from one individual to another. d. They have only one type of learning.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Single-Cell Mechanisms of Invertebrate Behavior Change

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LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.2 Storing Information in the Nervous System 99. Why is the Aplysia such a popular animal for single-cell studies of learning? a. Aplysia have neurons that are virtually identical from one individual to another. b. Aplysia have greater learning abilities than other invertebrates. c. Aplysia have short-term learning but not long-term learning. d. Aplysia have only two neurotransmitters, one excitatory and one inhibitory.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Single-Cell Mechanisms of Invertebrate Behavior Change LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.2 Storing Information in the Nervous System 100. If a stimulus is presented repeatedly, followed by no other stimulus, the animal will gradually stop responding. This is known as . a. sensitization b. habituation c. classical conditioning d. imprinting ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Single-Cell Mechanisms of Invertebrate Behavior Change LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.2 Storing Information in the Nervous System 101. If you stimulate the gills of an Aplysia by squirting them with a brief jet of seawater, at first, it will . a. ignore the water b. withdraw its gills c. take in the water through the gills d. squirt the water in the direction of the source ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Single-Cell Mechanisms of Invertebrate Behavior Change LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.2 Storing Information in the Nervous System 102. During habituation of the gill-withdrawal reflex in Aplysia, the change in the nervous system takes place at the a. axon hillock of the sensory receptor b. axon of the motor neuron

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c. synapse between the sensory neuron and the motor neuron d. inhibitory neurons that connect to the motor neuron ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Single-Cell Mechanisms of Invertebrate Behavior Change LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.2 Storing Information in the Nervous System 103. After a series of electrical shocks, a person becomes overresponsive to lights and noises. This exemplifies . a. habituation b. sensitization c. operant conditioning d. classical conditioning ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Single-Cell Mechanisms of Invertebrate Behavior Change LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.2 Storing Information in the Nervous System 104. Habituation and sensitization differ depending upon whether . a. the effect is retroactive or proactive b. the response grows weaker or stronger c. the animal's behavior changes or fails to change d. it occurs in all species or just mammals ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Single-Cell Mechanisms of Invertebrate Behavior Change LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.2 Storing Information in the Nervous System 105. Strong stimulation anywhere on the skin of an Aplysia excites axons that attach to receptors and . a. open potassium channels in the membrane b. close potassium channels in the membrane c. opens sodium channels in the membrane d. close sodium channels in the membrane ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Single-Cell Mechanisms of Invertebrate Behavior Change LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.2 Storing Information in the Nervous System

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106. Following a certain kind of experience in Aplysia, a facilitating interneuron causes changes that block the potassium channels at the end of the axon of the sensory neuron, leading to . a. sensitization b. accommodation c. habituation d. neuronal ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Single-Cell Mechanisms of Invertebrate Behavior Change LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.2 Storing Information in the Nervous System 107. Research on Aplysia shows us that at least one physiological basis for learning involves which of the following? a. changes in RNA molecules b. presynaptic changes c. increased dendrite branching d. changes in glia ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Single-Cell Mechanisms of Invertebrate Behavior Change LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.2 Storing Information in the Nervous System 108. Producing long-term potentiation of cells in the mammalian nervous system requires . a. a burst of many stimuli within a few seconds b. many stimuli spaced at exactly equal intervals over a period of minutes c. minutes of uninterrupted inhibitory stimulation d. a simultaneous pairing of an excitatory stimulus and an inhibitory stimulus ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Long-Term Potentiation in Vertebrates LEARNING OBJECTIVES: KALA.BIOP.16.12.06 - Outline the major chemical steps responsible for long-term potentiation.

TOPICS: 12.2 Storing Information in the Nervous System 109. A burst of intense stimulation to a dendrite by one or more axons connected to it in a rapid series can be described as the . a. long-term potentiation of the cell's response to stimuli b. long-term inhibition of the cell's response to stimuli c. potentiation of the cell's response to stimuli for a few seconds d. inhibition of the cell's response to stimuli for a few seconds

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ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Long-Term Potentiation in Vertebrates LEARNING OBJECTIVES: KALA.BIOP.16.12.06 - Outline the major chemical steps responsible for long-term potentiation.

TOPICS: 12.2 Storing Information in the Nervous System 110. If some of the synapses onto a cell have been highly active and others have not, only the active ones become strengthened. This is known as the property of . a. specificity b. cooperativity c. associativity d. NMDA ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Long-Term Potentiation in Vertebrates LEARNING OBJECTIVES: KALA.BIOP.16.12.06 - Outline the major chemical steps responsible for long-term potentiation.

TOPICS: 12.2 Storing Information in the Nervous System 111. Nearly simultaneous stimulation by two or more axons produces LTP, whereas stimulation by just one produces it weakly, if at all. This is known as the property of . a. specificity b. cooperativity c. associativity d. LTD ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Long-Term Potentiation in Vertebrates LEARNING OBJECTIVES: KALA.BIOP.16.12.06 - Outline the major chemical steps responsible for long-term potentiation.

TOPICS: 12.2 Storing Information in the Nervous System 112. In addition to the neurotransmitter glutamate, in order to activate the NMDA receptors, the neuron requires a. serotonin b. dopamine c. increased release of magnesium ions from the presynaptic neuron d. removal of magnesium ions from sodium and calcium channels ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Long-Term Potentiation in Vertebrates LEARNING OBJECTIVES: KALA.BIOP.16.12.06 - Outline the major chemical steps responsible for long-term potentiation.

TOPICS: 12.2 Storing Information in the Nervous System

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113. The NMDA receptor responds to its transmitters when . a. magnesium is present in the membrane b. enough sodium ions exit through AMPA channels c. the membrane is already at least partly depolarized d. the dendrite is depolarized enough to produce an action potential ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Long-Term Potentiation in Vertebrates LEARNING OBJECTIVES: KALA.BIOP.16.12.06 - Outline the major chemical steps responsible for long-term potentiation.

TOPICS: 12.2 Storing Information in the Nervous System 114. Retrograde transmitters . a. are produced in the axon terminals b. inhibit the postsynaptic cell c. are broken down before they are released d. are released by the postsynaptic cell ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Long-Term Potentiation in Vertebrates LEARNING OBJECTIVES: KALA.BIOP.16.12.06 - Outline the major chemical steps responsible for long-term potentiation.

TOPICS: 12.2 Storing Information in the Nervous System 115. Some memory-enhancing supplements appear to act in common by . a. increasing amyloid-β b. enhancing LTP c. decreasing calcium levels d. stimulating acetylcholine receptors ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Improving Memory LEARNING OBJECTIVES: KALA.BIOP.16.12.06 - Outline the major chemical steps responsible for long-term potentiation.

TOPICS: 12.2 Storing Information in the Nervous System 116. Describe the difference between declarative and procedural memory.

ANSWER: Explicit memory, or declarative memory, is deliberate recall of information that one recognizes as a memory. If you have an explicit or declarative memory of something, you can state it in words. Procedural memory, the development of motor skills and habits, is a special kind of implicit memory. As with other examples of implicit memory, you might not be able to describe a motor skill or habit in words, and you might not even recognize it as a memory.

DIFFICULTY: Bloom’s: Understand

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REFERENCES: The Hippocampus LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.1 Learning, Memory, and Amnesia 117. What is the primary cause of Korsakoff’s syndrome and what is one of its most distinctive symptoms?

ANSWER: Korsakoff ’s syndrome, also known as Wernicke-Korsakoff syndrome, is brain damage caused by prolonged thiamine deficiency. Severe thiamine deficiency occurs mostly in chronic alcoholics who go for weeks at a time on a diet of nothing but alcoholic beverages, lacking in vitamins. The brain needs thiamine (vitamin B 1) to metabolize glucose, its primary fuel. Prolonged thiamine deficiency leads to a loss or shrinkage of neurons throughout the brain.

A distinctive symptom of Korsakoff’s syndrome is confabulation, in which patients fill in memory gaps with guesses. (Some patients with other disorders also confabulate.) Most confabulated answers are more pleasant than the currently true answers (Fotopoulou, Solms, & Turnbull, 2004). That tendency may reflect the patient’s attempt to maintain pleasant emotions or merely the fact that the patient’s past life was, on the whole, more pleasant than the present.

DIFFICULTY: Bloom’s: Understand REFERENCES: Other Types of Amnesia LEARNING OBJECTIVES: KALA.BIOP.16.12.03 - Explain how the research on amnesia helped psychologists distinguish among types of memory.

TOPICS: 12.1 Learning, Memory, and Amnesia 118. Describe how habituation is demonstrated in memory research on invertebrates?

ANSWER: Habituation is a decrease in response to a stimulus that is presented repeatedly and accompanied by no change in other stimuli. For example, if your clock chimes every hour, you gradually respond less and less. If we repeatedly stimulate an Aplysia’s gills with a brief jet of seawater, it withdraws at first, but after many repetitions, it stops responding. The decline in response is not due to muscle fatigue because, even after habituation has occurred, direct stimulation of the motor neuron produces a full-size muscle contraction (Kupfermann, Castellucci, Pinsker, & Kandel, 1970). We can also rule out changes in the sensory neuron.

The sensory neuron still gives a full, normal response to stimulation; it merely fails to excite the motor neuron as much as before (Kupfermann et al., 1970). We are therefore left with the conclusion that habituation in Aplysia depends on a change in the synapse between the sensory neuron and the motor neuron.

DIFFICULTY: Bloom’s: Understand REFERENCES: Single-Cell Mechanisms of Invertebrate Behavior Change LEARNING OBJECTIVES: KALA.BIOP.16.12.01 - Describe attempts to localize memory, beginning with Lashley’s failed attempts and continuing to Thompson’s successful research with the cerebellum.

