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CHAPTER 2
COGNITIVE NEUROSCIENCE
OUTLINE FOR CHAPTER 2
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SUPPLEMENTAL ACTIVITIES
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A. In-Class Activities
1. A Working Neuron in the Classroom
2. Group Reaction Time and Neural Speed
3. Hemispheric Activity Interferes with Ability to Work a Counter
B. Promoting Discussion
1. Neurogenesis - Alcohol
2. Doogie Mice
COGLAB ANSWERS
44
Brain Asymmetry
USEFUL WEBSITES
46
TEST BANK
48
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OUTLINE FOR CHAPTER 2
I. FROM NEURON TO THE BRAIN: ORGANIZATION OF THE NERVOUS SYSTEM
A. Introduction
1. Mind Body Connection
2. Localization of Function
II. COGNITION IN THE BRAIN: CEREBRAL CORTEX AND OTHER STRUCTURES
A. Gross Anatomy of the Brain Forebrain, Midbrain, Hindbrain
1. Forebrain
a. Cerebral Cortex
b. Basil Ganglia
c. Limbic system
d. Septum
c. Amygdala
i. Maladaptive lack of fear
ii. Autism
d. Hippocampus
i. Korsakoff’s syndrome
ii. H.M.
f. Thalamus
i. Schizophrenia Link
g. Hypothalamus
i. Narcolepsy
2. Midbrain
a. Reticular activating system (RAS)
b. Brain stem
3. Hindbrain
a. Medulla oblongata
b. Pons
c. Cerebellum
B. Cerebral Cortex and Localization of Function
1. General Information
a. Cerebral cortex
b. Contralateral
c. Ipsilateral
d. Corpus callosum
e. Cerebral hemispheres
2. Hemispheric Specialization
a. Aphasia
b. Broca’s area
c. Wernicke’s area
d. Split-brain patients
i. Sperry’s Research
ii. Gazzaniga’s Research
e. Apraxia
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3. Lobes of the Cerebral Hemispheres
a. Lobes
b. Frontal lobe
c. Parietal lobe
d. Temporal lobe
e. Occipital lobe
f. Projection areas
g. Primary motor cortex
h. Primary somatosensory cortex
4. Rostral, Ventral, Caudal and Dorsal brain regions
C. Neuronal Structure and Function
1. Neurons
a. Soma
b. Dendrites
c. Axon
i. myelin
ii. nodes of Ranvier
d. Terminal button
2. Synapse
3. Neurotransmitters
a. Three types of chemical substances involved in neurotransmission
i. Monoamine neurotransmitters
ii. Amino-acid neurotransmitters
iii. Neuropeptides
b. Acetylcholine
i. Deficit leads to Alzheimer’s
c. Dopamine
i. Too high linked with schizophrenia and lack of impulse control
ii. Too low linked with Parkinson’s disease
d. Serotonin
i. Too high linked with Anorexia
ii. Too low linked with aggression
4. Receptors and Drugs
a. Acute Toxicity
b. Chronic Toxicity
III. RESEARCH METHODS TO STUDY COGNITION IN THE BRAIN
A. Postmortem Studies
1. Phineas Gage
2. Brocas Tan
B. In Vivo Studies
1. Animal studies
a. Single-Cell Recordings
b. Lesioning to identify deficits
c. Neurochemicals to knock out functions
d. Genetic Manipulations
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2. Electrical Recordings
a. Event-Related Potentials
b. Electroencephalograms (EEGs)
3. Static Imaging Techniques
a. Magnetic Resonance Imaging (MRI) Scan
4. Metabolic Imaging
a. Positron Emission Tomography (PET)
b. Functional Magnetic Resonance Imaging (fMRI)
c. Transcranial Magnetic Stimulation (TMS)
d. Magnetoencephalography (MEG)
5. Brain Disorders
a. Stroke
i. Vascular
ii. Ischemic stroke
iii. Hemorrhagic stroke
6. Brain Tumors
a. Neoplasms
7. Head Injuries
a. Closed-head injuries
b. Open-head injuries
IV. EXAMINING INTELLIGENCE AND BRAIN STRUCTURE
A. Brain size
B. Brain Architecture
1. Gender differences
C. Speed of Neuronal Conduction
D. Neuronal Efficiency
E. P-FIT Theory of Intelligence
V. REVISITING KEY THEMES
1. Biological versus Behavioral Methods
2. Nature versus Nurture
3. Applied versus Basic
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SUPPLEMENTAL ACTIVITIES
A. In-Class Activities
1. A Working Neuron in the Classroom
This demonstration gets students involved in understanding how neurons work. Several
variants of this exercise exist (with and without the candy). Before the exercise, the instructor
procures a bag of Hershey’s Kisses and also scatters index cards around the classroom. The
kisses will represent neurotransmitters and the cards will stand for positive ions.
Assign five students who are willing to eat chocolate to come to the front of the class and act
as dendrites (four students) and a cell body. Another five students are assigned to be the axon
and they stand in a line. Two or three more students are the terminal fibers, clustered at the end
of the axon. The terminal fibers are given Hershey’s Kisses but are instructed not to eat them. A
second neuron can be formed in a similar manner if there are enough students in the class.
The instructor stands near the dendrites of the (first) neuron and tosses a handful of
Hershey’s Kisses in the direction of the dendrites and cell body. This action represents the
release of neurotransmitters into the synapse. The students who are acting the part of the
dendrites and cell body eat the chocolate kisses and then begin to pick up the cards. When they
have picked up three cards, the instructor advises them that they have reached the threshold. This
demonstrates the “all-or-nothing” principle of an action potential. Now the first person forming
the axon picks up a card, while the dendrites and cell body drop theirs. The second person
forming the axon picks up a card as the first drops his or hers, etc. on down the line to the
terminal fibers. The fibers then toss their chocolate kisses into the synapse. If a second neuron
has been formed, the players repeat the process, if not, the instructor can take them, or the fibers
can eat them (re-uptake.) The chocolate kisses can also be tossed to the other students in the
class.
Variants of this exercise use different colored index cards, or Styrofoam peanuts instead of
candy. The availability of chocolate kisses and “Hugs” with different colored wrappers also
allows an instructor to demonstrate the action of agonist versus antagonist neurotransmitters and
drugs. The dendrites can wrap their hands in tape to catch the kisses, cards, peanuts or whatever
is being used. The axon can be “myelinated” using plastic wrap to demonstrate the insulating and
transmission speeding qualities of the myelin sheath. (The message skips over the wrapped
students, which saves time.)
This is a great exercise for getting the students involved and interested before introducing
them to the fact-intensive and challenging biological psychology material, as well as
demonstrating these concepts in a lively manner.
Written by Nancy Jo Melucci, Santa Monica College
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2. Group Reaction Time and Neural Speed
Helmholtz devised a clever way to assess the speed of neural conduction. This same process
can be demonstrated in class by having 10 students form a continuous chain by holding hands.
