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Test Bank for Physiology of

Behavior, 13th Edition by Neil R.


Carlson

written by

StepsSol

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Chapter 01: Introduction

Multiple-Choice Questions

1. The key deficit suffered by Jeremiah (the boy described in the chapter opening vignette) was
_______________ caused by _____________.

a. excessive movements; seizures


b. impaired movements; seizures
c. excessive movements; stroke
d. impaired movements; stroke
e. visual difficulties; stroke

Difficulty Level: Easy


Topic: Introduction
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

2. To improve his deficit after experiencing a stroke, Jeremiah (the boy described in the chapter
opening vignette) had his non-affected limb constrained, forcing him to use the affected limb.
This approach to therapy is called

a. constraint-applied therapy.
b. constraint-induced movement therapy.
c. restraint therapy.
d. restraint-applied therapy.
e. forced movement therapy.

Difficulty Level: Easy


Topic: Introduction
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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3. Constraint-induced movement therapy for stroke victims involves

a. coordinating limb movements to perform complex tasks.


b. constraining a patient’s stroke-affected limb to promote plasticity in the brain.
c. constraining a patient’s non-affected limbs to promote plasticity in the brain.
d. engaging in whole body movements that increase in difficulty over time.
e. applying repeated physical therapy to both affected and non-affected limbs.

Difficulty Level: Easy


Topic: Introduction
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

4. Most neuroscientists have long assumed that neurons could not be created past a certain age.
Recent research, however, suggests that _______________ is less limited than previously
thought.

a. neurogenesis
b. brain grafting
c. connectionism
d. collateral sprouting
e. neural migration

Difficulty Level: Moderate


Topic: Introduction
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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5. The author of the first psychology textbook was ________ and the text was entitled ________.

a. Florian Schneider; A Primer of Psychology


b. Sigmund Freud; Psychoanalytic Dream Interpretation
c. Otto Stumpf; Theory of Physiologik Actions
d. Luigi Galvani; Psychologic Function of Biological Mechanisms
e. Wilhelm Wundt; Principles of Physiological Psychology

Difficulty Level: Moderate


Topic: Foundations of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

6. The primary function of the brain is to

a. integrate sensations.
b. form memories.
c. control movement.
d. engage in logical reasoning.
e. regulate internal biological processes.

Difficulty Level: Moderate


Topic: Foundations of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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7. ________ refers to a form of explanation based on general laws.

a. Generalization
b. Falsification
c. Verificationism
d. Syllogism
e. Rationalization

Difficulty Level: Easy


Topic: The Goals of Research
Skill Level: Understand the Concepts
Learning Objective: 1.1 Compare the roles of generalization and reduction in behavioral
neuroscience research.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8. Generalization is to __________, whereas reduction is to __________.

a. identifying general rules that govern behavior across multiple organisms; identifying
simple causes of complex behaviors
b. identifying simple causes of complex behaviors; identifying general rules that govern
behavior across multiple organisms
c. organizing data in terms of general rules; identifying the smallest components of a
neuron
d. identifying the smallest components of a neuron; organizing data in terms of general
rules
e. ignoring data that don’t fit with previous explanations; identifying general rules that
govern behavior across specific organisms

Difficulty Level: Moderate


Topic: The Goals of Research
Skill Level: Understand the Concepts
Learning Objective: 1.1 Compare the roles of generalization and reduction in behavioral
neuroscience research.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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9. Which statement best describes the explanatory goals of researchers in behavioral


neuroscience?

a. Both generalization and reduction should be embraced when reaching conclusions.


b. Understanding the design of a biological structure is more important than
understanding the function of that structure.
c. Reduction of psychological processes to underlying biological mechanisms is the
most important concern.
d. Explanations should be offered at a philosophical, biological, and psychological level.
e. Behavior should always be explained at the highest levels of generality.

Difficulty Level: Difficult


Topic: The Goals of Research
Skill Level: Understand the Concepts
Learning Objective: 1.1 Compare the roles of generalization and reduction in behavioral
neuroscience research.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10. Jerry dons a suede jacket before going out with his friends. “Ah, you must be cold,” says his
roommate. “Nope,” Jerry replied, “I just want to look hip in front of my friends.” Which
explanatory principle does this scenario best represent?

a. General laws govern most human actions.


b. The same observable behavior can occur for different underlying reasons.
c. Explanation generally precedes observation.
d. Reducing behavior to physiological mechanisms is a flawed strategy.
e. The meaning of a behavior reveals the evolutionary basis of that behavior.

Difficulty Level: Moderate


Topic: The Goals of Research
Skill Level: Apply What You Know
Learning Objective: 1.1 Compare the roles of generalization and reduction in behavioral
neuroscience research.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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11. Dr. Sardonicus proposes that mating behavior across species follows the same pattern, guided
by evolutionary forces. Her explanation for this behavior is consistent with the __________
approach.

a. generalization
b. reduction
c. separatist
d. functionalist
e. validity.

Difficulty Level: Moderate


Topic: The Goals of Research
Skill Level: Apply What You Know
Learning Objective: 1.1 Compare the roles of generalization and reduction in behavioral
neuroscience research.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

12. Ranjan has such an overly strong fear of dogs that she refuses to leave her house for fear of
encountering a dog. A learning theorist attributes her fear to past classical conditioning, in which
the sight and sound of a dog became associated with some aversive experience. This type of
explanation would involve the process of

a. rationalization.
b. pseudoscience.
c. reduction.
d. generalization.
e. dualism.

Difficulty Level: Moderate


Topic: The Goals of Research
Skill Level: Apply What You Know
Learning Objective: 1.1 Compare the roles of generalization and reduction in behavioral
neuroscience research.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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13. A scientific explanation of a complex phenomenon that is stated in terms of simpler


processes involves the application of

a. rationalization.
b. falsification.
c. generalization.
d. deduction.
e. reduction.

Difficulty Level: Easy


Topic: The Goals of Research
Skill Level: Remember the Facts
Learning Objective: 1.1 Compare the roles of generalization and reduction in behavioral
neuroscience research.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

14. Otto notices that his roommate has difficulty sleeping after consuming caffeinated drinks.
Otto knows that caffeine can stimulate neurons that produce arousal, and that such arousal
disturbs sleep. Otto tells his roommate that insomnia reflects the action of caffeine on brain
function, thereby offering an explanation based on

a. reduction.
b. superordinate causality.
c. generalization.
d. induction.
e. falsification.

Difficulty Level: Moderate


Topic: The Goals of Research
Skill Level: Apply What You Know
Learning Objective: 1.1 Compare the roles of generalization and reduction in behavioral
neuroscience research.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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15. Which statement is correct?

a. Reduction invokes complex processes to explain simple ones.


b. The goal of reduction is to predict the future occurrence of a phenomenon.
c. Generalization and reduction are important tools in the scientific process.
d. Scientists only use reductionistic explanations.
e. Most scientific studies use non-human experimental subjects.

Difficulty Level: Difficult


Topic: The Goals of Research
Skill Level: Understand the Concepts
Learning Objective: 1.1 Compare the roles of generalization and reduction in behavioral
neuroscience research.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

16. A scientist who holds a monistic philosophy would endorse which of the following
statements?

a. The universe is a mental construction.


b. The left hemisphere of the brain is the location of the mind.
c. The mind is not composed of matter.
d. Everything is made of matter and energy.
e. The body is physical whereas the mind is spiritual.

Difficulty Level: Difficult


Topic: Roots of Behavioral Neuroscience
Skill Level: Apply What You Know
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

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17. ________ refers to the belief that the mind and body are separate entities.

a. Contralateral neglect
b. Monism
c. Blindsight
d. Dualism
e. Animism

Difficulty Level: Easy


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

18. Which statement is consistent with the monistic view of the mind-body question?

a. Mind and body are separate.


b. The body can influence the mind through the actions of the pineal gland.
c. The mind is spiritual, whereas the body is made of matter.
d. The mind can exist apart from the body.
e. The mind is generated through the physical actions of the brain.

Difficulty Level: Difficult


Topic: Roots of Behavioral Neuroscience
Skill Level: Apply What You Know
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

19. The mind-body question

a. asks about the nature of the mind and the body.


b. was originally posed by neuroscientists.
c. has been solved.
d. usually involves choosing a dualistic view.
e. is no longer relevant to behavioral neuroscience.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10
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20. Ancient Egyptian, Chinese, and Indian cultures considered the ________ to be the seat of
thought and emotion.

a. gut
b. heart
c. brain
d. pineal gland
e. eyes

Difficulty Level: Easy


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

21. The ancient Greek scholar ________ attributed thought and emotion to the brain, whereas
________ considered the function of the brain as important for cooling the excitement of the
heart.

a. Aristotle; Plato
b. Anaximander; Aristotle
c. Hippocrates; Aristotle
d. Parmenides; Galen
e. Heraclitus; Plato

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

11
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22. Which comment on brain function would be most likely to be made by Aristotle?

a. “The mind acts through the pineal body to control the body.”
b. ‘The brain serves to cool the passions of the heart.”
c. “The brain is the seat of emotion, but not thought.”
d. “The brain routes sensory information to the heart.”
e. “Injury to the brain alters emotion and thought.”

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

23. René Descartes asserted that

a. humans cannot understand the nature of the real world.


b. the heart is the seat of thought and emotion.
c. the brain acts to cool the passions of the heart.
d. animals are mechanical devices controlled by environmental stimuli.
e. the mind is an emergent property of the brain.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

12
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24. The French philosopher René Descartes, who first described and studied reflexes, was a

a. monist.
b. reductionist.
c. pluralist.
d. dualist.
e. functionalist.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

25. René Descartes argued that the mind was the same thing as the

a. brain.
b. body.
c. environment.
d. soul.
e. will.

Difficulty Level: Difficult


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

26. Descartes’s view of dualism was unique because he argued that

a. the heart is the organ that controls emotions.


b. the muscles are activated by electrical nerve signals.
c. unlike animals, human bodies do not show reflexes.
d. a reflex is a process controlled by the mind.
e. the mind controls the movements of the body.

Difficulty Level: Difficult


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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27. René Descartes proposed that

a. the heart is the organ that controls thoughts.


b. the muscles are activated by electrical nerve signals.
c. human reflexes are under conscious mental control.
d. nerves produce bodily movements by inflating muscles with fluid.
e. the mind is produced by the brain.

Difficulty Level: Difficult


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

28. According to Descartes, the ________ was the point of interaction in the brain where the
mind controlled the physical body.

a. hypothalamus
b. corpus callosum
c. amygdala
d. hippocampus
e. pineal body

Difficulty Level: Difficult


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

14
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29. Luigi Galvani demonstrated that __________, thereby providing a challenge to Descartes’s
view of the mind and body.

a. the mind controls the body through the action of the hippocampus
b. electrical stimulation of a dissected nerve was sufficient to cause muscle contraction
c. placing nerve fibers in a chemical solution caused the fibers to regenerate themselves
d. applying mechanical pressure to a rat’s leg caused the animal’s mouth to open
e. monism is the basis for modern conceptions of dualism

Difficulty Level: Difficult


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

30. Luigi Galvani’s experiment involving a frog leg demonstrated that

a. the body cannot function without the control of the mind.


b. muscles are activated by electrical nerve signals.
c. reflexes in the lower body take longer to appear than reflexes in the upper body.
d. a reflex is a process controlled by the mind.
e. the pineal gland absorbs excess fluid produced by the muscles.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

15
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31. Which statement is consistent with Descartes’s explanation of the mind-body question?

a. The brain contains air-filled chambers.


b. Nerves are filled with air and are under minimal pressure.
c. Muscle activation requires no input from the brain.
d. Electrical stimulation of a nerve produces contraction of a muscle.
e. The pineal body controls the body’s muscles.

Difficulty Level: Difficult


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

32. ________ was a physiologist who proposed the doctrine of specific nerve energies.

a. Johannes Müller
b. Paul Broca
c. Pierre Flourens
d. Hermann von Helmholtz
e. Wilhelm Wundt

Difficulty Level: Easy


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

33. Which statement is consistent with the doctrine of specific nerve energies?

a. Electrical stimulation of a sensory nerve can evoke a specific sensation.


b. Different nerves carry different electrical messages.
c. Exerting pressure on the eyeball can evoke the sensation of sound.
d. Nerves can be activated by psychological stimulation.
e. Information from all the sense organs travels to the same location in the brain.

Difficulty Level: Difficult


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

16
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34. Which scientist was among the first to advocate supplementing observational techniques with
experimental procedures in the study of physiology?

a. Paul Broca
b. Gustav Fritsch
c. Luigi Galvani
d. Johannes Müller
e. Pierre Flourens

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

35. Johannes Müller proposed

a. an important role for natural selection in the evolution of behavior.


b. that language is a function of the right hemisphere.
c. that the brain is divided into different functional areas with each receiving signals
from a different set of nerves.
d. that the pineal body allows the brain to control the mind.
e. that the heart is the seat of thought and emotion.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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36. Pierre Flourens is best known

a. for his use of the experimental ablation technique to examine brain function.
b. as the father of modern philosophy.
c. for proposing an early formulation of the theory of evolution.
d. for his study of language abilities in stroke victims.
e. as a dualist philosopher.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

37. The technique of experimental ablation involves

a. comparing the relative size of brains across different species.


b. measurements of conduction speed in damaged and intact nerves.
c. chronic chemical stimulation of the brain.
d. low-level electrical stimulation of the brain.
e. assessment of behavioral changes after intentional damage to a portion of the brain.

Difficulty Level: Difficult


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

38. The doctrine of specific nerve energies was proposed by

a. Eduard Hitzig.
b. Hermann von Helmholtz.
c. Pierre Flourens.
d. Johannes Müller.
e. Jan Purkinje.

Difficulty Level: Difficult


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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39. Paul Broca performed an autopsy of the brain of a patient who had been unable to speak after
suffering a stroke. Broca concluded that

a. the control of speech is a function of the left hemisphere.


b. the pineal body controls speech production.
c. damage to the right hemisphere impairs speech.
d. muscle atrophy after a stroke is the result of a fluid pressure drop in the ventricles.
e. the corpus callosum is critical for speech production.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

40. _________ conducted experimental ablation in animals, whereas ________ applied the
general concept of functional disruption to humans.

a. Pierre Flourens; Paul Broca


b. Paul Broca; Pierre Flourens
c. Johannes Müller; Pierre Flourens
d. Johannes Müller; Paul Broca
e. Paul Broca; Johannes Müller

Difficulty Level: Difficult


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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41. In 1870, Gustav Fritsch and Eduard Hitzig reported that electrical stimulation of the
________ in dogs resulted in muscle contractions of ________.

a. pineal gland; the facial muscles


b. parietal cortex; the opposite side of the body
c. corpus callosum; both hind legs
d. primary motor cortex; the opposite side of the body
e. globus pallidus; the same side of the body

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

42. Hermann von Helmholtz is known for

a. his contributions to the study of philosophy.


b. compiling an accurate textbook of anatomy.
c. advancing the technique of experimental ablation.
d. identifying the chemical composition of nerve fluids.
e. his measurements of nerve cell conduction speed.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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43. In his studies of nerve conduction speed, Hermann von Helmholtz noted that

a. electrical signal speeds differ from nerve to nerve.


b. nerve conduction occurs at the speed of light.
c. nerves conduct signals faster than do electrical wires.
d. the speed of nerve conduction is slower than conduction in electrical wires.
e. different sensory systems have different conduction speeds.

Difficulty Level: Difficult


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

44. Which is the correct match between theorist and idea?

a. Paul Broca; doctrine of specific nerve energies


b. Pierre Flourens; use of ablation to study brain-behavior relations
c. Gustav Fritsch and Eduard Hitzig; language is localized in the left hemisphere
d. Luigi Galvani; doctrine of specific nerve energies
e. Hermann von Helmholtz; use of ablation to study brain-behavior relations

Difficulty Level: Difficult


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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45. Hermann von Helmholtz estimated that nerve conduction speed is about

a. 2.7 meters/second.
b. 27 meters/second.
c. 270 meters/second.
d. 2700 meters/second.
e. 27,000 meters/second.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

46. ___________ discovered neurons that terminated on cardiac cells that were responsible for
controlling contractions of the heart.

a. Jan Purkinje
b. Hermann von Helmholtz
c. Luigi Galvani
d. Santiago Ramón y Cajal
e. Pierre Flourens

Difficulty Level: Easy


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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47. Purkinje cells can be found in the __________ of the human brain.

a. medulla
b. cerebral cortex
c. corpus callosum
d. cerebellum
e. amygdala

Difficulty Level: Easy


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

48. Neurons that terminate on cardiac cells that are responsible for controlling contractions of the
heart are known as

a. cardiac cells.
b. neurofibrillary cells.
c. Purkinje fibers.
d. myocardium fibers.
e. cardiac fibers.

Difficulty Level: Easy


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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49. ____________ used the Golgi staining technique to examine the structure of individual
neurons in the brain.

a. Camillo Golgi
b. Jan Purkinje
c. Hermann von Helmholtz
d. Luigi Galvani
e. Santiago Ramón y Cajal

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

50. ______________ won a Nobel Prize in 1906 for his work describing the structure of the
nervous system.

a. Paul Broca
b. Santiago Ramón y Cajal
c. Edvard Moser
d. Camillo Golgi
e. Hermann von Helmholtz

Difficulty Level: Easy


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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51. John O’Keefe, May-Britt Moser, and Edvard Moser were awarded the 2014 Nobel Prize for
their accomplishments in

a. developing amplifiers to detect weak electrical signals.


b. developing neurochemical techniques to analyze changes within cells.
c. identifying mirror neurons.
d. discovering a spatial positioning system in the brain.
e. treating depression with deep brain stimulation.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

52. CRISPR-Cas9 is a promising new technique that allows researchers to

a. visualize chemical changes in a cell as they are taking place.


b. change the reflective angle of mirror neurons.
c. remove arrays of neurons in the brain.
d. precisely edit genetic material.
e. selectively activate single neurons using light rays.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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53. _____________ refers to a situation in which a particular characteristic allows an organism


to be more reproductively successful, causing the characteristic to become more prevalent in that
organism’s species.

a. Darwinism
b. Natural selection
c. Artificial selection
d. Mutation
e. Selective advantage

Difficulty Level: Moderate


Topic: Functionalism and the Inheritance of Traits
Skill Level: Understand the Concepts
Learning Objective: 1.3 Describe the role of natural selection in the evolution of behavioral
traits.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

54. The principle that the natural characteristics of an organism exert useful effects is known as

a. reduction.
b. positivism.
c. functionalism.
d. consolidation.
e. adaptation.

Difficulty Level: Moderate


Topic: Functionalism and the Inheritance of Traits
Skill Level: Understand the Concepts
Learning Objective: 1.3 Describe the role of natural selection in the evolution of behavioral
traits.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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55. Which set of circumstances best illustrates functionalism?

a. There are no structural brain differences across different songbird species.


b. Spatial reasoning areas in the brains of animals that primarily hunt are the same as
those in animals that do not hunt.
c. Brain structures in an aggressive species show more activation than similar structures
in a non-aggressive species.
d. Limb length across species shows the same ratio to overall body proportions.
e. The degree of development of the cerebral cortex of dolphins and snakes is the same.

Difficulty Level: Difficult


Topic: Functionalism and the Inheritance of Traits
Skill Level: Understand the Concepts
Learning Objective: 1.3 Describe the role of natural selection in the evolution of behavioral
traits.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

56. The physiological mechanisms of an organism that give rise to certain behaviors

a. can be said to have purpose.


b. can be understood in terms of whether the behaviors produce useful functions.
c. are thought to be different from species to species.
d. are not subject to evolutionary forces.
e. are present at birth and do not require environmental stimulation for their emergence.

Difficulty Level: Difficult


Topic: Functionalism and the Inheritance of Traits
Skill Level: Understand the Concepts
Learning Objective: 1.3 Describe the role of natural selection in the evolution of behavioral
traits.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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57. The principle of natural selection proposes that certain characteristics that ________ will
become more prevalent in a species.

a. are associated with multiple genetic mutations


b. inhibit reproductive behaviors
c. increase reproductive success
d. impair adaption to the local environment
e. reduce reproductive success

Difficulty Level: Difficult


Topic: Functionalism and the Inheritance of Traits
Skill Level: Understand the Concepts
Learning Objective: 1.3 Describe the role of natural selection in the evolution of behavioral
traits.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

58. Over successive generations, moths develop spots that resemble eyes on their wings; the
spots scare off predators. This characteristic is a

a. selective advantage.
b. genetic susceptibility.
c. general advantage.
d. selective disadvantage.
e. genetic abnormality.

Difficulty Level: Moderate


Topic: Functionalism and the Inheritance of Traits
Skill Level: Apply What You Know
Learning Objective: 1.3 Describe the role of natural selection in the evolution of behavioral
traits.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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59. Praying mantises are typically green or brown in color to allow them to blend into their
surroundings. If a group of praying mantises were born a different color, they would be at a
disadvantage in their environment. This change, although not advantageous for the mantis, could
happen naturally through the process of

a. mutation.
b. gene splicing.
c. genetic alteration.
d. natural selection.
e. genetic predisposition.

Difficulty Level: Moderate


Topic: Functionalism and the Inheritance of Traits
Skill Level: Apply What You Know
Learning Objective: 1.3 Describe the role of natural selection in the evolution of behavioral
traits.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

60. Mutations are caused by

a. adverse neural development due to drug ingestion in adulthood.


b. accidental changes in genetic information contained in the chromosomes.
c. poor adaptation to the environment.
d. improved reproductive success within an entire species.
e. beneficial changes in the characteristics of a single organism.

Difficulty Level: Difficult


Topic: Functionalism and the Inheritance of Traits
Skill Level: Understand the Concepts
Learning Objective: 1.3 Describe the role of natural selection in the evolution of behavioral
traits.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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61. Genetic mutations

a. have mostly beneficial effects.


b. usually increase the survivability of offspring.
c. rarely result in problems for the offspring.
d. are usually deleterious.
e. always confer selective advantages to offspring.

Difficulty Level: Difficult


Topic: Functionalism and the Inheritance of Traits
Skill Level: Understand the Concepts
Learning Objective: 1.3 Describe the role of natural selection in the evolution of behavioral
traits.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

62. The key benefit of genetic variety for a species is that

a. it allows the species to adapt to different environments.


b. mutations are kept to a minimum.
c. it promotes neural development species-wide.
d. it reduces reproductive success.
e. harmful mutations are increased in the species.

Difficulty Level: Difficult


Topic: Functionalism and the Inheritance of Traits
Skill Level: Understand the Concepts
Learning Objective: 1.3 Describe the role of natural selection in the evolution of behavioral
traits.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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63. Traits that can be altered by genetic mutations

a. are beneficial.
b. are unobservable.
c. are physical.
d. exert direct actions on behavior.
e. mostly involve psychological functions.

Difficulty Level: Moderate


Topic: Functionalism and the Inheritance of Traits
Skill Level: Remember the Facts
Learning Objective: 1.3 Describe the role of natural selection in the evolution of behavioral
traits.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

64. The process of evolution

a. does not involve genetic mutations.


b. can occur in the absence of natural selection.
c. is based on the doctrine of specific nerve energies.
d. refers to a gradual change in the structure and physiology of a species.
e. was demonstrated through experimental ablation experiments.

Difficulty Level: Difficult


Topic: Evolution of Human Brains
Skill Level: Understand the Concepts
Learning Objective: 1.4 Identify factors involved in the evolution of human brains.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

65. ________ is thought to be an advantage associated with the development of color vision in
primates.

a. The capacity to breed at night


b. The ability to move through the forest at night
c. The ability to discriminate ripe from unripe fruit
d. The capacity to communicate using symbols
e. Rapid nerve conduction

Difficulty Level: Difficult


Topic: Evolution of Human Brains
Skill Level: Understand the Concepts
Learning Objective: 1.4 Identify factors involved in the evolution of human brains.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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66. The evolution of perception that allowed for color differentiation was a functional
development in primates; not all animals have this ability. What made it functional?

a. It allowed the ability to breed at night.


b. It enhanced night vision.
c. It allowed for visual differentiation of ripe fruits from green leaves.
d. It enabled bipedalism to occur rapidly.
e. It allowed for contrast detection of rocks versus gullies.

Difficulty Level: Difficult


Topic: Evolution of Human Brains
Skill Level: Understand the Concepts
Learning Objective: 1.4 Identify factors involved in the evolution of human brains.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

67. Which key characteristic of early humans allowed them to effectively out-compete other
species?

a. Color vision allowed for the detection of ripe fruit and edible game.
b. Mastery of fire allowed for provision of warmth in shelters.
c. Agile hands allowed for the creation and use of tools.
d. Mastery of fire allowed food to be cooked.
e. A larger brain allowed for more complicated behaviors to be enacted.

Difficulty Level: Moderate


Topic: Evolution of Human Brains
Skill Level: Remember the Facts
Learning Objective: 1.4 Identify factors involved in the evolution of human brains.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

68. Humans and chimpanzees share approximately _________ of their DNA in common.

a. 99 percent
b. 90 percent
c. 75 percent
d. 50 percent
e. 10 percent

Difficulty Level: Moderate


Topic: Evolution of Human Brains
Skill Level: Remember the Facts
Learning Objective: 1.4 Identify factors involved in the evolution of human brains.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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69. Which statement about the hominid species is correct?

a. Homo sapiens left Africa around 1.7 million years ago.


b. Homo erectus made tools from stone.
c. Homo sapiens eventually killed off Homo neanderthalis through armed conflicts.
d. Modern humans are known as Homo sapiens.
e. Homo sapiens evolved directly from Homo neanderthalis.