TOPICS: 12.2 Storing Information in the Nervous System 119. Briefly describe how LTP occurs, including how glutamate and its receptors are involved.

ANSWER: LTP begins with the rapid stimulation of a dendrite, for several seconds. Release of glutamate stimulates AMPA receptors that depolarize the membrane. Then, NMDA receptors become responsive to glutamate and calcium enters the cell to activate CaMKII, which produces a series of cellular changes that maintain LTP.

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DIFFICULTY: Bloom’s: Understand REFERENCES: Long-Term Potentiation in Vertebrates LEARNING OBJECTIVES: KALA.BIOP.16.12.06 - Outline the major chemical steps responsible for long-term potentiation.

TOPICS: 12.2 Storing Information in the Nervous System 120. Describe the role of the basal ganglia in memory function.

ANSWER: The basal ganglia: • • • • •

Integrates information over many trials Is involved in the learning of habits as opposed to more flexible responses Requires immediate feedback (reward or punishment Results in memories that are generally implicit; often not possible to describe what’s learned in words Lesions result in loss of well-learned motor patterns, impaired learning of skills and habits

DIFFICULTY: Bloom’s: Analyze REFERENCES: The Basal Ganglia LEARNING OBJECTIVES: KALA.BIOP.16.12.04 - Contrast the types of learning controlled by the basal ganglia to those controlled by the hippocampus and cerebral cortex.

TOPICS: 12.1 Learning, Memory, and Amnesia

Chapter 13 Cognitive Functions-Biological Psychology, 12e Kalat TB 1. The left hemisphere of the cerebral cortex is connected to skin receptors and muscles mainly on the right side of the body. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function

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2. The left and right hemispheres exchange information through a set of axons called the corpus callosum. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 3. In most people, the right hemisphere is dominant for speech. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 4. Normally, a split-brain patient should be able to name an object flashed to the left visual field. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 5. the right hemisphere is dominant for recognizing both pleasant and unpleasant emotions in others. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 6. The left hemisphere appears to be specialized for language before language develops. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Development of Lateralization and Handedness

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LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 7. In relation to their interests, aptitudes, and skills, people are either predominantly right-hemisphere or left-hemisphere. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Avoiding Overstatements LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 8. Most left-handers have left-hemisphere dominance for speech a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Development of Lateralization and Handedness LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 9. Most people use only one hemisphere for most tasks. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Avoiding Overstatements LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 10. Language studies with bonobos suggest that they can understand more than they can produce. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Nonhuman Precursors of Language TOPICS: Describe the results of attempts to teach language to nonhumans 11. Observations of people with Williams syndrome indicate that language is not simply a by-product of overall intelligence. a. True b. False ANSWER: True

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DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 14.2 Evolution and Physiology of Language 12. Wernicke's aphasia is primarily a problem of speech production. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 13. Nearly all current philosophers and neuroscientists reject monism. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: The Mind–Brain Relationship LEARNING OBJECTIVES: KALA.BIOP.16.13.07 - Explain why nearly all neuroscientists and philosophers favor some version of monism with regard to the mind–brain relationship.

TOPICS: 13.3 Conscious and Unconscious Processes and Attention 14. When a woman in a persistent vegetative state was told to imagine playing tennis, an fMRI of her brain showed increased activity in motor areas of her cortex, similar to what healthy volunteers showed. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Conscious and Unconscious People LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions.

TOPICS: 13.3 Conscious and Unconscious Processes and Attention 15. When heterosexual men were given oxytocin or a placebo prior to meeting an attractive woman, the oxytocin had no effect on single men, but it caused those in a monogamous relationship to stand farther away. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: The Biology of Love LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior.

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13.4 Social Neuroscience

16. The brain has control of the facial muscles. a. ipsilateral b. contralateral c. bilateral d. mixed ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 17. The left hemisphere is connected to skin receptors mainly on the half of the body, and controls muscles mainly on the side of the body. a. left; right b. left; left c. right; left d. right; right ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 18. Auditory information is sent to the . a. ipsilateral hemisphere only b. contralateral hemisphere only c. ipsilateral and contralateral hemispheres equally d. contralateral hemisphere more than the ipsilateral hemisphere ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 19. Most of the information passing from one hemisphere to the other does so by passing through which structure? a. cerebellum b. inferior colliculus c. corpus callosum d. massa intermedia ANSWER: c DIFFICULTY: Bloom’s: Understand

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REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 20. In most humans, control of language is centered in the . a. left hemisphere b. right hemisphere c. corpus callosum d. cerebellum ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 21. Lateralization refers to the . a. formation of the sulci and gyri in the cortex b. functional asymmetries of the brain c. slow rate of maturation in forebrain structures d. physical changes that occur in neurons as learning takes place ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 22. Damage to the human left optic nerve before it crosses the optic chiasm would result in the loss of vision in the a. left eye b. right eye c. right visual field d. left visual field ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Visual and Auditory Connections to the Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 23. Damage to the optic nerve after it had crossed in the optic chiasm would result in the loss of vision in the a. contralateral eye b. ipsilateral eye c. contralateral visual field d. ipsilateral visual field ANSWER: c

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DIFFICULTY: Bloom’s: Analyze REFERENCES: Visual and Auditory Connections to the Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 24. A small vertical strip down the center of each retina connects to . a. the right hemisphere only b. the left hemisphere only c. both hemispheres d. neither hemisphere ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Visual and Auditory Connections to the Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 25. A condition in which brain neurons have repeated episodes of excessive, synchronized activity is called a. dyslexia b. epilepsy c. hippocampal commissure d. Broca's aphasia ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 26. Generally speaking, drugs used to treat epilepsy work by . a. enhancing the effects of GABA b. causing apoptosis c. preventing the sodium-potassium pump from working d. relaxing the cell membrane ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 27. The point of origin of an epileptic seizure is called the a. scope b. target c. focus d. heart

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ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 28. Damage to the corpus callosum prevents . a. hallucinations b. release of pituitary hormones c. the exchange of information between the two hemispheres d. the exchange of information between pre- and postsynaptic membranes ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 29. A split-brain patient is someone who has had their . a. corpus callosum severed b. cerebellum severed c. frontal lobe separated from the rest of the cortex d. cerebral cortex separated from the rest of the brain ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 30. Split-brain patients suffer . a. little or no impairment of overall intellectual performance b. a lack of motor control c. sensation deficits d. memory deficits ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 31. A split-brain patient sees something in her left visual field, and must reach behind a screen and select the object from a group of objects. She will select the object correctly with . a. the left hand b. the right hand

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c. either hand d. neither hand ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 32. Which task are split-brain patients likely to perform better than other people? a. tying their shoes b. unfamiliar tasks c. completing an intelligence test d. using both hands simultaneously to draw separate shapes ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 33. In order for a split-brain patient to name something, he must see it . a. with the left eye b. with the right eye c. in the left visual field d. in the right visual field ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 34. A split-brain patient who sees something in his left visual field can point to it with the _ . a. left hand but cannot name it b. right hand but cannot name it c. left hand and can name it d. right hand and can name it ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 35. Which self-contradiction occurs in people who have had their corpus callosum cut? a. saying they are not hungry while eating

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b. saying they do not know the answer while pointing it out with the left hand c. writing with one hand but not being able to write with the other d. suddenly changing from a manic state to depression ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 36. Several months after split-brain surgery, the number of incidents of conflicts between the two hemispheres diminishes because . a. portions of the corpus callosum grow back b. the right hemisphere begins to control all body muscles c. the hemispheres learn ways of cooperating with each other d. the cerebellum assumes the former functions of the corpus callosum ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 37. If a split-brain patient sees the word “sky” in his left visual field and the word “scraper” in his right visual field, which picture will he draw with the left hand? a. the sky only b. the scraper only c. a sky and a scraper, separately d. a skyscraper ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 38. Control of the emotional content of speech depends on . a. the right hemisphere b. the left hemisphere c. both hemispheres equally d. the corpus callosum ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function

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39. Damage to the left hemisphere is more likely than right hemisphere damage to impair which ability? a. understanding the meaning of language b. understanding that someone is joking when they speak c. producing facial expressions of emotion d. understanding other people's facial expressions ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 40. After damage to the right hemisphere, many people suffer what kind of loss? a. control of the muscles on the right side of the body b. control of hunger and thirst c. ability to remember the names of objects d. ability to recognize emotional facial expressions ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 41. People with right-hemisphere damage have particular trouble with tasks that require . a. understanding sentences with a complex grammatical structure b. spatial processing c. control of the right hand d. memory of recent events ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 42. The planum temporale is located in the . a. frontal lobe b. parietal lobe c. temporal lobe d. occipital lobe ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Development of Lateralization and Handedness LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function

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43. Which statement is true of left-handed individuals? a. They are more likely to learn sign-language. b. They are less likely to be left-hemisphere dominant for speech production. c. They use both hemispheres equally well for speech production. d. They are more likely to stutter.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain operation LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.1 Lateralization of Function 44. Language studies with bonobo chimpanzees suggest that they . a. cannot learn language as well as common chimpanzees b. use symbols in the wild to communicate with each other c. comprehend spoken language comparable to that of a two-year-old child d. can write as well as a two-year-old child ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Nonhuman Precursors of Language LEARNING OBJECTIVES: KALA.BIOP.16.13.03 - Describe the results of attempts to teach language to nonhumans.

TOPICS: 13.2 Evolution and Physiology of Language 45. The has made the most spectacular progress toward learning to communicate by an approximation of human language. a. common chimpanzee b. bonobo chimpanzee c. gorilla d. dolphin ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Nonhuman Precursors of Language LEARNING OBJECTIVES: KALA.BIOP.16.13.03 - Describe the results of attempts to teach language to nonhumans.