At your signal, the first student tightens her grip on the hand of the second person in the chain.
Upon feeling the pressure, the second person tightens his grip on the hand of the third, and so on.
Have a volunteer start a stopwatch simultaneously with your signal, and stop timing when the
10th person raises her hand. Now have the students grip their neighbors’ shoulder and repeat the
same procedure, again making note of the total time to finish the motion down the human chain.
The results will show that the students performed the shoulder-squeezing task consistently faster
than they performed the hand-squeezing task. The reason for the difference is that when the
sensory input is received through the hand, it has to travel a greater distance—about two feet in
the average-sized person—to reach the brain than when it is received through the shoulder. Thus,
among the 10 people, the neural signal has to travel an additional 20 feet, and this is why it takes
longer to reach the end of the chain (Rozin & Jonides, 1977).
Written by Nancy Jo Melucci, Santa Monica College
3. Hemispheric Activity Interferes With Ability to Work a Counter
Here is a classroom exercise that proves to be both very enjoyable and very informative
about the functioning of the two sides of the brain. The only equipment you will need is a simple
counter, the kind used at stadiums to count people as they pass through the gate.
Recruit a volunteer and have her sit in front of the class. She should hold the counter in her
right hand, and when you say, “Go!” press it as fast as she can. Stop her after about 30 seconds
and record the number of presses; this number will be your baseline level for the right hand.
Reset the counter and repeat the procedure for the left hand to get a left hand baseline.
During the next phase of your experiment, the subject should again perform with the right
and left hands but this time should do so while reciting a poem or speech (the Pledge of
Allegiance works well). These two bits of data are your right and left “oral data.” In the next
phase, the subject should perform with the right and left hands but this time should do so while
humming a familiar tune. Encourage the students to hum and not to worry about the words.
These two bits of data are your left and right “music data.”
The hypothesis in this experiment is that talking will interfere more with right-hand pressing,
whereas humming will interfere more with left-hand pressing, due to the hemispheric
specializations involved in these tasks.
Written by Nancy Jo Melucci, Santa Monica College
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B. Promoting Discussion
1. Neurogenesis Alcohol
The Crews & Nixon (2003) article “Alcohol, Neural Stem Cells, and Adult Neurogenesis”
discusses both genetic and environmental contribution on the process of neurogenesis. A “quick”
definition of neurogenesis is the development of new cells in the brain. Previously it was thought
that we are born with all of the neurons that we will ever have. Recent research suggests that
certain parts of the brain do in fact “replace” or “grow” new neurons. Here are a few quotes from
the Crews and Nixon (2003) article on this process:
Stem cells are cells that can divide indefinitely, renew themselves, and give rise to a
variety of cell types. … Multipotent stem cells, including neural stem cells (NSCs), are
more restricted in the types of cells they are capable of producing or becoming.
The discovery of NSCs and adult neurogenesis provides a new theoretical framework for
understanding processes regulating brain plasticity.
Genetics influences the three main components of neurogenesis: NSC proliferation, cell
survival, and cell differentiation into neurons and other types of brain cells.
We see neurogenesis in two areas of the brain:
1) Subventricular zone (SVZ) of the anterior lateral ventricles (this location is the origin for
olfactory bulb neurons)
2) Dentate gyrus of the hippocampus (part of the brain that is involved with learning and
memory) [neurogenesis for this part of the brain has been confirmed in rodents and in
humans].
This is one of the main points Crew and Nixon make: “Interesting, genetics and specific
environmental factors play an important role in regulating neurogenesis, and these same
environmental factors … are key factors in the risk of developing alcoholism.”
Discussion Points:
•
•
•
•
What are the different ways in which there is plasticity in the brain?
▪ Plasticity in the brain is due to a number of different factors. These can include neuronal
growth (neurogenesis), changes in dendritic connections among neurons, and changes in
chemicals bonds.
In addition to alcohol, name other potential environmental factors that many influence
neurogenesis.
Researchers have been able to culture neural stem cells (NSCs) from a number of different
regions in the brain. Ask students what are the implications for this. Two important points:
▪ The ability to do so, suggests that a variety of regions of the brain have the potential for
neurogenesis.
▪ However, in most areas these cells are suppressed from dividing.
What are the contributions of nature and nurture on neurogenesis?
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▪
•
•
An enriched environment is a factor that tends to promote neurogenesis. Physical activity
in particular seems to be helpful.
▪ Stress is an environmental factor that reduces neurogenesis.
▪ Alcohol decreases the proliferation of neural stem cells. However, the effect (at least in
rats) is not seen until several weeks later.
▪ Serotonin is known to influence the neural stem cell proliferation in adults. Depression is
associated with a decrease in the amount of serotonin released. The mechanism behind
selective serotonin reuptake inhibitors (SSRIs) (an antidepressant), according to some
researchers, is that is increases neurogenesis.
Neurogenesis is seen in the hippocampus. What are the implications of neurogenesis in this
particular region of the brain?
▪ The hippocampus in involved in learning and memory. Lack of neurogenesis in this
particular part of the brain would have an impact on our ability to form new memories.
What are the implications of the extent to which environmental stimuli can have an impact
on cognitive functions?
▪ Alcohol can have an impact on brain functioning (physiological functioning that in turn
can have an impact on psychological functioning)—this may potentially impact a number
of different processes (e.g., perception, memory, attention, neuro-plasticity)
Written by Michael Bendele, Indiana University-Purdue University Fort Wayne
2. Doogie mice
This exercise could be used in a number of different chapters: the neuroscience chapter given
the technique that is used to alter neurophysiology, the memory chapter given the change in
ability to learn, or the chapter on intelligence when talking about the biological basis of
intelligence. Another option would be to use the example throughout the semester for the various
chapters as a means of unifying the content from a number of different perspectives.
Joe Tsien and colleagues altered a protein (N-methyl-D-aspartate [NMDA]) in mice that is
involved with learning & memory. The NMDA Receptors are involved in strengthening the
connection between two neurons that are activated at the same time. The altered protein in
Doogie mice (named after the TV show Doogie Houser, MD) helped in terms of the NMDA
receptor saying open twice the normal amount of time compared to normal mice. The additional
time appears to help in terms of forming new memories. For the control condition, the Doogie
mice and regular mice were allowed to explore an environment with two objects in it. Mice are
naturally curious and spent time checking out both objects. For the experimental condition a few
days later, one of the objects was replaced with a new object. Again, both sets of mice were
allowed to explore the environment. The Doogie mice spent more of their time exploring the new
object versus the regular mice, which spent about an equal amount of time exploring both
objects. These results suggest that the Doogie mice remembered the old object while the regular
mice did not. In general, the Doogie mice were able to remember information about 5 times
longer than the regular mice.