Difficulty Level: Difficult


Topic: Evolution of Human Brains
Skill Level: Remember the Facts
Learning Objective: 1.4 Identify factors involved in the evolution of human brains.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

70. Which statement comparing mammalian brains is correct?

a. Human brains contain more neurons per gram compared to the brains of other
mammals.
b. Human brains are larger than elephant brains in terms of absolute size.
c. The human brain comprises more than 5 percent of total body weight.
d. Chimpanzee brains and human brains contain about the same number of neurons
overall.
e. Density of brain neurons per gram is a constant function across body size.

Difficulty Level: Moderate


Topic: Evolution of Human Brains
Skill Level: Remember the Facts
Learning Objective: 1.4 Identify factors involved in the evolution of human brains.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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71. In terms of brain size and neuron density, which evolutionary attribute contributes the most
to intellectual ability?

a. having a large number of neurons not dedicated to specific functions, such as walking
or digestion
b. the ratio of neurons at the rear of the brain to those at the front of the brain
c. being born with a fully developed brain
d. having a larger body size in comparison to brain size
e. establishing connections between neurons early in life, that remain stable and do not
change over the course of development

Difficulty Level: Difficult


Topic: Evolution of Human Brains
Skill Level: Understand the Concepts
Learning Objective: 1.4 Identify factors involved in the evolution of human brains.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

72. ________ refers to the concept that human brain maturation takes a long time relative to that
of other species.

a. Adaptation
b. Mutational drift
c. Synchrony
d. Neoteny
e. Conductive trend

Difficulty Level: Moderate


Topic: Evolution of Human Brains
Skill Level: Remember the Facts
Learning Objective: 1.4 Identify factors involved in the evolution of human brains.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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73. An adult human brain is approximately _______ the weight of a newborn brain.

a. two times
b. four times
c. half
d. six times
e. eight times

Difficulty Level: Moderate


Topic: Evolution of Human Brains
Skill Level: Remember the Facts
Learning Objective: 1.4 Identify factors involved in the evolution of human brains.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

74. In humans, the brain reaches adult size by

a. adolescence.
b. infancy.
c. early childhood.
d. middle childhood.
e. old age.

Difficulty Level: Moderate


Topic: Evolution of Human Brains
Skill Level: Remember the Facts
Learning Objective: 1.4 Identify factors involved in the evolution of human brains.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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75. Which conclusion regarding the use of animals by humans is correctly stated?

a. Owning a pet requires permission from a veterinarian, whereas research requires no


such oversight.
b. Animals used for industrial purposes are treated more humanely than animals studied
by scientists.
c. Pet ownership potentially causes more harm to animals than does research use.
d. In the United States, more animals are housed in research facilities than are kept as
household pets.
e. Very little animal research has been useful for understanding and treating human
disease.

Difficulty Level: Moderate


Topic: Research with Animals
Skill Level: Remember the Facts
Learning Objective: 1.5 Outline reasons for the use of animals in behavioral neuroscience
research.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

76. Animal rights activists tend to show a disproportionate amount of concern with

a. the hunting and trapping of animals.


b. eating animals as food.
c. the use of animals as companions to humans.
d. the use of animals as a source of fur for human clothing.
e. the use of animals as subjects for research.

Difficulty Level: Moderate


Topic: Research with Animals
Skill Level: Remember the Facts
Learning Objective: 1.5 Outline reasons for the use of animals in behavioral neuroscience
research.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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77. Which statement would LEAST likely be made by an animal rights activist?

a. Animal research is unethical.


b. Animals have the same degree of rights as do humans.
c. The use of animals in research can be justified by the benefits of such research.
d. Animal research must be supervised by veterinarians.
e. There should be limits to the types of studies that are conducted using animals.

Difficulty Level: Moderate


Page Topic: Research with Animals
Skill Level: Understand the Concepts
Learning Objective: 1.5 Outline reasons for the use of animals in behavioral neuroscience
research.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

78. Compared to the others, ________ is an indispensable use of animals.

a. research for the treatment of human disease


b. serving as a source of food
c. providing companionship to humans
d. serving as a source of fur
e. their entertainment value

Difficulty Level: Moderate


Topic: Research with Animals
Skill Level: Remember the Facts
Learning Objective: 1.5 Outline reasons for the use of animals in behavioral neuroscience
research.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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79. A stroke induces brain damage because of

a. compression of glial cells.


b. reduced blood flow to a region of the brain.
c. increased cranial pressure.
d. increased nutrient flow to brain tissue.
e. increased blood flow to a region of the brain.

Difficulty Level: Moderate


Topic: Research with Animals
Skill Level: Remember the Facts
Learning Objective: 1.5 Outline reasons for the use of animals in behavioral neuroscience
research.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

80. Why are computer simulations insufficient to address the needs of neuroscience researchers?

a. Computer simulations have proven unreliable for research purposes.


b. Maintaining a suite of computers is prohibitively expensive compared to maintaining
a colony of research animals.
c. Studying phenomena in computer simulations cannot substitute for studying the same
phenomena in complex, living organisms.
d. Simulations can only be applied to behavior in healthy humans, not people with
specific neurological disorders.
e. Computers are not fast enough to mimic the action of nerve transmission and other
biological processes.

Difficulty Level: Moderate


Topic: Research with Animals
Skill Level: Remember the Facts
Learning Objective: 1.5 Outline reasons for the use of animals in behavioral neuroscience
research.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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81. Research with animals is

a. highly regulated at local, state, and federal levels.


b. largely unregulated, because animals are not viewed as having rights.
c. only partially regulated, with chimpanzees having the greatest protections.
d. only partially regulated, with marine life having the greatest protections.
e. only partially regulated, with rodents having the greatest protections.

Difficulty Level: Easy


Topic: Research with Animals
Skill Level: Remember the Facts
Learning Objective: 1.6 Identify mechanisms for oversight of animal research.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

82. What is IACUC an abbreviation of?

a. Internal Action Committee Under Counties


b. International Assembly of Caution for Unintended Consequences
c. Institutional Animal Care and Use Committee
d. Intended Activity Causes Undue Concern
e. Institute of Animal Compassion and Unconditional Care

Difficulty Level: Easy


Skill Level: Remember the Facts
Topic: Research with Animals
Learning Objective: 1.6 Identify mechanisms for oversight of animal research.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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83. Reggie was asked to take part in a study investigating the effects of a pain reliever on muscle
tears. In order to test the drug, he will need to engage in physical activity that results in small
tears in the muscles of his forearm. Reggie should know beforehand that all studies involving
human participants must include

a. freedom from risks.


b. monetary benefits for participants.
c. informed consent.
d. parental consent even if over the age of 18 years.
e. freedom from benefits.

Difficulty Level: Easy


Topic: Research with Humans
Skill Level: Apply What You Know
Learning Objective: 1.7 Discuss ethical considerations in research with human participants.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

84. A statement in which a researcher informs any potential participant about the nature of the
study, how the data will be collected and stored, and what the anticipated benefits and costs will
be for participating is called

a. right to withdraw.
b. tacit cooperation.
c. research agreement.
d. informed consent.
e. educated agreement.

Difficulty Level: Easy


Topic: Research with Humans
Skill Level: Remember the Facts
Learning Objective: 1.7 Discuss ethical considerations in research with human participants.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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85. A research participant should not sign an informed consent form if it is missing

a. a clear statement of the researcher’s hypothesis.


b. supporting research citations related to the study.
c. a statement regarding the anticipated benefits and costs of participation.
d. a summary of the researcher’s previous contributions to the question under
investigation.
e. a notarized seal from an attorney.

Difficulty Level: Easy


Topic: Research with Humans
Skill Level: Remember the Facts
Learning Objective: 1.7 Discuss ethical considerations in research with human participants.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

86. A board of scientists and laypeople who review studies with human participants to determine
if they protect human rights is called the

a. Institutional Research Group.


b. University Research Panel.
c. Institutional Review Board.
d. Institutional Research Review Commission.
e. University Review Committee.

Difficulty Level: Easy


Topic: Research with Humans
Skill Level: Remember the Facts
Learning Objective: 1.8 Identify mechanisms for oversight of human research.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

87. Which research proposal would have to undergo IRB review?

a. recording whether men make remarks to a woman who is walking down the street
b. watching people at a shopping mall to see if they smile when passing each other
c. providing an untested depression medication to hospital inpatients
d. unobtrusively timing how long it takes preschool children to count to 10
e. observing whether individuals hold open a door for others

Difficulty Level: Easy


Topic: Research with Humans
Skill Level: Understand the Concepts
Learning Objective: 1.8 Identify mechanisms for oversight of human research.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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88. In 2010, a case of vague and incomplete informed consent led to legal and financial
consequences for the research group who conducted the study. What was the case?

a. Havasupai Tribe v. Arizona Board of Regents


b. Havasupai Tribe v. New Mexico Board of Researchers
c. Havasupai Tribe v. University of Minnesota
d. GlaxoSmithKline (GSK) v. Havasupai Tribe
e. Havasupai Tribe v. Miami Children’s Hospital Research Institute

Difficulty Level: Easy


Topic: Research with Humans
Skill Level: Remember the Facts
Learning Objective: 1.7 Discuss ethical considerations in research with human participants.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

89. In a case of vague informed consent, Havasupai Tribe members gave blood samples for the
purposes of research on ______________ but the blood samples were actually used for contested
research involving factors related to

a. diabetes; syphilis.
b. syphilis; diabetes.
c. diabetes; schizophrenia.
d. schizophrenia; diabetes.
e. syphilis; schizophrenia.

Difficulty Level: Easy


Topic: Research with Humans
Skill Level: Remember the Facts
Learning Objective: 1.7 Discuss ethical considerations in research with human participants.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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90. An emerging interdisciplinary field called ______________ is devoted to better


understanding the implications of and developing best practices in ethics for neuroscience
research with human participants.

a. neuromorality
b. bioethics
c. biological integrity
d. neuroethics
e. morals for behavioral neuroscience

Difficulty Level: Easy


Topic: Research with Humans
Skill Level: Remember the Facts
Learning Objective: Learning Objective: 1.7 Discuss ethical considerations in research with
human participants.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

91. Which topic area would be addressed by neuroethics?

a. ensuring that individuals over 18 years of age have parental consent to participate in
research
b. maintaining the privacy of brain imaging information
c. inspecting informed consent statements that include detailed information on the
hypothesis being tested
d. ensuring that research participation does not last longer than one hour
e. ensuring that all neuroscience studies include some form of medical imaging

Difficulty Level: Easy


Topic: Research with Humans
Skill Level: Remember the Facts
Learning Objective: Learning Objective: 1.7 Discuss ethical considerations in research with
human participants.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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92. ________ is the original name for the field that involves the study of the physiology of
behavior.

a. Behavioral neuroscience
b. Biopsychology
c. Psychobiology
d. Physiological psychology
e. Biological pseudoscience

Difficulty Level: Easy


Topic: Careers in Neuroscience
Skill Level: Remember the Facts
Learning Objective: Learning Objective: 1.9 Identify careers in behavioral neuroscience.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

93. ________ is the common name used today for the discipline that involves the study of the
physiology of behavior.

a. Behavioral neuroscience
b. Biopsychology
c. Psychobiology
d. Physiological psychology
e. Biological pseudoscience

Difficulty Level: Easy


Topic: Careers in Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.9 Identify careers in behavioral neuroscience.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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94. ________ are physicians trained to diagnose and to treat central nervous system diseases.

a. Psychologists
b. Neurologists
c. Anatomists
d. Behavioral neuroscientists
e. Experimental neuropsychologists

Difficulty Level: Moderate


Topic: Careers in Neuroscience
Skill Level: Remember the Facts
Learning Objective: Learning Objective: 1.9 Identify careers in behavioral neuroscience.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

95. Being a professional neuroscientist typically requires a

a. Ph.D. degree.
b. master’s degree.
c. technical degree.
d. bachelor’s degree.
e. high school diploma.

Difficulty Level: Easy


Topic: Careers in Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.9 Identify careers in behavioral neuroscience.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

96. Professionals in behavioral neuroscience can be from which background(s)?

a. biology
b. biology or psychology
c. chemistry or psychology
d. biology, psychology, or chemistry
e. biology, psychology, chemistry, or computer science

Difficulty Level: Easy


Topic: Careers in Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.9 Identify careers in behavioral neuroscience.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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97. Research on the effectiveness of study habits consistently reveals that the best approach to
studying is to

a. master all the content right before an assessment takes place, to maximize recall.
b. highlight every other word in a sentence, rather than the entire sentence itself.
c. spread out study sessions rather than cramming information in one sitting.
d. read silently and contemplate the meaning of information, almost in a meditative
state.
e. learn material while engaged in another activity, to activate both the left and right
hemispheres.

Difficulty Level: Easy


Topic: Strategies for Learning
Skill Level: Remember the Facts
Learning Objective: 1.10 Describe effective learning strategies for studying behavioral
neuroscience.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Fill-in-the-Blank Questions

98. The key deficit suffered by Jeremiah in the chapter opening vignette was impaired ________.

Difficulty Level: Easy


Topic: Introduction
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: movement
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

99. ________ is the philosophical belief that mind and body are separate entities.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: Dualism
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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100. ________ represent explanations used by all scientists.

Difficulty Level: Moderate


Topic: The Goals of Research
Skill Level: Remember the Facts
Learning Objective: 1.1 Compare the roles of generalization and reduction in behavioral
neuroscience research.
Answer: Generalizations
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

101. ________ was a physiologist who proposed the doctrine of specific nerve energies.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: Johannes Müller
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

102. _____________ is known for his use of the experimental ablation technique to examine
brain function.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: Pierre Flourens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

103. The first textbook of physiological psychology was written by ________.

Difficulty Level: Moderate


Topic: Foundations of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: Wilhelm Wundt
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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104. ________ involves the use of simple processes to explain a more complex phenomenon.

Difficulty Level: Moderate


Topic: The Goals of Research
Skill Level: Understand the Concepts
Learning Objective: Learning Objective: 1.1 Compare the roles of generalization and reduction
in behavioral neuroscience research.
Answer: Reduction
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

105. __________ argued that the function of the brain was to cool the passions of the heart.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: Aristotle
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

106. _____________ performed an autopsy of the brain of a patient who had been unable to
speak after suffering a stroke, thereby identifying an important brain region related to speech.

Difficulty Level: Difficult


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: Paul Broca
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

107. Stimulation of the ________ cortex results in muscle contraction on the opposite side of the
body.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: primary motor
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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108. ________ involves the measurement of changes in behavior following intentional damage
to portions of an animal’s brain.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Answer: Experimental ablation
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

109. ________ proposed the principles of evolution and natural selection.

Difficulty Level: Easy


0
Topic: Natural Selection and Evolution
Skill Level: Remember the Facts
Learning Objective: 1.3 Describe the role of natural selection in the evolution of behavioral
traits.
Answer: Charles Darwin
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

110. ________ are accidental changes in the chromosomal structure of sperm or eggs.

Difficulty Level: Moderate


Topic: Functionalism and the Inheritance of Traits
Skill Level: Remember the Facts
Learning Objective: 1.3 Describe the role of natural selection in the evolution of behavioral
traits.
Answer: Mutations
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

111. Modern humans are known as ________.

Difficulty Level: Easy


Topic: Evolution of Human Brains
Skill Level: Remember the Facts
Learning Objective: 1.4 Identify factors involved in the evolution of human brains.
Answer: Homo sapiens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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112. The surviving members of the ________ family include humans, gorillas, chimpanzees, and
orangutans.

Difficulty Level: Difficult


Topic: Evolution of Human Brains
Skill Level: Remember the Facts
Learning Objective: 1.4 Identify factors involved in the evolution of human brains.
Answer: hominid
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

113. The prolongation of brain maturation in young humans is known as ________.

Difficulty Level: Moderate


Topic: Evolution of Human Brains
Skill Level: Remember the Facts
Learning Objective: 1.4 Identify factors involved in the evolution of human brains.
Answer: neoteny
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

114. ________ has the potential to produce greater animal suffering than does research.

Difficulty Level: Moderate


Topic: Research with Animals
Skill Level: Remember the Facts
Learning Objective: 1.5 Outline reasons for the use of animals in behavioral neuroscience
research.
Answer: Pet ownership
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

115. The neurological disorder involving bleeding in the brain is known as a ________.

Difficulty Level: Moderate


Topic: Research with Animals
Skill Level: Remember the Facts
Learning Objective: 1.5 Outline reasons for the use of animals in behavioral neuroscience
research.
Answer: stroke
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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116. ________ is the original name for the field of study now known as behavioral neuroscience.

Difficulty Level: Moderate


Topic: Careers in Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.9 Identify careers in behavioral neuroscience.
Answer: Physiological psychology
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

117. __________ are physicians trained to diagnose and treat central nervous system diseases.

Difficulty Level: Difficult


Topic: Careers in Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.9 Identify careers in behavioral neuroscience.
Answer: Neurologists
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Essay Questions

118. Contrast the philosophical positions of dualism and monism.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Remember the Facts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Dualism is the philosophical view that mind and brain are separate but interacting.
Monism is the view that mind is a property of the brain.

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119. Discuss the early beliefs the Greeks had regarding the distinction between the brain and the
heart. Who were prominent thinkers in this argument and what did they believe?

Difficulty Level: Difficult


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Many ancient cultures viewed the heart as the seat of thought and emotion, in part
because of the prominent role of the heart for life and the observation that strong emotional states
increase the heartbeat. However, Hippocrates rejected this view, believing that the brain was the
seat of thought. Aristotle believed that the brain functioned to cool the passions of the heart.
Galen conducted several animal dissections and concluded that Aristotle’s beliefs were “utterly
absurd,” in his words.

120. Discuss the difference between generalization and reduction as explanatory systems.
Provide an example of each.

Difficulty Level: Difficult


Topic: The Goals of Research
Skill Level: Apply What You Know
Learning Objective: 1.1 Compare the roles of generalization and reduction in behavioral
neuroscience research.
APA Learning Objective: 1.3 Describe applications of psychology.
Answer: Generalization is a type of scientific explanation involving a general conclusion based
on observation of many similar phenomena. General laws are used to describe many instances of
behavior. Reduction is a type of scientific explanation involving decomposing a complex
situation into simpler processes, such as explaining psychological phenomena in terms of the
underlying biological processes that produce those phenomena Examples will vary.

121. Describe the research technique of experimental ablation and identify the researcher who
was responsible for its initial use.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Ablation involves the physical manipulation of the brain and allows for an assessment
of a change in function after the manipulation. An example would be excising the frontal lobe
from a cat and then observing the animal’s subsequent behavior. Experimental ablation was
advanced as a technique of study by Pierre Flourens in the 1800s.

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122. Identify two early key contributors to the development of physiology and discuss the
implications that their work had for behavioral neuroscience.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Two of the following should be discussed. Galvani used electrical current to study
muscle contraction in the frog. Müller argued for the use of experimental methods to study
physiology. Helmholtz developed methods and techniques to study the physiology of vision and
audition. Flourens developed the technique of experimental ablation, which can provide insight
into the functions of brain regions. Fritsch and Hitzig used electrical stimulation of the brain to
identify changes in behavior.

123. Discuss the implications of Galvani’s research for Descartes’s view of how nerves control
muscle activity.

Difficulty Level: Moderate


Topic: Roots of Behavioral Neuroscience
Skill Level: Understand the Concepts
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Galvani was able to contract a frog’s muscle via electrical stimulation when the muscle
was detached from the body—thus it was not pressure exerted from the brain that caused muscle
contraction, as proposed by Descartes.

124. Give examples of structural and behavioral characteristics that might confer selective
advantages to an organism.

Difficulty Level: Moderate


Topic: Functionalism and the Inheritance of Traits
Skill Level: Apply What You Know
Learning Objective: 1.3 Describe the role of natural selection in the evolution of behavioral
traits.
APA Learning Objective: 1.3 Describe applications of psychology.
Answer: Natural selection suggests that certain characteristics of an organism offer an advantage
that allows the organism to reproduce and to pass on that characteristic to its offspring. The
coloring of an organism may allow it to blend into the background, thus escaping detection by
predators. The capacity to remain still (i.e., freeze) may similarly allow an organism to avoid
predation.

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125. Discuss the role that mutations play in the process of natural selection.

Difficulty Level: Difficult


Topic: Functionalism and the Inheritance of Traits
Skill Level: Understand the Concepts
Learning Objective: 1.3 Describe the role of natural selection in the evolution of behavioral
traits.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Mutations modify the range of features or behaviors seen in an organism. Most of the
time this is harmful to the organism or to its reproductive fitness. Very rarely, the mutation
results in a feature or behavior that increases the fitness of an organism; in these cases, the
mutation is likely to become part of the eventual genetic makeup of the species.

126. Explain the typical significance of a genetic mutation for an organism.

Difficulty Level: Difficult


Topic: Functionalism and the Inheritance of Traits
Skill Level: Remember the Facts
Learning Objective: 1.3 Describe the role of natural selection in the evolution of behavioral
traits.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: A mutation is an accidental change in the chromosomes of sperms or eggs that join
together. Most mutations are deleterious, and only a few confer a selective advantage to the
offspring.

127. Discuss the use of animals in research and the ethical issues associated with such use. Make
an argument a) FOR and b) AGAINST such use.

Difficulty Level: Difficult


Topic: Ethical Issues in Research with Animals
Skill Level: Understand the Concepts
Learning Objective: 1.5 Outline reasons for the use of animals in behavioral neuroscience
research.
Answer: A relatively small percentage of animals are used in neuroscience research, and their
use must be justified by the advances in knowledge produced by the research. An argument FOR
might focus on the fact that such research may produce benefits that are substantial for humans
and that cannot be realized in any other way. An argument AGAINST might propose that
humans and animals are so different that results from animals are not useful for understanding
humans.

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128. Discuss the components of informed consent.

Difficulty Level: Moderate


Topic: Research with Humans
Skill Level: Remember the Facts
Learning Objective: 1.7 Discuss ethical considerations in research with human participants.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Research with human participants must include informed consent, which describes the
process by which researchers tell potential participants about the nature of the study, how the
data will be collected and stored, and what the anticipated benefits and risks will be.

Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in Revel
for Physiology of Behavior, 13th Edition.