46. The nonhuman species that has made the most spectacular progress toward learning to communicate by an approximation of human language is the . a. common chimpanzee b. bonobo chimpanzee c. gorilla d. dolphin ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Nonhuman Precursors of Language LEARNING OBJECTIVES: KALA.BIOP.16.13.03 - Describe the results of attempts to teach language to nonhumans.

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TOPICS:

13.2 Evolution and Physiology of Language

47. The training of Kanzi differed from the earlier language studies using other chimpanzees in that Kanzi . a. observed his mother being trained while he was an infant b. was given food reinforcements for associating arbitrary symbols with meanings c. was given only verbal praise d. was raised from birth in a human family, in total isolation from other animals ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Nonhuman Precursors of Language LEARNING OBJECTIVES: KALA.BIOP.16.13.03 - Describe the results of attempts to teach language to nonhumans.

TOPICS: 13.2 Evolution and Physiology of Language 48. Studies of nonhuman language abilities call attention to the . a. ability of many species to learn language b. close relationship between language and classical conditioning c. difficulty of defining language d. close relationship between language and brain size ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Nonhuman Precursors of Language LEARNING OBJECTIVES: KALA.BIOP.16.13.03 - Describe the results of attempts to teach language to nonhumans.

TOPICS: 13.2 Evolution and Physiology of Language 49. What can we learn about human language abilities from the studies of nonhuman language abilities? a. Language is totally limited to humans. b. The only important language advantage of humans is in our vocal apparatus. c. We may gain some insights into how best to teach language to those who do not learn it easily. d. Language is indistinguishable from the forms of communication that other species use.

ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Nonhuman Precursors of Language LEARNING OBJECTIVES: KALA.BIOP.16.13.03 - Describe the results of attempts to teach language to nonhumans.

TOPICS: 13.2 Evolution and Physiology of Language 50. Studies of nonhuman language abilities seem to indicate that human language may have evolved from a precursor that was probably . a. present only in human ancestors b. a byproduct of total brain size c. present in the ancient ancestor from which humans and bonobos evolved d. a single gene mutation ANSWER: c DIFFICULTY: Bloom’s: Understand

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REFERENCES: Nonhuman Precursors of Language LEARNING OBJECTIVES: KALA.BIOP.16.13.03 - Describe the results of attempts to teach language to nonhumans.

TOPICS: 13.2 Evolution and Physiology of Language 51. People with full sized brains and normal intelligence . a. always have normal language b. usually have normal language, but may not c. have the greatest brain to IQ ratio d. have the largest index fingers ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 52. Children with Williams syndrome are characterized by . a. good language abilities despite low overall intelligence b. loss of language abilities at approximately four years of age c. problems creating grammatical sentences d. a specific impairment of vocabulary ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 53. A paradoxical characteristic of children with Williams syndrome is that they . a. seem mentally disabled during childhood but develop into above average intelligence adults b. can write, but cannot read what they just finished writing c. show a better memory after a delay than they show immediately after an event has occurred d. have very large vocabularies, but cannot learn simple skills ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 54. One characteristic of the brains of people with Williams syndrome is . a. a larger than normal right hemisphere, but smaller than normal left hemisphere b. a larger than normal left hemisphere, but smaller than normal right hemisphere c. less than normal overall mass in the cerebral cortex d. a greatly diminished limbic system ANSWER: c

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DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 55. The language of children with Williams syndrome is . a. comparable to children with other forms of intellectual disability b. a byproduct of their intelligence c. comparable to that of a normal adult's second language d. impossible to understand ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 56. Which task would people with Williams syndrome typically perform? a. estimating the length of a bus b. imagining the bus route to school c. drawing a bus d. singing “wheels on the bus” ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 57. People with Williams syndrome tend to do as well as normal people on tasks that involve . a. copying pictures b. adding numbers c. verbal descriptions d. naming unfamiliar objects ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 58. What is the apparent relationship between language abilities and other intellectual abilities? a. Impairments in either results in impairments in the other. b. It is possible to have good language and poor intelligence, but not the reverse. c. It is possible to have good intelligence and poor language, but not the reverse. d. Either can be impaired independently of the other.

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ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 59. The inborn mechanism for learning language is called the . a. language acquisition device b. poverty of the stimulus argument c. speech synthesizer d. grammatical articulation device ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 60. Noam Chomsky and Steven Pinker proposed that humans have a . a. language synthesizer b. language stimulus apparatus c. language acquisition device d. grammatical articulation device ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 61. Noam Chomsky and other advocates of the language acquisition device argue that humans . a. are incapable of learning language b. are born with language c. learn language through classical conditioning d. are no different in language capabilities than gorillas ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 62. One way to test the hypothesis that people are biologically adapted to learn best during a critical period is to a. compare the vocabularies of children and adults b. determine whether people learn a second language better than a first language c. determine whether people learn a second language if they start at various ages

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d. compare the grammar use of children and adults ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 63. The major differences that exist between adults and children in learning a second language are that adults are a. better at the vocabulary, but worse at pronunciation b. better at the pronunciation, but worse at the vocabulary c. better at both pronunciation and vocabulary d. worse than children in all aspects of language ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 64. The strongest evidence for a critical period for human language development is the . a. exceptional language abilities of children with Williams syndrome b. different lateralization of first language and second language c. differences in language between Broca's aphasia and Wernicke's aphasia d. difficulty deaf children have learning sign language if they start late ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 65. Deaf children who do not learn any language by the time they enter school . a. can still learn English, but not sign language b. can still learn sign language, but not English c. will never develop much skill at any language d. can master any language at any time ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 66. Research with deaf children suggests that it is essential to . a. learn any language when you are young if you do not want to be forever disadvantaged b. learn language through reinforcements for correct usage

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c. be able to hear language if you are to learn sign language d. learn spoken language before sign language ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 67. Broca's area is located in the . a. left parietal lobe b. left frontal lobe c. right temporal lobe d. right occipital lobe ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 68. A loss of language ability, in general, is referred to as . a. apraxia b. dyslexia c. aphasia d. anomia ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 69. Someone with Broca's aphasia has the greatest difficulty . a. understanding spoken language b. understanding written language c. remembering the names of objects d. speaking ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 70. Nonfluent aphasia, in which the victim is unable to speak fluently, is due to brain damage that includes a. Broca's area

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b. the postcentral gyrus of the parietal lobe c. Wernicke's area d. the corpus callosum ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 71. People with Broca's aphasia speak meaningfully but . a. do so without feeling b. do so in a monotone c. omit pronouns, tense, and number endings d. omit nouns and verbs ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 72. Prepositions, conjunctions, helping verbs, and so forth are known as the of grammatical forms. a. fluent class b. fixed class c. open class d. closed class ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 73. Someone with Broca's aphasia is least likely to use . a. prepositions and conjunctions b. adjectives and adverbs c. nouns d. verbs ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 74. A person with Broca's aphasia would have the most difficulty saying which phrase?

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a. The boy is chasing a tall girl. b. No ifs, ands, or buts. c. The general commands the army. d. Two bee oar knot two bee.

ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 75. A stroke patient speaks in short, inarticulate but meaningful phrases such as "Weather hot" and "Dog bite man." This person is probably suffering from . a. Broca's aphasia b. Wernicke's aphasia c. Williams syndrome d. apraxia ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 76. Language comprehension in people with Broca's aphasia resembles that of someone who is . a. shy about speaking in public b. suffering from bipolar disorder c. highly distracted d. starting to learn a foreign language ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 77. The comprehension of language in people with Broca's aphasia is . a. completely normal b. poor for nouns, but fine for prepositions and conjunctions c. similar to that of normal people who are just highly distracted d. better than average ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language

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78. A person with Broca's aphasia . a. has lost total knowledge of grammar b. has lost total knowledge of use of verbs c. recognizes that something is wrong with grammatically incorrect sentences d. insists that his or her utterances are grammatically correct and that other people are wrong ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 79. Someone suffering from Wernicke's aphasia has difficulty . a. articulating speech b. reading aloud c. understanding speech d. using prepositions and conjunctions ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 80. Wernicke discovered that damage to the cortex produced language impairment. a. right temporal b. left temporal c. right frontal d. left frontal ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 81. Fluent aphasia, in which the victim has difficulty comprehending language but is still able to speak smoothly, is due to damage that includes . a. Broca's area b. Wernicke's area c. the prefrontal cortex d. the corpus callosum ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language

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LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 82. Prepositions, word endings, and grammar are to as nouns and verbs are to . a. Broca's aphasia; Wernicke's aphasia b. Wernicke's aphasia; Broca's aphasia c. dyslexia; anomia d. anomia; Wernicke's aphasia ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 83. Anomia involves difficulty . a. using prepositions and conjunctions b. understanding written, as opposed to spoken, language c. remembering the names of objects d. speaking rapidly and fluently ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 84. As compared to a person with Broca's aphasia, a person with Wernicke's aphasia can . a. remember the names of objects b. understand written language c. understand spoken language d. speak fluently and rapidly ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 85. Wernicke's aphasia is also known as . a. production aphasia b. fluent aphasia c. spoken aphasia d. nonfluent aphasia ANSWER: b DIFFICULTY: Bloom’s: Analyze

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REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 86. Wernicke's aphasia is to as Broca's aphasia is to . a. parietal lobe; temporal lobe b. nouns; verbs c. spoken language; sign language d. understanding; speaking ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 87. Research on the relationship between language and music has found that . a. people whose native language is rhythmic tend to prefer music with irregular rhythms b. trained musicians tend to be better than average at learning a second language c. we use language areas of the brain when we perform music, but not when we compose it d. Wernicke’s area is strongly activated when orchestral musicians sight read music ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Music and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 88. A specific impairment of reading in a person with adequate vision and adequate skills in other academic areas is referred to as . a. Broca's aphasia b. Wernicke's aphasia c. Williams' syndrome d. dyslexia ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Dyslexia LEARNING OBJECTIVES: KALA.BIOP.16.13.06 - Discuss the biological basis for dyslexia.