The NMDA receptor for a number of animals actually stays open longer in children versus the
adults, which may explain the ease at which the young children learn compared to older children.
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Tsien and colleagues then altered a different group of mice so that there was a decrease in the
length of time that the NMDA receptor would stay open. The result was mice (for simplicity
sake let’s call them anti-Doogie mice) that appeared not to learn as well as regular mice. The
regular mice outperformed the anti-Doogie mice on a number of tasks. However, when the antiDoogie mice were raised in an enriched environment, differences between this group and the
normal group decrease. The control mice still outperformed a comparison group of anti-Doogie
mice that were not raised in an enriched environment.
Discussion Points:
•
•
•
•
•
What is the advantage of modifying biology to see what the impact is on the function of the
individual?
▪ The advantage is that the experimenter knows exactly what the modification is to biology
versus finding organisms with a deficit in behavior and trying to figure out if the biology
is different.
If we understand the mechanisms involved in learning should we make these types of
changes in humans to help them learn?
What if we could develop a pill that would allow for us to learn better for the next hour—
would this be okay to do? What about for the next day? Next week?
▪ What would be the benefits of such a pill? What would be the negatives of such a pill?
▪ Schacter’s discussion of the seven sins and in particular persistence would be appropriate.
An issue here is that forgetting can have an adaptive value.
What does the work of Tsien and colleagues have to say about nature vs. nurture?
▪ They both clearly play a role.
▪ Alterations in biology lead to an increase in remembering information.
▪ The anti-Doogie mice are interesting because while initially they are at a disadvantage an
enriched environment helped to mitigate the initial deficits. This can be tied into the
notion that we are born with a certain number of neurons and in general they do not
regenerate. What changes over time is the connections between neurons (the dendritic
growth) which is influence by experience (nurture).
What does the work of Tsien and colleagues have to say about intelligence? Is it simply a
function of memory?
Written by Michael Bendele, Indiana University-Purdue University Fort Wayne
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COGLAB
- BRAIN ASYMMETRY  Student Manual Answers
Basic Questions
1. Does your data provide evidence that you have an asymmetric brain? Explain your
answer. Do the same for the global results.
If you chose the younger chimeric face as the photo with the younger half-face on the left side of
the image more than fifty percent of the time, this provides evidence that you have an asymmetric
brain. A similar judgment can be made when using the global data.
The global data can also be used to see whether a left to right bias (possibly created by our
culture i.e. reading) can explain the results of the experiment. If left-handed participants chose
the younger chimeric face as the photo with the younger half-face on the left side of the image
more than fifty percent of the time, but to a lesser extent than right-handed participants, then that
would be further evidence for an asymmetric brain.
This conclusion relies on the finding that right-handed individuals show more brain asymmetry
than left-handed individuals.
2. Describe another experiment that would test for brain asymmetry. It should be different
from this experiment and the split-brain language experiment already described.
One could show participants a series of images on a computer monitor. The images could consist
of a photo, a happy or a sad face, a printed word, a noun or a verb. Participants would then be
asked to center their eyes on a fixation point in the middle of the screen. The participant’s task
would be to make a key press that corresponded to the image that they saw (happy face, sad face,
noun or verb). Results showing faster reaction times to faces and parts of speech when they were
presented to the right visual field as compared to the left visual field would be evidence for an
asymmetric brain.
It is important for the student to indicate the variables and performance measure to be used, as
well as what the results would look like if one does in fact have an asymmetric brain.
3. What skills/processes are primarily associated with the left hemisphere? What about the
right hemisphere?
The left hemisphere is typically associated with analytical and logical thinking. It deals with
language, mathematics, and rationality. The right hemisphere is associated with emotion,
holistic thinking, music, dance, and artistic creativity.
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Advanced Questions
1. What types of professions might benefit from using what we know about brain
asymmetry?
An artist or someone in advertising could benefit from knowing that when people make
judgments about another person (age, emotional state), say on a billboard or in a painting, they
tend to use information from the left side of the person’s face more so than the right side.
Plastic surgeons, cosmetologists, or actors could, in some cases, also benefit from being
informed about brain asymmetry. As long as an appropriate justification is given, many
occupations could be identified when answering this question.
2. Describe a task that might be more difficult for a split-brain patient than a normal
individual.
Students could identify tasks such as driving, boxing, or playing electronic games.
The student’s description of the task should include which aspects of the task would be
particularly challenging for a split-brain patient and why.
For example, in a driving task when a split-brain patient is focused on the road they would be
unable to read road signs in their left visual field. To read signs in their left visual field they
would need to shift their eyes and/or head. This could result in a dangerous situation in which
they take their eyes off of what is happening in front of them.
3. The interpretation of the experimental results relies on a comparison between the data
from right-handed participants as well as left-handed participants. Why is this the case?
The comparison is necessary for two reasons. First, right-handed individuals have a more
asymmetric brain than do left-handed individuals. Second, judgments about faces are done more
in the right hemisphere than in the left hemisphere. Since right-handers have a more asymmetric
brain it should follow that they will more heavily rely on information about faces that is
presented to the right hemisphere than will left-handers.
Discussion Question
1. Why might it be advantageous for us to have a brain in which some processes are
specific to one hemisphere?
One possibility is that since the brain has a lot of responsibilities, it seems reasonable that using
a division of labor strategy, at least in some cases, would be beneficial. This type of organization
might allow the brain to process more information and/or process information more fully.
**It is not clear why the brain is set up in an asymmetrical way, so a broad array of student
responses could be appropriate here. This question can be used as a creative thinking exercise.
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 Test Bank Answers
Multiple Choice Questions
1. If you show a split-brain patient a word in their right visual field they …
a. would be able to say the word aloud
b. would be able to pick up a physical item that matches the word that they were shown with
their right hand
c. would be able to write the word with their right hand
d. None of the above
Answer: a
2. Which of the following is typically associated with the brain’s right hemisphere?
a. rationality
b. language
c. music
d. None of the above
Answer: c
3. A split brain patients would have trouble catching/blocking an object that enters their left field
of view with …
a. their right hand
b. their left hand
c. either of their hand hands.
d. It wouldn’t be a problem
Answer: b
4. The brain asymmetry demonstration predicts that left handed participants will choose the
chimeric face with the younger half face on the left as the younger face …
a. more often than right handed participants
b. less often than right handed participants
c. about the same amount of the time as right handed participants
d. almost never.
Answer: b
5. Which of the following statements is true?
a. Moving the right hand is controlled by the right hemisphere
b. Split brain patients cannot move both hands at once
c. The left hemisphere is associated with processing spatial information
d. Right handed individuals show more brain asymmetry than left-handed individuals
Answer: d
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True/False Question
1. ___ The brain asymmetry demonstration does not account for the possibility that people may
just have a general left-view bias, a bias for processing information from the left to the right.