Assignment: Quiz: 1.1 Foundations of Behavioral Neuroscience


EOM Q1.1
Question: Generalization is to __________ as reductionism is to __________.
a. identifying general rules that govern behavior across multiple organisms; identifying
simple causes of complex behaviors
b. identifying simple causes of complex behaviors; identifying general rules that govern
behavior across multiple organisms
c. organizing data in terms of general rules; identifying the smallest piece of a neuron
d. identifying the smallest piece of a neuron; organizing data in terms of general rules
Answer: A
Consider This: The term “general” typically means widespread, whereas “reduce” means to
make something smaller; LO 1.1: Compare the roles of generalization and reduction in
behavioral neuroscience research.
Learning Objective: 1.1: Compare the roles of generalization and reduction in behavioral
neuroscience research.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM Q1.1.2
Question: With respect to research in behavioral neuroscience, reductionism is:
a. neither necessary nor sufficient.
b. necessary, but not sufficient.
c. sufficient, but not necessary.
d. both necessary and sufficient.
Answer: B
Consider This: It is not enough to correlate behaviors with physiological events; LO 1.1:
Compare the roles of generalization and reduction in behavioral neuroscience research
Learning Objective: 1.1: Compare the roles of generalization and reduction in behavioral
neuroscience research.
Difficulty Level: Moderate
Skill Level: Analyze It

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EOM Q1.1.3
Question: The idea that the mind and body are separate and made up of different matter is
called:
Option
a. dualism.
b. monism.
c. separatism.
d. unity.
Answer: A
Consider This: This theory poses that the mind and body are working together as a duo; LO 1.2:
Summarize historical and contemporary contributions to behavioral neuroscience from various
scientific disciplines.
Learning Objective: 1.2 Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q1.1.4
Question: Experimental ablations were first performed by:
a. Flourens.
b. Broca.
c. Aristotle.
d. Galen.
Answer: A
Consider This: Experimental ablations began in the nineteenth century and were first performed
in animals; LO 1.2: Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Learning Objective: 1.2: Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q1.1.5
Question: Which individual is matched with the correct historical contribution to behavioral
neuroscience?
a. Cajal—examined individual neurons of the brain
b. Galvani—was the first to measure the speed of neural conduction
c. Purkinje—found that electrically stimulating a frog’s nerve contracted the muscle to
which it was attached
d. Von Helmholtz—discovered neurons responsible for controlling contractions of the heart
Answer: A
Consider This: By the late nineteenth century, it became clear that the nervous system was
composed of discrete cells; LO 1.2: Summarize historical and contemporary contributions to
behavioral neuroscience from various scientific disciplines.
Learning Objective: LO 1.2: Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Skill: Remember the Facts
Difficulty: Moderate

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Assignment: Quiz: Natural Selection And Evolution


EOM Q1.2.1
Question: A functionalist approach to human emotion would MOST likely emphasize:
a. the roots of emotional experience in the unconscious.
b. the basic elements of emotional experience.
c. the subjective feelings that characterize emotional experience.
d. the role of emotional experiences in maintaining social bonds.
Answer: D
Consider This: Functionalism refers to the extent to which a characteristic or difference in the
animal has a purpose; LO 1.3: Describe the role of natural selection in the evolution of
behavioral traits.
Learning Objective: 1.3: Describe the role of natural selection in the evolution of behavioral
traits.
Difficulty Level: Difficult
Skill Level: Apply What You Know

EOM Q1.2.2
Question: _____________ refers to a situation in which a particular characteristic allows an
organism to be more successful reproductively, causing the characteristic to become more
prevalent.
a. Natural selection
b. Darwinism
c. Artificial selection
d. Mutation
Answer: A
Consider This: This process allows species to naturally adapt to their changing environments.;
LO 1.3: Describe the role of natural selection in the evolution of behavioral traits.
Learning Objective:1.3: Describe the role of natural selection in the evolution of behavioral
traits.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q1.2.3
Question: Mutations:
a. are accidental changes in chromosomes of sperm or eggs that result in new
characteristics.
b. are the ultimate cause of a species dying out.
c. are never found in nature.
d. always involve negative changes.
Answer: A
Consider This: Natural selection occurs due to spontaneous mutations; LO 1.3: Describe the role
of natural selection in the evolution of behavioral traits.
Learning Objective: 1.3: Describe the role of natural selection in the evolution of behavioral
traits.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q1.2.4
Question: Neoteny refers to:
a. slow brain maturation after birth, making the young of the species in question dependent
on others to some extent.
b. small brains.
c. brains that are large compared to body size.
d. animals that are able to walk and fend for themselves after birth.
Answer: A
Consider This: The term “neoteny” means to stretch something out for a longer duration; LO 1.4:
Identify factors involved in the evolution of human brains.
Learning Objective: 1.4: Identify factors involved in the evolution of human brains.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q1.2.5
Question: In humans, the brain reaches adult size by:
a. adolescence.
b. infancy.
c. early childhood.
d. old age.
Answer: A
Consider This: The brain has to nearly quadruple in size from the time an individual is born; LO
1.4: Identify factors involved in the evolution of human brains
Learning Objective: 1.4: Identify factors involved in the evolution of human brains.
Difficulty Level: Easy
Skill Level: Remember the Facts

Assignment: Quiz: Ethical Issues in Research with Humans and Other Animals
EOM Q1.3.1
Question: Which statement is FALSE with respect to the use of animals in research?
a. Animal research is potentially exploitative.
b. Animal research is well-regulated.
c. Animal research can be replaced by tissue cultures or computer simulations.
d. Animal research fuels progress in the treatment of disease.
Answer: C
Consider This: Some research questions must be tested using complex, living organisms; LO 1.5:
Outline reasons for the use of animals in behavioral neuroscience research.
Learning Objective: 1.5: Outline reasons for the use of animals in behavioral neuroscience
research.
Difficulty Level: Easy
Skill Level: Understand the Concepts

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EOM Q1.3.2
Question: With respect to its oversight, research with animals is:
a. highly regulated.
b. largely unregulated because animals are not viewed as having rights.
c. only partially regulated, with chimpanzees having the greatest protections.
d. only partially regulated, with marine life having the greatest protections.
Answer: A
Consider This: Any institution that uses animals in research needs to have an Institutional
Animal Care and Use Committee; LO 1.6: Identify mechanisms for oversight of animal research.
Learning Objective: 1.6: Identify mechanisms for oversight of animal research.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q1.3.3
Question: Which researcher’s project would require IACUC review?
a. Dr. Jackson proposes testing birds for West Nile virus.
b. Dr. Jiminez plans to observe rats’ mating rituals.
c. Dr. Nguyen’s project involves observing monkeys unobtrusively in the wild.
d. Dr. Diamond collects duck feces from a local pond and analyzes its bacteria.
Answer: A
Consider This: Any activity that alters or disturbs the activity of the animals needs IACUC
approval; LO 1.6: Identify mechanisms for oversight of animal research.
Learning Objective: 1.6: Identify mechanisms for oversight of animal research.
Difficulty Level: Difficult
Skill Level: Apply What You Know

EOM Q1.3.4
Question: A research participant should NOT sign an informed consent form if it is missing:
the researcher’s hypothesis.
background literature about the study.
risks and benefits.
the researcher’s opinions about the literature.
Answer: C
Consider This: Which option would be necessary for a participant to decide whether he/she
wanted to be part of the study?; LO 1.7: Discuss ethical considerations in research with human
participants.
Learning Objective: 1.7: Discuss ethical considerations in research with human participants.
Difficulty Level: Moderate
Skill Level: Analyze It

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EOM Q1.3.5
Question: IRB review is mandatory for a study that:
a. compares drug effects in mice.
b. consists of reviewing research literature.
c. will provide depression medication to a group of patients.
d. entails teaching sign language to a group of gorillas.
Answer: C
Consider This: Any activity that alters or disturbs the activity of the individual needs IRB
approval; LO 1.8: Identify mechanisms for oversight of human research.
Learning Objective: LO 1.8 Identify mechanisms for oversight of human research.
Skill Level: Apply What You Know
Difficulty Level: Moderate

Assignment: Quiz: The Future of Neuroscience: Careers and Strategies for Learning
EOM Q1.4.1
Question: Being a neuroscientist typically requires a _____ degree.
a. Ph.D.
b. master’s
c. technical
d. bachelor’s
Answer: A
Consider This: Most neuroscientists work in universities or hospitals that require advanced
degrees; LO 1.9: Identify careers in behavioral neuroscience.
Learning Objective: 1.9: Identify careers in behavioral neuroscience.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q1.4.2
Question: Professionals in neuroscience are LEAST likely to have a background in:
a. biology.
b. psychology.
c. chemistry.
d. anthropology.
Answer: D
Consider This: Although neuroscience is a diverse field, it focuses on the nervous system and
behavior of individual organisms; LO 1.9: Identify careers in behavioral neuroscience.
Learning Objective: 1.9: Identify careers in behavioral neuroscience.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q1.4.3
Question: Graduate students in neuroscience:
a. conduct independent research.
b. write literature reviews without conducting independent research.
c. serve as a research assistant, never conducting independent research.
d. work with patients to prescribe appropriate medications.
Answer: A
Consider This: Graduate students are often required to think independently and are given greater
responsibility at this level, LO 1.9: Identify careers in behavioral neuroscience.
Learning Objective: LO 1.9: Identify careers in behavioral neuroscience.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q1.4.4
Question: Which would be the BEST study technique to learn material in this course?
a. Reading the chapter
b. Highlighting important information as you read the chapter
c. Underlining important information as you read the chapter
d. Taking notes that organize the important information as you read the chapter
Answer: D
Consider This: Study methods that require you to generate your own material or organize your
thoughts are superior when it comes to recall; LO 1.10: Describe effective learning strategies for
studying behavioral neuroscience.
Learning Objective: 1.10: Describe effective learning strategies for studying behavioral
neuroscience.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q1.4.5
Question: When studying for a test in this course, it would be BEST to study:
a. in a single session one hour prior to the exam.
b. in a single session the night before the exam.
c. in several sessions during the weeks preceding the exam.
d. right before going to sleep.
Answer: C
Consider This: Our brains more effectively recall information that is presented repeatedly rather
than a single time; LO 1.10: Describe effective learning strategies for studying behavioral
neuroscience.
Learning Objective: 1.10: Describe effective learning strategies for studying behavioral
neuroscience.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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Chapter Quiz: Introduction


EOC Q1.1
Question: A neuropsychologist reports the case of a person who suffered a stroke, damaging a
small portion of their occipital lobe. The individual experienced difficulties in perceiving motion.
With respect to the elements of scientific explanation in behavioral neuroscience, this case study
BEST illustrates:
a. generalization.
b. reductionism.
c. separatism.
d. validity.
Answer: B
Consider This: The term “general” typically means widespread, whereas “reduce” means to
make something smaller; LO 1.1: Compare the roles of generalization and reduction in
behavioral neuroscience research.
Learning Objective: 1.1: Compare the roles of generalization and reduction in behavioral
neuroscience research.
Skill Level: Apply What You Know
Difficulty Level: Moderate

EOC Q1.2
Question: A researcher explains aspects of posttraumatic stress disorder as an example of broad
principles that apply to all people. This situation BEST illustrates:
a. reductionism.
b. generalization.
c. reflexes.
d. functionalism.
Answer: B
Consider This: The term “general” typically means widespread; LO 1.1: Compare the roles of
generalization and reduction in behavioral neuroscience research.
Learning Objective: 1.1: Compare the roles of generalization and reduction in behavioral
neuroscience research.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q1.3
Question: Neuroscientists focus on ____________ in their research.
a. generalization, but not reductionism
b. reductionism, but not generalization
c. both reductionism and generalization
d. neither reductionism nor generalization
Answer: C
Consider This: Researchers typically want to find specific causes and ensure they apply to the
majority of situations; LO 1.1: Compare the roles of generalization and reduction in behavioral
neuroscience research.
Learning Objective: 1.1: Compare the roles of generalization and reduction in behavioral
neuroscience research.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q1.4
Question: Descartes, who first described and studied reflexes, is BEST described as a:
a. monist.
b. dualist.
c. separatist.
d. revolutionary.
Answer: B
Consider This: Descartes believed each person possessed a mind that was not subject to the laws
of the universe; LO 1.2: Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Learning Objective: 1.2: Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC 1.5
Question: _________ conducted experimental ablation in animals whereas ________ applied
the concept of experimental ablation to humans.
a. Flourens; Broca
b. Broca; Flourens
c. Müller; Flourens
d. Müller; Broca
Answer: A
Consider This: Müller was responsible for the doctrine of specific energies; LO 1.2: Summarize
historical and contemporary contributions to behavioral neuroscience from various scientific
disciplines.
Learning Objective: 1.2: Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Skill Level: Analyze It
Difficulty Level: Moderate

EOC Q1.6
Question: ___________ developed the doctrine of specific nerve energies.
a. Pierre Flourens
b. Johannes Müller
c. Paul Broca
d. Luigi Galvani
Answer: B
Consider This: The developer is considered one of the most important figures in the development
of experimental physiology; LO 1.2: Summarize historical and contemporary contributions to
behavioral neuroscience from various scientific disciplines.
Learning Objective: 1.2: Summarize historical and contemporary contributions to behavioral
neuroscience from various scientific disciplines.
Skill Level: Remember the Facts
Difficulty Level: Easy

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EOC Q1.7
Question: Over successive generations, moths develop spots that resemble eyes on their wings;
the spots scare off predators. This characteristic is a:
a. selective advantage.
b. genetic susceptibility.
c. general advantage
d. selective disadvantage.
Answer: A
Consider This: Moths with this adaptation would live to reproduce; LO 1.3: Describe the role of
natural selection in the evolution of behavioral traits.
Learning Objective: 1.3: Describe the role of natural selection in the evolution of behavioral
traits.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q1.8
Question: Praying mantises are typically green or brown in color to allow them to blend into
their surroundings. If a group of praying mantises were born a different color, they would be at a
disadvantage. This change, although not advantageous for the mantis, could happen naturally
through:
a. mutation.
b. gene splicing.
c. genetic alteration
d. bad luck.
Answer: A
Consider This: Natural changes in characteristics can happen at the level of the egg and sperm;
LO 1.3: Describe the role of natural selection in the evolution of behavioral traits.
Learning Objective: 1.3: Describe the role of natural selection in the evolution of behavioral
traits.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOC Q1.09
Question: Mutations are:
a. either favorable or unfavorable immediately, resulting in automatic advantage or
disadvantage.
b. always favorable.
c. always unfavorable.
d. sometimes favorable or unfavorable immediately, ultimately not affecting the species as a
whole.
Answer: D
Consider This: Members of different species often have a tremendous amount of diversity – just
look at humans; LO 1.3: Describe the role of natural selection in the evolution of behavioral
traits.
Learning Objective: 1.3: Describe the role of natural selection in the evolution of behavioral
traits.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q1.10
Question: The development of perception allowing for color differentiation was a functional
development; not all animals have this ability. What made it functional?
a. It allows for night vision.
b. It allows for differentiation of ripe fruits.
c. It enabled bipedalism.
d. It allows for contrast detection.
Answer: B
Consider This: Functionalism means that the development serves a purpose for humans. Which
would be a benefit to humans that depends on color vision?; LO 1.4: Identify factors involved in
the evolution of human brains.
Learning Objective: 1.4: Identify factors involved in the evolution of human brains.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q1.11
Question: Recent research has shown that intelligence is dictated by:
a. the number of neurons not dedicated to set functions, like walking.
b. the number of neurons dedicated to movement and other set functions.
c. a larger ratio of brain to body size.
d. a smaller ratio of brain to body size.
Answer: A
Consider This: More “free” neurons would allow for more complex behaviors; LO 1.4: Identify
factors involved in the evolution of human brains.
Learning Objective: 1.4: Identify factors involved in the evolution of human brains.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q1.12
Question: Research with monkeys in the 1990s indicated that damaged nerves could be
regenerated over time. This finding supports the concept of brain:
a. flexibility.
b. rigidity.
c. plasticity.
d. stasis.
Answer: C
Consider This: The brain is capable of change over time; LO 1.5: Outline reasons for the use of
animals in behavioral neuroscience research.
Learning Objective: 1.5: Outline reasons for the use of animals in behavioral neuroscience
research.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q1.13
Question: A friend of yours was asked to be a research participant for a study investigating the
effect of a pain reliever on muscle tears. In order to test the effectiveness of the drug, your friend
will need to engage in physical activity that results in small tears in the muscles of the forearm.
You caution that all studies involving human subjects must include:
a. freedom from risks.
b. monetary benefits for participants.
c. informed consent.
d. parental consent even if over the age of 18 years.
Answer: C
Consider This: What would need to be in place for your friend to fully understand what is being
asked of him or her?; LO 1.8: Identify mechanisms for oversight of human research.
Learning Objective: 1.8: Identify mechanisms for oversight of human research.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q1.14
Question: In addition to the nervous system, behavioral neuroscientists are especially interested
in the _____ system.
a. digestive
b. circulatory
c. respiratory
d. endocrine
Answer: D
Consider This: Behavior is controlled not only by neurotransmitters, but also by hormones; LO
1.9: Identify careers in behavioral neuroscience.
Learning Objective: 1.9: Identify careers in behavioral neuroscience.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q1.15
Question: All else being equal, which student is LEAST likely to master the material in this
course?
a. Deon, who teaches a friend the material
b. Kim, who takes organized notes as she reads the chapter
c. Carlito, who uses mnemonics
d. Dana, who highlights key information in the textbook
Answer: D
Consider This: Engaging with the material rather than passively reading will result in better
recall of information; LO 1.10: Describe effective learning strategies for studying behavioral
neuroscience.
Learning Objective: 1.10: Describe effective learning strategies for studying behavioral
neuroscience.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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Chapter 2: Structure and Functions of Cells of the Nervous System

Total Assessment Guide (T.A.G.)

Topic Question Remember the Facts Understand the Apply What You
Type Concepts Know

Introduction Multiple 1,2


Choice

Fill-In

Essay

Cells of the Multiple 3-5,9-23,27,29-31, 6-8,24-26,28,32, 35,45


Nervous System Choice 33, 34,37,38,40,41 36,39,42-44

Fill-In 110-117

Essay 130-131

Communication Multiple 46,52,53,58-67, 49-51,54-57,68,71, 47,48,70


Within a Neuron Choice 69,72,75,76,78 73,74,77,79-84

Fill-In 119-121 118

Essay 132,134 133,135

Communication Multiple 85,86,91,92,97,100, 87-90,95,96,98, 93,94


Between Neurons Choice 102,103, 105-109 99,101,104

Fill-In 122-129

Essay 136,138 137

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Multiple-Choice Questions

1. The primary symptom shown by Kathryn (the woman described in the chapter opening
vignette) was

a. severe nausea.
b. inability to sleep.
c. muscle weakness.
d. distortions of memory.
e. difficulty in recognizing human faces.

Difficulty Level: Easy


Skill Level: Remember the Facts
Topic: Introduction
Learning Objective: 2.1 Contrast features of the central and peripheral nervous systems.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

2. The official diagnosis that Kathryn (the woman described in the chapter opening vignette)
received was

a. lupus.
b. multiple sclerosis.
c. myasthenia gravis.
d. muscular dystrophy.
e. organic pathogenesis.

Difficulty Level: Easy


Skill Level: Remember the Facts
Topic: Introduction
Learning Objective: 2.1 Contrast features of the central and peripheral nervous systems.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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3. _______ neurons gather information from the environment related to light, odors, and contact
of our skin with objects.

a. Sensory
b. Motor
c. Inter-
d. Relay inter-
e. Local inter-

Difficulty Level: Easy


Topic: The Nervous System: An Overview
Skill Level: Remember the Facts
Learning Objective: 2.1 Contrast features of the central and peripheral nervous systems.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

4. _______ neurons function to contract muscles.

a. Sensory
b. Motor
c. Inter-
d. Relay
e. Local

Difficulty Level: Easy


Topic: The Nervous System: An Overview
Skill Level: Remember the Facts
Learning Objective: 2.1 Contrast features of the central and peripheral nervous systems.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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5. _______ are located only within the central nervous system.

a. Sensory
b. Motor
c. Relay interneurons
d. Projection neurons
e. Schwann cells

Difficulty Level: Moderate

Topic: The Nervous System: An Overview


Skill Level: Remember the Facts
Learning Objective: 2.1 Contrast features of the central and peripheral nervous systems.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

6. Rollo was considering an update to his wardrobe. As he felt the various fabrics in the suit
store, the clerk (who was well-versed in neuroscience) commented, “Ah, the cells registering the
feeling of those textures must be firing rapidly.” “Yes,” Rollo replied. “There’s heightened
activity in my __________ nervous system because of it.”

a. central
b. peripheral
c. autonomic
d. parasympathetic
e. sympathetic

Difficulty Level: Difficult


Topic: The Nervous System: An Overview
Skill Level: Understand the Concepts
Learning Objective: 2.1 Contrast features of the central and peripheral nervous systems.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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7. Trixie’s stomach begins to rumble, reminding her that she skipped breakfast this morning.
This hunger signal is sent to Trixie’s brain, which is part of her __________ nervous system.

a. peripheral
b. central
c. enteric
d. human
e. local circuit

Difficulty Level: Easy


Topic: The Nervous System: An Overview
Skill Level: Understand the Concepts
Learning Objective: 2.1 Contrast features of the central and peripheral nervous systems.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8. The _______ system is that portion of the nervous system that lies outside of the brain and
spinal cord.

a. extraspinal
b. central nervous
c. enteric nervous
d. human nervous
e. peripheral nervous

Difficulty Level: Easy


Topic: The Nervous System: An Overview
Skill Level: Understand the Concepts
Learning Objective: 2.1 Contrast features of the central and peripheral nervous systems.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9. The nucleus of a nerve cell is located within the

a. soma.
b. axon.
c. axon terminals.
d. dendrites.
e. mitochondria.

Difficulty Level: Easy


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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10. The portion of a neuron that carries information toward its cell body is called the

a. dendrite.
b. axon terminal.
c. presynaptic membrane.
d. soma.
e. glial membrane.

Difficulty Level: Easy


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

11. When an impulse enters a neuron, it is received by the _________ and passed to the next cell
via the ____________.

a. dendrite; axon
b. axon; dendrite
c. soma; axon
d. soma; dendrite
e. axon; soma

Difficulty Level: Easy

Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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12. When substances are transported from the terminal buttons at the end of an axon back to the
soma, this process is referred to as

a. retrograde axoplasmic transport.


b. systemic axoplasmic transport.
c. anterograde axoplasmic transport.
d. peripheral axoplasmic transport.
e. anterograde somatoplasmic transport.

Difficulty Level: Difficult


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

13. When substances are transported from the soma to the terminal buttons at the end of an axon,
this process is referred to as

a. retrograde axoplasmic transport.


b. systemic axoplasmic transport.
c. anterograde axoplasmic transport.
d. peripheral axoplasmic transport.
e. anterograde somatoplasmic transport.

Difficulty Level: Difficult


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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14. In order to cross the synapse between two neurons, a substance called ___________ is
released from the first cell (presynapse) to activate or inhibit the second cell (postsynapse).

a. neurotransmitter
b. protein
c. kinesin
d. dynein
e. mitochondria

Difficulty Level: Moderate


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

15. The membrane of a nerve cell consists of

a. protein molecules.
b. vesicle remnants.
c. a double layer of lipid molecules.
d. cytoplasm.
e. a single layer of lipid molecules interlaced with a layer of protein molecules.

Difficulty Level: Easy


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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16. Neurotransmitter molecules are most commonly secreted from the

a. glial cell.
b. dendrite.
c. axon terminal buttons.
d. dendritic apposition.
e. soma.

Difficulty Level: Easy


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

17. A key function of specialized lipid molecules located in the nerve cell is to

a. detect the presence of hormones outside the cell.


b. form the cell membrane.
c. form channels to carry ions in and out of the cell.
d. transport molecules into the cell.
e. transport vesicles within the neuron.

Difficulty Level: Moderate


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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18. Which pairing has a cell structure correctly matched with the function most closely
associated with that structure?

a. nucleolus; production of cytoplasm


b. ribosomes; production of DNA
c. lipid bilayer; production of ribosomes
d. nucleolus; production of ribosomes
e. mRNA; production of cytoplasm

Difficulty Level: Difficult


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

19. Which cell structure is the site of protein production?

a. vesicles
b. ribosomes
c. genes
d. myelin
e. the nucleolus

Difficulty Level: Moderate


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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20. Which pairing represents a correct match between a neuronal organelle and its function?

a. mitochondria; extraction of energy


b. Golgi apparatus; extraction of energy
c. endoplasmic reticulum; breakdown of proteins
d. microtubules; transport of chemicals through the cell membrane
e. mitochondria; formation of vesicles

Difficulty Level: Moderate


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

21. Which pairing represents a correct match between a neuronal organelle and its function?

a. mitochondria; production of fat-like molecules


b. fusion pores; breakdown of proteins
c. mitochondria; formation of vesicles
d. microtubules; transport of molecules between the soma and the axon terminals
e. release-ready vesicles; extraction of energy for cell use

Difficulty Level: Easy


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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22. The semiliquid substance that fills the space surrounded by the cell membrane of a neuron is
called

a. the cytoskeleton.
b. messenger ribonucleic acid.
c. cytoplasm.
d. .a dendritic spine
e. the myelin sheath.

Difficulty Level: Easy


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

23. The cell nucleus of a neuron contains __________, which are long strands of
deoxyribonucleic acid.

a. mitochondria
b. microtubules
c. chromosomes
d. cytoplasm
e. adenosine

Difficulty Level: Easy


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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24. What is the correct sequence of structures and processes leading from gene activation to
protein synthesis?

a. genes – ribosomes – mRNA – protein synthesis


b. genes – mRNA – DNA – ribosomes – protein synthesis
c. genes – mRNA – ribosomes – protein synthesis
d. genes – ribosomes – DNA – mRNA – protein synthesis
e. genes – DNA – mRNA – protein synthesis

Difficulty Level: Difficult


Topic: Neurons
Skill Level: Understand the Concepts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

25. Which statement regarding axoplasmic transport is correct?

a. The dynein molecule is involved in anterograde axoplasmic transport.


b. Retrograde axoplasmic transport involves moving substances from the soma to the
axon terminals.
c. The kinesin molecule is involved in retrograde axoplasmic transport.
d. Retrograde transport is about half as fast as anterograde axoplasmic transport.
e. Transport of materials occurs only in one direction.

Difficulty Level: Difficult


Topic: Neurons
Skill Level: Understand the Concepts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

26. Which statement regarding axoplasmic transport is correct?

a. Dendrograde transport involves moving substances from the dendrites to the soma.
b. Retrograde transport involves moving substances from the soma to the axon
terminals.
c. The kinesin molecule is involved in anterograde transport.
d. Retrograde transport is twice as fast as anterograde transport.
e. The dynein molecule is involved in anterograde transport.

Difficulty Level: Difficult


Topic: Neurons
Skill Level: Understand the Concepts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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27. Movement of cargo from one end of an axon to the other involves _______ along the
_______.

a. axoplasmic transport; myelin sheath


b. facilitated diffusion; exterior of the cell membrane
c. facilitated diffusion; neurofilaments
d. protein synthesis; microtubules
e. axoplasmic transport; microtubules

Difficulty Level: Moderate


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

28. What statement about axons is true?

a. Axons receive information from other neurons.


b. Axons can only be two inches long.
c. Axons house the mitochondria.
d. Axons create DNA used by a neuron.
e. The longest axon in a human stretches from the foot to the base of the brain.

Difficulty Level: Moderate


Topic: Neurons
Skill Level: Understand the Concepts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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29. Neurons in the central nervous system are provided nutrients, oxygen, and physical support
by _______ cells.

a. Schwann
b. glial
c. microtubule
d. stem
e. Purkinje

Difficulty Level: Easy


Topic: Supporting Cells
Skill Level: Remember the Facts
Learning Objective: 2.3 Compare supporting cells in the central and peripheral nervous systems.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

30. ____________ are supporting cells that provide myelination to axons.

a. Leydig cells
b. Astrocytes
c. Microglia
d. Oligodendrocytes
e. Microtubules

Difficulty Level: Easy


Topic: Supporting Cells
Skill Level: Remember the Facts
Learning Objective: 2.3 Compare supporting cells in the central and peripheral nervous systems.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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31. ___________ are star-shaped glial cells that participate in phagocytosis and structurally
support neurons in the brain.

a. Microglia
b. Astrocytes
c. Master cells
d. Microtubules
e. Oligodendrocytes

Difficulty Level: Easy


Topic: Supporting Cells
Skill Level: Remember the Facts
Learning Objective: 2.3 Compare supporting cells in the central and peripheral nervous systems.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

32. Which process is a key a function of glial cells?

a. protection of the outer surface of the brain


b. removal of physical debris from the brain
c. secretion of cerebrospinal fluid in the brain
d. movement of vesicles along the axons
e. the emergence and conduction of action potentials

Difficulty Level: Moderate


Topic: Supporting Cells
Skill Level: Understand the Concepts
Learning Objective: 2.3 Compare supporting cells in the central and peripheral nervous systems.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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33. Neurons make up about __________ of the volume of the central nervous system.

a. three-quarters
b. half
c. one-quarter
d. one-third
e. one-tenth

Difficulty Level: Moderate


Topic: Supporting Cells
Skill Level: Remember the Facts
Learning Objective: 2.3 Compare supporting cells in the central and peripheral nervous systems.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

34. The _______ are a kind of “neuron glue” that play a role in providing nourishment for
neurons.

a. phagocytes
b. Schwann cells
c. dendrocytes
d. astrocytes
e. microtubules

Difficulty Level: Easy


Topic: Supporting Cells
Skill Level: Remember the Facts
Learning Objective: 2.3 Compare supporting cells in the central and peripheral nervous systems.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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35. A drug that specifically killed _______ cells would be expected to alter the physical and
nutritional support of brain cells.

a. phagocyte
b. Schwann
c. microglia
d. astrocyte
e. microtubule

Difficulty Level: Moderate


Topic: Supporting Cells
Skill Level: Apply What You Know
Learning Objective: 2.3 Compare supporting cells in the central and peripheral nervous systems.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

36. The process of phagocytosis involves

a. the removal of neuronal debris.


b. the transfer of glucose from a glial cell to a neuron.
c. the wrapping of fatty material around an axon membrane.
d. structural support of a nerve cell.
e. the degradation of transmitter molecules within a synapse.