TOPICS: 13.2 Evolution and Physiology of Language 89. Dyslexia is more common among languages that a. are phonetically based b. have many odd spellings c. are tonal in nature d. use masculine and feminine nouns

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ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Dyslexia LEARNING OBJECTIVES: KALA.BIOP.16.13.06 - Discuss the biological basis for dyslexia.

TOPICS: 13.2 Evolution and Physiology of Language 90. Which of the following is more likely to be present in people with dyslexia? a. weak eye muscles b. larger than normal corpus callosum c. stuttering d. bilateral symmetry in the cortex ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Dyslexia LEARNING OBJECTIVES: KALA.BIOP.16.13.06 - Discuss the biological basis for dyslexia.

TOPICS: 13.2 Evolution and Physiology of Language 91. Dysphonetic dyslexics have the most difficulty with . a. recognizing whole words b. hearing words c. guessing word meaning based on context d. sounding out words ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Dyslexia LEARNING OBJECTIVES: KALA.BIOP.16.13.06 - Discuss the biological basis for dyslexia.

TOPICS: 13.2 Evolution and Physiology of Language 92. Dyseidetic dyslexics have the most difficulty with . a. recognizing whole words b. hearing words c. guessing word meaning based on context d. sounding out words ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Dyslexia LEARNING OBJECTIVES: KALA.BIOP.16.13.06 - Discuss the biological basis for dyslexia.

TOPICS: 13.2 Evolution and Physiology of Language 93. In the phenomenon of binocular rivalry, when one eye sees one pattern and the other eye sees another, what do you perceive? a. one pattern superimposed on top of the other b. temporary alternation between one pattern and the other

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c. a compromise that doesn’t match either pattern d. whatever the dominant eye sees ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Consciousness of a Stimulus LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions.

TOPICS: 13.3 Conscious and Unconscious Processes and Attention 94. A single visual pattern is presented under two conditions. Under one condition, the viewer is conscious of it, and under the other, the viewer is not. How does the activity differ in the brain, if at all? a. Conscious activity is in the cortex. Unconscious activity is in subcortical areas. b. Activity is more intense and spreads more widely during conscious perception. c. Conscious activity is in the left hemisphere. Unconscious is in the right hemisphere. d. The brain activity is the same in both cases.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Consciousness of a Stimulus LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions.

TOPICS: 13.3 Conscious and Unconscious Processes and Attention 95. Suppose you are conscious of what you see in the right eye and not the left. Now a word slowly fades into view in the left eye. What happens? a. Your attention lingers even longer than usual on the right eye. b. Your attention shifts to the left eye at the same speed as it would without the word. c. The word grabs your attention at a certain speed regardless of its meaning. d. The word grabs your attention faster if it is meaningful.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Consciousness of a Stimulus LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions.

TOPICS: 13.3 Conscious and Unconscious Processes and Attention 96. During binocular rivalry, what do people ordinarily perceive? a. one eye’s view superimposed on that of the other b. a compromise, half way between one eye’s view and that of the other c. rapidly oscillating static images d. alternation of one eye’s view and then the other’s ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Consciousness of a Stimulus

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LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions.

TOPICS: 13.3 Conscious and Unconscious Processes and Attention 97. Research on binocular rivalry has supported which of these conclusions? a. With weak stimuli, people often report being “partly” conscious of something. b. Visual consciousness occurs only in humans. c. Certain areas of the cortex are conscious and certain others are not. d. Even when you are unconscious of something, the brain sees whether it is meaningful.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Consciousness of a Stimulus LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions.

TOPICS: 13.3 Conscious and Unconscious Processes and Attention 98. What is the “phi” phenomenon? a. When one stationary object alternates with another, we see movement. b. People who know each other well are likely to think the same thing at the same time. c. The more times one has been depressed, the easier it is to become depressed again. d. A sound heard at the same time as a visual stimulus seems to come from that object.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Consciousness of a Stimulus LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions.

TOPICS: 13.3 Conscious and Unconscious Processes and Attention 99. Deliberate, top-down direction of attention depends on parts of the prefrontal cortex and the . a. occipital cortex b. corpus callosum c. temporal cortex d. parietal cortex ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Attention LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions.

TOPICS: 13.3 Conscious and Unconscious Processes and Attention 100. A symptom of right-hemisphere parietal lobe damage is the tendency to ignore the a. right side of the body b. dorsal areas of the body c. left side of the body

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d. ventral areas of the body ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Attention LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions.

TOPICS: 13.3 Conscious and Unconscious Processes and Attention 101. Spatial neglect occurs after damage in the . a. anterior cortex b. posterior cortex c. left hemisphere d. right hemisphere ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Attention LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions.

TOPICS: 13.3 Conscious and Unconscious Processes and Attention 102. A person with spatial neglect is more likely to notice an object placed in the left hand if . a. they cross their left hand over to the right side of their body b. they cross their right hand over to the left side of their body c. they look to the right d. you touch their right hand ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Attention LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions.

TOPICS: 13.3 Conscious and Unconscious Processes and Attention 103. If something in a complex scene changes slowly, or changes while you blink your eyes, you probably will not notice it unless you are paying attention to the particular item that changes. This phenomenon is called . a. inattentional blindness b. attentional suppression c. masking d. the Stroop effect ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Attention LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions.

TOPICS: 13.3 Conscious and Unconscious Processes and Attention

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104. Rene Descartes proposed that . a. the mind and brain are the same b. consciousness is a fundamental property of the brain c. it makes no sense to debate the differences between the mind and brain d. the mind and brain are different and interact at the pineal ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Mind–Brain Relationship LEARNING OBJECTIVES: KALA.BIOP.16.13.07 - Explain why nearly all neuroscientists and philosophers favor some version of monism with regard to the mind–brain relationship.

TOPICS: 14.3 Conscious and Unconscious Processes and Attention 105. The view that everything that exists is physical is known as . a. materialism b. mentalism c. the identity position d. dualism ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Mind–Brain Relationship LEARNING OBJECTIVES: KALA.BIOP.16.13.07 - Explain why nearly all neuroscientists and philosophers favor some version of monism with regard to the mind–brain relationship.

TOPICS: 14.3 Conscious and Unconscious Processes and Attention 106. The view that only minds really exist and that the physical world could not exist unless some mind were aware of it is known as . a. materialism b. mentalism c. the identity position d. dualism ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Mind–Brain Relationship LEARNING OBJECTIVES: KALA.BIOP.16.13.07 - Explain why nearly all neuroscientists and philosophers favor some version of monism with regard to the mind–brain relationship.

TOPICS: 14.3 Conscious and Unconscious Processes and Attention 107. The view that mental processes and certain kinds of brain processes are the same thing, described in different terms is known as . a. materialism b. mentalism c. the identity position d. dualism

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ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Mind–Brain Relationship LEARNING OBJECTIVES: KALA.BIOP.16.13.07 - Explain why nearly all neuroscientists and philosophers favor some version of monism with regard to the mind–brain relationship.

TOPICS: 14.3 Conscious and Unconscious Processes and Attention 108. Pictures of the person you love will produce increased activation of certain brain areas associated with . a. fear b. language c. music d. reward ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Biology of Love LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior.

TOPICS: 14.4 Social Neuroscience 109. The love-enhancing hormone is . a. oxytocin b. estrogen c. testosterone d. progesterone ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Biology of Love LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior.

TOPICS: 14.4 Social Neuroscience 110. Oxytocin helps . a. everyone with recognizing only fairly easy expressions b. people who have trouble recognizing expressions, helping them mainly with fairly easy expressions c. people who have trouble recognizing expressions, helping them mainly with fairly difficult expressions d. everyone with recognizing fairly difficult expressions ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Biology of Love LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior.

TOPICS: 14.4 Social Neuroscience 111. After men who reported being passionately in love received a nasal spray of oxytocin, they rated

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a. all women as more attractive b. all women as less attractive c. their partners but not other women as less attractive d. their partners but not other women as more attractive ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: The Biology of Love LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior.

TOPICS: 14.4 Social Neuroscience 112. When people perceive themselves as being threatened, oxytocin . a. increases their attention to possible dangers b. decreases their attention to possible dangers c. calms them down d. helps them better analyze the situation ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Biology of Love LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior.

TOPICS: 14.4 Social Neuroscience 113. The best description of oxytocin may be that it . a. stimulates the brain’s reward centers b. increases attention to important social cues c. acts much like endogenous opiates d. really is the “love hormone” ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Biology of Love LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior.

TOPICS: 14.4 Social Neuroscience 114. The ability to take someone else’s perspective depends on an area where the a. temporal cortex meets the occipital cortex b. frontal cortex meets the parietal cortex c. temporal cortex meets the frontal cortex d. temporal cortex meets the parietal cortex ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Empathy and Altruism

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LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior.

TOPICS: 14.4 Social Neuroscience 115. When people hear descriptions of someone else’s distress, they vary in the arousal of their dorsomedial cortex. a. occipital b. prefrontal c. temporal d. parietal ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Empathy and Altruism LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior.

TOPICS: 14.4 Social Neuroscience 116. Briefly discuss the concept of a language acquisition device and its genetic basis.