Answer: False
Short Answer Question
1. What makes the brain of a split-brain patient unique?
In a split-brain patient, information is not shared between the brain’s right and left hemisphere.
Essay Question
1. Which face does the brain asymmetry demonstration predict right-handed participants will
choose? Why?
This essay is worth 6 points:
Point 1: Right-handed participants will choose the younger face as the one with the younger
half face on the left side.
Point 2: Right-handed people typically show brain asymmetry, one hemisphere is often more
involved in processing a given type of information than the other.
Point 3: The right hemisphere is more involved in processing faces than the left hemisphere.
Point 4: When a face is presented, the left half of the face will go to the right hemisphere of
the brain while the right half of the face will go to the left hemisphere.
Point 5: Since the right hemisphere is more involved in the processing of faces, the
information it receives will be weighted more heavily in making judgments about the
face then the information received by the left hemisphere.
Point 6: Therefore, the face that has the younger half face on the left will be chosen as the
younger face most of the time.
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USEFUL WEBSITES
Basic Neural Processes Tutorials
http://psych.hanover.edu/Krantz/neurotut.html
A great site developed by John Krantz of Hanover College, it provides a collection of tutorials in
basic neural processes. It allows students to quiz themselves on neuron and brain structure, and
find out more detailed information about the process of neural communication.
Brain Imaging Demos from the MNI
http://www.bic.mni.mcgill.ca/demos/
This site provides some fascinating graphic demonstrations of various brain-imaging techniques
with both pictures and some video clips.
The Brain Model Tutorial
http://pegasus.cc.ucf.edu/~Brainmd1/brain.html
A wonderful interactive site where students can click on the names of brain structures and see
beautiful detailed close up images of them.
The Epilepsy Foundation
http://www.efa.org/
An informative site for students who may have questions about epilepsy and want to research its
causes and treatments.
Neuropsychology Central
http://www.neuropsychologycentral.com/index.html
This is one of the major sites with information related to brain science. It contains a wealth of
information, including information on neuroimaging, neuropsychological assessment, and links
to related organizations and research laboratories.
Neurosciences on the Internet
http://www.neuroguide.com/
Another megasite for information related to brain science, this site features links to neuroscience
research centers, neurological diseases, brain images, and neuroscience journals. This site also
has a searchable database.
Neuroscience for Kids
http://faculty.washington.edu/chudler/neurok.html
Everyone is a kid at heart. The site provides nice demos and discussions of the brain that anyone
can enjoy and from which anyone can learn.
Harvard NeuroDiscovery Center
http://www.neurodiscovery.harvard.edu/about/about.html
This site provides a brief overview of a number of neurodegenerative diseases (e.g., Alzheimer’s,
Parkinson’s) in addition to some of the current research for various neurodegenerative diseases.
In case there are questions generated by the discussion of various diseases, this site links to a
wide variety of education, advocacy, and research sites.
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The Whole Brain Atlas
http://www.med.harvard.edu/AANLIB/home.html
This site provides an extensive guide to the brain, including an atlas of normal brain structure, a
list of the top 100 brain structures, and a quiz that tests knowledge of brain structure. The site
also contains information about various forms of pathology and how these affect brain structure
and function.
SERENDIP
http://serendip.brynmawr.edu/bb/kinser/Home1.html
This webpage allows you to explore the structure of the brain with images of real brains and
different slicing techniques. Allow illustrated are comparative brains across species.
Science News Daily
http://www.sciencedaily.com/news/mind_brain/
Science News Daily’s website has a section devoted to the latest research on the mind and brain
written for the layman. It is a valuable resource to direct students to or to add a new highlight to
your discussion on most recent research findings.
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TEST BANK
Multiple Choice
1. Which of the following comprise the forebrain?
a. corpus callosum, cerebellum, and cerebral cortex
b. hippocampus, medulla, pons, and thalamus
c. cerebral cortex, basil ganglia, the limbic system, thalamus, and hypothalamus
d. amygdala, reticular activating system, and corpus callosum
ANS: c.
REF: Forebrain
DIF: Moderate
MSC: TYPE: Factual
2. The basal ganglia of the forebrain are crucial to
a. motor function.
b. hearing.
c. sleeping and waking.
d. regulating behavior necessary for species survival.
ANS: a
REF: Motor Function Physiology
DIF: Easy
3. The limbic system is responsible for
a. memory retrieval.
b. relaying sensory information.
c. emotion, motivation, and learning.
d. motor information.
ANS: c
REF: Limbic System
DIF: Easy
MSC: TYPE: Factual
MSC: TYPE: Factual
4. All of the following are central interconnected cerebral structures of the limbic system except
the
a. primary motor cortex.
b. septum.
c. amygdala.
d. hippocampus.
ANS: a
REF: Limbic System
DIF: Moderate
MSC: TYPE: Factual
5. Dysfunction of the basal ganglia is known to cause
a. visual agnosia.
b. semantic memory loss.
c. fear.
d. motor deficits.
ANS: d
REF: Basal Ganglia DIF: Hard
MSC: TYPE: Factual
NOT: WWW
6. Which of the following processes would most likely involve the limbic system?
a. Bill stretches his arms high into the air.
b. Bill feels very nervous about the upcoming exam.
c. Bill solves a physics problem.
d. Bill feels an acute pain in his wrist.
ANS: b
REF: Limbic System
DIF: Moderate
MSC: TYPE: Application
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7. When the area of the forebrain known as the amygdala is stimulated, what reactions are
likely to result?
a. palpitations, fearful hallucinations, frightening flashbacks in memory
b. dizziness, headache, loss of consciousness
c. insomnia, inability to concentrate, restlessness
d. intense concentration
ANS: a
REF: Amygdala
DIF: Moderate
MSC: TYPE: Application
8. The __________ and __________ play a role in anger, aggression, and fear.
a. amygdala; hippocampus
b. septum; amygdala
c. hippocampus; septum
d. primary motor cortex; septum
ANS: b
REF: Septum and Amygdala
DIF: Moderate
MSC: TYPE: Factual
9. Which of the following would most likely involve the use of the septum?
a. Mike is scared by a man pointing a knife at him.
b. Mike remembered a man that had pointed a knife at him.
c. Mike sees a man who is pointing a knife at him.
d. Mike sees a photo of a man pointing a knife at a woman.
ANS: a
REF: Septum
DIF: Moderate
MSC: TYPE: Application
10. Which of the following would involve activity in the amygdala?
a. Wilma sees a cute cat.
b. Wilma remembers her wedding day.
c. Wilma gets angry at a dog after it ate her purse.
d. Wilma leans over to pet a large dog.
