Chapter_13_Cognitive_Functions. Questions and Answers

Document Content and Description Below

1. The left hemisphere of the cerebral cortex is connected to skin receptors and muscles mainly on the right side of the body. a. b. : DIFFICULTY: Bloom’s: Understand REFERENCE... S: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 2. The left and right hemispheres exchange information through a set of axons called the corpus callosum. a. b. : DIFFICULTY: Bloom’s: Understand REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 3. In most people, the right hemisphere is dominant for speech. a. b. : DIFFICULTY: Bloom’s: Understand REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 4. Normally, a split-brain patient should be able to name an object flashed to the left visual field. a. b. : DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 5. the right hemisphere is dominant for recognizing both pleasant and unpleasant emotions in others. a. b. : DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 6. The left hemisphere appears to be specialized for language before language develops. a. b. : DIFFICULTY: Bloom’s: Understand REFERENCES: Development of Lateralization and Handedness LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 7. In relation to their interests, aptitudes, and skills, people are either predominantly right-hemisphere or left-hemisphere. a. b. : DIFFICULTY: Bloom’s: Understand REFERENCES: Avoiding Overstatements LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 8. Most left-handers have left-hemisphere dominance for speech a. b. : DIFFICULTY: Bloom’s: Understand REFERENCES: Development of Lateralization and Handedness LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 9. Most people use only one hemisphere for most tasks. a. b. : DIFFICULTY: Bloom’s: Understand REFERENCES: Avoiding Overstatements LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 10. Language studies with bonobos suggest that they can understand more than they can produce. a. b. : DIFFICULTY: Bloom’s: Understand REFERENCES: Nonhuman Precursors of Language TOPICS: Describe the results of attempts to teach language to nonhumans 11. Observations of people with Williams syndrome indicate that language is not simply a by-product of overall intelligence. a. b. : DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 14.2 Evolution and Physiology of Language 12. Wernicke's aphasia is primarily a problem of speech production. a. b. : DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 13. Nearly all current philosophers and neuroscientists reject monism. a. b. : DIFFICULTY: Bloom’s: Understand REFERENCES: The Mind–Brain Relationship LEARNING OBJECTIVES: KALA.BIOP.16.13.07 - Explain why nearly all neuroscientists and philosophers favor some version of monism with regard to the mind–brain relationship. TOPICS: 13.3 Conscious and Unconscious Processes and Attention 14. When a woman in a persistent vegetative state was told to imagine playing tennis, an fMRI of her brain showed increased activity in motor areas of her cortex, similar to what healthy volunteers showed. a. b. : DIFFICULTY: Bloom’s: Understand REFERENCES: Conscious and Unconscious People LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions. TOPICS: 13.3 Conscious and Unconscious Processes and Attention 15. When heterosexual men were given oxytocin or a placebo prior to meeting an attractive woman, the oxytocin had no effect on single men, but it caused those in a monogamous relationship to stand farther away. a. b. : DIFFICULTY: Bloom’s: Understand REFERENCES: The Biology of Love LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior. TOPICS: 13.4 Social Neuroscience 16. The brain has ____ control of the facial muscles. a. ipsilateral b. contralateral c. bilateral d. mixed : c DIFFICULTY: Bloom’s: Understand REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 17. The left hemisphere is connected to skin receptors mainly on the ____ half of the body, and controls muscles mainly on the ____ side of the body. a. left; right b. left; left c. right; left d. right; right : d DIFFICULTY: Bloom’s: Understand REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 18. Auditory information is sent to the ____. a. ipsilateral hemisphere only b. contralateral hemisphere only c. ipsilateral and contralateral hemispheres equally d. contralateral hemisphere more than the ipsilateral hemisphere : d DIFFICULTY: Bloom’s: Understand REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 19. Most of the information passing from one hemisphere to the other does so by passing through which structure? a. cerebellum b. inferior colliculus c. corpus callosum d. massa intermedia : c DIFFICULTY: Bloom’s: Understand REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 20. In most humans, control of language is centered in the ____. a. left hemisphere b. right hemisphere c. corpus callosum d. cerebellum : a DIFFICULTY: Bloom’s: Understand REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 21. Lateralization refers to the ____. a. formation of the sulci and gyri in the cortex b. functional asymmetries of the brain c. slow rate of maturation in forebrain structures d. physical changes that occur in neurons as learning takes place : b DIFFICULTY: Bloom’s: Understand REFERENCES: The Left and Right Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 22. Damage to the human left optic nerve before it crosses the optic chiasm would result in the loss of vision in the ____. a. left eye b. right eye c. right visual field d. left visual field : a DIFFICULTY: Bloom’s: Analyze REFERENCES: Visual and Auditory Connections to the Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 23. Damage to the optic nerve after it had crossed in the optic chiasm would result in the loss of vision in the ____. a. contralateral eye b. ipsilateral eye c. contralateral visual field d. ipsilateral visual field : c DIFFICULTY: Bloom’s: Analyze REFERENCES: Visual and Auditory Connections to the Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 24. A small vertical strip down the center of each retina connects to ____. a. the right hemisphere only b. the left hemisphere only c. both hemispheres d. neither hemisphere : c DIFFICULTY: Bloom’s: Understand REFERENCES: Visual and Auditory Connections to the Hemispheres LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 25. A condition in which brain neurons have repeated episodes of excessive, synchronized activity is called ____. a. dyslexia b. epilepsy c. hippocampal commissure d. Broca's aphasia : b DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 26. Generally speaking, drugs used to treat epilepsy work by ____. a. enhancing the effects of GABA b. causing apoptosis c. preventing the sodium-potassium pump from working d. relaxing the cell membrane : a DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 27. The point of origin of an epileptic seizure is called the ____. a. scope b. target c. focus d. heart : c DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 28. Damage to the corpus callosum prevents ____. a. hallucinations b. release of pituitary hormones c. the exchange of information between the two hemispheres d. the exchange of information between pre- and postsynaptic membranes : c DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 29. A split-brain patient is someone who has had their ____. a. corpus callosum severed b. cerebellum severed c. frontal lobe separated from the rest of the cortex d. cerebral cortex separated from the rest of the brain : a DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 30. Split-brain patients suffer ____. a. little or no impairment of overall intellectual performance b. a lack of motor control c. sensation deficits d. memory deficits : a DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 31. A split-brain patient sees something in her left visual field, and must reach behind a screen and select the object from a group of objects. She will select the object correctly with ____. a. the left hand b. the right hand c. either hand d. neither hand : a DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 32. Which task are split-brain patients likely to perform better than other people? a. tying their shoes b. unfamiliar tasks c. completing an intelligence test d. using both hands simultaneously to draw separate shapes : d DIFFICULTY: Bloom’s: Analyze REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 33. In order for a split-brain patient to name something, he must see it ____. a. with the left eye b. with the right eye c. in the left visual field d. in the right visual field : d DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 34. A split-brain patient who sees something in his left visual field can point to it with the ____. a. left hand but cannot name it b. right hand but cannot name it c. left hand and can name it d. right hand and can name it : a DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 35. Which self-contradiction occurs in people who have had their corpus callosum cut? a. saying they are not hungry while eating b. saying they do not know the while pointing it out with the left hand c. writing with one hand but not being able to write with the other d. suddenly changing from a manic state to depression : b DIFFICULTY: Bloom’s: Analyze REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 36. Several months after split-brain surgery, the number of incidents of conflicts between the two hemispheres diminishes because ____. a. portions of the corpus callosum grow back b. the right hemisphere begins to control all body muscles c. the hemispheres learn ways of cooperating with each other d. the cerebellum assumes the former functions of the corpus callosum : c DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 37. If a split-brain patient sees the word “sky” in his left visual field and the word “scraper” in his right visual field, which picture will he draw with the left hand? a. the sky only b. the scraper only c. a sky and a scraper, separately d. a skyscraper : c DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.02 - Describe the behavioral results from split- brain surgery TOPICS: 13.1 Lateralization of Function 38. Control of the emotional content of speech depends on ____. a. the right hemisphere b. the left hemisphere c. both hemispheres equally d. the corpus callosum : a DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 39. Damage to the left hemisphere is more likely than right hemisphere damage to impair which ability? a. understanding the meaning of language b. understanding that someone is joking when they speak c. producing facial expressions of emotion d. understanding other people's facial expressions : a DIFFICULTY: Bloom’s: Analyze REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 40. After damage to the right hemisphere, many people suffer what kind of loss? a. control of the muscles on the right side of the body b. control of hunger and thirst c. ability to remember the names of objects d. ability to recognize emotional facial expressions : d DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 41. People with right-hemisphere damage have particular trouble with tasks that require ____. a. understanding sentences with a complex grammatical structure b. spatial processing c. control of the right hand d. memory of recent events : b DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain Operation LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 42. The planum temporale is located in the ____. a. frontal lobe b. parietal lobe c. temporal lobe d. occipital lobe : c DIFFICULTY: Bloom’s: Understand REFERENCES: Development of Lateralization and Handedness LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 43. Which statement is of left-handed individuals? a. They are more likely to learn sign-language. b. They are less likely to be left-hemisphere dominant for speech production. c. They use both hemispheres equally well for speech production. d. They are more likely to stutter. : b DIFFICULTY: Bloom’s: Understand REFERENCES: The Corpus Callosum and the Split-Brain operation LEARNING OBJECTIVES: KALA.BIOP.16.13.01 - Identify the primary functions of the left and right hemispheres. TOPICS: 13.1 Lateralization of Function 44. Language studies with bonobo chimpanzees suggest that they ____. a. cannot learn language as well as common chimpanzees b. use symbols in the wild to communicate with each other c. comprehend spoken language comparable to that of a two-year-old child d. can write as well as a two-year-old child : c DIFFICULTY: Bloom’s: Understand REFERENCES: Nonhuman Precursors of Language LEARNING OBJECTIVES: KALA.BIOP.16.13.03 - Describe the results of attempts to teach language to nonhumans. TOPICS: 13.2 Evolution and Physiology of Language 45. The____ has made the most spectacular progress toward learning to communicate by an approximation of human language. a. common chimpanzee b. bonobo chimpanzee c. gorilla d. dolphin : b DIFFICULTY: Bloom’s: Understand REFERENCES: Nonhuman Precursors of Language LEARNING OBJECTIVES: KALA.BIOP.16.13.03 - Describe the results of attempts to teach language to nonhumans. 46. The nonhuman species that has made the most spectacular progress toward learning to communicate by an approximation of human language is the ____. a. common chimpanzee b. bonobo chimpanzee c. gorilla d. dolphin : b DIFFICULTY: Bloom’s: Understand REFERENCES: Nonhuman Precursors of Language LEARNING OBJECTIVES: KALA.BIOP.16.13.03 - Describe the results of attempts to teach language to nonhumans. TOPICS: 13.2 Evolution and Physiology of Language 47. The training of Kanzi differed from the earlier language studies using other chimpanzees in that Kanzi ____. a. observed his mother being trained while he was an infant b. was given food reinforcements for associating arbitrary symbols with meanings c. was given only verbal praise d. was raised from birth in a human family, in total isolation from other animals : a DIFFICULTY: Bloom’s: Understand REFERENCES: Nonhuman Precursors of Language LEARNING OBJECTIVES: KALA.BIOP.16.13.03 - Describe the results of attempts to teach language to nonhumans. TOPICS: 13.2 Evolution and Physiology of Language 48. Studies of nonhuman language abilities call attention to the ____. a. ability of many species to learn language b. close relationship between language and classical conditioning c. difficulty of defining language d. close relationship between language and brain size : c DIFFICULTY: Bloom’s: Understand REFERENCES: Nonhuman Precursors of Language LEARNING OBJECTIVES: KALA.BIOP.16.13.03 - Describe the results of attempts to teach language to nonhumans. TOPICS: 13.2 Evolution and Physiology of Language 49. What can we learn about human language abilities from the studies of nonhuman language abilities? a. Language is totally limited to humans. b. The only important language advantage of humans is in our vocal apparatus. c. We may gain some insights into how best to teach language to those who do not learn it easily. d. Language is indistinguishable from the forms of communication that