ANSWER: Noam Chomsky (1980) and Steven Pinker (1994) proposed that humans have a language acquisition device, a built-in mechanism for acquiring language. Most children develop language so quickly and easily that it seems they must have been biologically prepared for this learning. Also, deaf children quickly learn sign language, and if no one teaches them a sign language, they invent one and teach it to one another (Goldin-Meadow, McNeill, & Singleton, 1996; Goldin-Meadow & Mylander, 1998).

Researchers have begun to explore the genetic basis of this preparation for language. A family whose members have trouble with pronunciation and basic grammar is one such case.

Their problem has been shown to stem from a mutation in a gene designated FOXP2, which regulates a protein that promotes synapse formation in the cerebral cortex (Lai et al., 2001; Sia, Clem, & Huganir, 2013). Although both humans and chimpanzees have that gene, it differs in two places, resulting in proteins with different amino acids at two sites. That gene produces not only a multitude of effects, partly on brain development, but also on structures of the jaw and throat that are important for speech (Konopka et al., 2009).

DIFFICULTY: Bloom’s: Analyze REFERENCES: How Did Humans Evolve Language?

LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved.

TOPICS: 13.2 Evolution and Physiology of Language 117. What is Broca’s apahsia and which areas of the brain does it affect?

ANSWER: When brain damage impairs language production, we call it Broca’s aphasia, or nonfluent aphasia, regardless of the exact location of damage. This discovery, the first demonstration of the function of a particular brain area, paved the way for modern neurology.Modern methods have confirmed that Broca’s area contributes to language production, and research has identified regions within Broca’s area that contribute to language in distinct ways (Poeppel, Emmorey, Hickok, & Pylkkänen, 2012; Sahin, Pinker, Cash, Schomer, & Halgren, 2009).

Nevertheless, damage limited to Broca’s area produces only minor or brief language impairment. Speaking activates much of the brain, mostly in the left hemisphere, and not just Broca’s area (Wallesch, Henriksen, Kornhuber, & Paulson, 1985). Every area that contributes to language contributes to other behaviors as well, and the role of each area can change over

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time, especially in response to damage of another area (Blumstein & Amso, 2013).

Subcortical areas are important, too. Substantial aphasia can result from damage to areas of the basal ganglia that lie interior to Broca’s area of the cortex (Damasio, Damasio, Rizzo, Varney, & Gersh, 1982; Fyndanis, 2012; Naeser et al., 1982). In fact, most cases of Broca’s aphasia related to combined damage to parts of the cortex, thalamus, and basal ganglia.

DIFFICULTY: Bloom’s: Analyze REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia.

TOPICS: 13.2 Evolution and Physiology of Language 118. Describe some of the research on in-group bias with respect to empathy and altruism.

ANSWER: Moral and religious leaders teach us that we should extend kindness to everyone, but in fact, most people tend to be more generous toward those they see as similar to themselves. For example, if you watch someone who is feeling socially rejected by others, you will “feel the pain” and your brain will react accordingly, but you will react more strongly if the person feeling rejected is one of your relatives or close friends. From an evolutionary standpoint, it makes sense to be altruistic toward your relatives, and someone who seems similar is more likely to be related to you than someone very different. However, the strength of this ingroup bias varies among individuals. Most people show brain responses that differ in several ways between viewing faces of their own race versus faces of another race, but the difference is greater in people with a strong bias toward their own race.

DIFFICULTY: Bloom’s: Understand REFERENCES: Empathy and Altruism LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior.

TOPICS: 13.4 Social Neuroscience 119. Discuss the three forms of monism ANSWER: Materialism: the view that everything that exists is material, or physical. According to one version of this view, “eliminative materialism,” mental events don’t exist at all, and any folk psychology based on minds and mental activity is fundamentally mistaken. However, most of us find it difficult to believe that our minds are figments of our imagination! A more plausible version is that we will eventually find a way to explain all psychological experiences in purely physical terms.

Mentalism: the view that only minds really exist and that the physical world could not exist unless some mind were aware of it. The philosopher George Berkeley was the primary defender of this position. It is not easy to test this idea.

Identity position: the view that mental processes and certain kinds of brain processes are the same thing, described in different terms. By analogy, one could describe the Mona Lisa as an extraordinary painting, or one could list the exact color and brightness of each point on the painting. Although the two descriptions appear entirely different, they refer to the same object DIFFICULTY: Bloom’s: Analyze REFERENCES: The Mind–Brain Relationship LEARNING OBJECTIVES: KALA.BIOP.16.13.07 - Explain why nearly all neuroscientists and philosophers favor some version of monism with regard to the mind–brain relationship.

TOPICS: 13.3 Conscious and Unconscious Processes and Attention

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120. Provide a detailed description of spatial neglect.

ANSWER: Brain damage can produce special types of attention problems. Many people with damage to the right hemisphere show spatial neglect—a tendency to ignore the left side of the body, the left side of objects, much of what they hear in the left ear, and much of what they feel in the left hand, especially in the presence of any competing sensation from the right side. Some people have been known to put clothes on only the right side of the body. These effects are most pronounced early after a stroke or other damage, and most people show at least partial recovery over the next 10 to 20 weeks. (Damage in the left hemisphere seldom produces significant neglect of the right side.) If asked to point straight ahead, most patients with neglect point to the right of center. If a patient with neglect is shown a long horizontal line and asked to divide it in half, generally he or she picks a spot well to the right of center, as if part of the left side wasn’t there DIFFICULTY: Bloom’s: Analyze REFERENCES: Attention LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres.

TOPICS: 13.3 Conscious and Unconscious Processes and Attention

Chapter 14 Psychological Disorders-Biological Psychology, 12e Kalat TB True / False 1. Simply imaging something pleasant is not sufficient to stimulate the release of dopamine in the nucleus accumbens; the event must actually be experienced. a. True

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b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.01 - Describe the role of the nucleus accumbens in reward.

TOPICS: 14.1 Substance Abuse and Addiction 2. Addictive drugs strongly activate the nucleus accumbens by releasing dopamine or norepinephrine there. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.01 - Describe the role of the nucleus accumbens in reward.

TOPICS: 14.1 Substance Abuse and Addiction 3. After a long period of abstinence, exposure to cues associated with the substance are very unlikely to trigger a renewed craving. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.01 - Describe the role of the nucleus accumbens in reward.

TOPICS: 14.1 Substance Abuse and Addiction 4. Symptoms of marijuana withdrawal include anxiety, sweating, vomiting, and diarrhea. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.02 - Discuss cravings and their role in addiction.

TOPICS: 14.1 Substance Abuse and Addiction 5. Studies of the genetics of addiction have implicated the gene that controls COMT, an enzyme that breaks down norepinephrine. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Predispositions LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

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TOPICS:

14.1 Substance Abuse and Addiction

6. Medications like Antabuse combat alcohol abuse by blocking opiate receptors and thereby decrease the pleasure from alcohol. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Symptoms and Characteristics LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.4 Autism Spectrum Disorders 7. Autism spectrum disorder encompasses both autism and what used to be called Asperger’s syndrome. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.1 Substance Abuse and Addiction 8. Many fad treatments for autism spectrum disorders make the parents feel good that they are trying something, but otherwise, they are a waste of time and money. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.4 Autism Spectrum Disorders 9. Less than 5% of mothers who have children with autism have antibodies that attack certain brain proteins. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Genetics and Other Causes LEARNING OBJECTIVES: KALA.BIOP.16.14.04 - List important aspects of prenatal environment that may influence psychological disorders.

TOPICS: 14.4 Autism Spectrum Disorders

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10. Most depressed people have decreased activity in the left and increased activity in the right prefrontal cortex. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Major Depressive Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.2 Mood Disorders 11. The first successful treatment for bipolar disorder, and still the most common one, is lithium salts. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Bipolar Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 12. Antidepressant drugs have effects at the synapse within hours, but may take weeks to change behavior. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Antidepressant Drugs LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 13. Exposure to bright lights is one effective treatment for SAD. a. True b. False ANSWER: True DIFFICULTY: Bloom’s: Understand REFERENCES: Seasonal Affective Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 14. The ventricles are larger than normal in people with schizophrenia. a. True b. False ANSWER: True

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DIFFICULTY: Bloom’s: Understand REFERENCES: The Neurodevelopmental Hypothesis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 15. Atypical antipsychotics are effective in treating only the positive symptoms of schizophrenia. a. True b. False ANSWER: False DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia Multiple Choice 16. A drug that mimics or increases the effects of a neurotransmitter is called a(n) . a. agonist b. antagonist c. stimulant d. protagonist ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.02 - Discuss cravings and their role in addiction.

TOPICS: 14.1 Substance Abuse and Addiction 17. A drug that blocks the effects of a neurotransmitter is called a(n) . a. agonist b. antagonist c. depressant d. protagonist ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.02 - Discuss cravings and their role in addiction.

TOPICS: 14.1 Substance Abuse and Addiction 18. A drug that blocks the effects of a neurotransmitter is a(n) . a. neuromodulator; synergist b. agonist; antagonist

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; a drug that mimics or increases the effects is a(n)

c. depressant; stimulant d. antagonist; agonist ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.02 - Discuss cravings and their role in addiction.

TOPICS: 14.1 Substance Abuse and Addiction 19. Which effect would be considered to be antagonistic? a. blocking the synthesis of neurotransmitters b. stimulating the release of neurotransmitters c. blocking the reuptake of neurotransmitters d. interfering with the breakdown of neurotransmitters ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.02 - Discuss cravings and their role in addiction.

TOPICS: 14.1 Substance Abuse and Addiction 20. Which effect would be considered to be agonistic? a. blocking the synthesis of neurotransmitters b. stimulating the release of neurotransmitters c. blocking the postsynaptic receptors d. mimicking enzymes that breakdown neurotransmitters ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.02 - Discuss cravings and their role in addiction.