ANS: c
REF: Amygdala Function
DIF: Easy
MSC: TYPE: Application
11. The __________ is responsible for the formation of new memories.
a. thalamus
b. hippocampus
c. hypothalamus
d. aphasia
ANS: b
REF: Hippocampus Function
DIF: Easy
MSC: TYPE: Factual
12. Damage to the hippocampus can result in “loss of memory function” in which old
information is still able to be recalled, but the individual is unable to form new memories.
This is known as
a. Benzine syndrome.
b. apraxia.
c. aphasia.
d. Korsakoff’s syndrome.
ANS: d
REF: Korsakoff’s Syndrome
DIF: Hard
MSC: TYPE: Factual
49
13. Disruption in the hippocampus does not seem to result in deficits of what kind of memory?
a. declarative memory
b. short-term memory
c. procedural memory
d. long-term memory
ANS: c
REF: Hippocampus Function
DIF: Moderate
MSC: TYPE: Conceptual
14. Jennifer has damage to a certain area of her brain. She can remember people and events from
long ago, but she cannot remember where she ate lunch today. Judging by her symptoms,
Jennifer probably has damage to the
a. hypothalamus.
b. hippocampus.
c. thalamus.
d. corpus callosum.
ANS: b
REF: Hippocampus
DIF: Moderate
MSC: TYPE: Application
15. This area of the brain is known to sort information and send it to appropriate areas in the
cerebral cortex.
a. hippocampus.
b. basil ganglia.
c. amygdala.
d. thalamus.
ANS: d
REF: Thalamus Function
DIF: Moderate
MSC: TYPE: Factual
16. This particular part of the brain is responsible for regulating behavior that is important for the
survival of the organism (e.g., fighting, feeding, fleeing, and mating) and “regulating
emotions and reactions to stress.”
a. hypothalamus
b. thalamus
c. pons
d. limbic system
ANS: a
REF: Hypothalamus Function
DIF: Easy
MSC: TYPE: Factual
17. Although the midbrain is not as important in mammals as in nonmammals, it is significant in
that it houses the reticular activating system, which is essential in regulating
a. consciousness, heartbeat, and breathing.
b. bodily coordination, balance, and muscle tone.
c. breathing, swallowing, and digestion.
d. the signals passing from one part of the brain to another.
ANS: a
REF: Midbrain
DIF: Easy
MSC: TYPE: Factual
NOT:
WWW
50
18. Physicians make a determination of brain death based on the degree of function of the
a. midbrain.
b. brain stem.
c. medulla oblongata.
d. cerebellum.
ANS: b
REF: Brain Stem Function DIF: Moderate
MSC: TYPE:
Application
19. The __________, located in the hindbrain, is responsible for controlling the heartbeat, and to
some extent, breathing, swallowing, and digestion.
a. pons
b. cerebellum
c. cerebral cortex
d. medulla oblongata
ANS: d
REF: Medulla Oblongata
DIF: Moderate
MSC: TYPE: Factual
20. This particular part of the hindbrain “contains neural fibers that pass signals from one part of
the brain to another” and thus serves as a relay station.
a. medulla oblongata
b. pons
c. cerebellum
d. limbic system
ANS: b
REF: Pons Function
DIF: Moderate
MSC: TYPE: Factual
21. This part of the hindbrain is responsible for “coordination, balance, and muscle tone,” and
also includes memory related to procedural movements.
a. hypothalamus
b. amygdala
c. septum
d. cerebellum
ANS: d
REF: Cerebellum
DIF: Easy
MSC: TYPE: Factual
NOT: WWW
22. A code blue has just been announced in a hospital. A patient has stopped breathing. Doctors
and medics are rushed to the scene and quickly determine that brain death has not yet
occurred. How did the medics know whether the patient was brain dead or not?
a. They found that there was still activity in the frontal lobe of the patient’s brain.
b. Once breathing stops, brain death occurs.
c. They found that there was still activity in the brain stem.
d. They found that the pons was still active.
ANS: c
REF: Brain Stem Activity
DIF: Moderate
MSC: TYPE: Conceptual
51
23. How would someone determine whether there was a possibility of a problem in the function
of a patient’s medulla oblongata?
a. The patient might be experiencing both short-term and long-term memory loss.
b. The patient might not be able to sense pain or pressure.
c. The patient might display irregular aggression patterns.
d. The patient might experience heartbeat irregularity and possible breathing problems.
ANS: d
REF: Medulla Oblongata
DIF: Moderate
MSC: TYPE: Conceptual
24. Sonia lays in a hospital bed unable to wakeup. Scans of her brain show damage to the ___
which is important for regulating overall level of consciousness/arousal.
a. corpus callosum
b. white matter
c. reticular activating system
d. medulla oblongata
ANS: c
REF: Reticular Activating System DIF: Moderate
MSC: TYPE:
Application
25. The convolutions of the cerebral cortex comprise __________, which are small grooves;
__________, which are raised areas or bulges; and __________, which are large grooves.
a. sulci; fissures; gyri
b. fissures; sulci; gyri
c. gyri; fissures; sulci
d. sulci; gyri; fissures
ANS: d
REF: Cortex Convolutions DIF: Moderate
MSC: TYPE: Conceptual
26. The cerebral cortex is
a. the main lobe of the forebrain.
b. the bridge between the left and the right hemispheres of the brain.
c. a one- to three-millimeter-thick layer that covers the surface of the brain.
d. a layer, covering the surface of the brain, that comprises about 60% of the brain.
ANS: c
REF: Cerebral Cortex Structure
DIF: Easy
MSC: TYPE: Factual
27. The cerebral cortex is often referred to as __________, whereas the nerve fibers of the
brain’s interior are often called __________.
a. contralateral; ipsilateral
b. gray matter; white matter
c. ipsilateral; contralateral
d. white matter; gray matter
ANS: b REF: Cerebral Cortex
DIF: Easy
MSC: TYPE: Factual
NOT: WWW
28. __________ refers to transmission of information to the opposite side, whereas __________
refers to transmission to the same side.
a. Contralateral; ipsilateral
b. Occipital; frontal
c. Ipsilateral; contralateral
d. Parietal; temporal
52
ANS: a
REF: Information Transfer DIF: Moderate
MSC: TYPE: Conceptual
29. Most motor information transmission is
a. parietal.
b. contralateral.
c. ipsilateral.
d. occipital.
ANS: b
REF: Motor Information Transfer
DIF: Hard
MSC: TYPE: Factual
30. The corpus callosum serves to
a. make certain contralateral transmissions ipsilateral.
b. regulate the transmission of information along the cerebral cortex.
c. allow transmission of information between the left and right hemispheres.
d. transmit information from the left and right hemispheres to the spinal cord.
ANS: c
REF: Corpus Callosum
DIF: Easy
MSC: TYPE: Factual
31. There are two radio stations, one receiving signals from the western hemisphere and one
receiving signals from the eastern hemisphere. A cable connects the two stations so that
signals sent out from one half of the world can be transmitted to the other half. This cable is
analogous to the brain’s
a. corpus callosum.
b. cerebral cortex.
c. white matter.
d. medulla oblongata.