other species use. : c DIFFICULTY: Bloom’s: Analyze REFERENCES: Nonhuman Precursors of Language LEARNING OBJECTIVES: KALA.BIOP.16.13.03 - Describe the results of attempts to teach language to nonhumans. TOPICS: 13.2 Evolution and Physiology of Language 50. Studies of nonhuman language abilities seem to indicate that human language may have evolved from a precursor that was probably ____. a. present only in human ancestors b. a byproduct of total brain size c. present in the ancient ancestor from which humans and bonobos evolved d. a single gene mutation : c DIFFICULTY: Bloom’s: Understand REFERENCES: Nonhuman Precursors of Language LEARNING OBJECTIVES: KALA.BIOP.16.13.03 - Describe the results of attempts to teach language to nonhumans. TOPICS: 13.2 Evolution and Physiology of Language 51. People with full sized brains and normal intelligence ____. a. always have normal language b. usually have normal language, but may not c. have the greatest brain to IQ ratio d. have the largest index fingers : c DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 52. Children with Williams syndrome are characterized by ____. a. good language abilities despite low overall intelligence b. loss of language abilities at approximately four years of age c. problems creating grammatical sentences d. a specific impairment of vocabulary : a DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 53. A paradoxical characteristic of children with Williams syndrome is that they ____. a. seem mentally disabled during childhood but develop into above average intelligence adults b. can write, but cannot read what they just finished writing c. show a better memory after a delay than they show immediately after an event has occurred d. have very large vocabularies, but cannot learn simple skills : d DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 54. One characteristic of the brains of people with Williams syndrome is ____. a. a larger than normal right hemisphere, but smaller than normal left hemisphere b. a larger than normal left hemisphere, but smaller than normal right hemisphere c. less than normal overall mass in the cerebral cortex d. a greatly diminished limbic system : c DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 55. The language of children with Williams syndrome is ____. a. comparable to children with other forms of intellectual disability b. a byproduct of their intelligence c. comparable to that of a normal adult's second language d. impossible to understand : c DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 56. Which task would people with Williams syndrome typically perform? a. estimating the length of a bus b. imagining the bus route to school c. drawing a bus d. singing “wheels on the bus” : d DIFFICULTY: Bloom’s: Analyze REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 57. People with Williams syndrome tend to do as well as normal people on tasks that involve ____. a. copying pictures b. adding numbers c. verbal descriptions d. naming unfamiliar objects : c DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 58. What is the apparent relationship between language abilities and other intellectual abilities? a. Impairments in either results in impairments in the other. b. It is possible to have good language and poor intelligence, but not the reverse. c. It is possible to have good intelligence and poor language, but not the reverse. d. Either can be impaired independently of the other. : d DIFFICULTY: Bloom’s: Analyze REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 59. The inborn mechanism for learning language is called the ____. a. language acquisition device b. poverty of the stimulus argument c. speech synthesizer d. grammatical articulation device : a DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 60. Noam Chomsky and Steven Pinker proposed that humans have a ____. a. language synthesizer b. language stimulus apparatus c. language acquisition device d. grammatical articulation device : c DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 61. Noam Chomsky and other advocates of the language acquisition device argue that humans ____. a. are incapable of learning language b. are born with language c. learn language through classical conditioning d. are no different in language capabilities than gorillas : b DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 62. One way to test the hypothesis that people are biologically adapted to learn best during a critical period is to ____. a. compare the vocabularies of children and adults b. determine whether people learn a second language better than a first language c. determine whether people learn a second language if they start at various ages d. compare the grammar use of children and adults : c DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 63. The major differences that exist between adults and children in learning a second language are that adults are ____. a. better at the vocabulary, but worse at pronunciation b. better at the pronunciation, but worse at the vocabulary c. better