TOPICS: 14.1 Substance Abuse and Addiction 21. To say that a drug has an affinity for a particular type of receptor is to imply that the drug . a. breaks down neurotransmitter chemicals at that receptor site b. will always excite the postsynaptic receptor c. will always inhibit the postsynaptic receptor d. binds to that receptor ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.02 - Discuss cravings and their role in addiction.

TOPICS: 14.1 Substance Abuse and Addiction 22. With respect to drug effects, "efficacy" means the tendency of a drug to a. have inhibitory effects

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.

b. have excitatory effects c. attach to a receptor d. activate a receptor ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.02 - Discuss cravings and their role in addiction.

TOPICS: 14.1 Substance Abuse and Addiction 23. The brain area most often linked to drug addiction is the . a. nucleus accumbens b. whole limbic system c. frontal lobes d. brain stem ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.01 - Describe the role of the nucleus accumbens in reward.

TOPICS: 14.1 Substance Abuse and Addiction 24. Which neurotransmitter has been repeatedly connected with addictive drugs? a. epinephrine b. acetylcholine c. serotonin d. dopamine ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.01 - Describe the role of the nucleus accumbens in reward.

TOPICS: 14.1 Substance Abuse and Addiction 25. An insistent search for the substance or activity to which the individual is addicted is called a. tolerance b. craving c. withdrawal d. abstinence ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.02 - Discuss cravings and their role in addiction.

TOPICS: 14.1 Substance Abuse and Addiction

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.

26. As an addiction develops, many of its effects, especially the enjoyable effects, decrease, a phenomenon known as . a. tolerance b. craving c. withdrawal d. abstinence ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.02 - Discuss cravings and their role in addiction.

TOPICS: 14.1 Substance Abuse and Addiction 27. As the body comes to expect the drug under certain circumstances, it reacts strongly when the drug is absent, a reaction known as . a. tolerance b. craving c. withdrawal d. abstinence ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.02 - Discuss cravings and their role in addiction.

TOPICS: 14.1 Substance Abuse and Addiction 28. Attempts to identify individual genes associated with addiction have found . a. many genes, each with a small effect b. a small number of genes with limited cumulative effects c. many genes, each with a substantial effect d. a small number of genes with substantial cumulative effects ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Predispositions LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.1 Substance Abuse and Addiction 29. A key gene in addiction controls COMT, an enzyme that breaks down a. serotonin b. norepinephrine c. dopamine d. GABA ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Predispositions

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after its release.

LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.1 Substance Abuse and Addiction 30. People with Type II (Type B) alcoholism . a. have rapid onset alcoholism b. have few symptoms prior to middle age c. are typically female d. experience few problems as a result of their alcoholism ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Predispositions LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.1 Substance Abuse and Addiction 31. Studies of individuals at high risk of alcoholism show that . a. sons of alcoholics show more than average intoxication after drinking a moderate amount of alcohol b. daughters of alcoholics show less than average intoxication after drinking a moderate amount of alcohol c. alcohol paradoxically increases stress for sons of alcoholics rather than decreasing it d. alcohol decreases stress more for sons of alcoholics than it does for others ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Predispositions LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.1 Substance Abuse and Addiction 32. Which drug is used in the treatment of opiate addiction and has the advantage of producing a long-lasting effect so that the person visits a clinic three times a week instead of daily? a. Antabuse b. naloxone c. LAAM d. methodone ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Treatment LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.1 Substance Abuse and Addiction 33. A common drug to treat alcoholism that produces illness after consuming alcohol is a. Antabuse b. naloxone

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.

c. LAAM d. methodone ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: KALA.BIOP.16.14.05 LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.1 Substance Abuse and Addiction 34. Which drug is used in the treatment of alcoholism to block opiate receptors and thus reduce the pleasure from alcohol? a. Antabuse b. naloxone c. LAAM d. methodone ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Treatment LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.1 Substance Abuse and Addiction 35. Which drug is viewed as a less potentially harmful substitute for heroin and is taken orally every day? a. Antabuse b. naloxone c. LAAMmethodone d.

ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Treatment LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.1 Substance Abuse and Addiction 36. Worldwide, the median incidence estimate for autism spectrum disorders is about one in . a. 60 b. 160 c. 260 d. 600 ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Symptoms and Characteristics LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.4 Autism Spectrum Disorders

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37. Several studies on the role of genetics in autism have focused on —enzymes that regulate the repair and replication of DNA and the production of certain types of RNA a. topoisomerases b. proteases c. lipases d. hydrolases ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Genetics and Other Causes LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.4 Autism Spectrum Disorders 38. Women who take folic acid pills during pregnancy have about the probability of having a child with autism as compared to other women. a. one-tenth b. half c. twice d. ten times ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Genetics and Other Causes LEARNING OBJECTIVES: KALA.BIOP.16.14.04 - List important aspects of prenatal environment that may influence psychological disorders.

TOPICS: 14.4 Autism Spectrum Disorders 39. About 12% of the mothers of children who have autism spectrum disorders have . a. a family history of autism spectrum disorders b. antibodies that attack certain brain proteins c. extremely low levels of folic acid d. a history of heavy alcohol use during pregnancy ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Genetics and Other Causes LEARNING OBJECTIVES: KALA.BIOP.16.14.04 - List important aspects of prenatal environment that may influence psychological disorders.

TOPICS: 14.4 Autism Spectrum Disorders 40. Studies of the genetics of autism spectrum disorders indicate that . a. many cases result from new mutations or microdeletions in any of a number of genes b. a small number of genes appear to be involved in autism spectrum disorders c. most mutations and deletions implicated in autism spectrum disorders are inherited from mothers

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d. very young maternal age and very young paternal age independently increase the risk of autism spectrum disorders ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Genetics and Other Causes LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.4 Autism Spectrum Disorders 41. The primary symptoms of autism spectrum disorders include . a. deficits in social exchanges b. severe intellectual disabilities c. excessive, unwavering eye contact d. extremely powerful memory skills ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Symptoms and Characteristics LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.4 Autism Spectrum Disorders 42. Which autism treatment is most widely used? a. the use of first generation antipsychotics b. increase action potential velocity c. dietary modifications such as elimination of sugar or food dyes d. the use of chelation to remove heavy metals from the blood ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.4 Autism Spectrum Disorders 43. As compared to non-depressed people, depressed individuals . a. have greater unpleasant events b. react worse to unpleasant events c. have fewer pleasant experiences d. react more to pleasant experiences ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Major Depressive Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.2 Mood Disorders

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44. What can be said about treatment for autism spectrum disorders? a. While drugs like risperidone can be used to reduce stereotyped behaviors, they have a risk of dangerous sideeffects. b. The use of stimulant drugs may increase social behavior and communication. c. New treatments, including chelation, appear to have great promise. d. Use of the high fat, ketogenic diet used for some children with intractable epilepsy, appears helpful.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Antidepressant Drugs LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.4 Autism Spectrum Disorders 45. People with late-onset depression are more likely than other people to have relatives with which type of disorder? a. diabetes b. circulatory problems c. mental retardation d. skin diseases ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Major Depressive Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.2 Mood Disorders 46. Which is true when considering the role of genetics in depression? a. Late-onset depression has higher heritability than early-onset depression. b. Depression in males runs in families, depression in females does not. c. Adopted children who become depressed are more likely to have depressed biological relatives than depressed adoptive relatives. d. Adopted children who become depressed are more likely to have depressed adoptive relatives than depressed biological relatives.

ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Major Depressive Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.2 Mood Disorders 47. On average, those with the short form of the more than average symptoms of depression. a. acetylcholine b. dopamine

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transporter gene and a history of stressful experiences reported

c. serotonin d. calcium ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Major Depressive Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.2 Mood Disorders 48. Most depressed people show activity in the prefrontal cortex. a. increased; left b. decreased; left c. decreased; right d. increased; right and left ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Major Depressive Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.2 Mood Disorders 49. Which symptoms are the most likely side effects of tricyclic antidepressants? a. increased reaction to eating cheese b. nausea and headaches c. drowsiness and dry mouth d. cramping and diarrhea ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Antidepressant Drugs LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 50. Which category of antidepressant drugs operates by blocking the transporter proteins that reabsorb serotonin, dopamine, and norepinephrine into the presynaptic neuron after their release? a. tricyclics b. MAOIs c. selective serotonin reuptake inhibitors d. atypical antidepressants ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Antidepressant Drugs LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

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TOPICS:

14.2 Mood Disorders

51. Selective serotonin reuptake inhibitors operate similarly to . a. tricyclics b. MAOIs c. Antabuse d. L-Dopa ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Antidepressant Drugs LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 52. Which category of antidepressant drugs operates by blocking the enzyme that metabolizes catecholamines and serotonin into inactive forms? a. tricyclics b. MAOIs c. selective serotonin reuptake inhibitors d. atypical antidepressants ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Antidepressant Drugs LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 53. In contrast to tricyclics, selective serotonin reuptake inhibitors (SSRIs) . a. block reuptake of both catecholamines and serotonin b. increase action potential velocity c. block the reuptake of only serotonin d. act on the left hemisphere while tricyclics act on the right ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Antidepressant Drugs LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 54. One potentially dangerous side effect of St. John's wort is that it . a. increases the effectiveness of other medications the person may be taking b. decreases the effectiveness of other medications the person may be taking c. prevents the reuptake of serotonin d. raises blood pressure after the person eats tyramine-rich food

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ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Antidepressant Drugs LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 55.