Difficulty Level: Easy


Topic: Supporting Cells
Skill Level: Understand the Concepts
Learning Objective: 2.3 Compare supporting cells in the central and peripheral nervous systems.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

37. The scar tissue generated in the brain by the natural action of _______ acts to impede the
regrowth of nerve cells.

a. astrocytes
b. microglia
c. Schwann cells
d. axon terminals
e. dendrites

Difficulty Level: Difficult


Topic: Supporting Cells
Skill Level: Remember the Facts
Learning Objective: 2.3 Compare supporting cells in the central and peripheral nervous systems.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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38. Myelination of axons is accomplished by

a. oligodendrocytes.
b. microglia.
c. astrocytes.
d. neurocytes.
e. the blood-brain barrier.

Difficulty Level: Easy


Topic: Supporting Cells
Skill Level: Remember the Facts
Learning Objective: 2.3 Compare supporting cells in the central and peripheral nervous systems.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

39. How does myelin cover an axon?

a. through the natural decay of astrocytes


b. in a series of small segments with gaps between them
c. by constricting the terminal buttons while leaving the remainder of the axon
unaffected
d. in one continuous sheath
e. through the interweaving of astrocytes and microglia

Difficulty Level: Easy


Topic: Supporting Cells
Skill Level: Understand the Concepts
Learning Objective: 2.3 Compare supporting cells in the central and peripheral nervous systems.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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40. _______ are support cells that serve as part of the immune system in the brain.

a. Schwann cells
b. Teracytes
c. Dendrocytes
d. Astrocytes
e. Microglia

Difficulty Level: Easy


Topic: Supporting Cells
Skill Level: Remember the Facts
Learning Objective: 2.3 Compare supporting cells in the central and peripheral nervous systems.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

41. Which statement regarding Schwann cells is correct?

a. Schwann cells provide myelin for cells in the peripheral nervous system.
b. Schwann cells are found within the brain.
c. Schwann cells are found within the central nervous system.
d. Schwann cells cluster in bundles of 25 or more to myelinate a dendrite.
e. Schwann cells remove the cellular debris left by dead neurons in brain.

Difficulty Level: Difficult


Topic: Supporting Cells
Skill Level: Remember the Facts
Learning Objective: 2.3 Compare supporting cells in the central and peripheral nervous systems.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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42. Regrowth of a damaged axon can occur more readily in the peripheral nervous system than in
the brain because

a. Schwann cells form barriers to axon regrowth.


b. Schwann cells form cylinders through which new axons can grow and innervate a
target cell nerve cell.
c. Schwann cells generate a chemical signal that instructs nerve cells to die.
d. Astrocytes form cylinders through which new axons can grow and innervate a target
cell nerve cell.
e. Oligodendroglia form barriers to axon regrowth.

Difficulty Level: Moderate


Topic: Supporting Cells
Skill Level: Understand the Concepts
Learning Objective: 2.3 Compare supporting cells in the central and peripheral nervous systems.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

43. A medical scan shows that a particular substance has spread throughout a patient’s body via
the bloodstream but has not entered the patient’s brain. This finding demonstrates the existence
of

a. the blood-brain barrier.


b. blood efficacy.
c. microcytes.
d. the lipid bilayer.
e. the doctrine of specific nerve energies.

Difficulty Level: Easy


Topic: The Blood–Brain Barrier
Skill Level: Understand the Concepts
Learning Objective: 2.4 Assess the function of the blood–brain barrier.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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44. Which statement regarding the blood–brain barrier is correct?

a. The barrier is uniform, protecting all brain structures.


b. The barrier pumps glucose out of the brain and into the bloodstream.
c. The barrier functions to regulate the chemical composition of the extracellular fluid
surrounding the brain cells.
d. The barrier is formed by cells that line the capillaries of the brain.
e. The ventricles have a blood–brain barrier.

Difficulty Level: Moderate


Topic: The Blood–Brain Barrier
Skill Level: Understand the Concepts
Learning Objective: 2.4 Assess the function of the blood–brain barrier.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

45. Activation of cells within the _______ by a poison in the blood would be predicted to
produce _______.

a. nucleus accumbens; visual hallucinations


b. hippocampus; locomotion
c. hypothalamus; movement disorders
d. area postrema; vomiting
e. hippocampus; expressions of rage

Difficulty Level: Moderate


Topic: The Blood–Brain Barrier
Skill Level: Apply What You Know
Learning Objective: 2.4 Assess the function of the blood–brain barrier.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

46. The normal order of activation during neuronal transmission is


a. axon –> dendrite –> cell body –> axon terminals.
b. axon terminals –> cell body –> axon –> dendrite.
c. dendrite –> cell body –> axon –> terminal button.
d. cell body –> axon –> dendrite –> axon terminal.
e. dendrite –> axon terminal –> cell body –> axon.

Difficulty Level: Moderate


Topic: Neural Communication: An Overview
Skill Level: Remember the Facts
Learning Objective: 2.5 Explain the process of neural communication in a reflex.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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47. Xiao Ling takes a big gulp of her coffee and the heat sears her mouth. Although the pain is so
great that her reflex is to spit out the coffee, she does not do so. The reflex to spit out the coffee
is inhibited at the

a. sensory neuron.
b. interneuron.
c. motor neuron.
d. glial cell.
e. astrocyte.

Difficulty Level: Easy


Topic: Neural Communication: An Overview
Skill Level: Apply What You Know
Learning Objective: 2.5 Explain the process of neural communication in a reflex.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

48. Arne was studying for his neuroscience exam when he felt a tickle on his arm. Seeing a large
spider creeping toward his elbow, Arne jerked his arm automatically. What might be the neural
path for this action?

a. sensory neuron –> interneuron –> motor neuron –> muscle


b. interneuron –> sensory neuron –> motor neuron –> muscle
c. motor neuron –> sensory neuron –> interneuron –> muscle
d. sensory neuron –> motor neuron –> interneuron –> muscle
e. motor neuron –> interneuron –> sensory neuron –> muscle

Difficulty Level: Easy


Topic: Neural Communication: An Overview
Skill Level: Apply What You Know
Learning Objective: 2.5 Explain the process of neural communication in a reflex.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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49. The message that gets conducted along an axon consists of

a. neurotransmitter flowing through the axon.


b. interneuron inhibition.
c. changes in electrical charge.
d. interneuron excitation.
e. emissions from microtubules.

Difficulty Level: Easy


Topic: Electrical Potentials of Axons
Skill Level: Understand the Concepts
Learning Objective: 2.6 Describe membrane potential, resting potential, hyperpolarization,
depolarization, and the action potential.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

50. Very small sensors called __________ measure the changes in electrical activity that take
place across an axon membrane.

a. microelectrodes
b. voltmeters
c. micrometers
d. voltametric sensors
e. microdiodes

Difficulty Level: Easy


Topic: Electrical Potentials of Axons
Skill Level: Understand the Concepts
Learning Objective: 2.6 Describe membrane potential, resting potential, hyperpolarization,
depolarization, and the action potential.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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51. The interior of a neuron at rest

a. has the same ionic concentrations as the environment outside the neuron.
b. is at the same voltage potential as the environment outside the neuron.
c. has a higher sodium concentration than the environment outside the neuron.
d. is negatively charged relative to the environment outside the neuron.
e. has a lower potassium concentration than the environment outside the neuron.

Difficulty Level: Moderate


Topic: Electrical Potentials of Axons
Skill Level: Understand the Concepts
Learning Objective: 2.6 Describe membrane potential, resting potential, hyperpolarization,
depolarization, and the action potential.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

52. Any difference in electrical charge across the axon membrane is defined as the _______
potential.

a. membrane
b. local
c. glial
d. action
e. axon

Difficulty Level: Easy


Topic: Electrical Potentials of Axons
Skill Level: Remember the Facts
Learning Objective: 2.6 Describe membrane potential, resting potential, hyperpolarization,
depolarization, and the action potential.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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53. The _______ potential is defined as the difference in electrical charge between the inside and
the outside of an undisturbed axon membrane.

a. resting
b. local
c. resting
d. action
e. axon

Difficulty Level: Moderate


Topic: Electrical Potentials of Axons
Skill Level: Remember the Facts
Learning Objective: 2.6 Describe membrane potential, resting potential, hyperpolarization,
depolarization, and the action potential.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

54. An electrical change in the inside of an axon from -70 mV to -90 mV would be classified as

a. depolarization.
b. threshold potential.
c. action potential.
d. hyperpolarization.
e. excitatory local potential.

Difficulty Level: Easy


Topic: Electrical Potentials of Axons
Skill Level: Understand the Concepts
Learning Objective: 2.6 Describe membrane potential, resting potential, hyperpolarization,
depolarization, and the action potential.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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55. When the inside of an axon becomes more positive relative to the environment outside the
neuron, __________ has taken place.

a. depolarization
b. a resting potential
c. an action potential
d. hyperpolarization
e. an inhibitory local potential

Difficulty Level: Moderate


Topic: Electrical Potentials of Axons
Skill Level: Understand the Concepts
Learning Objective: 2.6 Describe membrane potential, resting potential, hyperpolarization,
depolarization, and the action potential.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

56. If the inner voltage of a neuron is -70 mV and application of stimulation results in a -95 mV
charge, the stimulation had a ____________ effect. On the other hand, a resultant charge of +40
mV would be a ___________ effect.

a. hyperpolarizing; depolarizing
b. depolarizing; hyperpolarizing
c. repolarizing; depolarizing
d. repolarizing; hyperpolarizing
e. hyperpolarizing; repolarizing

Difficulty Level: Easy


Topic: Electrical Potentials of Axons
Skill Level: Understand the Concepts
Learning Objective: 2.6 Describe membrane potential, resting potential, hyperpolarization,
depolarization, and the action potential.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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57. A(n) _______ will be recorded from a nerve cell whose membrane potential rises above the
threshold of excitation.

a. action potential
b. local potential
c. downward shift of the threshold of excitation
d. upward shift of the membrane threshold
e. long-term change in the membrane potential

Difficulty Level: Easy


Topic: Electrical Potentials of Axons
Skill Level: Understand the Concepts
Learning Objective: 2.6 Describe membrane potential, resting potential, hyperpolarization,
depolarization, and the action potential.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

58. The _______ is the voltage level at which an action potential is triggered in a patch of axon
membrane.

a. resting potential
b. hyperpolarization level
c. threshold of excitation
d. rate level
e. refractory period

Difficulty Level: Easy


Topic: Electrical Potentials of Axons
Skill Level: Remember the Facts
Learning Objective: 2.6 Describe membrane potential, resting potential, hyperpolarization,
depolarization, and the action potential.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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59. A cup of sugar is poured into a gallon of hot water and allowed to sit undisturbed. After a
few days, we would expect that the process of _______ will ensure that the sugar molecules are
evenly distributed throughout the water.

a. retrograde transport
b. diffusion
c. anterograde transport
d. electrostatic pressure
e. salinity

Difficulty Level: Easy


Topic: The Membrane Potential
Skill Level: Remember the Facts
Learning Objective: 2.7 Summarize how diffusion, electrostatic pressure, and the sodium–
potassium pump help establish membrane potential.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

60. A substance that forms oppositely charged particles when dissolved in water is known as a(n)

a. ion.
b. molecule.
c. electrolyte.
d. cation.
e. anion.

Difficulty Level: Easy


Topic: The Membrane Potential
Skill Level: Remember the Facts
Learning Objective: 2.7 Summarize how diffusion, electrostatic pressure, and the sodium–
potassium pump help establish membrane potential.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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61. _______ are charged particles formed when an electrolyte dissolves in water.

a. Ions
b. Solvents
c. Neurotransmitters
d. Electrons
e. Solutes

Difficulty Level: Easy


Topic: The Membrane Potential
Skill Level: Remember the Facts
Learning Objective: 2.7 Summarize how diffusion, electrostatic pressure, and the sodium–
potassium pump help establish membrane potential.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

62. A cation would be attracted to

a. another cation.
b. an anion.
c. a sodium ion.
d. a potassium ion.
e. a calcium ion.

Difficulty Level: Moderate


Topic: The Membrane Potential
Skill Level: Remember the Facts
Learning Objective: 2.7 Summarize how diffusion, electrostatic pressure, and the sodium–
potassium pump help establish membrane potential.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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63. _______ are negatively charged ions.

a. Transmitters
b. Solvents
c. Electrolytes
d. Cations
e. Anions

Difficulty Level: Easy


Topic: The Membrane Potential
Skill Level: Remember the Facts
Learning Objective: 2.7 Summarize how diffusion, electrostatic pressure, and the sodium–
potassium pump help establish membrane potential.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

64. The process by which similarly charged particles repel each other and are thus moved within
a medium is called

a. diffusion.
b. carrier-mediated transport.
c. refraction.
d. electrostatic pressure.
e. diffraction.

Difficulty Level: Moderate


Topic: The Membrane Potential
Skill Level: Remember the Facts
Learning Objective: 2.7 Summarize how diffusion, electrostatic pressure, and the sodium–
potassium pump help establish membrane potential.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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65. Which statement is true regarding ion distribution across the axon membrane?

a. Chloride ions are more concentrated inside the axon membrane.


b. Potassium ions are more concentrated outside the cell membrane.
c. The action potential is the balance point between diffusion and electrostatic pressure.
d. Sodium ions are more concentrated outside the axon membrane.
e. Sodium ions are more concentrated inside the axon membrane.

Difficulty Level: Easy

Topic: The Membrane Potential


Skill Level: Remember the Facts
Learning Objective: 2.7 Summarize how diffusion, electrostatic pressure, and the sodium–
potassium pump help establish membrane potential.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

66. Movement of _______ ions _______ the axon would be induced by the force of diffusion.

a. chloride; out of
b. sodium; into
c. potassium; into
d. organic; into
e. sodium; out of

Difficulty Level: Easy


Topic: The Membrane Potential
Skill Level: Remember the Facts
Learning Objective: 2.7 Summarize how diffusion, electrostatic pressure, and the sodium–
potassium pump help establish membrane potential.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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67. Sodium ions move out of an axon because of

a. the opening of sodium channels.


b. the opening of voltage-gated channels.
c. the synthesis of kinesin.
d. electrostatic pressure.
e. sodium-potassium transporters.

Difficulty Level: Moderate


Topic: The Membrane Potential
Skill Level: Remember the Facts
Learning Objective: 2.7 Summarize how diffusion, electrostatic pressure, and the sodium–
potassium pump help establish membrane potential.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

68. As a consequence of the activity of sodium-potassium transporters,

a. extracellular sodium concentrations are kept low.


b. intracellular sodium concentrations are kept very high.
c. extracellular potassium concentrations are kept very high.
d. intracellular sodium concentrations are kept low.
e. very little energy is required to maintain ionic differences across the membrane.

Difficulty Level: Moderate


Topic: The Membrane Potential
Skill Level: Understand the Concepts
Learning Objective: 2.7 Summarize how diffusion, electrostatic pressure, and the sodium–
potassium pump help establish membrane potential.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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69. The Na+/K+ pump removes ______ Na+ ions and adds _______ K+ ions.

a. 3; 2
b. 2; 3
c. 3; 4
d. 2; 4
e. 4; 3

Difficulty Level: Difficult


Topic: The Membrane Potential
Skill Level: Remember the Facts
Learning Objective: 2.7 Summarize how diffusion, electrostatic pressure, and the sodium–
potassium pump help establish membrane potential.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

70. When students enter a classroom, they tend to spread themselves out (provided there are
enough desks to do so). In biological terms, this effect would be similar to

a. electrostatic pressure.
b. ionic movement.
c. diffusion.
d. derealization.
e. ionic static.

Difficulty Level: Moderate


Topic: The Membrane Potential
Skill Level: Apply What You Know
Learning Objective: 2.7 Summarize how diffusion, electrostatic pressure, and the sodium–
potassium pump help establish membrane potential.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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71. Which statement regarding the action potential is correct?

a. The action potential is conducted along a dendrite.


b. The action potential is conducted faster in unmyelinated nerve cells.
c. The action potential is an all-or-none electrical event.
d. The action potential amplitude is higher for an intense signal.
e. The action potential amplitude depends on its location along the axon.

Difficulty Level: Moderate


Topic: The Action Potential
Skill Level: Understand the Concepts
Learning Objective: 2.9 Describe conduction of the action potential.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

72. The specialized protein molecules located in an axon membrane that can open or close are
known as

a. receptors.
b. voltage transporters.
c. autoreceptors.
d. ion channels.
e. sodium-potassium transporters.

Difficulty Level: Moderate


Topic: The Action Potential
Skill Level: Remember the Facts
Learning Objective: 2.8 Summarize the series of ion movements during the action potential.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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73. Which statement about an action potential is true?

a. More sodium channels are opened at a lower voltage level than are potassium
channels.
b. The action potential requires 10 msec for completion.
c. The action potential requires the activity of the sodium-potassium transporters during
the rising phase.
d. More potassium channels are opened at a lower voltage than are sodium channels.
e. Diffusion is due to a prolonged change in sodium conductance.

Difficulty Level: Moderate


Topic: The Action Potential
Skill Level: Understand the Concepts
Learning Objective: 2.8 Summarize the series of ion movements during the action potential.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

74. Sodium ions will be pushed into a resting neuron by the forces of __________ and
__________.

a. inactivation of potassium channels; diffusion


b. electrostatic pressure; sodium-potassium pump activation
c. sodium-potassium pump activation; diffusion
d. ion channel inactivation; diffusion
e. diffusion; electrostatic pressure

Difficulty Level: Moderate


Topic: The Membrane Potential
Skill Level: Understand the Concepts
Learning Objective: 2.8 Summarize the series of ion movements during the action potential.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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75. Which ion channel action is correctly matched with its resulting change in membrane
potential?

a. entry of a negative ion; hyperpolarization


b. entry of a positive ion; hyperpolarization
c. exit of a positive ion; depolarization
d. exit of a negative ion; hyperpolarization
e. inactivation of sodium-potassium transporters; depolarization

Difficulty Level: Difficult


Topic: The Action Potential
Skill Level: Remember the Facts
Learning Objective: 2.8 Summarize the series of ion movements during the action potential.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

76. Which of the following events restores the membrane potential from the peak of the action
potential back to the resting level?

a. Sodium ions move into the cell.


b. Potassium ions move out of the cell.
c. Potassium ions move into the cell.
d. Chloride ions move into the cell.
e. Protein anions move out of the cell.

Difficulty Level: Moderate


Topic: The Action Potential
Skill Level: Remember the Facts
Learning Objective: 2.8 Summarize the series of ion movements during the action potential.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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77. As the action potential travels the length of an axon

a. it decreases in amplitude at a consistent rate of 2 mV per millimeter.


b. it increases in speed of conduction.
c. it remains constant in size.
d. it stops at some point, unless reenergized by an influx of chromium ions.
e. it decreases in amplitude relative to the length of the axon.

Difficulty Level: Moderate

Topic: Conduction of the Action Potential


Skill Level: Understand the Concepts
Learning Objective: 2.9 Describe conduction of the action potential.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

78. Which conclusion is consistent with the all-or-none law?

a. The action potential will diminish to near 0 mV when transmitted down a long axon.
b. The action potential fires at the same rate regardless of the inputs to the neuron.
c. The action potential is conducted more rapidly down the axon as it reaches the axon
terminal.
d. The action potential is produced whenever the membrane potential reaches the
threshold of excitation.
e. The action potential travels only in one direction.

Difficulty Level: Moderate


Topic: Conduction of the Action Potential
Skill Level: Remember the Facts
Learning Objective: 2.9 Describe conduction of the action potential.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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79. The nervous system accounts for variation in the intensity of incoming sensory stimulation
by means of variations in the _______ of a neuron.

a. repolarization rate
b. resting potential
c. speed of conduction of action potentials
d. total amplitude of the action potential
e. firing rate

Difficulty Level: Moderate


Topic: Conduction of the Action Potential
Skill Level: Understand the Concepts
Learning Objective: 2.9 Describe conduction of the action potential.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

80. If a bowling ball fell on your foot, the action potentials triggered by that event would differ
from a feather falling on your foot. The action potentials for the bowling ball would be

a. larger in size and faster in occurrence.


b. the same size as for the feather, but they would be slower in occurrence.
c. the same size as for the feather, but they would be faster in occurrence.
d. larger in size and slower in occurrence.
e. smaller in size and faster in occurrence.

Difficulty Level: Moderate


Topic: Conduction of the Action Potential
Skill Level: Understand the Concepts
Learning Objective: 2.9 Describe conduction of the action potential.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

81. In a myelinated axon, ions can enter and leave the axonal membrane only at

a. the terminal buttons.


b. the soma.
c. the nodes of Ranvier.
d. the segment of membrane beneath the Schwann cell wrapping.
e. the midpoint along the axonal membrane.

Difficulty Level: Moderate


Topic: Conduction of the Action Potential
Skill Level: Understand the Concepts
Learning Objective: 2.9 Describe conduction of the action potential.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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82. Which important advantage is associated with saltatory conduction?

a. More sodium ions have to be pumped out of the cell after an action potential.
b. Myelin allows the nerve cell to recycle neurotransmitter molecules.
c. Less neurotransmitter is required to send a message across the synapse.
d. Myelin speeds up the velocity at which an axon can conduct an action potential.
e. Myelin requires that nerve cell axons be larger in order to conduct a signal rapidly.

Difficulty Level: Difficult


Topic: Conduction of the Action Potential
Skill Level: Understand the Concepts
Learning Objective: 2.9 Describe conduction of the action potential.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

83. Which advantage is associated with myelination?

a. Myelin changes the height of an action potential.


b. Myelin increases the energy requirements of the nerve cell.
c. Myelin slows down conduction speed.
d. Myelin lowers the threshold for induction of an action potential.
e. Myelin speeds up conduction of an impulse down an axon.

Difficulty Level: Moderate


Topic: Conduction of the Action Potential
Skill Level: Understand the Concepts
Learning Objective: 2.9 Describe conduction of the action potential.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

84. Saltatory conduction is rapid because

a. an action potential gets retriggered at each node of Ranvier.


b. myelinated axons have more leakage through their membranes.
c. myelinated axons are larger in diameter.
d. myelinated axons have more ion channels per unit area than do non-myelinated
axons.
e. nodes of Ranvier have a higher threshold of activation.

Difficulty Level: Moderate


Topic: Conduction of the Action Potential
Skill Level: Understand the Concepts
Learning Objective: 2.9 Describe conduction of the action potential.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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85. The junction between the terminal button at the end of an axonal branch of one neuron and
the membrane of another neuron is called the

a. synapse.
b. conduction area.
c. vesicle.
d. ligand.
e. release zone.

Difficulty Level: Easy


Topic: Structure of Synapses
Skill Level: Remember the Facts
Learning Objective: 2.10 Identify the presynaptic structures involved in synaptic communication.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

86. Small synaptic vesicles contain ___________, whereas large synaptic vesicles contain
__________.

a. neurotransmitters; peptides
b. peptides; neurotransmitters
c. proteins; peptides
d. peptides; proteins
e. neurotransmitters; proteins

Difficulty Level: Difficult


Topic: Structure of Synapses
Skill Level: Remember the Facts
Learning Objective: 2.10 Identify the presynaptic structures involved in synaptic communication.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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87. Signals are carried across the synapse by

a. a direct electrical connections between the two cells.


b. the secretion of neurotransmitter molecules into the synapse.
c. the transfer of ions from one cell to another.
d. carrier molecules.
e. the sodium-potassium pump.

Difficulty Level: Moderate


Topic: Release of Neurotransmitters
Skill Level: Understand the Concepts
Learning Objective: 2.11 Describe the process of neurotransmitter release.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

88. Communication of neural signals across a synapse involves

a. the opening of neurotransmitter-gated channels in the axon terminal.


b. voltage changes that open chloride channels in the presynaptic membrane.
c. vesicles that take up neurotransmitter molecules into the axon terminal.
d. the binding of neurotransmitter at postsynaptic receptors triggering membrane
potentials.
e. direct electrical contact between the pre- and postsynaptic membranes.