ANS: a
REF: Corpus Callosum
DIF: Easy
MSC: TYPE: Conceptual
32. The two halves of the brain, which rely on the corpus callosum for communication, are called
a. cerebral hemispheres.
b. lobes.
c. contralateral.
d. split brain.
ANS: a
REF: Hemispheres DIF: Easy
MSC: TYPE: Factual
NOT: WWW
33. Marc Dax noticed a relationship between the loss of speech and the side of the brain in which
damage had occurred in patients suffering from
a. prosopagnosia.
b. aphasia.
c. ablation.
d. schizophrenia.
ANS: b
REF: Aphasia
DIF: Moderate
MSC: TYPE: Factual
34. Paul Broca believed that
a. localization of function does not exist.
b. the left hemisphere of the brain is critical to normal speech function.
c. the right hemisphere of the brain is critical to normal speech function.
d. neither hemisphere of the brain is critical to normal speech function.
ANS: b
REF: Broca’s Area
DIF: Moderate
MSC: TYPE: Factual
53
35. Karl Lashley concluded that localization of specific memories
a. can be demonstrated through the use of a large variety of techniques.
b. can be demonstrated only by using incision.
c. can be demonstrated only by using ablation.
d. cannot be demonstrated.
ANS: d
REF: Localized Representations: Lashley
DIF: Moderate
MSC: TYPE: Factual
36. This particular part of the left hemisphere of the brain appears to contribute to language
comprehension.
a. Dax’s area
b. Wernicke’s area
c. Lashley’s area
d. Boca’s area
ANS: b
REF: Wernicke’s Area
DIF: Easy
MSC: TYPE: Factual
37. Split-brain patients sometimes have difficulty reconciling information that is __________
(largely localized in the left hemisphere) with information that is __________ (generally
localized in the right hemisphere).
a. verbal; spatial
b. spatial; verbal
c. visual; auditory
d. tactile; olfactory
ANS: a
REF: Hemispheric Specialization
DIF: Moderate
MSC: TYPE: Conceptual
38. Which abilities have been found to be localized on the right side of the brain for most splitbrain patients?
a. the ability to follow conversations or stories
b. language functions
c. skilled movement
d. finding patterns
ANS: a
REF: Hemispheric Specialization
DIF: Hard
MSC: TYPE: Conceptual
39. The approach to studying the brain in order to understand what specific part of the brain
controls what specific skills or behaviors is called _____.
a. synthesis
b. localization of function
c. ecological validity
d. lobotomy
ANS: b
REF: Study of Brain Areas and Functions
DIF: Moderate
MSC: TYPE: Factual
54
40. What percentage of the population has language functions predominantly localized in the left
hemisphere of the brain?
a. 100
b. 90
c. 50
d. 20
ANS: b
REF: Language Lateralization
DIF: Hard
MSC: TYPE: Factual
41. When viewing a picture that is half one person’s face and half another person’s face, a split
brain patient would
a. ask why you are showing her half of two different faces.
b. say the image portrays the whole face of whomever is depicted on the right side.
c. point to the image of the whole face of whomever is depicted on the right side.
d. simply be unable to answer.
ANS: b
REF: Split-Brain Patients
DIF: Moderate
MSC: TYPE: Factual
42. Juan suffers from a disorder of skilled movements, which is known as
a. dyslexia.
b. aphasia.
c. apraxia.
d. agnosia.
ANS: c
REF: Apraxia
DIF: Moderate
MSC: TYPE: Factual
43. This research is well known for his work with split-brain patients.
a. Lashley
b. Broca
c. Gazzaniga
d. All of the above have worked with split-brain patients.
ANS: c
REF: Split-Brain Patients
DIF: Moderate
MSC: TYPE: Factual
44. This particular way of looking at the brain divides up the cerebral hemisphere into four parts
called
a. lobes.
b. hemispheric specialization.
c. in vivo technique.
d. split brain.
ANS: a
REF: Brain Lobes
DIF: Moderate
MSC: TYPE: Factual
NOT: WWW
45. The frontal lobe is responsible for
a. sensing pain and pressure.
b. visual processing.
c. auditory processing.
d. higher thought processes and motor processing.
ANS: d
REF: Frontal Lobe
DIF: Easy
55
MSC: TYPE: Factual
46. Which of the following would most involve the use of the frontal lobe?
a. Tia sees her finger in a nutcracker.
b. Tia feels incredible pain when she gets her finger caught in a nutcracker.
c. Tia hears a nutcracker closing.
d. Tia considers how to use an oddly designed nutcracker to crack a nut.
ANS: d
REF: Frontal Lobe DIF: Moderate
MSC: TYPE: Conceptual
47. The parietal lobe is primarily responsible for
a. planning and execution of movement.
b. somatosensory processing.
c. auditory processing.
d. visual processing.
ANS: b
REF: Parietal Lobe DIF: Easy
MSC: TYPE: Factual
NOT: WWW
48. The main functions of the temporal and occipital lobes, respectively, are
a. visual processing and auditory processing.
b. execution of movement and sensing texture.
c. auditory processing and visual processing.
d. somatosensory processing and visual processing.
ANS: c
REF: Temporal and Occipital Lobes
DIF: Easy
MSC: TYPE: Factual
49. Tom puts his hand on a warm stove burner and senses the heat coming from the stove. The
message of warmth travels from his hand to which lobe of the brain?
a. occipital
b. parietal
c. temporal
d. frontal
ANS: b
REF: Parietal Lobe
DIF: Moderate
MSC: TYPE: Application
50. Mary wakes up in the middle of the night to hear a loud thump coming from the stairway.
She then hears creaking and a voice whispering. Her __________ lobe makes it possible for
her to hear that there are burglars in her house.
a. occipital
b. parietal
c. temporal
d. frontal
ANS: c
REF: Temporal Lobe
DIF: Moderate
MSC: TYPE: Application
51. Joe is walking around a room completely in the dark. He cannot see anything. When he feels
the doorknob with his hand, he pulls the door open. What location in the brain most directly
enabled him to accomplish what he attempted?
a. the temporal lobe
b. the occipital lobe
c. the parietal lobe
d. the cerebral fissures
ANS: c.