at both pronunciation and vocabulary d. worse than children in all aspects of language : a DIFFICULTY: Bloom’s: Analyze REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 64. The strongest evidence for a critical period for human language development is the ____. a. exceptional language abilities of children with Williams syndrome b. different lateralization of first language and second language c. differences in language between Broca's aphasia and Wernicke's aphasia d. difficulty deaf children have learning sign language if they start late : d DIFFICULTY: Bloom’s: Analyze REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 65. Deaf children who do not learn any language by the time they enter school ____. a. can still learn English, but not sign language b. can still learn sign language, but not English c. will never develop much skill at any language d. can master any language at any time : c DIFFICULTY: Bloom’s: Understand REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 66. Research with deaf children suggests that it is essential to ____. a. learn any language when you are young if you do not want to be forever disadvantaged b. learn language through reinforcements for correct usage c. be able to hear language if you are to learn sign language d. learn spoken language before sign language : a DIFFICULTY: Bloom’s: Analyze REFERENCES: How Did Humans Evolve Language? LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 67. Broca's area is located in the ____. a. left parietal lobe b. left frontal lobe c. right temporal lobe d. right occipital lobe : b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 68. A loss of language ability, in general, is referred to as ____. a. apraxia b. dyslexia c. aphasia d. anomia : c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 69. Someone with Broca's aphasia has the greatest difficulty ____. a. understanding spoken language b. understanding written language c. remembering the names of objects d. speaking : d DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 70. Nonfluent aphasia, in which the victim is unable to speak fluently, is due to brain damage that includes ____. a. Broca's area b. the postcentral gyrus of the parietal lobe c. Wernicke's area d. the corpus callosum : a DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 71. People with Broca's aphasia speak meaningfully but ____. a. do so without feeling b. do so in a monotone c. omit pronouns, tense, and number endings d. omit nouns and verbs : c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 72. Prepositions, conjunctions, helping verbs, and so forth are known as the ____ of grammatical forms. a. fluent class b. fixed class c. open class d. closed class : d DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 73. Someone with Broca's aphasia is least likely to use ____. a. prepositions and conjunctions b. adjectives and adverbs c. nouns d. verbs : a DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 74. A person with Broca's aphasia would have the most difficulty saying which phrase? a. The boy is chasing a tall girl. b. No ifs, ands, or buts. c. The general commands the army. d. Two bee oar knot two bee. : b DIFFICULTY: Bloom’s: Analyze REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 75. A stroke patient speaks in short, inarticulate but meaningful phrases such as "Weather hot" and "Dog bite man." This person is probably suffering from ____. a. Broca's aphasia b. Wernicke's aphasia c. Williams syndrome d. apraxia : a DIFFICULTY: Bloom’s: Analyze REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 76. Language comprehension in people with Broca's aphasia resembles that of someone who is ____. a. shy about speaking in public b. suffering from bipolar disorder c. highly distracted d. starting to learn a foreign language : c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 77. The comprehension of language in people with Broca's aphasia is ____. a. completely normal b. poor for nouns, but fine for prepositions and conjunctions c. similar to that of normal people who are just highly distracted d. better than average : c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 78. A person with Broca's aphasia ____. a. has lost total knowledge of grammar b. has lost total knowledge of use of verbs c. recognizes that something is wrong with grammatically incorrect sentences d. insists that his or her utterances are grammatically correct and that other people are wrong : c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 79. Someone suffering from Wernicke's aphasia has difficulty ____. a. articulating speech b. reading aloud c. understanding speech d. using prepositions and conjunctions : c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 80. Wernicke discovered that damage to the ____ cortex produced language impairment. a. right temporal b. left temporal c. right frontal d. left frontal : b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 81. Fluent aphasia, in which the victim has difficulty comprehending language but