is a treatment for depression that electrically induces a seizure. a. Electromagnetic therapy b. Repetitive transcranial magnetic stimulation c. Electroconvulsive shock therapy d. Transcranial magnetic stimulation ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Antidepressant Drugs LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 56. The use of electroconvulsive shock declined in the 1950s because . a. legal concerns arose with its use as a therapy b. a new theory of depression called the treatment into question c. antidepressant drugs became available d. a federal report concluded that it was almost never effective ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Antidepressant Drugs LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 57. Electroconvulsive therapy is sometimes recommended for patients with strong suicidal tendencies because it a. produces its benefits faster b. does not impair memory c. produces permanent, not temporary, relief d. is based on a theory, not just trial and error discoveries ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Antidepressant Drugs LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 58. The most common side effect of electroconvulsive shock therapy is

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.

a. dry mouth and blurred vision b. damage to the frontal lobes c. memory loss d. high probability of broken bones during the treatment ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Antidepressant Drugs LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 59. Repetitive transcranial magnetic stimulation is similar to ECT in that . a. both deal with magnetic stimulation b. both increase the frequency of action potentials c. both are effective in alleviating depression and no one knows why d. neither requires patient consent ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Antidepressant Drugs LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 60. In certain cases, it is possible to relieve depression by changing a person's . a. sleeping schedule b. eating schedule c. exercise schedule d. self-grooming habits ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Antidepressant Drugs LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 61. Which of the following characterizes the total brain activity, as measured by the rate of glucose metabolism, in those suffering from mood disorders? a. high in both mania and depression b. low in both mania and depression c. low in mania and high in depression d. high in mania and low in depression ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Bipolar Disorder

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LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.2 Mood Disorders 62. Bipolar I disorder and bipolar II disorder differ with regard to . a. how many relatives also have the condition b. how rapidly the cycles occur c. whether they include full-blown manic phases d. whether they develop suddenly at an early age or gradually at a later age ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Bipolar Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.2 Mood Disorders 63. Lithium is most commonly prescribed for which disorder? a. seasonal affective disorder b. endogenous depression c. reactive depression d. bipolar disorder ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Bipolar Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 64. Physicians must carefully monitor the dose of lithium they give to bipolar patients because a. people develop a tolerance to the drug and must gradually increase their dosage b. people develop a sensitivity to the drug and must gradually decrease their dosage c. the amount of drug needed to achieve a good effect varies from one time of year to another

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d. the most beneficial dosage is just less than the dosage that is toxic ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Bipolar Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 65. What do the drugs valproate and carbamazepine share in common with lithium? a. They are used to treat schizophrenia. b. They block the synthesis of arachidonic acid.

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c. They inhibit GABA. d. They are 100% effective in treating bipolar disorder.

ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: Bipolar Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 66. Similar to depressed patients, bipolar patients may benefit from a change in their . a. work schedule b. roommates c. sleep schedule d. exercise routine ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Bipolar Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 67. People suffering from seasonal affective disorder are most likely become depressed . a. after the holidays b. in the fall c. in the winter d. at solstices ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Seasonal Affective Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.2 Mood Disorders 68. Where is seasonal affective disorder most common? a. in large cities b. in small towns and rural areas c. in tropical areas d. near the poles ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Seasonal Affective Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.2 Mood Disorders

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69. What is one of the best treatments for seasonal affective disorder? a. bright light b. electroconvulsive shock therapy c. adrenal hormones d. dietary changes ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Seasonal Affective Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 70. Which disorder is characterized by a deteriorating ability to function in everyday life and some combination of hallucinations, delusions, disorganized speech, and grossly disorganized behavior? a. bipolar disorder b. hypomania c. multiple personality d. schizophrenia ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Diagnosis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 71. Which behavior is most suggestive of schizophrenia? a. alternation between one personality and another b. outbursts of unprovoked violent behavior toward strangers c. deterioration of daily functioning with disorganized speech and behavior d. episodes of being unable to remember certain events of one's past ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Diagnosis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 72.

was originally called dementia praecox. a. Bipolar disorder b. Schizophrenia c. Dissociative identity disorder d. Huntington’s disease ANSWER: b

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DIFFICULTY: Bloom’s: Understand REFERENCES: Diagnosis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 73. Dissociative identity disorder was previously known as . a. multiple personality disorder b. schizophrenia c. borderline personality disorder d. bipolar disorder ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Diagnosis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 74. An example of a "negative symptom" of schizophrenia is . a. hallucinations b. poor emotional expression c. delusions d. thought disorder ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Diagnosis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 75. A schizophrenic patient whose main symptoms are lack of emotional expression, lack of social interaction, and lack of speech is suffering from . a. positive symptoms b. negative symptoms c. thought disorders d. delusions ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Diagnosis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia

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76. One of the main problems with schizophrenia is that result from abnormal interactions between the cortex and the thalamus and cerebellum. a. speech problem b. absent signs of emotion c. disordered thoughts d. delusions ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Diagnosis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 77. What is the difference between positive and negative schizophrenic symptoms? a. beneficial behaviors versus harmful behaviors b. behaviors that are present versus behaviors that are absent c. behaviors that are related to abnormal brain functioning versus those that are not d. behaviors shown by one personality versus behaviors shown by another ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Diagnosis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 78. Hallucinations, delusions, and grossly disorganized behavior are classified as which kind of symptoms? a. positive symptoms b. neutral symptoms c. negative symptoms d. ambiguous symptoms ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Diagnosis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 79. A delusion is a(n) . a. sensory experience that does not correspond to reality b. inability to understand abstract concepts c. unfounded belief d. loss of memory for part of one's past ANSWER: c DIFFICULTY: Bloom’s: Understand

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REFERENCES: Diagnosis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 80. What Bleuler meant by schizophrenia was a split between and aspects of experience. a. emotional; behavioral b. emotional; realistic c. intellectual; behavioral d. emotional; intellectual ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Diagnosis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 81. Disorganized speech and grossly disorganized behavior represent the in schizophrenia. a. a wide range of possible positive symptoms b. a concrete set of defining positive symptoms c. a wide range of possible negative symptoms d. a concrete set of defining negative symptoms ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Diagnosis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 82. What is the most common cognitive symptom of schizophrenia? a. obsessive concentration on a single idea b. alternating between one personality and another c. excessive attention to detail when discussing a topic d. impaired understanding of abstract concepts ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Diagnosis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 83. A first diagnosis of schizophrenia is usually made for a male in which age range? a. preteens b. 20s

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c. 30s or 40s d. 50s or beyond ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Diagnosis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 84. The concordance rate of schizophrenia among twins is . a. higher in dizygotic than monozygotic twins b. higher in monozygotic than dizygotic twins c. equally high in monozygotic and dizygotic twins d. very difficult to determine ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Genetics LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 85. The concordance rate for schizophrenia is around percent for monozygotic twins. a. 0 b. 10 c. 50 d. 90 ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Genetics LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 86. When an adopted child develops schizophrenia, the disease is significantly more probable among the . a. adopting relatives than the biological relatives b. biological relatives than the adopting relatives c. siblings than the parents d. fathers than the mothers ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Genetics LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia

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87. One important factor to consider when making judgments about the relative influence of genetics on schizophrenia is the . a. role of evolution b. age of the mother c. size of school they attend d. prenatal environment ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Genetics LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 88. Genetic studies of schizophrenia have found that . a. there are probably several possible genes that increase a person's risk for schizophrenia b. a single gene on the X chromosome accounts for most cases of schizophrenia c. schizophrenia has about the same heritability as Huntington's disease d. dizygotic twins are more concordant for schizophrenia than monozygotic twins ANSWER: a DIFFICULTY: Bloom’s: Analyze REFERENCES: Genetics LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 89. One gene of interest in schizophrenia is DISC1. This gene . a. controls differentiation and migration of neurons in brain development b. alters the metabolism of glucose, especially in the brain c. controls the breakdown of norepinephrine d. alters the responsiveness of the nucleus accumbens ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Genetics LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 90. Researchers have had trouble replicating studies that found a particular gene linked to schizophrenia. According to one recent hypothesis, . a. genes in fact have nothing to do with schizophrenia b. the same genes responsible for schizophrenia also produce Huntington’s disease c. spontaneous mutations in any of hundreds of genes can cause schizophrenia d. most genetic researchers fail to examine the X and Y chromosomes

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ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Genetics LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 91. Which of the following increases the probability that someone will develop schizophrenia? a. having an older than average father b. having at least one older brother c. being the only child in the family d. having a mother who is older than the father ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Genetics LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 92. What is one factor in prenatal development that has been found to be related to increased incidences of schizophrenia later in life? a. excess sex hormones during the third trimester b. prenatal exposure to Toxoplasma gondii c. lack of exercise by the mother early in pregnancy d. episodes of maternal depression ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: The Neurodevelopmental Hypothesis LEARNING OBJECTIVES: KALA.BIOP.16.14.04 - List important aspects of prenatal environment that may influence psychological disorders.

TOPICS: 14.3 Schizophrenia 93. Which factor is sometimes taken as evidence that schizophrenia might be caused by a virus? a. the age at which symptoms appear b. the high concordance between paternal half-siblings c. the season-of-birth effect d. the relationship between schizophrenia and stressful experiences ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Neurodevelopmental Hypothesis LEARNING OBJECTIVES: KALA.BIOP.16.14.04 - List important aspects of prenatal environment that may influence psychological disorders.