Difficulty Level: Moderate


Topic: Release of Neurotransmitters
Skill Level: Understand the Concepts
Learning Objective: 2.11 Describe the process of neurotransmitter release.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

89. The largest number of small vesicles would be expected to be located within the _______ of
a neuron.

a. dendritic spines
b. soma
c. postsynaptic membrane
d. release zone
e. axon hillock

Difficulty Level: Easy


Topic: Structure of Synapses
Skill Level: Understand the Concepts
Learning Objective: 2.10 Identify the presynaptic structures involved in synaptic communication.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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90. __________ fill synaptic vesicles with neurotransmitter, whereas __________ contribute to
the release of neurotransmitters.

a. Transport proteins; trafficking proteins


b. Cations; clefts
c. Dendritic spines; the nodes of Ranvier
d. Intracellular membranes; extracellular membranes
e. Anions; ligands

Difficulty Level: Difficult


Topic: Structure of Synapses
Skill Level: Understand the Concepts
Learning Objective: 2.10 Identify the presynaptic structures involved in synaptic communication.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

91. Synaptic vesicles are produced in the

a. neuron soma.
b. dendrites.
c. glial cells.
d. neuron lysosomes.
e. astrocytes.

Difficulty Level: Moderate


Topic: Structure of Synapses
Skill Level: Remember the Facts
Learning Objective: 2.10 Identify the presynaptic structures involved in synaptic communication.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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92. Calcium ions (Ca2+) are found in their highest concentration in

a. the soma.
b. terminal buttons.
c. intracellular fluid.
d. synaptic clefts.
e. extracellular fluid.

Difficulty Level: Moderate


Topic: Release of Neurotransmitters
Skill Level: Remember the Facts
Learning Objective: 2.11 Describe the process of neurotransmitter release.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

93. Placing neurons and their synaptic contacts into a medium containing no calcium ions would
be expected to

a. decrease the time required to move sodium ions out of the axon terminal.
b. enhance the voltage changes associated with the action potential.
c. increase the number of neurotransmitter molecules released from the axon terminal.
d. prolong the refractory period of the action potential.
e. prevent the release of neurotransmitter into the synapse.

Difficulty Level: Difficult


Topic: Release of Neurotransmitters
Skill Level: Apply What You Know
Learning Objective: 2.11 Describe the process of neurotransmitter release.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

94. If Ca2+ was blocked,

a. Na+ would be stuck inside of the cell.


b. neurotransmitters could not be released from the cell.
c. voltage-gated ion channels would remain closed.
d. passive channels would close.
e. passive channels would open.

Difficulty Level: Difficult


Topic: Release of Neurotransmitters
Skill Level: Apply What You Know
Learning Objective: 2.11 Describe the process of neurotransmitter release.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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95. Which statement is true regarding postsynaptic receptors?

a. The effects of hormones do not involve receptor activation.


b. Neurotransmitters act on binding sites on receptors to exert their effects.
c. Receptors are insensitive to drugs.
d. Neuromodulators are ligands that come from outside the body.
e. Hormone receptors are found in all tissues except brain.

Difficulty Level: Difficult


Topic: Activation of Receptors
Skill Level: Understand the Concepts
Learning Objective: 2.12 Contrast ionotropic and metabotropic receptors.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

96. In order to produce a depolarization or hyperpolarization of the postsynaptic membrane,


neurotransmitters

a. diffuse widely in the brain to produce changes in metabolism.


b. act through ionotropic receptors to activate a second messenger.
c. are released into the synapse from the soma.
d. open ion channels in the postsynaptic membrane.
e. alter ion channel activity for minutes at a time.

Difficulty Level: Easy


Topic: Activation of Receptors
Skill Level: Understand the Concepts
Learning Objective: 2.12 Contrast ionotropic and metabotropic receptors.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

97. After a vesicle fuses with the presynaptic membrane and releases its contents into the
synaptic cleft, the membrane is

a. destroyed by astrocytes.
b. incorporated into the postsynaptic membrane.
c. recycled to form new vesicles.
d. degraded and the debris removed from the axon terminal.
e. incorporated into the mitochondria.

Difficulty Level: Easy


Topic: Release of Neurotransmitters
Skill Level: Remember the Facts
Learning Objective: 2.11 Describe the process of neurotransmitter release.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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98. Which pair correctly matches a receptor type with the effect it produces?

a. metabotropic; direct opening of an ion channel


b. ionotropic; more time required to open an ion channel
c. metabotropic; G protein activation leads to activation of a second messenger
d. metabotropic; rapid opening of a single ion channel
e. metabotropic; rapid short-lived effects on ion channels

Difficulty Level: Difficult


Topic: Activation of Receptors
Skill Level: Understand the Concepts
Learning Objective: 2.12 Contrast ionotropic and metabotropic receptors.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

99. In comparison to ionotropic receptors, metabotropic receptors

a. have effects that occur quickly and last longer.


b. have effects that take longer to begin and last longer.
c. have effects that take longer to begin but dissipate quickly.
d. have effects that occur quickly and disappear quickly.
e. act directly on ion channels.

Difficulty Level: Difficult


Topic: Activation of Receptors
Skill Level: Understand the Concepts
Learning Objective: 2.12 Contrast ionotropic and metabotropic receptors.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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100. With regard to the release of neurotransmitters in the brain, kiss and run refers to a situation
in which the vesicle

a. releases most of its contents into the cleft and then remains attached to the
presynaptic membrane.
b. closes before releasing any molecules and then moves to the cell interior.
c. remains open until the next action potential is triggered.
d. releases most of its contents into the cleft, after which it breaks away from the
presynaptic membrane and is refilled.
e. merges completely with the presynaptic membrane.

Difficulty Level: Moderate


Topic: Release of Neurotransmitters
Skill Level: Remember the Facts
Learning Objective: 2.11 Describe the process of neurotransmitter release.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

101. Which receptor type is correctly paired with the effect it produces?

a. ionotropic; direct opening of an ion channel


b. ionotropic; more time required to open an ion channel
c. ionotropic; G protein activation leads to activation of a second messenger
d. metabotropic; second-messenger effects are specific to neuronal communication
e. metabotropic; rapid short-lived effects on ion channels

Difficulty Level: Difficult


Topic: Activation of Receptors
Skill Level: Understand the Concepts
Learning Objective: 2.12 Contrast ionotropic and metabotropic receptors.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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102. An influx of ____ or _____ ions across a cell membrane results in EPSPs.

a. Na+; Ca2+
b. Cl-; Na+
c. Ca2+; Cl-
d. Cl-; K+
e. A-; K+

Difficulty Level: Difficult


Topic: Postsynaptic Potentials
Skill Level: Remember the Facts
Learning Objective: 2.13 Compare EPSPs and IPSPs in postsynaptic cells.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

103. Inhibiting __________ neurons makes a behavior more likely to occur, whereas
__________ inhibitory neurons makes a behavior less likely to occur.

a. excitatory; inhibiting
b. sodium; magnesium
c. inhibitory; exciting
d. inhibitory; inhibiting
e. excitatory; exciting

Difficulty Level: Moderate


Topic: Effects of Postsynaptic Potentials: Neural Integration
Skill Level: Remember the Facts
Learning Objective: 2.14 Summarize neural integration of EPSPs and IPSPs.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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104. The postsynaptic potentials induced by most neurotransmitters are terminated by

a. disruption of the postsynaptic receptor.


b. enzymatic degradation of the transmitter molecule.
c. inhibition of transmitter synthesis.
d. facilitation of transmitter release.
e. reuptake of the molecule into the axon terminal.

Difficulty Level: Moderate


Topic: Termination of Postsynaptic Potentials
Skill Level: Understand the Concepts
Learning Objective: 2.15 Explain how postsynaptic potentials are terminated.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

105. The postsynaptic potentials induced by acetylcholine are terminated via

a. disruption of the nicotinic postsynaptic receptor.


b. enzymatic degradation via acetylcholinesterase.
c. inhibition of acetylcholine synthesis.
d. facilitation of acetylcholine release.
e. reuptake of acetylcholine.

Difficulty Level: Moderate


Topic: Termination of Postsynaptic Potentials
Skill Level: Remember the Facts
Learning Objective: 2.15 Explain how postsynaptic potentials are terminated.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

106. Autoreceptors are located on the

a. ionotropic inhibitors.
b. presynaptic membrane.
c. endoplasmic reticulum.
d. postsynaptic membrane.
e. mitochondria.

Difficulty Level: Moderate


Topic: Autoreceptors
Skill Level: Remember the Facts
Learning Objective: 2.16 Distinguish autoreceptors from postsynaptic receptors.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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107. When the activity of an axoaxonic synapse increases the release of a neurotransmitter, the
process is called

a. presynaptic facilitation.
b. postsynaptic inhibition.
c. gap release.
d. postsynaptic facilitation.
e. presynaptic inhibition.

Difficulty Level: Difficult


Topic: Other Types of Synapses
Skill Level: Remember the Facts
Learning Objective: 2.17 Identify synapses other than those involved in neural integration.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

108. Neuromodulators are

a. rarely of a peptide form.


b. secreted from neurons, but dispersed widely in the brain.
c. inevitably inhibitory.
d. secreted from a neuron and only affect an adjacent neuron.
e. typically secreted in very small amounts compared to neurotransmitters.

Difficulty Level: Easy


Topic: Nonsynaptic Chemical Communication
Skill Level: Remember the Facts
Learning Objective: 2.18 Describe examples of nonsynaptic communication.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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109. Most _______ are secreted into the extracellular fluid from endocrine glands or tissues.

a. neurotransmitters
b. neuropeptides
c. modulators
d. hormones
e. pheromones

Difficulty Level: Easy


Topic: Nonsynaptic Chemical Communication
Skill Level: Remember the Facts
Learning Objective: 2.18 Describe examples of nonsynaptic communication.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Fill-in-the-Blank Questions

110. Motor neurons control the activity of the ________.

Difficulty Level: Easy


Topic: The Nervous System: An Overview
Skill Level: Remember the Facts
Learning Objective: 2.1 Contrast features of the central and peripheral nervous systems.
Answer: muscles
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

111. The central nervous system consists of the ________ and the ________.

Difficulty Level: Easy


Topic: The Nervous System: An Overview
Skill Level: Remember the Facts
Learning Objective: 2.1 Contrast features of the central and peripheral nervous systems.
Answer: brain; spinal cord
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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112. When substances are transported from the terminal buttons at the end of an axon back to the
soma, this process is referred to as ____________.

Difficulty Level: Difficult


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: retrograde axoplasmic transport
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

113. The cell membrane is formed by a dual layer of ________ molecules.

Difficulty Level: Moderate


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: lipid
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

114. ________ are bead-like structures that extract energy from nutrients.

Difficulty Level: Moderate


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
Answer: Mitochondria
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

115. The myelin sheath surrounding axons in the central nervous system is formed by ________.

Difficulty Level: Difficult


Topic: Supporting Cells
Skill Level: Remember the Facts
Learning Objective: 2.3 Compare supporting cells in the central and peripheral nervous systems.
Answer: oligodendrocytes
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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116. Some chemicals are excluded from entering the brain due to selective permeability of the
________ barrier.

Difficulty Level: Easy


Topic: The Blood–Brain Barrier
Skill Level: Remember the Facts
Learning Objective: 2.4 Assess the function of the blood–brain barrier.
Answer: blood–brain
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

117. The _____________ is a part of the brain that controls vomiting. The blood–brain barrier is
much weaker there, permitting neurons in this region to detect the presence of toxic substances in
the blood.

Difficulty Level: Difficult


Topic: The Blood–Brain Barrier
Skill Level: Remember the Facts
Learning Objective: 2.4 Assess the function of the blood–brain barrier.
Answer: area postrema
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

118. In a neuron at rest, the interior of the cell is more ________ charged than is the exterior of
the cell.

Difficulty Level: Easy


Topic: Electrical Potentials of Axons
Skill Level: Understand the Concepts
Learning Objective: 2.6 Describe membrane potential, resting potential, hyperpolarization,
depolarization, and the action potential.
Answer: negatively
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

119. The process of ________ ensures that ions will distribute themselves evenly through a
solvent.

Difficulty Level: Moderate


Topic: The Membrane Potential
Skill Level: Remember the Facts
Learning Objective: 2.7 Summarize how diffusion, electrostatic pressure, and the sodium–
potassium pump help establish membrane potential.
Answer: diffusion
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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120. The pressure on a cation to enter into the cell, where there is a negative charge, is referred to
as __________________.

Difficulty Level: Moderate


Topic: The Membrane Potential
Skill Level: Remember the Facts
Learning Objective: 2.6 Describe membrane potential, resting potential, hyperpolarization,
depolarization, and the action potential.
Answer: electrostatic pressure
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

121. In a myelinated axon, ions enter or leave the axon membrane only at the ________.

Difficulty Level: Moderate


Topic: Conduction of the Action Potential
Skill Level: Remember the Facts
Learning Objective: 2.9 Describe conduction of the action potential.
Answer: nodes of Ranvier
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

122. Synaptic vesicles are found in the greatest numbers around the part of a presynaptic
membrane that faces __________.

Difficulty Level: Difficult


Topic: Structure of Synapses
Skill Level: Remember the Facts
Learning Objective: 2.9 Describe conduction of the action potential.
Answer: the synaptic cleft
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

123. ____________ fill vesicles with neurotransmitter, and ______________ are involved in the
release of neurotransmitters and recycling of the vesicles.

Difficulty Level: Moderate


Topic: Structure of Synapses
Skill Level: Remember the Facts
Learning Objective: 2.10 Identify the presynaptic structures involved in synaptic communication.
Answer: Transport proteins; trafficking proteins
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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124. The ion ________ is required for the release of neurotransmitter from the presynaptic
terminal.

Difficulty Level: Easy


Topic: Release of Neurotransmitters
Skill Level: Remember the Facts
Learning Objective: 2.11 Describe the process of neurotransmitter release.
Answer: calcium
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

125. ________ receptors involve the direct opening of an ion channel, whereas __________
receptors involve the action of second-messenger molecules inside the postsynaptic cell.

Difficulty Level: Moderate


Topic: Activation of Receptors
Skill Level: Remember the Facts
Learning Objective: 2.12 Contrast ionotropic and metabotropic receptors.
Answer: Ionotropic; metabotropic
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

126. An action potential either occurs or it does not. This is known as __________.

Difficulty Level: Moderate


Topic: Conduction of the Action Potential
Skill Level: Remember the Facts
Learning Objective: 2.9 Describe conduction of the action potential.
Answer: the all-or-none law
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

127. Postsynaptic potentials are terminated either by __________ or enzymatic deactivation.

Difficulty Level: Moderate


Topic: Termination of Postsynaptic Potentials
Skill Level: Remember the Facts
Learning Objective: 2.15 Explain how postsynaptic potentials are terminated.
Answer: reuptake
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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128. ________ are metabotropic receptors located in the presynaptic membrane that provide
negative feedback onto neurotransmitter release.

Difficulty Level: Moderate


Topic: Autoreceptors
Skill Level: Remember the Facts
Learning Objective: 2.16 Distinguish autoreceptors from postsynaptic receptors.
Answer: Autoreceptors
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

129. ______________ refers to the process of EPSPs and IPSPs interacting to have either an end
result of excitation or inhibition.

Difficulty Level: Easy


Topic: Effects of Postsynaptic Potentials: Neural Integration
Skill Level: Remember the Facts
Learning Objective: 2.14 Summarize neural integration of EPSPs and IPSPs.
Answer: Neural integration
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Essay Questions

130. Describe the organelles that comprise the neuron soma.

Difficulty Level: Moderate


Topic: Neurons
Skill Level: Remember the Facts
Learning Objective: 2.2 Distinguish among the structures of a neuron.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The organelles lie within the cytoplasm of the neuron. The soma organelles include:
• Ribosomes: produce proteins.
• Microtubules: responsible for transport around the interior of the neuron.
• Mitochondria: provide energy to the neuron.
• Cytoskeleton: gives the neuron its shape.

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131. Compare the general functions of the three types of glial cell in the brain.

Difficulty Level: Moderate


Topic: Supporting Cells
Skill Level: Remember the Facts
Learning Objective: 2.3 Compare supporting cells in the central and peripheral nervous systems.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Oligodendrocytes form myelin in the central nervous system, which speeds up neural
conduction speed. Astroglia provide support and nutrition for neurons. Microglia are involved in
brain immune function.

132. Explain how changes in ion movements can result in an action potential.

Difficulty Level: Moderate


Topic: The Action Potential
Skill Level: Remember the Facts
Learning Objective: 2.8 Summarize the series of ion movements during the action potential.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: At rest, the interior of an axon membrane has more negative charges relative to the
exterior. Movement of positive charges (sodium) into the axon results in an action potential (a
rapid reversal of the membrane potential).

133. What property of the neuron membrane produces the all-or-none law?

Difficulty Level: Difficult


Topic: Conduction of the Action Potential
Skill Level: Understand the Concepts
Learning Objective: 2.9 Describe conduction of the action potential.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Voltage-gated ion channels of the axon membrane remain closed until the membrane
potential reaches the threshold of excitation (a fixed voltage). If the membrane potential reaches
the threshold of excitation, an action potential occurs; if not, no action potential occurs.

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134. Explain what is meant by decremental conduction.

Difficulty Level: Difficult


Topic: Conduction of the Action Potential
Skill Level: Remember the Facts
Learning Objective: 2.9 Describe conduction of the action potential.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: A subthreshold local action potential degrades in size as it sweeps along the axon
membrane.

135. Explain how the presence of myelin on an axon speeds up conduction velocity.

Difficulty Level: Difficult


Topic: Conduction of the Action Potential
Skill Level: Understand the Concepts
Learning Objective: 2.9 Describe conduction of the action potential.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: In saltatory conduction, the axon is wrapped in a fatty membrane called myelin, which
insulates the membrane from the extracellular fluid. The action potential does not have to
depolarize every segment of the membrane; rather, only those at the widely separated nodes of
Ranvier (gaps between the myelin segments) are depolarized. This causes the action potential to
appear to “jump” from node to node along the axon.

136. Contrast ionotropic and metabotropic receptors.

Difficulty Level: Easy


Topic: Activation of Receptors
Skill Level: Understand the Concepts
Learning Objective: 2.12 Contrast ionotropic and metabotropic receptors.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Ionotropic receptors directly control ion channels, whereas metabotropic receptors use a
series of intermediate steps, involving G-proteins, to modulate distant ion channels.

137. What would you expect to happen if the enzyme AChE were to be disabled in your body?

Difficulty Level: Moderate


Topic: Termination of Postsynaptic Potentials
Skill Level: Apply What You Know
Learning Objective: 2.15 Explain how postsynaptic potentials are terminated.
APA Learning Objective: 1.3 Describe applications of psychology.

Answer: The acetylcholine (Ach) activity in your body would greatly increase, because AChE
normally serves to degrade ACh. Later, this would lead to overstimulation of cholinergic
receptors.

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138. Explain how autoreceptors dampen neuronal activity.

Difficulty Level: Moderate


Topic: Autoreceptors
Skill Level: Understand the Concepts
Learning Objective: 2.16 Distinguish autoreceptors from postsynaptic receptors.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Autoreceptors are sensitive to the neurotransmitters released by a particular neuron.
Activation of the autoreceptor produces negative feedback—either reduced cell firing or reduced
synthesis/release of the neurotransmitter. The net effect is to modulate the amount of
neurotransmitter in the synapse (and at the postsynaptic receptors).

Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in Revel
for Physiology of Behavior, 13th Edition.

Assignment: Quiz: Cells of the Nervous System


EOM Q2.1.1
Question: You reach out and touch a piece of cloth, feeling its texture. The cells that gather this
sensory information are part of the _________________ nervous system.
a. parasympathetic
b. autonomic
c. central
d. peripheral
Answer: D
Consider This: There are two primary divisions of the nervous system, one of which is
responsible for sensations; LO 2.1: Contrast features of the central and peripheral nervous
systems.
Learning Objective: 2.1: Contrast features of the central and peripheral nervous systems.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOM Q2.1.2
Question: A neuron first receives a message in a(n) _______. The message is then passed along
a thin, long portion of the cell called the _____.
a. dendrite; axon
b. soma; axon
c. axon; dendrite
d. dendrite; soma
Answer: A
Consider This: Each part of a neuron has a specific function, with the “trees” generally receiving
information; LO 2.2: Distinguish among the structures of a neuron.
Learning Objective: 2.2: Distinguish among the structures of a neuron.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOM Q2.1.3
Question: ____________ are supporting cells that can provide myelination to multiple axons at
once.
a. Microglia
b. Astrocytes
c. Oligodendrocytes
d. Schwann cells
Answer: C
Consider This: Myelination to multiple axons only occurs in the central nervous system; LO 2.3:
Compare supporting cells in the central and peripheral nervous systems.
Learning Objective: 2.3: Compare supporting cells in the central and peripheral nervous systems.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q2.1.4
Question: ___________ are glial cells that participate in phagocytosis, provide lactate for cells,
and structurally support neurons in the brain.
a. Microglia
b. Astrocytes
c. Oligodendrocytes
d. Schwann cells
Answer: B
Consider This: The name of the correct type of glial cell denotes its shape; LO 2.3: Compare
supporting cells in the central and peripheral nervous systems.
Learning Objective: 2.3: Compare supporting cells in the central and peripheral nervous systems.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q2.1.5
Question: The purpose of the blood-brain barrier is to:
a. protect the brain from accidental impacts.
b. block the entrance of some substances into the brain.
c. block neurotransmitters from being released.
d. provide a cushion for the brain.
Answer: B
Consider This: It may be harmful if every substance introduced into our bloodstream could enter
the brain; LO 2.4: Assess the function of the blood-brain barrier.
Learning Objective: 2.4: Assess the function of the blood-brain barrier.
Difficulty Level: Easy
Skill Level: Remember the Facts

Assignment: Quiz: Communication Within a Neuron


EOM Q2.2.1
Question: As you study for your neuroscience exam, you feel a tickle on your arm. You look
and see a large spider, and you jerk your arm automatically. What might be the neural path for
this action?
a. Sensory neuron– interneuron– motor neuron– muscle
b. Interneuron– sensory neuron– motor neuron– muscle
c. Motor neuron– sensory neuron– interneuron– muscle
d. Sensory neuron– motor neuron– interneuron– muscle
Answer: A
Consider This: The final action is a motor activity; LO 2.5: Explain the process of neural
communication in a reflex.
Learning Objective: 2.5: Explain the process of neural communication in a reflex.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q2.2.2
Question: The resting membrane potential is:
a. -70 mV.

b. -80 mV.
c. 10 mV.
d. 55 mV.
Answer: A
Consider This: The inside of the cell is negatively charged; LO 2.6: Describe membrane
potential, resting potential, hyperpolarization, depolarization, and the action potential.
Learning Objective: 2.6: Describe membrane potential, resting potential, hyperpolarization,
depolarization, and the action potential.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q2.2.3
Question: When students enter a classroom, they tend to spread themselves out, provided that
there are enough desks to do so. In biological terms, this effect would be called:
a. electrostatic pressure.
b. ionic movement.
c. diffusion.
d. antisocialism.
Answer: C
Consider This: Other words that mean the same thing include disperse, spread out, or
disseminate; LO 2.7: Summarize how diffusion, electrostatic pressure, and the sodium-potassium
pump help establish membrane potential.
Learning Objective: 2.7: Summarize how diffusion, electrostatic pressure, and the sodium-
potassium pump help establish membrane potential.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q2.2.4
Question: For Na+ ions, _______________ push(es) them into a cell.
a. electrostatic pressure
b. diffusion
c. neither electrostatic pressure nor diffusion
d. both electrostatic pressure and diffusion
Answer: D
Consider This: There is tremendous pressure on Na+ to enter the cell; LO 2.7: Summarize how
diffusion, electrostatic pressure, and the sodium-potassium pump help establish membrane
potential.
Learning Objective: 2.7: Summarize how diffusion, electrostatic pressure, and the sodium-
potassium pump help establish membrane potential.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q2.2.5
Question: Which statement is true with respect to saltatory conduction?
a. The word “saltatory” means “to crawl.”
b. Saltatory conduction occurs only along myelinated axons.
c. Saltatory conduction does not occur at the nodes of Ranvier.
d. Saltatory conduction slows down action potentials.
Answer: B
Consider This: Saltatory conduction is advantageous; LO 2.9 Describe conduction of the action
potential.
Learning Objective: 2.9: Describe conduction of the action potential.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Assignment: Quiz: Communication Between Neurons


EOM Q2.3.1
Question: Small synaptic vesicles contain ___________, whereas large synaptic vesicles contain
__________.
a. neurotransmitters; peptides
b. peptides; neurotransmitters
c. proteins; peptides
d. peptides; proteins
Answer: A
Consider This: The small vesicles are found in all terminal buttons, near the release zone; LO
2.10: Identify the presynaptic structures involved in synaptic communication.
Learning Objective: 2.10: Identify the presynaptic structures involved in synaptic
communication.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM Q2.3.2
Question: If a cell fires at an extremely high rate, the cell will release neurotransmitter from the:
a. release-ready, recycling pool, and reserve pool vesicles.
b. release-ready vesicles only.
c. recycling pool vesicles only.
d. reserve pool vesicles only.
Answer: A
Consider This: Release-ready and recycling pool vesicles make up about 11-16% of the total
number of vesicles available; LO 2.11: Describe the process of neurotransmitter release.
Learning Objective: 2.11: Describe the process of neurotransmitter release.
Difficulty Level: Difficult
Skill Level: Analyze It

EOM Q2.3.3
Question: In comparison to ionotropic receptors, metabotropic receptors:
a. have effects that begin more quickly.
b. have effects that last longer.
c. have effects that last for a briefer duration.
d. act directly on ion channels.
Answer: B
Consider This: Metabotropic receptors have to act via a G protein; LO 2.12: Contrast ionotropic
and metabotropic receptors.
Learning Objective: 2.12: Contrast ionotropic and metabotropic receptors.
Difficulty Level: Difficult
Skill Level: Analyze It

