Chapter_4_Genetics_Evolution_Development_and_Plasticity. Questions and Answers

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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. b. : DIFFICULTY: Bloom’s: Understand REFEREN... CES: 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. b. : 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. b. : 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. b. : 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. b. : 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. b. : 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. 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 8. The developing infant brain is highly resistant to damage. a. b. : 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. 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 10. The damaging effects of a stroke can be limited if treated within a short period of time. a. 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 11. Diaschisis refers to the decreased activity of surviving neurons after damage to other neurons. a. 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 12. Recent evidence suggests that phantom limb pain is caused by sensations coming from the stump of the amputated limb. a. b. : 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. 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 14. To determine the contributions of heredity and environment, researchers rely mainly on studies of monozygotic and dizygotic twins. a. 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 15. Genes become more prevalent in a population if they contribute to reproductive success. a. 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 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 : 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 : 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 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 : 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 : 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 : 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 : c DIFFICULTY: Bloom’s: Analyze 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 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. : 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 : 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 : 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, ____ begin to form. a. dendrites b. axons c. nuclei d. ganglions : 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 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 : 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 : 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 : 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 : 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 : 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 : 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 : 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 c. survival of the fittest d. neural Darwinism : 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 : 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. : 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 : 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) ____. 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 : 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 : 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 : 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." : 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 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 : 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 : 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 : 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 : 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 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 : 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 : 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 : 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 : 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 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 : 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 : 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 : 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 : 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 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 : 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 : 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 : 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 : 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 57. Ischemia is to ____ as hemorrhage is to ____. a. older individuals; younger individuals b. proximal; distal c. obstruction; rupture d. barely noticeable; lethal : 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 : 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 : 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 : 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 : 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 : 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 : 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 c. denervation supersensitivity d. collateral sprouting : 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 : 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 : 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 : 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 ____. a. weaken b. die c. get stronger d. become aroused : 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 : 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 : 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 : b 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 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 : 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 : 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 : 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 d. Carbohydrates : 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 : 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 : 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 : 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 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 : 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 : 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 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. : 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 : c 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 : 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 : 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 : 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 b. Y chromosomes only c. X and Y chromosomes d. any chromosomes : 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 : 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. : 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 : 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. 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 : 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 : 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 : 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. : 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 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 : 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 : 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 : 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 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. : b 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 : 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" : 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 : 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 b. cardiovascular function across species c. anatomy of the rat brain d. neurotransmitters in primates : 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 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. : 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. : 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 : 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 ____. a. kin selection b. group selection c. reciprocal altruism d. sociobiology : 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 : 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 : 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 : 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 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 : 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 : 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 : 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 ____ turns genes off. a. enzymes b. histones c. esters d. acetyl groups 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 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. 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. 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. 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. 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. : b DIFFICULTY: Difficult Essay 119. Define proliferation during neural development. 120. Describe how phantom limb sensations that seemingly come from a missing hand might occur when the face is touched. 121. Describe Lamarckian evolution and the evidence for or against it. 122. How is brain development related to adolescent impulsivity? 123. Describe the relationship between heredity and environment. [Show More]

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