is still able to speak smoothly, is due to damage that includes ____. a. Broca's area b. Wernicke's area c. the prefrontal cortex d. the corpus callosum : b DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 82. Prepositions, word endings, and grammar are to ____ as nouns and verbs are to ____. a. Broca's aphasia; Wernicke's aphasia b. Wernicke's aphasia; Broca's aphasia c. dyslexia; anomia d. anomia; Wernicke's aphasia : a DIFFICULTY: Bloom’s: Analyze REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 83. Anomia involves difficulty ____. a. using prepositions and conjunctions b. understanding written, as opposed to spoken, language c. remembering the names of objects d. speaking rapidly and fluently : c DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 84. As compared to a person with Broca's aphasia, a person with Wernicke's aphasia can ____. a. remember the names of objects b. understand written language c. understand spoken language d. speak fluently and rapidly : d DIFFICULTY: Bloom’s: Understand REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 85. Wernicke's aphasia is also known as ____. a. production aphasia b. fluent aphasia c. spoken aphasia d. nonfluent aphasia : b DIFFICULTY: Bloom’s: Analyze REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 86. Wernicke's aphasia is to ____ as Broca's aphasia is to ____. a. parietal lobe; temporal lobe b. nouns; verbs c. spoken language; sign language d. understanding; speaking : d DIFFICULTY: Bloom’s: Analyze REFERENCES: Brain Damage and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.05 - Contrast Broca’s aphasia with Wernicke’s aphasia. TOPICS: 13.2 Evolution and Physiology of Language 87. Research on the relationship between language and music has found that ____. a. people whose native language is rhythmic tend to prefer music with irregular rhythms b. trained musicians tend to be better than average at learning a second language c. we use language areas of the brain when we perform music, but not when we compose it d. Wernicke’s area is strongly activated when orchestral musicians sight read music : b DIFFICULTY: Bloom’s: Analyze REFERENCES: Music and Language LEARNING OBJECTIVES: KALA.BIOP.16.13.04 - Discuss hypotheses of how human language evolved. TOPICS: 13.2 Evolution and Physiology of Language 88. A specific impairment of reading in a person with adequate vision and adequate skills in other academic areas is referred to as ____. a. Broca's aphasia b. Wernicke's aphasia c. Williams' syndrome d. dyslexia : d DIFFICULTY: Bloom’s: Understand REFERENCES: Dyslexia LEARNING OBJECTIVES: KALA.BIOP.16.13.06 - Discuss the biological basis for dyslexia. TOPICS: 13.2 Evolution and Physiology of Language 89. Dyslexia is more common among languages that ____. a. are phonetically based b. have many odd spellings c. are tonal in nature d. use masculine and feminine nouns : b DIFFICULTY: Bloom’s: Understand REFERENCES: Dyslexia LEARNING OBJECTIVES: KALA.BIOP.16.13.06 - Discuss the biological basis for dyslexia. TOPICS: 13.2 Evolution and Physiology of Language 90. Which of the following is more likely to be present in people with dyslexia? a. weak eye muscles b. larger than normal corpus callosum c. stuttering d. bilateral symmetry in the cortex : d DIFFICULTY: Bloom’s: Understand REFERENCES: Dyslexia LEARNING OBJECTIVES: KALA.BIOP.16.13.06 - Discuss the biological basis for dyslexia. TOPICS: 13.2 Evolution and Physiology of Language 91. Dysphonetic dyslexics have the most difficulty with ____. a. recognizing whole words b. hearing words c. guessing word meaning based on context d. sounding out words : d DIFFICULTY: Bloom’s: Understand REFERENCES: Dyslexia LEARNING OBJECTIVES: KALA.BIOP.16.13.06 - Discuss the biological basis for dyslexia. TOPICS: 13.2 Evolution and Physiology of Language 92. Dyseidetic dyslexics have the most difficulty with ____. a. recognizing whole words b. hearing words c. guessing word meaning based on context d. sounding out words : a DIFFICULTY: Bloom’s: Understand REFERENCES: Dyslexia LEARNING OBJECTIVES: KALA.BIOP.16.13.06 - Discuss the biological basis for dyslexia. TOPICS: 13.2 Evolution and Physiology of Language 93. In the phenomenon of binocular rivalry, when one eye sees one pattern and the other eye sees another, what do you perceive? a. one pattern superimposed on top of the other b. temporary alternation between one pattern and the other c. a compromise that doesn’t match either pattern d. whatever the dominant eye sees : b DIFFICULTY: Bloom’s: Understand REFERENCES: Consciousness of a Stimulus LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions. TOPICS: 13.3 Conscious and Unconscious Processes and Attention 94. A single visual pattern is presented under two conditions. Under one condition, the viewer is conscious of it, and under the other, the viewer is not. How does the activity differ in the brain, if at all? a. Conscious activity is in the cortex. Unconscious activity is in subcortical areas. b. Activity is more intense and spreads more widely during conscious