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EOM Q2.3.4
Question: Influx of ____ or _____ ions result in EPSPs.
a. Na+; Ca2+
b. Cl-; Na+
c. Ca2+; Cl-
d. Ca+; K+
Answer: A
Consider This: Cations result in excitatory effects; LO 2.13: Compare the functions of EPSPs
and IPSPs in postsynaptic cells.
Learning Objective: 2.13: Compare EPSPs and IPSPs in postsynaptic cells.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q2.3.5
Question: After release of the neurotransmitter serotonin, the neurotransmitter is transported
back into the cell to be reused. This process is called:
a. degradation.
b. reuptake.
c. exocytosis.
d. release-ready.
Answer: B
Consider This: This method largely results in the neurotransmitter being recycled, not destroyed;
LO 2.15: Explain how postsynaptic potentials are terminated.
Learning Objective: 2.15: Explain how postsynaptic potentials are terminated.
Difficulty Level: Easy
Skill Level: Remember the Facts

Assignment: Chapter Quiz: Structure and Functions of Cells of the Nervous System
EOC Q2.1
Question: Sally’s stomach begins to rumble, reminding her that she skipped breakfast this
morning. This hunger signal is sent to the brain, which is part of the __________ nervous
system.
a. peripheral
b. central
c. autonomic
d. sympathetic
Answer: B
Consider This: The brain is encased in bone; LO 2.1: Contrast features of the central and
peripheral nervous systems.
Learning Objective: 2.1: Contrast features of the central and peripheral nervous systems.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q2.2
Question: When substances are transported from the terminal buttons at the end of the axon
back to the soma, this process is called _____ axoplasmic transport.
a. retrograde
b. systemic
c. anterograde
d. peripheral
Answer: A
Consider This: The substance would be returning to the source, or moving backwards; LO 2.2:
Distinguish among the structures of a neuron.
Learning Objective: 2.2: Distinguish among the structures of a neuron.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q2.3
Question: In order to cross the synapse between two cells, a substance called a ___________ is
released from the presynaptic cell to activate or inhibit the postsynaptic cell.
a. neurotransmitter
b. protein
c. kinesin
d. dynein
Answer: A
Consider This: Some of these substances include serotonin or dopamine; LO 2.2: Distinguish
among the structures of a neuron.
Learning Objective: 2.2: Distinguish among the structures of a neuron.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q2.4
Question: Experiences such as feeling hungry or seeing color in the environment are made
possible by the:
a. sensory neurons.
b. interneurons.
c. motor neurons.
d. glial cells.
Answer: A
Consider This: These cells would also be responsible for tactile experiences, smells, or tastes;
LO 2.1: Contrast features of the central and peripheral nervous systems.
Learning Objective: 2.1: Contrast features of the central and peripheral nervous systems
Difficulty Level: Moderate
Skill Level: Understanding the Concepts

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EOC Q2.5
Question: A scan shows that a particular substance has spread throughout the body via the
bloodstream but has not entered the brain. This finding demonstrates the existence of:
a. the blood-brain barrier.
b. the doctrine of specific nerve energies.
c. blood efficacy.
d. medicine effects.
Answer: A
Consider This: Certain substances are unable to enter into the brain due to their size, lipid
insolubility, or charge; LO 2.4: Assess the function of the blood-brain barrier.
Learning Objective: 2.4: Assess the function of the blood-brain barrier.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOC Q2.6
Question: Susie takes a huge drink of her coffee, assuming that the temperature is tolerable, and
the heat sears her mouth. Although the pain is so great that her reflex is to spit out the coffee, she
does not do so. The reflex to spit out the coffee is inhibited at the:
a. sensory neuron.
b. interneuron.
c. motor neuron.
d. glial cell.
Answer: C
Consider This: Inhibition of the reaction would not result in Susie not feeling the coffee burn;
LO 2.5: Explain the process of neural communication in a reflex.
Learning Objective: 2.5: Explain the process of neural communication in a reflex.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q2.7
Question: If the inner voltage of a cell is -70 mV and application of stimulation results in a -95
mV charge, the stimulation had a ____________ effect. On the other hand, a resultant charge of
+40 mV would reflect a ___________ effect.
a. hyperpolarizing; depolarizing
b. depolarizing; hyperpolarizing
c. repolarizing; depolarizing
d. repolarizing; hyperpolarizing
Answer: A
Consider This: “Hyper-” refers to becoming more of that characteristic, whereas “de-” means to
move toward the opposite of that characteristic; LO 2.6: Describe membrane potential, resting
potential, hyperpolarization, depolarization, and the action potential.
Learning Objective: 2.6: Describe membrane potential, resting potential, hyperpolarization,
depolarization, and the action potential.
Difficulty Level: Moderate
Skill Level: Analyze It

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EOC Q2.8
Question: A cation would be attracted to:
a. another cation.
b. an anion.
c. a sodium ion.
d. a potassium ion.
Answer: B
Consider This: The attraction principles of ions are similar to those of magnets; LO 2.7:
Summarize how diffusion, electrostatic pressure, and the sodium–potassium pump help establish
membrane potential.
Learning Objective: 2.7: Summarize how diffusion, electrostatic pressure, and the sodium–
potassium pump help establish membrane potential.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q2.9
Question: The Na+/K+ pump removes ______ Na+ ions and adds _______ K+ ions.
a. 3; 2
b. 2; 3
c. 3; 4
d. 2; 4
Answer: A
Consider This: It is important to remove more Na+ because of its possible cell toxicity in high
concentrations; LO 2.7: Summarize how diffusion, electrostatic pressure, and the sodium–
potassium pump help establish membrane potential.
Learning Objective: 2.7: Summarize how diffusion, electrostatic pressure, and the sodium–
potassium pump help establish membrane potential.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q2.10
Question: If a bowling ball fell on your foot, the action potentials would differ from a feather
falling on your foot. The action potentials for the bowling ball would be:
a. larger in size and faster in occurrence.
b. the same size as for the feather, but they would be slower in occurrence.
c. the same size as for the feather, but they would be faster in occurrence.
d. larger in size and slower in occurrence.
Answer: C
Consider This: Action potentials always involve the same process of ionic movements regardless
of the experienced sensation; LO 2.9: Describe conduction of the action potential.
Learning Objective: 2.9: Describe conduction of the action potential.
Difficulty Level: Difficult
Skill Level: Apply What You Know

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EOC Q2.11
Question: Which choice correctly orders the three pools of synaptic vesicles, from MOST
common to LEAST common?
a. recycling, reserve, release-ready
b. release-ready, recycling, reserve
c. reserve, recycling, release-ready
d. release-ready, reserve, recycling
Answer: C
Consider This: The least common pool uses a kiss and run process; LO 2.11: Describe the
process of neurotransmitter release.
Learning Objective: 2.11: Describe the process of neurotransmitter release.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q2.12
Question: With respect to the four main types of neurotransmitter-dependent ion channels in the
postsynaptic membrane, _____ channels are to EPSPs as ______ channels are to IPSPs.
a. sodium; calcium
b. calcium; sodium
c. sodium; potassium
d. potassium; sodium
Answer: C
Consider This: Depolarization occurs when sodium channels open. LO 2.13: Compare EPSPs
and IPSPs in postsynaptic cells.
Learning Objective: 2.13: Compare EPSPs and IPSPs in postsynaptic cells.
Difficulty Level: Difficult
Skill Level: Analyze It

EOC Q2.13
Question: Autoreceptors are located on the:
a. postsynaptic cell
b. golgi apparatus
c. endoplasmic reticulum
d. presynaptic cell
Answer: D
Consider This: Autoreceptors are responsible for monitoring the level of neurotransmitter in the
cleft in order to upregulate or downregulate production; LO 2.16: Distinguish autoreceptors from
postsynaptic receptors.
Learning Objective: 2.16: Distinguish autoreceptors from postsynaptic receptors.
Difficulty Leve: Easy
Skill Level: Remember the Facts

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EOC Q2.14
Question: ______________ is the process whereby EPSPs and IPSPs interact to yield a net
result of either excitation or inhibition.
a. Immigration
b. Innervation
c. Importation
d. Integration
Answer: D
Consider This: The correct term means to combine together; LO 2.14: Summarize neural
integration of EPSPs and IPSPs.
Learning Objective: 2.14: Summarize neural integration of EPSPs and IPSPs.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q2.15
Question: Hormones and neuromodulators differ from neurotransmitters in that:
a. they are chemicals and neurotransmitters are not.
b. they disperse less widely than neurotransmitters.
c. they disperse more widely than neurotransmitters.
d. they are fast acting compared to neurotransmitters.
Answer: C
Consider This: Hormones contribute to lasting and slow changes in the body; LO 2.18: Describe
examples of nonsynaptic communication.
Learning Objective: 2.18: Describe examples of nonsynaptic communication.
Difficulty Level: Moderate
Skill Level: Analyze It

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Chapter 3: Structure of the Nervous System

Total Assessment Guide (T.A.G.)

Topic Question Remember the Understand the Apply What You


Type Facts Concepts Know

Introduction Multiple 1
Choice

Fill-In

Essay

Basic Multiple 2-5,7-9,16,18-22, 6,10,12-15,17, 11


Features of Choice 24-27,30 23,28,29,31
the Nervous
System
Fill-In 108-115

Essay 129, 131 130

Structure Multiple 32-45, 47, 49-54, 56, 46, 55, 57, 58, 62, 63, 48, 60, 65-67, 69, 76,
and Choice 59, 61, 64, 70, 71, 73, 68, 72, 74, 77, 78, 80, 79, 83, 88, 95
Function of 75, 81, 86, 90, 91, 94 82, 84, 85, 87, 89, 92,
the Central 93
Nervous
System Fill-In 116-124
(CNS)
Essay 132, 134-138 133

Structure Multiple 96, 98-100, 102-104, 97, 101, 105, 107


and Choice 106
Function of
the Fill-In 125-128
Peripheral
Nervous Essay 139
System
(PNS)

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Multiple-Choice Questions

1. In the opening vignette, Ryan undergoes neurosurgery to remove a portion of his brain in
order to treat his worsening

a. tremors.
b. memory loss.
c. seizures.
d. blackouts.
e. vertigo.

Difficulty Level: Easy


Skill Level: Remember the Facts
Topic: Introduction
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

2. Early anatomists named observable brain features

a. based on the similarity of the structure to everyday objects.


b. using a pre-established formal identification system.
c. in honor of either their parents or their colleagues.
d. in honor of the Norse gods.
e. using Greek numerals.

Difficulty Level: Easy


Topic: Anatomical Directions
Skill Level: Remember the Facts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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3. The term “neuraxis” refers to

a. the cross-sectional diameter of the spinal cord.


b. a plane that divides the two hemispheres into right and left halves.
c. an imaginary line drawn through the spinal cord up to the front of the brain.
d. a plane that divides the brain into top and bottom halves.
e. the frontal portions of the brain.

Difficulty Level: Moderate


Topic: Anatomical Directions
Skill Level: Remember the Facts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

4. The term “rostral” means

a. toward the tail.


b. superior.
c. toward the nose and mouth.
d. away from the midline.
e. toward the midline.

Difficulty Level: Easy


Topic: Anatomical Directions
Skill Level: Remember the Facts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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5. The nose is ___________, whereas the back of the head is __________.

a. rostral; caudal
b. caudal; rostral
c. dorsal; ventral
d. ventral; dorsal
e. medial; lateral

Difficulty Level: Moderate


Topic: Anatomical Directions
Skill Level: Remember the Facts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

6. In a human, the spine would be __________ to the stomach.

a. ventral
b. dorsal
c. anterior
d. lateral
e. posterior

Difficulty Level: Easy


Topic: Anatomical Directions
Skill Level: Understand the Concepts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

7. The term _______ refers to anatomical structures that are found on the same side of the body.

a. contralateral
b. contramedial
c. ipsilateral
d. bilateral
e. parasagittal

Difficulty Level: Moderate


Topic: Anatomical Directions
Skill Level: Remember the Facts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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8. Which term means “above” when referring to the human brain?

a. superior
b. lateral
c. medial
d. contralateral
e. inferior

Difficulty Level: Easy


Topic: Anatomical Directions
Skill Level: Remember the Facts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

9. The right half of a human’s brain controls the left half of the body. In order words, motor
control is

a. contralateral.
b. transverse.
c. ipsilateral.
d. bilateral.
e. parasagittal.

Difficulty Level: Moderate


Topic: Anatomical Directions
Skill Level: Remember the Facts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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10. A brain region that is anterior and dorsal to the thalamus could also be described as _______
and _______ to the thalamus.

a. caudal; inferior
b. lateral; medial
c. ipsilateral; contralateral
d. rostral; superior
e. caudal; superior

Difficulty Level: Difficult


Topic: Anatomical Directions
Skill Level: Understand the Concepts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11. Ingo got a summer job working in a neuroanatomy laboratory. “I want you first to divide this
brain into front and back halves,” his supervisor told him, “and then create frontal sections of the
back half.” “Right on,” Ingo replied, as he began to correctly make __________ slices to the
brain.

a. coronal
b. sagittal
c. rostral
d. ventral
e. midsagittal

Difficulty Level: Difficult


Topic: Anatomical Directions
Skill Level: Apply What You Know
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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12. Cross sections that resemble slices of bread in a loaf and are perpendicular to the neuraxis are
produced by a _______ section of the human brain.

a. transverse
b. horizontal
c. sagittal
d. midsagittal
e. parasagittal

Difficulty Level: Difficult


Topic: Anatomical Directions
Skill Level: Understand the Concepts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13. In which view of the brain would one be able to note the presence of a specific structure in
both hemispheres?

a. cross-medial
b. frontal
c. sagittal
d. parasagittal
e. ipsilateral

Difficulty Level: Moderate


Topic: Anatomical Directions
Skill Level: Understand the Concepts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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14. A _______ section is made through the human brain and is parallel to the ground, and a
_______ section through the spinal cord is parallel to the ground.

a. transverse; horizontal
b. horizontal; transverse
c. sagittal; midsagittal
d. frontal; coronal
e. parasagittal; midsagittal

Difficulty Level: Difficult


Topic: Anatomical Directions
Skill Level: Understand the Concepts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

15. A neuroscientist cuts a brain in left and right halves, along the division between the
hemispheres. This procedure is referred to as a _____________ cut.

a. parasagittal
b. horizontal
c. midsagittal
d. frontal
e. transverse

Difficulty Level: Moderate


Topic: Anatomical Directions
Skill Level: Understand the Concepts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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16. The order of the meningeal layers from the surface of the brain outward is

a. dura mater, pia mater, arachnoid membrane.


b. arachnoid membrane, dura mater, pia mater.
c. pia mater, dura mater, arachnoid membrane.
d. pia mater, arachnoid membrane, dura mater.
e. dura mater, arachnoid membrane, pia mater.

Difficulty Level: Moderate


Topic: The Meninges and Ventricular System
Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

17. Outside of the central nervous system, the __________ form a fused sheath that covers the
spinal and cranial nerves.

a. pia mater and dura mater


b. arachnoid membrane and cerebral aqueduct
c. dura mater and arachnoid membrane
d. third and fourth ventricles
e. pia mater and arachnoid membrane

Difficulty Level: Moderate


Topic: The Meninges and Ventricular System
Skill Level: Understand the Concepts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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18. Compared to the others, the ___________ layer of the meninges is the thickest and toughest.

a. dura mater
b. pia mater
c. dorsa mater
d. subarachnoid membrane
e. midsagittal sinus

Difficulty Level: Moderate


Topic: The Meninges and Ventricular System
Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

19. The _______ can be found between the pia mater and the arachnoid membrane in the central
nervous system.

a. dura mater
b. cerebral aqueduct
c. lateral ventricles
d. subarachnoid space
e. midsagittal sinus

Difficulty Level: Moderate


Topic: The Meninges and Ventricular System
Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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20. The _______ is the middle layer of the brain meninges.

a. dura mater
b. pia mater
c. dorsa mater
d. arachnoid membrane
e. midsagittal sinus

Difficulty Level: Moderate


Topic: The Meninges and Ventricular System
Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

21. To a neuroscientist, the abbreviation “CSF” stands for

a. coronal-sagittal-frontal
b. Council on Standardizing Facilities
c. cerebrospinal fluid
d. “close subspaces first”
e. corrosion/sepsis/fungus

Difficulty Level: Easy


Topic: The Meninges and Ventricular System
Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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22. The brain floats within _______ fluid, which is contained within the

a. intracellular; pia mater.


b. cerebrospinal; subarachnoid space.
c. cerebrospinal; blood vessels.
d. interstitial; subarachnoid space.
e. extracellular; dura mater.

Difficulty Level: Difficult


Topic: The Meninges and Ventricular System
Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

23. The four hollow and interconnected spaces within the brain form the

a. choroid plexi.
b. supra-arachnoid spaces.
c. ventricles.
d. meninges.
e. spinal aqueducts.

Difficulty Level: Easy


Topic: The Meninges and Ventricular System
Skill Level: Understand the Concepts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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24. Which statement about cerebrospinal fluid (CSF) is correct?

a. CSF is produced within the venous sinuses.


b. CSF flows from the lateral ventricles toward the fourth ventricle.
c. CSF is produced in the fourth ventricle and flows toward the fifth ventricle.
d. CSF is a by-product of nerve cell activity.
e. CSF production is sped up during a seizure.

Difficulty Level: Easy

Topic: The Meninges and Ventricular System


Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

25. Cerebrospinal fluid in the brain is secreted by the

a. choroid plexus.
b. subarachnoid villi.
c. neurons of the hypothalamus.
d. meninges.
e. spinal aqueducts.

Difficulty Level: Easy


Topic: The Meninges and Ventricular System
Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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26. Cerebrospinal fluid flows from the third ventricle to the fourth ventricle via the

a. choroid plexi.
b. subarachnoid spaces.
c. massa intermedia.
d. arachnoid granulations.
e. cerebral aqueduct.

Difficulty Level: Moderate

Topic: The Meninges and Ventricular System


Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

27. Cerebrospinal fluid is reabsorbed into the blood supply by means of the

a. arachnoid granulations.
b. choroid plexus.
c. foramen of Magendie.
d. nodes of Ranvier.
e. dura mater.

Difficulty Level: Easy

Topic: The Meninges and Ventricular System


Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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28. Which statement regarding cerebrospinal fluid (CSF) is correct?

a. CSF is produced by the arachnoid granulations.


b. The total brain volume of CSF is about 1250 ml.
c. CSF carries nutrients to neurons.
d. More than 12 hours are required to replace half of the CSF volume in a human brain.
e. CSF helps to cushion and protect the brain.

Difficulty Level: Moderate


Topic: The Meninges and Ventricular System
Skill Level: Understand the Concepts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

29. Cerebrospinal fluid is produced within the ____________ and reabsorbed into the blood by
the

a. subarachnoid villi; choroid plexus.


b. blood–brain barrier; choroid plexus.
c. gut; ventricles.
d. ventricles; arachnoid granulations.
e. arachnoid granulations; lateral ventricles.

Difficulty Level: Difficult


Topic: The Meninges and Ventricular System
Skill Level: Understand the Concepts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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30. Interruption of the flow of cerebrospinal fluid through the brain ventricles results in

a. anencephalus.
b. ischemic stroke.
c. Parkinson’s disease.
d. myasthenia gravis.
e. hydrocephalus.

Difficulty Level: Moderate


Topic: The Meninges and Ventricular System
Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

31. Hydrocephalus is treated by

a. the administration of stimulant drugs.


b. slow infusion of anti-serotonin drugs.
c. blocking the flow of cerebrospinal fluid through the ventricles.
d. removing the choroid plexus.
e. draining cerebrospinal fluid from the ventricles using a shunt.

Difficulty Level: Difficult


Topic: The Meninges and Ventricular System
Skill Level: Understand the Concepts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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32. What are the major anatomical divisions of the human brain?

a. forebrain, cortex, tegmentum


b. cerebral cortex, thalamus, cerebellum
c. telencephalon, mesencephalon, myelencephalon
d. myelencephalon, metencephalon, mesencephalon
e. forebrain, midbrain, hindbrain

Difficulty Level: Moderate


Topic: Structure and Function of the Central Nervous System (CNS)
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

33. The human forebrain is divided into the __________ and the __________.

a. telencephalon; diencephalon
b. midbrain; hindbrain
c. mesencephalon; metencephalon
d. lateral forebrain; medial forebrain
e. metencephalon; myelencephalon

Difficulty Level: Moderate


Topic: Structure and Function of the Central Nervous System (CNS)
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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34. The human hindbrain is divided into the __________ and the __________.

a. mesencephalon; diencephalon
b. telencephalon; metencephalon
c. metencephalon; myelencephalon
d. mesencephalon; metencephalon
e. telencephalon; diencephalon

Difficulty Level: Moderate


Topic: Structure and Function of the Central Nervous System (CNS)
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

35. The human forebrain is located near the __________ and __________ ventricles.

a. third; fourth
b. lateral; third
c. first; third
d. first; fourth
e. lateral; fourth

Difficulty Level: Moderate


Topic: Structure and Function of the Central Nervous System (CNS)
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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36. Which major anatomical division of the human brain is associated with the cerebral
aqueduct?

a. telencephalon
b. forebrain
c. hindbrain
d. midbrain
e. myelencephalon

Difficulty Level: Difficult


Topic: Structure and Function of the Central Nervous System (CNS)
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

37. Which major anatomical division of the human brain is associated with the fourth ventricle?

a. midbrain
b. diencephalon
c. hindbrain
d. telencephalon
e. forebrain

Difficulty Level: Moderate


Topic: Structure and Function of the Central Nervous System (CNS)
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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38. Which pair correctly matches an anatomical brain subdivision with a principal structure
contained in it?

a. metencephalon; cerebral cortex


b. hindbrain; thalamus
c. diencephalon; pons
d. telencephalon; basal ganglia
e. midbrain; limbic system

Difficulty Level: Difficult


Topic: Structure and Function of the Central Nervous System (CNS)
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

39. Which brain structure can be found in the hindbrain?

a. medulla oblongata
b. limbic system
c. thalamus
d. hypothalamus
e. tegmentum

Difficulty Level: Moderate


Topic: Structure and Function of the Central Nervous System (CNS)
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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40. Which brain structure can be found in the midbrain?

a. pons
b. basal ganglia
c. cerebellum
d. lateral ventricle
e. tectum

Difficulty Level: Moderate


Topic: Structure and Function of the Central Nervous System (CNS)
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

41. Which brain structure can be found in the forebrain?

a. hypothalamus
b. cerebral cortex
c. pons
d. cerebellum
e. thalamus

Difficulty Level: Easy


Topic: Structure and Function of the Central Nervous System (CNS)
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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42. The cerebellum is located in the

a. forebrain.
b. myelencephalon.
c. diencephalon.
d. midbrain.
e. metencephalon.

Difficulty Level: Easy


Topic: Structure and Function of the Central Nervous System (CNS)
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

43. Where are subcortical structures located?

a. beneath the cerebral cortex


b. adjacent to the fourth ventricle
c. in the diencephalon
d. lining the interior of the cerebral aqueduct
e. in the hindbrain

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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44. Which brain structures comprise the cerebrum?

a. medulla oblongata, thalamus, cerebral cortex


b. cerebral cortex, limbic system, basal ganglia
c. thalamus and hypothalamus
d. cerebellum, pons, medulla oblongata
e. tectum and tegmentum

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

45. The majority of the area of the cerebral hemispheres is found in the

a. diencephalon.
b. hindbrain.
c. mesencephalon.
d. midbrain.
e. telencephalon.

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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46. The net effect of having fissures, sulci, and gyri in the human cerebral cortex is that

a. they make it less likely for neuronal death to occur.


b. neural transmission of information is increased tenfold.
c. they help enlarge the surface area of the cortex.
d. the thickness of the dura matter is increased.
e. over time they will reduce their size to produce the smooth surface found in an adult
human brain.

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

47. The convolutions found in the human brain __________ the area of the cerebral cortex.

a. halve
b. triple
c. reduce
d. quadruple
e. double

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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48. What benefit results from having many convolutions in the cerebral cortex?

a. A greater concentration of dendrites can be found in the sulci.


b. Fewer cells are needed to accomplish basic brain functions.
c. The synaptic space between neurons is wider.
d. A greater amount of brain volume can fit in a smaller space.
e. Fewer, but longer, axons extend to the hindbrain.

Difficulty Level: Difficult


Topic: The Forebrain: Telencephalon
Skill Level: Apply What You Know
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

49. The human cerebral cortex is approximately __________ thick.

a. 3 mm
b. 6 mm
c. 9 mm
d. 1 in
e. 3 in

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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50. What is the approximate total surface area of the human cerebral cortex?

a. 7.5 ft2
b. 5.3 ft2
c. 4.0 ft2
d. 3.8 ft2
e. 2.5 ft2

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

51. Gray matter in the human brain appears that way because of __________, whereas white
matter in the human brain appears that way because of __________.

a. the predominance of myelinated axons; the predominance of cell bodies


b. the color of dendrites; the color of axons
c. the predominance of cell bodies; the predominance of myelinated axons
d. the color of axons; the color of dendrites
e. the predominance of sulci; the predominance of gyri

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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52. A _______ is a large groove found in the surface of the human cortex.

a. fissure
b. gyrus
c. cerebral aqueduct
d. ventricle
e. sulcus

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

53. A _______ refers to a bulge of tissue located between adjacent grooves in the surface of the
human cortex.

a. fissure
b. gyrus
c. foramen
d. ventricle
e. sulcus

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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54. A _______ refers to a small groove on the surface of the human cortex.

a. fissure
b. gyrus
c. foramen
d. ventricle
e. sulcus

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

55. The cerebral cortex has a grayish tan appearance because

a. the cortex contains many axons.


b. of the large amount of myelin contained in the cortex.
c. nerve membranes are uniformly gray in appearance.
d. many Schwann cells are located in the cortex.
e. the cortex contains many cell bodies.