TOPICS: 14.3 Schizophrenia

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94. Brain differences common to schizophrenia include . a. larger than normal cerebral ventricles b. a proliferation of glial cells c. loss of axons between the substantia nigra and the basal ganglia d. a heavier forebrain ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Neurodevelopmental Hypothesis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 95. The planum temporale is slightly in the temporal lobe of schizophrenics as compared to most other people. a. deformed; left b. larger; left c. larger; right d. smaller; right ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Neurodevelopmental Hypothesis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 96. The areas with the most consistent signs of abnormality in schizophrenics include the . a. dorsolateral prefrontal cortex b. medulla c. occipital lobes d. parietal lobes ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Neurodevelopmental Hypothesis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 97. The problems that schizophrenics have with memory and attention are most likely related to an increased tendency of having brain damage in the . a. cerebellum tentio b. prefrontal cortex c. occipital cortex d. medulla ANSWER: b DIFFICULTY: Bloom’s: Understand

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REFERENCES: The Neurodevelopmental Hypothesis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 98. People with schizophrenia have lower than normal overall activity in the . a. hypothalamus b. thalamus c. left hemisphere d. right hemisphere ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: The Neurodevelopmental Hypothesis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 99. Research suggests that the brain abnormalities of schizophrenics develop . a. early and progressively get worse b. early and then remain fairly steady c. late in life and progressively get worse d. late in life and remain fairly steady ANSWER: b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Neurodevelopmental Hypothesis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 100. Prior to the 1950s, few schizophrenic patients who entered a mental hospital ever left. The discovery most responsible for alleviating that situation was the discovery of . a. chlorpromazine b. the prefrontal lobotomy c. electroconvulsive therapy d. MAOIs ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: The Neurodevelopmental Hypothesis LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia 101. Another term for antipsychotic drugs is a. benzodiazepines

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b. neuroleptics c. tricyclics d. stimulants ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia 102. The two chemical families to which most antipsychotic drugs belong are . a. phenothiazines and butyrophenones b. tricyclics and MAOIs c. nitrates and glucocorticoids d. benzodiazepines and antihistamines ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia 103. Which of the following is an effect of most antipsychotic drugs? a. increased release of acetylcholine b. decreased reuptake of serotonin c. increased synthesis of norepinephrine d. blockage of dopamine receptors ANSWER: d DIFFICULTY: Bloom’s: Analyze REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia 104. The doses of various drugs that are typically prescribed for schizophrenia are closely related to the strength of what effect? a. elevated alpha waves on an EEG b. blockage of dopamine receptors c. delays in the onset of REM sleep d. increases in the rate of dopamine synthesis ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments

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LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia 105. Repeated use of large doses of amphetamine or cocaine can lead to a behavioral condition similar to a. schizophrenia b. bipolar disorder c. attention deficit disorder d. depression ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia

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106. An individual shows symptoms resembling schizophrenia, especially the positive symptoms, but is not schizophrenic. Which of the following disorders is most likely? a. seasonal affective disorder b. bipolar disorder c. substance-induced psychotic disorder d. Korsakoff's syndrome ANSWER: c DIFFICULTY: Bloom’s: Analyze REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia 107. An alternative to the dopamine hypothesis of schizophrenia is the proposal that schizophrenia may be due to a deficiency of activity of synapses. a. serotonin b. glutamate c. substance P d. acetylcholine ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia 108. Phencyclidine (PCP), which can produce psychotic symptoms resembling schizophrenia, has which effect? a. It inhibits the NMDA glutamate receptors.

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b. It interferes with dopamine release. c. It prolongs activity at serotonin synapses. d. It directly stimulates acetylcholine receptors.

ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia 109. The amino acid, glycine, provides a possible co-treatment for schizophrenia because it . a. can be chemically converted into dopamine b. increases the effectiveness of glutamate c. decreases the effectiveness of glutamate d. increases the growth and division of glia cells ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia 110. For schizophrenics, atypical antipsychotics are more effective than typical antipsychotics in . a. reducing positive symptoms b. reducing negative symptoms c. increasing negative symptoms d. blocking glutamate receptors ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia 111. A serious side effect that develops in some people after prolonged use of neuroleptic drugs is . a. tardive dyskinesia b. attention deficit disorder c. saccadic eye movements d. seasonal affective disorder ANSWER: a DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

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TOPICS:

14.3 Schizophrenia

112. The symptoms of tardive dyskinesia are . a. anterograde and retrograde amnesia b. tremors and other involuntary movements c. outbursts of unprovoked violent behavior d. attacks of anxiety that prevent active behavior ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia 113. What happens when schizophrenics stop taking neuroleptic drugs? a. Auditory hallucinations dissipate slowly. b. Schizophrenic symptoms return immediately and with more intensity. c. Tardive dyskinesia may continue. d. Memory problems become more apparent.

ANSWER: c DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia 114. Atypical antipsychotic drugs alleviate schizophrenia with fewer side effects than other drugs because they a. stimulate dopamine synapses instead of blocking them b. act at acetylcholine synapses instead of dopamine synapses c. have a greater effect on dopamine type D2 receptors d. more strongly antagonize serotonin type 5-HT2 receptors ANSWER: d DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia 115. All things considered, the atypical antipsychotics . a. are far more cost-effective than the older drugs b. do not improve overall quality of life more than older drugs c. are preferable because they have, at most, only mild side-effects d. have a much higher risk of movement disorders

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.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia 116. Which statement about the long-term course for people diagnosed with schizophrenia is true? a. About one-third recover from the first episode and do not become psychotic again. b. Up to one-fourth will have a serious disorder throughout their lives. c. About one-half will develop progressive brain deterioration that continues throughout life. d. Up to one-third will go on to develop dementia by their 40s.

ANSWER: b DIFFICULTY: Bloom’s: Understand REFERENCES: Treatments LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.3 Schizophrenia Essay 117. Define major depression.

ANSWER: Everyone has times of feeling discouraged. Major depression is much more intense and prolonged. People with a major depression feel sad and helpless most of the day every day for weeks at a time. They don’t enjoy anything and can hardly even imagine enjoying anything. They lack energy, feel worthless, contemplate suicide, have trouble sleeping, and cannot concentrate. When they have unpleasant thoughts, they have trouble getting rid of them (Foland-Ross et al., 2013). Changes in the synapses to the nucleus accumbens make it less responsive to reward (Russo & Nestler, 2013).

DIFFICULTY: Bloom’s: Understand REFERENCES: Major Depressive Disorder LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.2 Mood Disorders 118. Briefly describe the four major categories of antidepressant drugs ANSWER: Antidepressant drugs fall into several categories, including tricyclics, selective serotonin reuptake inhibitors, monoamine oxidase inhibitors, and atypical antidepressants. The tricyclics (e.g., imipramine, trade name Tofranil) operate by blocking the transporter proteins that reabsorb serotonin, dopamine, and norepinephrine into the presynaptic neuron after their release. The selective serotonin reuptake inhibitors (SSRIs) are similar to tricyclics but specific to the neurotransmitter serotonin. The monoamine oxidase inhibitors (MAOIs) (e.g., phenelzine, trade name Nardil) block the enzyme monoamine oxidase (MAO), a presynaptic enzyme that metabolizes catecholamines and serotonin into inactive forms. The atypical antidepressants include everything other than the types just discussed (Horst & Preskorn, 1998). One example is bupropion (Wellbutrin), which inhibits reuptake of dopamine and to some extent norepinephrine but not serotonin. Although antidepressants vary in which

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neurotransmitter(s) they target—serotonin, dopamine, norepinephrine, or some combination— all appear to be nearly equal in their effectiveness (Montgomery et al., 2007).

DIFFICULTY: Bloom’s: Understand REFERENCES: Antidepressant Drugs LEARNING OBJECTIVES: KALA.BIOP.16.14.05 - Describe medical and behavioral treatments for several psychological disorders.

TOPICS: 14.2 Mood Disorders 119. What are the key symptoms of autism spectrum disorders?

ANSWER: Here are some of the key symptoms of ASDs: • • • •

Deficits in social and emotional exchange Deficits in gestures, facial expressions, and other nonverbal communication Stereotyped behaviors, such as repetitive movements Resistance to a change in routine

Unusually weak or strong responses to stimuli, such as indifference to pain or a panicked DIFFICULTY: Bloom’s: Understand REFERENCES: Symptoms and Characteristics LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.4 Autism Spectrum Disorders 120. Describe the difference between positive and negative symptoms of schizophrenia and give some examples of each.

ANSWER: Positive symptoms include manifest behaviors that should be absent, such as delusions (unfounded beliefs), hallucinations (abnormal sensory experiences), disorganized speech, and grossly disorganized behavior. Each of these is a judgment call. Sometimes a statement that appears to be a delusion (“People are persecuting me”) is actually true, or at least defensible.

Many healthy people have heard a voice when they knew they were alone, most often when they were just waking up.

Negative symptoms include absent behaviors that should be present, such as weak social interactions, emotional expression, speech, and working memory. Negative symptoms are usually stable over time and difficult to treat.

DIFFICULTY: Bloom’s: Understand REFERENCES: Diagnosis LEARNING OBJECTIVES: KALA.BIOP.16.14.03 - Compare the role of genetics in substance abuse, depression, schizophrenia, and autism.

TOPICS: 14.3 Schizophrenia 121. Describe the differences between antagonists and agonists.

ANSWER: Drugs either facilitate or inhibit transmission at synapses. A drug that blocks a neurotransmitter is an antagonist, whereas a drug that mimics or increases the effects is an agonist. (The term agonist is derived from a Greek word meaning “contestant.” The term agony derives from the same root. An antagonist is an “anti-agonist,” or member of the opposing team.) A mixed agonist–antagonist is an agonist for some effects of the neurotransmitter and an antagonist for others or an agonist at some doses and an antagonist at others.

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DIFFICULTY: Bloom’s: Analyze REFERENCES: Drug Mechanisms LEARNING OBJECTIVES: KALA.BIOP.16.14.02 - Discuss cravings and their role in addiction.

TOPICS: 14.1 Substance Abuse and Addiction

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