perception. c. Conscious activity is in the left hemisphere. Unconscious is in the right hemisphere. d. The brain activity is the same in both cases. : b DIFFICULTY: Bloom’s: Understand REFERENCES: Consciousness of a Stimulus LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions. TOPICS: 13.3 Conscious and Unconscious Processes and Attention 95. Suppose you are conscious of what you see in the right eye and not the left. Now a word slowly fades into view in the left eye. What happens? a. Your attention lingers even longer than usual on the right eye. b. Your attention shifts to the left eye at the same speed as it would without the word. c. The word grabs your attention at a certain speed regardless of its meaning. d. The word grabs your attention faster if it is meaningful. : d DIFFICULTY: Bloom’s: Understand REFERENCES: Consciousness of a Stimulus LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions. TOPICS: 13.3 Conscious and Unconscious Processes and Attention 96. During binocular rivalry, what do people ordinarily perceive? a. one eye’s view superimposed on that of the other b. a compromise, half way between one eye’s view and that of the other c. rapidly oscillating static images d. alternation of one eye’s view and then the other’s : d DIFFICULTY: Bloom’s: Understand REFERENCES: Consciousness of a Stimulus LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions. TOPICS: 13.3 Conscious and Unconscious Processes and Attention 97. Research on binocular rivalry has supported which of these conclusions? a. With weak stimuli, people often report being “partly” conscious of something. b. Visual consciousness occurs only in humans. c. Certain areas of the cortex are conscious and certain others are not. d. Even when you are unconscious of something, the brain sees whether it is meaningful. : d DIFFICULTY: Bloom’s: Understand REFERENCES: Consciousness of a Stimulus LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions. TOPICS: 13.3 Conscious and Unconscious Processes and Attention 98. What is the “phi” phenomenon? a. When one stationary object alternates with another, we see movement. b. People who know each other well are likely to think the same thing at the same time. c. The more times one has been depressed, the easier it is to become depressed again. d. A sound heard at the same time as a visual stimulus seems to come from that object. : a DIFFICULTY: Bloom’s: Understand REFERENCES: Consciousness of a Stimulus LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions. TOPICS: 13.3 Conscious and Unconscious Processes and Attention 99. Deliberate, top-down direction of attention depends on parts of the prefrontal cortex and the ____. a. occipital cortex b. corpus callosum c. temporal cortex d. parietal cortex : d DIFFICULTY: Bloom’s: Understand REFERENCES: Attention LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions. TOPICS: 13.3 Conscious and Unconscious Processes and Attention 100. A symptom of right-hemisphere parietal lobe damage is the tendency to ignore the ____. a. right side of the body b. dorsal areas of the body c. left side of the body d. ventral areas of the body : c DIFFICULTY: Bloom’s: Understand REFERENCES: Attention LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions. TOPICS: 13.3 Conscious and Unconscious Processes and Attention 101. Spatial neglect occurs after damage in the ____. a. anterior cortex b. posterior cortex c. left hemisphere d. right hemisphere : d DIFFICULTY: Bloom’s: Analyze REFERENCES: Attention LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions. TOPICS: 13.3 Conscious and Unconscious Processes and Attention 102. A person with spatial neglect is more likely to notice an object placed in the left hand if ____. a. they cross their left hand over to the right side of their body b. they cross their right hand over to the left side of their body c. they look to the right d. you touch their right hand : a DIFFICULTY: Bloom’s: Understand REFERENCES: Attention LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions. TOPICS: 13.3 Conscious and Unconscious Processes and Attention 103. If something in a complex scene changes slowly, or changes while you blink your eyes, you probably will not notice it unless you are paying attention to the particular item that changes. This phenomenon is called ____. a. inattentional blindness b. attentional suppression c. masking d. the Stroop effect : a DIFFICULTY: Bloom’s: Understand REFERENCES: Attention LEARNING OBJECTIVES: KALA.BIOP.16.13.08 - Describe what brain activities differentiate between conscious and unconscious processing, and the types of research leading to these conclusions. TOPICS: 13.3 Conscious and Unconscious Processes and Attention 104. Rene Descartes proposed that ____. a. the mind and brain are the same b. consciousness is a fundamental property of the brain c. it makes no sense to debate the differences between the mind and brain d. the mind and brain are different and interact at the pineal : d DIFFICULTY: Bloom’s: Understand REFERENCES: The Mind–Brain