Difficulty Level: Moderate

Topic: The Forebrain: Telencephalon


Skill Level: Understand the Concepts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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56. The surface of the cerebral cortex

a. is smooth in a human brain.


b. is convoluted by grooves and bulges in humans.
c. contains cell bodies that give it a whitish appearance.
d. is about 250 square feet in area.
e. is about 30 mm in thickness.

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

57. Which brain feature is a subcortical structure?

a. spinal cord
b. lateral fissure
c. limbic system
d. dura mater
e. parietal cortex

Difficulty Level: Moderate

Topic: The Forebrain: Telencephalon


Skill Level: Understand the Concepts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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58. Which pair correctly matches a brain region with its associated function?

a. occipital lobe; visual function


b. frontal lobe; somatosensory association area
c. frontal lobe; auditory function
d. cerebellum; taste function
e. temporal lobe; visual function

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

59. The _______ lobe of the cortex contains the primary auditory cortex.

a. occipital
b. frontal
c. temporal
d. insular
e. parietal

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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60. Which outcome would be expected following damage to the cortex that lies just in front of
the central sulcus?

a. intense hypersexuality
b. visual hallucinations
c. inability to discriminate tones as low intensities
d. difficulty in reading and writing
e. difficulty in controlling the muscles of the body

Difficulty Level: Difficult


Topic: The Forebrain: Telencephalon
Skill Level: Apply What You Know
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

61. The thalamus and hypothalamus are structures in the

a. telencephalon.
b. diencephalon.
c. metencephalon.
d. mesencephalon.
e. myelencephalon.

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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62. The central sulcus is a kind of dividing line between the _________ and the __________
portions of the human brain.

a. dorsal; caudal
b. ventral; rostral
c. transverse; sagittal
d. rostral; caudal
e. sagittal; coronal

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

63. In which sensory system does sensory information from the left side of the body travel to the
left hemisphere?

a. vision
b. audition
c. pain
d. olfaction
e. somatosensation

Difficulty Level: Difficult

Topic: The Forebrain: Telencephalon


Skill Level: Understand the Concepts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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64. The _______ region of cortex lies buried within a fissure between the _______ and the
_______ lobes.

a. calcarine; temporal; frontal


b. insular; parietal; frontal
c. calcarine; insular; occipital
d. insular; frontal; temporal
e. parietal; frontal; calcarine

Difficulty Level: Difficult


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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65. Which outcome would be expected as a result of damage to the somatosensory association
cortex?

a. an inability to recognize a familiar odor


b. difficulty humming a familiar melody that was just heard
c. difficulty in naming an object the person can touch (but cannot see)
d. problems in naming a song the person knew before sustaining brain damage
e. problems in recognizing an object by sight

Difficulty Level: Difficult


Topic: The Forebrain: Telencephalon
Skill Level: Apply What You Know
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

66. Damage to the visual association cortex would be expected to produce

a. problems in recognizing an object by sight.


b. difficulty in playing a tune on a piano.
c. difficulty in naming an object the person can touch (but cannot see).
d. problems in naming a song the person knew before sustaining brain damage.
e. an inability to recognize a familiar odor.

Difficulty Level: Difficult


Topic: The Forebrain: Telencephalon
Skill Level: Apply What You Know
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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67. The most likely consequence of damage positioned at the junction of the visual, auditory, and
somatosensory association cortexes would be

a. problems in recognizing an object by sight.


b. an inability to recognize a familiar odor.
c. difficulty in naming an object the person can touch (but cannot see).
d. problems in reading or writing.
e. difficulty in playing a tune on a piano.

Difficulty Level: Difficult


Topic: The Forebrain: Telencephalon
Skill Level: Apply What You Know
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

68. “Autotopagnosia” involves _______ and is produced by damage to the _______.

a. problems in naming one’s own body parts; left parietal lobe


b. a problem in remembering the names of body parts; right frontal lobe
c. an inability to pronounce the names of major body parts; right occipital lobe
d. a problem in speech perception; right parietal lobe
e. problems in naming one’s own body parts; right parietal lobe

Difficulty Level: Difficult


Topic: The Forebrain: Telencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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69. Damage to the left parietal lobe could produce a persistent difficulty in

a. controlling the left arm and leg.


b. producing speech.
c. repeating words.
d. understanding speech.
e. knowing the position of the person’s body parts.

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Apply What You Know
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

70. The planning and execution of movements is a function performed by the association cortex
within the _______ cortical lobe.

a. occipital
b. frontal
c. parietal
d. insular
e. temporal

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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71. The motor association cortex is located

a. just caudal to the visual association cortex.


b. just rostral to the primary motor cortex.
c. just below the auditory association cortex.
d. within a fissure between the two hemispheres.
e. caudal to the primary somatosensory cortex.

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

72. Which statement regarding the functions performed by the left and right hemispheres is
correct?

a. The left hemisphere is adept at the analysis of information.


b. The right hemisphere is adept at the serial analysis of information.
c. The right hemisphere is adept at the analysis of information.
d. The left hemisphere is adept in the synthesis of information.
e. The two hemispheres perform identical functions.

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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73. The association regions of the left and right hemispheres are interconnected via axons that
travel within the

a. stria terminalis.
b. cingulate projections.
c. corpus callosum.
d. medial commissure.
e. fornix.

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

74. Which statement most accurately describes the general functions performed by the left and
right hemispheres?

a. The left hemisphere is adept at the synthesis of information.


b. The right hemisphere is adept at the serial analysis of information.
c. The right hemisphere is adept at the analysis of information.
d. The right hemisphere is adept at the synthesis of information.
e. The two hemispheres perform identical functions.

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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75. The limbic system is composed of

a. the hippocampus, amygdala, fornix, and mammillary bodies.


b. the hypothalamus, thalamus, fornix, and mammillary bodies.
c. the hippocampus, thalamus, fornix, and mammillary bodies.
d. the cerebral cortex, thalamus, fornix, and mammillary bodies.
e. the hippocampus and fornix.

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

76. Damage to the amygdala would be expected to alter

a. the experience of emotion.


b. language acquisition.
c. long-term memory.
d. the planning of motor behavior.
e. the ability to distinguish tones.

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Apply What You Know
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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77. Mammillary bodies are named for the Latin term

a. “border.”
b. “breast-shaped.”
c. “sea horse.”
d. “almond.”
e. “inner chamber.”

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

78. The telencephalon is ____________ to the diencephalon.

a. caudal
b. dorsal
c. posterior
d. inferior
e. rostral

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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79. Damage to the basal ganglia would be expected to produce difficulties in

a. recognizing emotion in the facial expressions of other people.


b. naming the parts of one’s own body.
c. understanding social rules.
d. motor movements.
e. forming emotional memories.

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Apply What You Know
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

80. The _______ is the key structure of the basal ganglia.

a. hippocampus
b. cerebellum
c. caudate nucleus
d. amygdala
e. hypothalamus

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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81. Which pair correctly matches a thalamic nucleus with its projection to the cortex?

a. medial geniculate nucleus; projects to the primary visual cortex


b. ventrolateral nucleus; projects to the primary visual cortex
c. lateral geniculate nucleus; projects to the primary visual cortex
d. ventrolateral nucleus; projects to the primary somatosensory cortex
e. lateral geniculate nucleus; projects to the primary motor cortex

Difficulty Level: Difficult


Topic: The Forebrain: Diencephalon
Skill Level: Remember the Facts
Learning Objective: 3.4 Identify the locations and functions of the structures of the
diencephalon.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

82. _______ is controlled, at least in part, by the hypothalamus.

a. Pain reactivity
b. Drug addiction
c. Eating
d. Memory
e. Language

Difficulty Level: Moderate


Topic: The Forebrain: Diencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.4 Identify the locations and functions of the structures of the
diencephalon.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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83. Half of the axons in the optic nerve (coming from the eyes) cross from one side of the brain
to the other at the

a. hypothalamus.
b. optic chasm.
c. thalamus.
d. posterior pituitary gland.
e. pituitary stalk.

Difficulty Level: Easy


Topic: The Forebrain: Diencephalon
Skill Level: Apply What You Know
Learning Objective: 3.4 Identify the locations and functions of the structures of the
diencephalon.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

84. The hypothalamus produces hormones that control the majority of the

a. auditory system.
b. urinary tract.
c. hindbrain.
d. endocrine system.
e. visual system.

Difficulty Level: Easy


Topic: The Forebrain: Diencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.4 Identify the locations and functions of the structures of the
diencephalon.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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85. Most of the hormones secreted by the anterior pituitary gland control

a. brain functioning in the forebrain.


b. the amygdala.
c. pair bonding and parental behavior.
d. other endocrine glands.
e. the termination of eating.

Difficulty Level: Moderate


Topic: The Forebrain: Diencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.4 Identify the locations and functions of the structures of the
diencephalon.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

86. The subdivision of the brain that surrounds the cerebral aqueduct is the

a. mesencephalon.
b. telencephalon.
c. myelencephalon.
d. diencephalon.
e. metencephalon.

Difficulty Level: Easy


Topic: The Midbrain: Mesencephalon
Skill Level: Remember the Facts
Learning Objective: 3.5 Identify the locations and functions of the structures of the
mesencephalon.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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87. Which terms belong together?

a. substantia nigra; sensory processing


b. hypothalamus; memory
c. periaqueductal gray matter; pain reactivity
d. red nucleus; sleep and arousal
e. reticular formation; language

Difficulty Level: Difficult


Topic: The Midbrain: Mesencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.5 Identify the locations and functions of the structures of the
mesencephalon.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

88. The principal structures in the tectum are the

a. superior and inferior colluiculi.


b. reticular formation and the pons.
c. midbrain and the forebrain.
d. red nucleus and the cerebellar peduncles.
e. thalamus and hypothalamus.

Difficulty Level: Moderate


Topic: The Midbrain: Mesencephalon
Skill Level: Apply What You Know
Learning Objective: 3.5 Identify the locations and functions of the structures of the
mesencephalon.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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89. After a motor vehicle accident, Sara has difficulty walking. She feels unbalanced and her
movements are poorly coordinated. She likely sustained damage to the

a. pons.
b. hypothalamus.
c. reticular formation.
d. medulla oblongata.
e. cerebellum.

Difficulty Level: Easy


Topic: The Hindbrain: Metencephalon and Myelencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.6 Contrast the locations and functions of the structures of the
metencephalon and myelencephalon.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

90. The metencephalon is comprised of the

. thalamus and hypothalamus.


b. tectum and tegmentum.
c. superior colliculus and inferior colliculus.
d. dorsal horn and ventral horn.
e. pons and cerebellum.

Difficulty Level: Moderate


Topic: The Hindbrain: Metencephalon and Myelencephalon
Skill Level: Remember the Facts
Learning Objective: 3.6 Contrast the locations and functions of the structures of the
metencephalon and myelencephalon.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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91. The pons is located

a. immediately ventral to the cerebellum.


b. beneath the hypothalamus.
c. caudal to the medulla.
d. rostral to the frontal cortex.
e. rostral to the hypothalamus.

Difficulty Level: Difficult


Topic: The Hindbrain: Metencephalon and Myelencephalon
Skill Level: Remember the Facts
Learning Objective: 3.6 Contrast the locations and functions of the structures of the
metencephalon and myelencephalon.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

92. The _______ is the most caudal portion of the brain stem.

a. spinal cord
b. pons
c. cerebellum
d. medulla oblongata
e. metencephalon

Difficulty Level: Difficult


Topic: The Hindbrain: Metencephalon and Myelencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.6 Contrast the locations and functions of the structures of the
metencephalon and myelencephalon.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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93. Cessation of respiration would be expected following damage to the

a. superior colliculi.
b. cerebellum.
c. reticular formation.
d. medulla oblongata.
e. caudate nucleus.

Difficulty Level: Easy


Topic: The Hindbrain: Metencephalon and Myelencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.6 Contrast the locations and functions of the structures of the
metencephalon and myelencephalon.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

94. The spinal cord’s primary function is to

a. collect somatosensory information.


b. collect motor information.
c. collect visual information.
d. process somatosensory information.
e. process visual information.

Difficulty Level: Moderate


Topic: The Spinal Cord
Skill Level: Remember the Facts
Learning Objective: 3.7 Describe the structure and functions of the spinal cord.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

95. An anesthetic drug injected adjacent to the cauda equina would be expected to deaden pain
sensations in the

a. tongue.
b. fingers.
c. pelvic region.
d. forehead.
e. neck and upper chest.

Difficulty Level: Difficult


Topic: The Spinal Cord
Skill Level: Apply What You Know
Learning Objective: 3.7 Describe the structure and functions of the spinal cord.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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96. The third, fourth, and sixth cranial nerves control

a. olfaction.
b. eye movements.
c. hearing and balance.
d. tongue movements.
e. facial muscles.

Difficulty Level: Difficult


Topic: Cranial Nerves
Skill Level: Remember the Facts
Learning Objective: 3.8 Identify the functions of the cranial nerves.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

97. The _______ system is the only sensory system for which some of the cell bodies of the
incoming axons are located inside the central nervous system.

a. visual
b. auditory
c. pain
d. kinesthestic
e. taste

Difficulty Level: Difficult


Topic: Spinal Nerves
Skill Level: Understand the Concepts
Learning Objective: 3.9 Differentiate the afferent and efferent axons of the spinal nerves.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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98. Which statement is true of the spinal nerves?

a. The cell bodies of efferent axons lie in the spinal cord gray matter.
b. Incoming sensory signals arrive via the ventral roots of the spinal cord.
c. Outgoing motor signals travel via the dorsal roots of the spinal cord.
d. The cell bodies of efferent axons lie in the spinal cord white matter.
e. The cell bodies of outgoing motor neurons reside in the dorsal root ganglia.

Difficulty Level: Moderate


Topic: Spinal Nerves
Skill Level: Remember the Facts
Learning Objective: 3.9 Differentiate the afferent and efferent axons of the spinal nerves.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

99. _______ axons conduct sensory information toward the brain.

a. Afferent
b. Efferent
c. Projection
d. Somatic
e. Callosal

Difficulty Level: Easy


Topic: Spinal Nerves
Skill Level: Remember the Facts
Learning Objective: 3.9 Differentiate the afferent and efferent axons of the spinal nerves.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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100. _______ axons “bear away from” the brain.

a. Afferent
b. Efferent
c. Projection
d. Somatic
e. Dorsal root

Difficulty Level: Easy


Topic: Spinal Nerves
Skill Level: Remember the Facts
Learning Objective: 3.9 Differentiate the afferent and efferent axons of the spinal nerves.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

101. The _______ nerve is named for its wandering course in the thoracic and abdominal body
cavities.

a. trigeminal
b. facial
c. trochlear
d. vagus
e. hypoglossal

Difficulty Level: Moderate


Topic: Cranial Nerves
Skill Level: Understand the Concepts
Learning Objective: 3.8 Identify the functions of the cranial nerves.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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102. The behavior of writing down notes during a class lecture is regulated by the
_____________ nervous system.

a. autonomic
b. sympathetic
c. parasympathetic
d. somatic
e. enteric

Difficulty Level: Moderate


Topic: The Autonomic Nervous System
Skill Level: Remember the Facts
Learning Objective: 3.10 Compare the sympathetic and parasympathetic divisions of the
autonomic nervous system.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

103. A key function of the autonomic nervous system includes the regulation of

a. the dorsal root ganglia.


b. the pituitary gland.
c. the primary auditory cortex.
d. smooth muscle.
e. the basal ganglia.

Difficulty Level: Moderate


Topic: The Autonomic Nervous System
Skill Level: Remember the Facts
Learning Objective: 3.10 Compare the sympathetic and parasympathetic divisions of the
autonomic nervous system.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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104. Salivation, secretion of digestive juices, and blood flow to the gastrointestinal tract are
governed by the ___________ nervous system.

a. autonomic
b. sympathetic
c. parasympathetic
d. somatic
e. enteric

Difficulty Level: Easy


Topic: The Autonomic Nervous System
Skill Level: Remember the Facts
Learning Objective: 3.10 Compare the sympathetic and parasympathetic divisions of the
autonomic nervous system.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

105. The motor neurons of the sympathetic nervous system project from the _______ to the
_______.

a. gray matter of the sacral spinal cord; sympathetic ganglia


b. gray matter of the thoracic and lumbar spinal cord; sympathetic ganglia
c. gray matter of the thoracic and lumbar spinal cord; final target organ
d. 10th cranial nerve; muscles of the face
e. cervical regions of the spinal cord; final target organs

Difficulty Level: Difficult


Topic: The Autonomic Nervous System
Skill Level: Understand the Concepts
Learning Objective: 3.10 Compare the sympathetic and parasympathetic divisions of the
autonomic nervous system.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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106. Axons that leave the spinal cord through the ventral route originate in

a. postganglionic neurons.
b. the dura mater.
c. the vagus nerve.
d. the red nucleus.
e. preganglionic neurons.

Difficulty Level: Moderate


Topic: The Autonomic Nervous System
Skill Level: Remember the Facts
Learning Objective: 3.10 Compare the sympathetic and parasympathetic divisions of the
autonomic nervous system.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

107. The key function(s) of the parasympathetic division of the autonomic nervous system relate
to

a. the control of the somatic nervous system.


b. the inhibition of digestive functions during a fight.
c. activities that increase stored energy within the body.
d. the acceleration of heart rate and increased blood flow to the muscles.
e. the inhibition of sweating and salivation.

Difficulty Level: Moderate


Topic: The Autonomic Nervous System
Skill Level: Understand the Concepts
Learning Objective: 3.10 Compare the sympathetic and parasympathetic divisions of the
autonomic nervous system.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

Fill-in-the-Blank Questions

108. The _______ is named for its resemblance to a sea horse.

Difficulty Level: Easy


Topic: Anatomical Directions
Skill Level: Remember the Facts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: hippocampus
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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109. The term _______ refers to structures that are found on the same side of the body.

Difficulty Level: Moderate


Topic: Anatomical Directions
Skill Level: Remember the Facts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: ipsilateral
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

110. In the _______ view of the brain, the brain is sliced like a vertical loaf of bread.

Difficulty Level: Difficult


Topic: Anatomical Directions
Skill Level: Remember the Facts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
Answer: frontal or transverse
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

111. The _______ comprise three layers that encase the central nervous system.

Difficulty Level: Easy


Topic: The Meninges and Ventricular System
Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: meninges
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

112. The ____________ layer of the meninges is the thickest and is closest to the skull.

Difficulty Level: Easy


Topic: The Meninges and Ventricular System
Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: dura mater
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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113. In the _______ nervous system, the dura mater and pia mater fuse together to form a single
sheath.

Difficulty Level: Moderate


Topic: The Meninges and Ventricular System
Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: peripheral
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

114. Cerebrospinal fluid is secreted by the _______ of the cerebral ventricles.

Difficulty Level: Moderate


Topic: The Meninges and Ventricular System
Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: choroid plexus
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

115. Cerebrospinal fluid flows from the third ventricle to the fourth ventricle via the _______.

Difficulty Level: Easy


Topic: The Meninges and Ventricular System
Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: cerebral aqueduct
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

116. The term _______ means “little brain.”

Difficulty Level: Difficult


Topic: The Hindbrain: Metencephalon and Myelencephalon
Skill Level: Remember the Facts
Learning Objective: 3.6 Contrast the locations and functions of the structures of the
metencephalon and myelencephalon.
Answer: cerebellum
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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117. The adult human brain weighs about _______ grams.

Difficulty Level: Difficult


Topic: The Meninges and Ventricular System
Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
Answer: 1400
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

118. The major anatomical divisions of the human brain are the forebrain, midbrain, and
__________.

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: hindbrain
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

119. The pituitary gland is attached to the base of the __________ by means of the pituitary
stalk.

Difficulty Level: Moderate


Topic: The Forebrain: Diencephalon
Skill Level: Remember the Facts
Learning Objective: 3.4 Identify the locations and functions of the structures of the
diencephalon.
Answer: hypothalamus
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

120. A _______ refers to a bulge of tissue located between adjacent grooves on the
surface of the human cortex.

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: gyrus
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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121. The _______ cortex receives primary inputs regarding taste.

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: insular
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

122. Persons who have damage to their _______ association cortex would have difficulty in
recognizing objects by sight.

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: visual
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

123. The _______ system contains the amygdala, hippocampus, and anterior thalamus.

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: limbic
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

124. The two halves of the cerebral cortex are connected by the _______.

Difficulty Level: Easy


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
Answer: corpus callosum
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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125. The ___________ nerves serve sensory and motor functions of eye muscles, the nose and
tongue, and muscles of chewing.

Difficulty Level: Easy


Topic: Cranial Nerves
Skill Level: Remember the Facts
Learning Objective: 3.8 Identify the functions of the cranial nerves.
Answer: cranial
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

126. A fly is buzzing around Paco’s face. He swats at it. The message to move his hand was sent
from the brain via ___________ axons.

Difficulty Level: Difficult


Topic: Spinal Nerves
Skill Level: Remember the Facts
Learning Objective: 3.9 Differentiate the afferent and efferent axons of the spinal nerves.
Answer: efferent
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

127. The _______ nervous system is responsible for coordinating a fight, flight, or freeze
response to a stressor.

Difficulty Level: Easy


Topic: The Autonomic Nervous System
Skill Level: Remember the Facts
Learning Objective: 3.10 Compare the sympathetic and parasympathetic divisions of the
autonomic nervous system.
Answer: sympathetic
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

128. The sympathetic division and the parasympathetic division are the two components of the
_____________.

Difficulty Level: Easy


Topic: The Peripheral Nervous System
Skill Level: Remember the Facts
Learning Objective: 3.10 Compare the sympathetic and parasympathetic divisions of the
autonomic nervous system.
Answer: autonomic nervous system
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Essay Questions

129. Describe the three major planes used to section the human brain.

Difficulty Level: Easy


Topic: Anatomical Directions
Skill Level: Remember the Facts
Learning Objective: 3.1 Apply anatomical terms to the nervous system.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The horizontal plane divides the brain into upper and lower sections. The coronal plane
divides the brain into front and back halves. The sagittal plane divides the brain into left and
right sides.

130. Describe two anatomical features that function to protect the brain from external injury.

Difficulty Level: Moderate


Topic: The Meninges and Ventricular System
Skill Level: Understand the Concepts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: The brain is encased in a layer of bone (the skull). Several layers of meninges form a
solid sheath around the brain. The brain floats within a pool of cerebrospinal fluid, which
cushions the brain against rapid acceleration or deceleration.

131. Describe the production, circulation, and reabsorption of cerebrospinal fluid (CSF).

Difficulty Level: Moderate


Topic: The Meninges and Ventricular System
Skill Level: Remember the Facts
Learning Objective: 3.2 Compare the locations and functions of the meninges and ventricular
system.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: CSF is produced within the choroid plexus that lines the ventricles. CSF flows from the
lateral ventricles through the third ventricle and through the fourth ventricle. CSF is eventually
reabsorbed into the blood.

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132. Identify the four lobes of the cerebral cortex, and briefly describe the major functions
associated with each one.

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: The frontal lobe is located behind the forehead and is associated with reasoning and
decision-making. The temporal lobe is located behind the temples and primarily deals with
auditory perception. The parietal lobe is located above the temporal lobe and between the frontal
and occipital lobes. It deals with somatosensation. The occipital lobe, responsible for visual
processes, is located at the rear of the brain.

133. What is the purpose of association areas in the cerebral cortex?

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Understand the Concepts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: It’s handy to think of every portion of the brain as dedicated to performing a specific
function, but in reality large swaths of the cortex form association areas. This is where all the
activities that take place between sensations being received and behaviors being enacted take
place. Those activities include remembering, perceiving, planning, processing, and others.

134. Explain the distinction between the primary motor cortex, the sensory cortex, and the
association cortex.

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Sensory fibers arrive at the primary cortex, and damage to these regions greatly impairs
sensory function. The primary motor cortex is most directly involved in motor control. The
association cortex serves to integrate signals from various senses.

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135. Describe the primary functions performed by the left and right hemispheres and give an
example of each function.

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The left hemisphere is specialized for the serial analysis of information, whereas the
right hemisphere is adept at the synthesis of information. Reading and writing would be an
example of serial analysis, whereas deciphering a map would be an example of synthesis.

136. Describe the structures that comprise the limbic system and briefly discuss the functions of
this system.

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The system includes the limbic cortex, the amygdala, hippocampus, and the
mammillary bodies. Emotional experience and memory are the primary functions of the limbic
system.

137. Describe the structures that comprise the basal ganglia and explain the significance of this
system for motor function.

Difficulty Level: Moderate


Topic: The Forebrain: Telencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
telencephalon.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The basal ganglia include the caudate nucleus, the putamen, and the globus pallidus.
Damage to this system results in motor movement problems, including symptoms such as
weakness, tremors, difficulty in starting a movement, and limb rigidity.

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138. Describe the general functions attributed to the hypothalamus.

Difficulty Level: Moderate


Topic: The Forebrain: Diencephalon
Skill Level: Remember the Facts
Learning Objective: 3.3 Identify the locations and functions of the structures of the
diencephalon.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The hypothalamus is involved in the control of the pituitary gland, the sympathetic
division of the autonomic nervous system, and motivated behaviors including eating, fighting,
escape, and reproduction. Cells of the hypothalamus also act to initiate hormone secretion from
the anterior and posterior portions of the pituitary.