REF: Parietal Lobe
DIF: Moderate
MSC: TYPE: Application
56
52. This part of the brain, located in the frontal lobe, is important for controlling movement. It is
responsible for planning and executing movement especially for movements including a
delayed response.
a. primary visual cortex
b. the cerebral fissures
c. primary auditory cortex
d. primary motor cortex
ANS: d
REF: Primary Motor Cortex
DIF: Easy
MSC: TYPE: Factual
53. The parietal lobe contains the ______, which is the part of the brain that the various senses
provide information to concerning “pressure, texture, temperature, and pain.”
a. association areas
b. primary motor cortex
c. primary somatosensory cortex
d. primary visual cortex
ANS: c
REF: Primary Somatosensory Cortex
DIF: Moderate
MSC: TYPE: Factual
54. Although the brain makes up only one fortieth of the total weight of the adult human body, it
uses __________ of the circulating blood, available oxygen, and available glucose.
a. one-thirtieth
b. one-twentieth
c. one-tenth
d. one-fifth
ANS: d
REF: Brain Resource Use
DIF: Hard
MSC: TYPE: Factual
55. These cells in the brain transmit electrical signals from one location to another in the nervous
system.
a. amygdala
b. dopamine receptor
c. metabolic
d. neuron
ANS: d
REF: Neuron Definition
DIF: Easy
MSC: TYPE: Factual
56. The junction between terminal buttons of one neuron with the dendrites of other neurons.
a. synapse
b. terminal button
c. nodes of ranvier
d. synaptic terminal
ANS: a
REF: Synapse Definition
DIF: Easy
MSC: TYPE: Factual
57
57. At the end of the branches of an axon are the ____, which look like small knobs.
a. terminal buttons
b. synapse
c. nodes of ranvier
d. synaptic terminal
ANS: a
REF: Terminal Buttons
DIF: Easy
MSC: TYPE: Factual
58. Signals between neurons occur when these chemical messengers transmit information from
one neuron to the next across the synaptic gap.
a. synapse
b. hormones
c. neurotransmitters
d. neurobinders
ANS: c
REF: Neurotransmitters
DIF: Easy
MSC: TYPE: Factual
59.
59. Identify the three types of chemical substance that are involved in neurotransmission:
a. monoamine neurotransmitters, amino-acid neurotransmitters, neurobinders.
b. monoamine neurotransmitters, amino-acid neurotransmitters, neuropeptides.
c. amino-acid neurotransmitters, neurobinders, cerebropeptides.
d. monoamine neurotransmitters, neuropeptides, neurobinders.
ANS: b
REF: Chemicals in Neurotransmission DIF: Hard
MSC: TYPE: Factual
60. Adrian has Alzheimer’s and has a difficult time with his memory. The doctors say that his
memory difficulties in part are due to the low levels of ____.
a. acetylcholine
b. dopamine
c. dratonin
d. serotonin
ANS: a
REF: Acetylcholine and Alzheimer’s
DIF: Moderate
MSC: TYPE: Application
61. This particular neurotransmitter is associated with attention, reward and reinforcement,
learning, and motivational processes.
a. acetylcholine
b. dopamine
c. GABA
d. serotonin
ANS: b
REF: Dopamine Function
DIF: Moderate
MSC: TYPE: Factual
62. This particular neurotransmitter is important for regulating impulsivity and is associated with
eating behavior, and aggressive behavior.
a. acetylcholine
b. dopamine
c. GABA
d. serotonin
ANS: d
REF: Serotonin Function
DIF: Moderate
MSC: TYPE: Factual
58
63. Kent has been living on the street and using heroin for at least 5 years. It is likely he has
a. acute toxicity
b. chronic toxicity
c. few neurotransmitters
d. an overactive amygdala
ANS: b
REF: Chronic Toxicity
DIF: Moderate
MSC: TYPE: Conceptual
64. This technique has been used for centuries in which researchers document the behaviors of
individuals thought to have brain damage and then after the person dies, they examine the
brain for lesions.
a. postmortem studies
b. in vivo techniques
c. ipsilateral transmission
d. brain damage analysis (BDA)
ANS: a
REF: Postmortem Studies
DIF: Easy
MSC: TYPE: Factual
NOT: WWW
65. Which of the following is not an in vivo technique for viewing the structures and functions of
the brain?
a. Recording the electrical activity of the brain
b. Still-imaging of the brain (e.g., CT scan, MRI scan)
c. Examining how radioactive material is transported and used in the brain
d. Dissecting the brain to locate possible lesions
ANS: d REF: Dissection DIF: Moderate
MSC: TYPE: Conceptual
NOT: WWW
66. Tan, a patient of Broca’s who had severe speech problems, was capable of uttering only one
syllable “Tan” (hence the name). After Tan’s death, examination of his brain revealed a
number of lesions in the frontal lobe. It was ascertained from this that parts of the frontal lobe
are important for speech production. Gathering knowledge from someone about brain
function after death with known difficulties would be an example of
a. Broca’s technique.
b. Brain Capacity Functional Analysis.
c. in vivo techniques.
d. postmortem studies.
ANS: d.
REF: Postmortem Studies
DIF: Easy
MSC: TYPE: Application
67. Derrick has a number of electrodes attached to his head. He is probably about to participate
in a study involving use of
a. fMRI.
b. ERPs.
c. PET.
d. CT scan.
ANS: b.
REF: ERP Method
DIF: Easy
MSC: TYPE: Application
59
68. This technique of studying the living brain is based on examining the recording of the
electrical frequencies and intensities of the brain over time.
a. Electrical Recording Technique (ERT)
b. Lobotomy
c. Electroencephalograms (EEGs)
d. Magnetic Resonance Imaging (MRI)
ANS: c
REF: EEG Method
DIF: Easy
MSC: TYPE: Factual
69. These techniques for studying the brain obtain a still image that can help with “revealing the
structures of the brain.”
a. Electrical Recording Techniques (ERT)
b. Brain Structure Enhancements (BSE)
c. Static Imaging Techniques
d. Magnetic Recognition Enhancements (MRE)
ANS: c
REF: Static Imaging
DIF: Moderate
MSC: TYPE: Factual
70. This static imaging technique uses a strong magnetic field to analyze “magnetic changes in
the energy of the orbits of nuclear particles in the molecules of the body. ”
a. Magnetic Resonance Imaging (MRI)
b. Brain Structure Enhancement (BSE)
c. Electrical Recording Technique (ERT)
d. Magnetic Recognition Enhancement (MRE)
ANS: a
REF: MRI Method
DIF: Moderate
MSC: TYPE: Factual
71. These techniques take advantage of the brain’s consumption of glucose or oxygen and
specifically look for which part of the brain is most active “during more generalized
processing.” The active part of the brain would require more resources than inactive areas.
a. Glucose Metabolism Tomography (GMT)
b. Metabolic Imaging
c. Electrical Recording Technique (ERT)
d. Static Imaging Techniques
ANS: b
REF: Metabolic Imaging
DIF: Moderate
MSC: TYPE: Factual
NOT: WWW
72. This particular type of metabolic imaging technique uses a radioactive form of glucose “that
emits positrons as it is metabolized” to look at the physiological functioning of the brain “in
action.” It monitors increase in blood flow to particular parts of the brain.