Relationship LEARNING OBJECTIVES: KALA.BIOP.16.13.07 - Explain why nearly all neuroscientists and philosophers favor some version of monism with regard to the mind–brain relationship. TOPICS: 14.3 Conscious and Unconscious Processes and Attention 105. The view that everything that exists is physical is known as ____. a. materialism b. mentalism c. the identity position d. dualism : a DIFFICULTY: Bloom’s: Understand REFERENCES: The Mind–Brain Relationship LEARNING OBJECTIVES: KALA.BIOP.16.13.07 - Explain why nearly all neuroscientists and philosophers favor some version of monism with regard to the mind–brain relationship. TOPICS: 14.3 Conscious and Unconscious Processes and Attention 106. The view that only minds really exist and that the physical world could not exist unless some mind were aware of it is known as ____. a. materialism b. mentalism c. the identity position d. dualism : b DIFFICULTY: Bloom’s: Understand REFERENCES: The Mind–Brain Relationship LEARNING OBJECTIVES: KALA.BIOP.16.13.07 - Explain why nearly all neuroscientists and philosophers favor some version of monism with regard to the mind–brain relationship. TOPICS: 14.3 Conscious and Unconscious Processes and Attention 107. The view that mental processes and certain kinds of brain processes are the same thing, described in different terms is known as ____. a. materialism b. mentalism c. the identity position d. dualism : c DIFFICULTY: Bloom’s: Understand REFERENCES: The Mind–Brain Relationship LEARNING OBJECTIVES: KALA.BIOP.16.13.07 - Explain why nearly all neuroscientists and philosophers favor some version of monism with regard to the mind–brain relationship. TOPICS: 14.3 Conscious and Unconscious Processes and Attention 108. Pictures of the person you love will produce increased activation of certain brain areas associated with ____. a. fear b. language c. music d. reward : d DIFFICULTY: Bloom’s: Understand REFERENCES: The Biology of Love LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior. TOPICS: 14.4 Social Neuroscience 109. The love-enhancing hormone is ____. a. oxytocin b. estrogen c. testosterone d. progesterone : a DIFFICULTY: Bloom’s: Understand REFERENCES: The Biology of Love LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior. TOPICS: 14.4 Social Neuroscience 110. Oxytocin helps ____. a. everyone with recognizing only fairly easy expressions b. people who have trouble recognizing expressions, helping them mainly with fairly easy expressions c. people who have trouble recognizing expressions, helping them mainly with fairly difficult expressions d. everyone with recognizing fairly difficult expressions : b DIFFICULTY: Bloom’s: Understand REFERENCES: The Biology of Love LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior. TOPICS: 14.4 Social Neuroscience 111. After men who reported being passionately in love received a nasal spray of oxytocin, they rated ____. a. all women as more attractive b. all women as less attractive c. their partners but not other women as less attractive d. their partners but not other women as more attractive : d DIFFICULTY: Bloom’s: Understand REFERENCES: The Biology of Love LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior. TOPICS: 14.4 Social Neuroscience 112. When people perceive themselves as being threatened, oxytocin ____. a. increases their attention to possible dangers b. decreases their attention to possible dangers c. calms them down d. helps them better analyze the situation : a DIFFICULTY: Bloom’s: Understand REFERENCES: The Biology of Love LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior. TOPICS: 14.4 Social Neuroscience 113. The best description of oxytocin may be that it ____. a. stimulates the brain’s reward centers b. increases attention to important social cues c. acts much like endogenous opiates d. really is the “love hormone” : b DIFFICULTY: Bloom’s: Understand REFERENCES: The Biology of Love LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior. TOPICS: 14.4 Social Neuroscience 114. The ability to take someone else’s perspective depends on an area where the ____. a. temporal cortex meets the occipital cortex b. frontal cortex meets the parietal cortex c. temporal cortex meets the frontal cortex d. temporal cortex meets the parietal cortex : d DIFFICULTY: Bloom’s: Understand REFERENCES: Empathy and Altruism LEARNING OBJECTIVES: KALA.BIOP.16.13.09 - List some key findings about biological influences on social behavior. TOPICS: 14.4 Social Neuroscience 115. When people hear descriptions of someone else’s distress, they vary in the arousal of their dorsomedial ____ cortex. a. occipital b. prefrontal c. temporal d. parietal 116. Briefly discuss the concept of a language acquisition device and its genetic basis. 117. What is Broca’s apahsia and which areas of the brain does it affect? 118. Describe some of the research on in-group bias with respect to empathy and altruism. 119. Discuss the three forms of monism 120. Provide a detailed description of spatial neglect. [Show More]

Last updated: 2 years ago

Preview 1 out of 30 pages