a. Electroencephalograms (EEGs)
b. Glucose Metabolism Tomography (GMT)
c. Positron emission tomography (PET)
d. ERPs
ANS: c
REF: PET Method
DIF: Moderate
MSC: TYPE: Factual
60
73. This particular neuroimaging technique is able to look at changes in the brain over time by
looking at increases in oxygen consumption to produce an image of the brain.
a. Functional Magnetic Resonance Imaging (fMRI)
b. Magnetic Resonance Imaging (MRI)
c. Positron Emission Tomography (PET)
d. ERPs
ANS: a
REF: fMRI Method
DIF: Moderate
MSC: TYPE: Factual
74. This particular technique for studying the brain temporarily disrupts normal activity of the
brain in a very small area. This is done by placing a coil on the person’s head and passing a
current through it.
a. electroencephalograms (EEGs)
b. transcranial magnetic stimulation (TMS)
c. magnetic resonance imaging (MRI)
d. magnetoencephalography (MEG)
ANS: b
REF: TMS Method
DIF: Hard
MSC: TYPE: Factual
75. Activity of the brain is study outside of the head by this particular technique in which the
magnetic fields emitted by changes in brain activity is picked up.
a. transcranial magnetic stimulation (TMS)
b. functional magnetic resonance imaging (fMRI)
c. electroencephalograms (EEGs)
d. magnetoencephalography (MEG)
ANS: d
REF: MEG Method
DIF: Hard
MSC: TYPE: Factual
76. This type of disorder is caused by an interruption in the flow of blood to the brain and often
contributes to noticeable loss in cognitive functioning.
a. vascular disorder
b. aphasic stroke
c. dratonin
d. neoplasms
ANS: a
REF: Vascular Disorder
DIF: Moderate
MSC: TYPE: Factual
77. Cognitive function can be affected by brain tumors which can occur in either the gray or
white matter of the brain. Another name for a brain tumor is
a. septum.
b. neoplasm.
c. pons.
d. apraxia.
ANS: b
REF: Neoplasm: Brain Tumor
DIF: Hard
MSC: TYPE: Factual
61
78. This type of stroke is due to a fatty tissue that has built up over years and then breaks free
and then becomes lodged in an artery in the brain.
a. neoplasms
b. hemorrhagic stroke
c. aphasic stroke
d. ischemic stroke
ANS: d
REF: Ischemic Stroke
DIF: Moderate
MSC: TYPE: Factual
79. This type of stroke is due to a blood vessel in the brain suddenly breaking and filling the
surrounding tissue with blood which contributes to cells dying.
a. ischemic stroke
b. neoplasms
c. hemorrhagic stroke
d. aphasic stroke
ANS: c
REF: Hemorrhagic Stroke
DIF: Moderate
MSC: TYPE: Factual
80. Many soldiers are returning from the war with closed-head injuries. What has occurred?
a. Skull damage occurred and harmed a portion of the brain.
b. No skull damage occurred, but soldiers were harmed psychologically.
c. No skull damage occurred but there is damage to the brain.
d. The damage has occurred over time.
ANS: c
REF: Closed-Head Injuries
DIF: Moderate
MSC: TYPE: Conceptual
62
Essay
1. List the three main regions of the brain. Next, under each heading, list the significant
structures located in each region, and give a short description of the functions of each
structure.
ANS: Answer not provided NOT: WWW
2. Explain the concept of hemispheric specialization. Include in your discussion a description of
the abilities of each hemisphere and the role of the corpus callosum.
ANS: Answer not provided NOT: WWW
3. Explain the importance of the various chemical substances involved in neurotransmission.
ANS: Answer not provided
4. List and describe the function of the various neuronal structures.
ANS: Answer not provided
5. Describe the different types of strokes and the impact they have on the brain.
ANS: Answer not provided
6. How can researchers trace observed behavior resulting from brain damage to a certain
location in the brain once a patient has died? Contrast this method with other methods used
while the patient is alive.
ANS: Answer not provided NOT: WWW
7. Suppose that a large, parasitic microorganism entered the human blood stream and traveled
up to the brain, but was blocked from entering. Why did the microorganism not pass into the
brain? What structure blocked its entry? Compare this structure with the structure that links
both brain hemispheres.
ANS: Answer not provided
8. An epileptic patient has had her corpus callosum severed. The patient has been asked to draw
a three-dimensional form with her left hand. The patient is successful. However, when asked
to draw the same object with the right hand, the patient was not able to perform the task
successfully. Why not?
ANS: Answer not provided
9. Explain the similarities and differences between the various types of metabolic imaging
techniques. Include in your explanation when you might use one over another.
ANS: Answer not provided
10. You have just stepped on a nail protruding from the floor. Describe the various processes
involved in relaying information from the time you step on the nail to the time you pull your
foot away. Be sure to include effecters and receptors in your discussion.
ANS: Answer not provided
63
11. Each of the four lobes of the brain is responsible for the processing of different information.
Give an example of a task or activity that would require the use of at least three of the lobes.
In describing the task, make sure you show how each of the lobes is involved.
ANS: Answer not provided NOT: WWW
12. Imagine that you were a doctor in “the old days” (prior to the invention of the various in vivo
techniques). First, list a number of cognitive problems that you could study (e.g., Korsakoff’s
syndrome, aphasia, apraxia, case studies like Phineas Gage), then describe how you would
use postmortem studies in understanding these various cognitive problems. Include in your
discussion the various behaviors of interest. Also, from a scientific standpoint how would
you increase the confidence of your findings?
ANS: Answer not provided
13. Imagine that the brain had no hemispheric specialization and no modularity. What would be
the implications for such a brain (include issues such as learning, brain damage, brain
development, etc.)?
ANS: Answer not provided
14. Explain how the brain might work if all neurotransmitters were nonexistent and it was based
simply on which neurons were firing. What would be the implications for a brain that
functioned so?
ANS: Answer not provided
15. Generate various scenarios in which an individual has a head injury from say a car accident
(include injuries from front, back, top, and the sides). Include both closed and open-head
injuries and describe how the injuries would alter function.
ANS: Answer not provided
16. As part of a research project for a biological psychology class, you are assigned to work with
experienced researchers who have access to equipment that allows you to study the human
brain. Describe two in vivo techniques and how they would allow you to learn about the
human brain.
ANS: Answer not provided
17. How can the study of the brain have applications for improving human welfare?
ANS: Answer not provided NOT: WWW
18. What parts of the brain are used while playing football, and how are they used?
ANS: Answer not provided
19. From both a research and medical diagnostic viewpoint, explain the significance of
Brodmann areas.
ANS: Answer not provided
64
20. You are a biological psychologist and you must figure out what symptoms or effects certain
diseases have on each of your participants. One participant has Korsakoff’s syndrome, one is
a split-brain patient, and the third has had an ischemic stroke. Briefly explain the effects or
accompanying symptoms of each of these people.
ANS: Answer not provided
65