139. Compare and contrast the anatomy and function of the sympathetic and parasympathetic
divisions of the autonomic nervous system (ANS).

Difficulty Level: Moderate


Topic: The Autonomic Nervous System
Skill Level: Remember the Facts
Learning Objective: 3.10 Compare the sympathetic and parasympathetic divisions of the
autonomic nervous system.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The divisions emerge from different levels of the spinal cord (thoracic and lumbar
versus cervical/sacral). The sympathetic fibers terminate in ganglia just outside the spinal cord
and show differing functions (e.g., the parasympathetic division is involved in increasing energy
stores, whereas the sympathetic division is involved in energy expenditure).

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Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in Revel
for Physiology of Behavior, 13th Edition.

Assignment: Quiz: Basic Features of the Nervous System


EOM Q3.1.1
Question: Using anatomical terms, the nose is ___________ whereas the back of the head is
__________.
a. rostral; caudal
b. posterior; anterior
c. caudal; rostral
d. dorsal; ventral
Answer: A
Consider This: One pair of terms refers to “toward the front” and “toward the back”; LO 3.1:
Apply anatomical terms to the nervous system.
Learning Objective: 3.1: Apply anatomical terms to the nervous system.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM Q3.1.2
Question: In anatomical terms, the parietal lobe is considered ____________ to the temporal
lobe.
a. caudal
b. posterior
c. ventral
d. dorsal
Answer: D
Consider This: The parietal lobe is located above the temporal lobe; LO 3.1: Apply anatomical
terms to the nervous system.
Learning Objective: 3.1: Apply anatomical terms to the nervous system.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q3.1.3
Question: A neuroscientist cuts a brain in half, along the division between the hemispheres. This
cut is called a _____________ cut.
a. midsagittal
b. coronal
c. transverse
d. horizontal
Answer: A
Consider This: This cut would be made along the mid-line of the brain; LO 3.1: Apply
anatomical terms to the nervous system.
Learning Objective: 3.1: Apply anatomical terms to the nervous system.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOM Q3.1.4
Question: The order of the meningeal layers from the surface of the brain outward is:
a. pia, arachnoid, dura.
b. arachnoid, dura, pia.
c. dura, arachnoid, pia.
d. dura, pia, arachnoid.
Answer: A
Consider This: The meninges serve as a P.A.D. (mnemonic device) on the brain with the dura
mater being the most durable; LO 3.2: Compare the locations and functions of the meninges and
ventricular system.
Learning Objective: 3.2: Compare the locations and functions of the meninges and ventricular
system.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q3.1.5
Question: Cerebrospinal fluid (CSF) does NOT serve to:
a. reduce the weight of the brain.
b. provide cushioning.
c. clear waste products.
d. circulate chemical messengers throughout the brain.
Answer: D
Consider This: Information processing is not a CSF function; LO 3.2: Compare the locations and
functions of the meninges and ventricular system.
Learning Objective: 3.2: Compare the locations and functions of the meninges and ventricular
system.
Difficulty Level: Easy
Skill Level: Understand the Concepts

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Assignment: Quiz: Structure and Function of the Central Nervous System (CNS)
EOM Q3.2.1
Question: The limbic system does NOT include the:
a. cerebellum.
b. amygdala.
c. hippocampus.
d. fornix.
Answer: A
Consider This: The limbic system is located in the telencephalon; LO 3.3: Identify the locations
and functions of the structures of the telencephalon.
Learning Objective: 3.3: Identify the locations and functions of the structures of the
telencephalon.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOM Q3.2.2
Question: With respect to its location, the telencephalon is ____________ to the diencephalon.
a. caudal
b. dorsal
c. posterior
d. inferior
Answer: B
Consider This: The telencephalon is above the diencephalon; LO 3.3: Identify the locations and
functions of the structures of the telencephalon.
Learning Objective: 3.3: Identify the locations and functions of the structures of the
telencephalon
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q3.2.3
Question: The division of the brain that surrounds the cerebral aqueduct is the:
a. mesencephalon.
b. telencephalon.
c. diencephalon.
d. metencephalon.
Answer: A
Consider This: The cerebral aqueduct is located lower in the brain; LO 3.5: Identify the locations
and functions of the structures of the mesencephalon.
Learning Objective: 3.5: Identify the locations and functions of the structures of the
mesencephalon.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q3.2.4
Question: After a motor vehicle accident, Alex has difficulty walking. He feels unbalanced and
his movements are poorly coordinated. He MOST likely sustained damage to the:
a. pons.
b. hypothalamus.
c. medulla oblongata.
d. cerebellum.
Answer: D
Consider This: A structure hanging off the back of the brain is largely responsible for balance
and gait; LO 3.6: Contrast the locations and functions of the structures of the metencephalon and
myelencephalon.
Learning Objective: 3.6: Contrast the locations and functions of the structures of the
metencephalon and myelencephalon.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q3.2.5
Question: With respect to the regions of the vertebral column, chest is to neck as ______ is to
_____.
a. thoracic; cervical
b. cervical; thoracic
c. thoracic; lumbar
d. lumbar; cervical
Answer: A
Consider This: Of the vertebral regions, the thoracic region contains the most individual
vertebrae; LO 3.7: Describe the structure and functions of the spinal cord.
Learning Objective: 3.7: Describe the structure and functions of the spinal cord.
Difficulty Level: Moderate
Skill Level: Analyze It

Assignment: Quiz: Structure and Function of the Peripheral Nervous System (PNS)
EOM Q3.3.1
Question: Information from the fingertips is sent to the spinal cord via ___________ axons.
a. afferent
b. efferent
c. cranial
d. peripheral
Answer: A
Consider This: One of these terms means “conducted inward”; LO 3.9: Differentiate of afferent
and efferent axons of the spinal nerves.
Learning Objective: 3.9: Differentiate the afferent and efferent axons of the spinal nerves.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q3.3.2
Question: Austin has a terrible fear of public speaking. When he gets up to speak, his heart
races. Afterwards, he calms down quickly. These contrasting reactions are regulated by the
_____________ nervous system.
a. autonomic
b. somatic
c. central
d. parasympathetic
Answer: A
Consider This: A racing heart is an involuntary response; LO 3.10: Compare the sympathetic and
parasympathetic divisions of the autonomic nervous system.
Learning Objective: 3.10: Compare the sympathetic and parasympathetic divisions of the
autonomic nervous system.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q3.3.3
Question: John has a severe snake phobia. He experiences a fight, flight, or freeze response
when he sees one. This reaction is caused by the ____________ nervous system.
a. sympathetic
b. central
c. somatic
d. parasympathetic
Answer: A
Consider This: One division is specifically responsible for the involuntary fight, flight, or freeze
response; LO 3.10: Compare the sympathetic and parasympathetic divisions of the autonomic
nervous system.
Learning Objective: 3.10: Compare the sympathetic and parasympathetic divisions of the
autonomic nervous system.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q3.3.4
Question: The cell bodies of sympathetic motor neurons are located in the gray matter of the
_____ regions of the spinal cord.
a. thoracic and lumbar
b. cervical and sacral
c. thoracic and sacral
d. sacral and coccygeal
Answer: A
Consider This: The cell bodies are located in adjacent regions of the spinal cord; LO 3.10:
Compare the sympathetic and parasympathetic divisions of the autonomic nervous system.
Learning Objective: 3.10: Compare the sympathetic and parasympathetic divisions of the
autonomic nervous system.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q3.3.5
Question: With respect to the peripheral nervous system, several cranial nerves contain the cell
bodies for the preganglionic neurons of:
a. the somatic but not the autonomic nervous system.
b. the parasympathetic nervous system, but not the sympathetic nervous system.
c. both the parasympathetic nervous system and the sympathetic nervous system.
d. both the somatic and autonomic nervous systems.
Answer: B
Consider This: The correct part of the nervous system is sometimes called the craniosacral
system; LO 3.10: Compare the sympathetic and parasympathetic divisions of the autonomic
nervous system.
Learning Objective: 3.10: Compare the sympathetic and parasympathetic divisions of the
autonomic nervous system.
Difficulty Level: Difficult
Skill Level: Analyze It

Assignment: Chapter Quiz: Structure of the Nervous System


EOC Q3.1
Question: The right half of the brain controls the left half of the body. In other words, motor
control is:
a. ipsilateral.
b. contralateral.
c. complete.
d. opposing.
Answer: B
Consider This: The correct term means “against or away from the side”; LO 3.1: Apply
anatomical terms to the nervous system.
Learning Objective: 3.1: Apply anatomical terms to the nervous system.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOC Q3.2
Question: The ___________ layer(s) is/are missing from the meninges in the peripheral nervous
system.
a. pia
b. arachnoid
c. dura
d. pia, arachnoid, and dura
Answer: B
Consider This: The peripheral nervous system does not have as much space as the central
nervous system, so the meningeal layer that takes up the most room is missing; LO 3.2: Compare
the locations and functions of the meninges and ventricular system.
Learning Objective: 3.2: Compare the locations and functions of the meninges and ventricular
system.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q3.3
Question: The largest ventricle(s) is/are:
a. the lateral ventricles.
b. the third ventricle.
c. the fourth ventricle.
d. the cerebral aqueduct.
Answer: A
Consider This: The largest ventricle(s) should be located in the cerebral cortex to assist with
buoyancy; LO 3.2: Compare the locations and functions of the meninges and ventricular system.
Learning Objective 3.2: Compare the locations and functions of the meninges and ventricular
system.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q3.4
Question: Which lobe is responsible for your ability to see objects in the world?
a. temporal
b. frontal
c. occipital
d. parietal
Answer: C
Consider This: The one at the back of the brain is responsible for vision; LO 3.3: Identify the
locations and functions of the structures of the telencephalon.
Learning Objective: 3.3: Identify the locations and functions of the structures of the
telencephalon.
Skill Level: Remember the Facts
Difficulty Level: Easy

EOC Q3.5
Question: Parkinson’s disease results from the degeneration of midbrain neurons that send axons
to a collection of nuclei in the forebrain called the:
a. limbic system.
b. cingulate gyrus.
c. basal ganglia.
d. amygdala.
Answer: C
Consider This: Consider This: The correct choice contains the caudate nucleus, the putamen, and
the globus pallidus; LO 3.3: Identify the locations and functions of the structures of the
telencephalon.
Learning Objective: 3.3: Identify the locations and functions of the structures of the
telencephalon.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q3.6
Question: The thalamus and hypothalamus belong to the:
a. telencephalon.
b. diencephalon.
c. mesencephalon.
d. metencephalon.
Answer: B
Consider This: These two structures make up the primary structures in this brain area; LO 3.4:
Identify the locations and functions of the structures of the diencephalon.
Learning Objective: LO 3.4: Identify the locations and functions of the structures of the
diencephalon.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q3.7
Question: The __________ governs visual reflexes, reactions to moving stimuli, sleep and
arousal, and attention.
a. telencephalon
b. diencephalon
c. mesencephalon
d. metencephalon
Answer: C
Consider This: This brain region contains the tectum and tegmentum; LO 3.5: Identify the
locations and functions of the structures of the mesencephalon.
Learning Objective: LO 3.5: Identify the locations and functions of the structures of the
mesencephalon.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q3.8
Question: The hindbrain is to the ______ as the midbrain is to the _____.
a. telencephalon; myencephalon
b. myencephalon; metencephalon
c. mesencephalon; metencephalon
d. metencephalon; mesencephalon
Answer: C
Consider This: The midbrain contains the tectum and tegmentum; LO 3.6: Contrast the locations
and functions of the structures of the metencephalon and myelencephalon.
Learning Objective: 3.6: Contrast the locations and functions of the structures of the
metencephalon and myelencephalon.
Difficulty Level: Difficult
Skill Level: Analyze It

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EOC Q3.9
Question: The _____ is part of the myelencephalon.
a. medulla oblongata
b. pons
c. cerebellum
d. reticular formation
Answer: A
Consider This: This brain area regulates the cardiovascular system, respiration, and skeletal
muscle tonus; LO 3.6: Contrast the locations and functions of the structures of the
metencephalon and myelencephalon.
Learning Objective: 3.6: Contrast the locations and functions of the structures of the
metencephalon and myelencephalon.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q3.10
Question: The primary functions of the ______ are to distribute motor fibers to the glands and to
collect somatosensory information.
a. spinal cord
b. limbic system
c. basal ganglia
d. corpus callosum
Answer: A
Consider This: The correct choice can function independently in some reflexes; LO 3.7: Describe
the structure and functions of the spinal cord.
Learning Objective: 3.7: Describe the structure and functions of the spinal cord.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q3.11
Question: The ___________ nerves serve sensory and motor functions of the eye muscles, the
nose and tongue, and the muscles of mastication.
a. peripheral
b. sympathetic
c. cranial
d. afferent
Answer: C
Consider This: There are 12 of these nerves; LO 3.8: Identify the functions of the cranial nerves.
Learning Objective: 3.8: Identify the functions of the cranial nerves.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOC Q3.12
Question: A fly is buzzing around Jack’s face. He swats at it. The message to move his hand
was sent from the brain via ___________ axons.
a. afferent
b. peripheral
c. efferent
d. cranial
Answer: C
Consider This: These axons move away from the brain; LO 3.9: Differentiate the afferent and
efferent axons of the spinal nerves.
Learning Objective: 3.9: Differentiate the afferent and efferent axons of the spinal nerves.
Difficulty Level: Difficult
Skill Level: Apply What You Know

EOC Q3.13
Question: With respect to the spinal nerves, afferent is to efferent as _____ is to _____.
a. ventral; dorsal
b. motor; sensory
c. incoming; outgoing
d. outgoing; incoming
Answer: C
Consider This: The axons that leave the spinal cord through the ventral roots control the muscles;
LO 3.9: Differentiate the afferent and efferent axons of the spinal nerves.
Learning Objective: 3.9: Differentiate the afferent and efferent axons of the spinal nerves.
Difficulty Level: Difficult
Skill Level: Analyze It

EOC Q3.14

Question: Taking notes in class is regulated by the _____________ nervous system.


a. autonomic
b. sympathetic
c. parasympathetic
d. somatic
Answer: D
Consider This: One of these is responsible for voluntary movements; LO 3.10: Compare the
sympathetic and parasympathetic divisions of the autonomic nervous system.
Learning Objective: 3.10: Compare the sympathetic and parasympathetic divisions of the
autonomic nervous system.
Difficulty Level: Easy
Skill Level: Apply What You Know

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EOC Q3.15
Question: Salivation, secretion of digestive juices, and blood flow to the gastrointestinal tract
are governed by the ___________ nervous system.
a. autonomic
b. sympathetic
c. parasympathetic
d. somatic
Answer: C
Consider This: These are involuntary movements that are not related to fight, flight, or freeze;
LO 3.10: Compare the sympathetic and parasympathetic divisions of the autonomic nervous
system.
Learning Objective: 3.10: Compare the sympathetic and parasympathetic divisions of the
autonomic nervous system.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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_Chapter 4: Psychopharmacology and Neurotransmitters

Total Assessment Guide (T.A.G.)

Topic Question Remember the Understand Apply What


Type Facts the Concepts You Know

Introduction Multiple 1
Choice

Fill-In 110

Essay

Principles of Multiple 2,3,19,25 4-9,11,13-18,20, 10,12,21,28


Psychopharmacology Choice 22-24,26,27,29

Fill-In 111-118

Essay 130,131 132

Sites of Drug Action Multiple 30,31,34,41 32,33,35-40,42


Choice

Fill-In 119-121

Essay 133-135 136

Neurotransmitters and Multiple 43,45,51,58,61,63, 46-49,52,53,56, 44,50,54,55,62,


Neuromodulators Choice 66,71-73,77,78, 83, 57, 59,60,64,65, 75,98,102,103
86, 67-70, 74,76,
87,92,96,97,99, 79-82,84,85,
100,105,107,109 88-91,93-95,
101,104,106,108

Fill-In 122-129

Essay 139-141 137 138

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Multiple-Choice Questions

1. ________ refers to the study of the effects of drugs on the nervous system and
behavior.

a. Endocrinology
b. Neuropharmacology
c. Psychoimmunology
d. Neurochemistry
e. Psychopharmacology

Difficulty Level: Easy


Skill Level: Remember the Facts
Topic: Principles of Psychopharmacology
Learning Objective: 4.1 Differentiate between the terms drug, drug effect, and site of
action.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

2. The location where a drug acts on a cell in the body is known as

a. the site of action.


b. a drug effect.
c. an exogenous substance.
d. an endogenous substance.
e. a receptor location.

Difficulty Level: Easy


Topic: An Overview of Psychopharmacology
Skill Level: Remember the Facts
Learning Objective: 4.1 Differentiate between the terms drug, drug effect, and site of
action.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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3. The __________ of codeine, morphine, and other opiates include decreased sensitivity
to pain, slowing of the digestive system, sedation, muscular relaxation, constriction of the
pupils, and at high doses, euphoria.

a. sites of action
b. drug effects
c. exogenous substances
d. endogenous substances
e. drugs

Difficulty Level: Easy


Topic: An Overview of Psychopharmacology
Skill Level: Remember the Facts
Learning Objective: 4.1 Differentiate between the terms drug, drug effect, and site of
action.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

4. ________ refers to the process by which drugs are absorbed, distributed within the
body, metabolized, and then excreted from the body.

a. Pharmacotherapy
b. Pharmacokinetics
c. Drug metabolism
d. Pharmacodynamics
e. Neurotoxicity

Difficulty Level: Easy


Topic: Pharmacokinetics
Skill Level: Understand the Concepts
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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5. Dr. Acula is conducting a research study in which she examines whether a drug effect
is different depending on whether the drug is administered orally or rectally. The doctor is
doing a study investigating

a. drug tolerance.
b. intracerebral administration.
c. inhalation.
d. pharmacokinetics.
e. excretion.

Difficulty Level: Easy


Topic: Pharmacokinetics
Skill Level: Understand the Concepts
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

6. Madelaine receives a Depo-Provera shot in her buttocks every three months to prevent
pregnancy. This injection would be

a. oral.
b. topical.
c. intravenous.
d. intramuscular.
e. intraperitoneal.

Difficulty Level: Easy


Topic: Pharmacokinetics
Skill Level: Understand the Concepts
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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7. An important drawback to the ________ route of drug administration is the high


likelihood of accidental overdose.

a. oral
b. topical
c. intravenous
d. intramuscular
e. intraperitoneal

Difficulty Level: Easy


Topic: Pharmacokinetics
Skill Level: Understand the Concepts
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

8. The ________ route of drug administration is commonly used for small laboratory
animals, such as the rat.

a. intraperitoneal
b. oral
c. intravascular
d. topical
e. intranasal

Difficulty Level: Easy


Topic: Pharmacokinetics
Skill Level: Understand the Concepts
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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9. The ________ route of drug administration is most commonly used for humans.

a. intraperitoneal
b. oral
c. intravascular
d. topical
e. intranasal

Difficulty Level: Easy


Topic: Pharmacokinetics
Skill Level: Understand the Concepts
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

10. Dee Dee snorts a small amount of cocaine into his nose using a cocktail straw. The
formal term for this route of drug administration is

a. inhalation.
b. insufflation.
c. intravenous ingestion.
d. intrarectal administration.
e. sublingual introduction.

Difficulty Level: Moderate


Topic: Pharmacokinetics
Skill Level: Apply What You Know
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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11. Regarding drugs that affect behavior, most of their sites of action are located

a. in the liver.
b. in the peripheral nervous system.
c. along the smooth muscle linings.
d. in the central nervous system.
e. in the intraperitoneal cavity.

Difficulty Level: Easy


Topic: Pharmacokinetics
Skill Level: Understand the Concepts
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

12. Miguel has accidentally ingested a toxic chemical, which has rendered him
unconscious and will soon kill him. Which route of administration would emergency
physicians most likely use to provide an antidote for the toxin?

a. intravenous
b. oral
c. topical
d. rectal
e. nasal

Difficulty Level: Moderate


Topic: Pharmacokinetics
Skill Level: Apply What You Know
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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13. The ________ route of drug administration has the advantage of bypassing the blood–
brain barrier.

a. intraperitoneal
b. oral
c. intravascular
d. topical
e. intracerebroventricular

Difficulty Level: Difficult


Topic: Pharmacokinetics
Skill Level: Understand the Concepts
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

14. An increase in ________ for a drug would cause that drug to more rapidly reach the
brain.

a. metabolism of the drug via the liver


b. lipid solubility
c. water solubility
d. receptor binding of the drug in blood, bone, and fat
e. kidney excretion

Difficulty Level: Easy


Topic: Pharmacokinetics
Skill Level: Understand the Concepts
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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15. The primary route of excretion of drugs from the body is via the

a. liver.
b. lung.
c. mucosa.
d. kidneys.
e. skin.

Difficulty Level: Easy


Topic: Pharmacokinetics
Skill Level: Understand the Concepts
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

16. The primary organ that metabolizes drugs is the

a. liver.
b. lungs.
c. mucosa.
d. kidneys.
e. skin.

Difficulty Level: Easy


Topic: Pharmacokinetics
Skill Level: Understand the Concepts
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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17. Which statement regarding drug effects is correct?

a. Drugs vary widely in their effectiveness.


b. Drugs continue to show increased effects as dosage increases.
c. Heavier animals usually require lower drug doses than do lighter animals.
d. A specific drug has only one effect.
e. For a given animal weight, twice as much drug always has twice the effect.

Difficulty Level: Easy


Topic: Drug Effectiveness
Skill Level: Understand the Concepts
Learning Objective: 4.3 Identify why drugs vary in effectiveness and how these
differences can be measured.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

18. If the therapeutic index of the drug Vellocet is low, physicians

a. should take more care in prescribing it due to an increased chance of risks.


b. can take less care in prescribing it due to a decreased chance of risks.
c. should not prescribe it because it is too dangerous.
d. should not prescribe it because it is not effective.
e. should prescribe it because it is the most effective drug of its type.

Difficulty Level: Moderate


Topic: Drug Effectiveness
Skill Level: Understand the Concepts
Learning Objective: 4.3 Identify why drugs vary in effectiveness and how these
differences can be measured.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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19. What do dose response curves provide?

a. an indication of whether a physician should prescribe a drug


b. an indication of the therapeutic index of a drug
c. a demonstration of the effect of a particular dose until the maximum effect is
reached
d. a rating of the level of withdrawal an individual may experience when
stopping a drug
e. a depiction of the level of tolerance an individual may experience when taking
a drug

Difficulty Level: Moderate


Topic: Drug Effectiveness
Skill Level: Remember the Facts
Learning Objective: 4.3 Identify why drugs vary in effectiveness and how these
differences can be measured.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

20. Differences in effectiveness between two drugs that share the same site of action
would be expected to result from their different

a. adverse effects.
b. sensitization profiles.
c. dynamic capacities.
d. affinities for the site of action.
e. binding capacities within blood.

Difficulty Level: Easy


Topic: Drug Effectiveness
Skill Level: Understand the Concepts
Learning Objective: 4.3 Identify why drugs vary in effectiveness and how these
differences can be measured.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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21. The therapeutic index of a particular drug is calculated by determining the ratio of the
dose that produces __________ in 50 percent of individuals divided by _____________.

a. desired effects; the dose that produces no effect in 50 percent of individuals


b. desired effects; the dose that produces toxic effects in 50 percent of individuals
c. no effect; the size of the intended population for drug administration.
d. toxic effects; the typical dose that is recommended by the drug manufacturer
e. toxic effects; the dose that produces toxic effects using a similar established
drug

Difficulty Level: Difficult


Topic: Drug Effectiveness
Skill Level: Apply What You Know
Learning Objective: 4.3 Identify why drugs vary in effectiveness and how these
differences can be measured.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

22. Which statement about the therapeutic index is correct?

a. It is the ratio of drug tolerance to drug sensitization in the population.


b. More caution is required for a drug with a low therapeutic index.
c. More caution is required for a drug with a high therapeutic index.
d. It is determined after calculating receptor downregulation in an individual.
e. Overdose is more likely with a drug that has a high therapeutic index.

Difficulty Level: Moderate


Topic: Drug Effectiveness
Skill Level: Understand the Concepts
Learning Objective: 4.3 Identify why drugs vary in effectiveness and how these
differences can be measured.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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23. With repeated drug administration, the body begins to compensate for drug use by
causing symptoms opposite of what the drug causes. This phenomenon is called

a. withdrawal.
b. sensitization.
c. inactivation.
d. tolerance.
e. binding capacity.

Difficulty Level: Moderate


Topic: Effects of Repeated Administration
Skill Level: Understand the Concepts
Learning Objective: 4.4 Differentiate between tolerance, sensitization, and withdrawal
effects following repeated use of a drug.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

24. ________ refers to an increased behavioral effect of a drug noted with repeated
administration.

a. Dynamic capacity
b. Sensitization
c. Inactivation
d. Tolerance
e. Binding capacity

Difficulty Level: Moderate


Topic: Effects of Repeated Administration
Skill Level: Understand the Concepts
Learning Objective: 4.4 Differentiate between tolerance, sensitization, and withdrawal
effects following repeated use of a drug.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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25. Two years into the habit, Giancarlo needs to smoke more cigarettes to achieve the
same feelings he had when he first started smoking. This need to increase dosage is due to

a. dynamic capacity.
b. sensitization.
c. inactivation.
d. tolerance.
e. binding capacity.

Difficulty Level: Easy


Topic: Effects of Repeated Administration
Skill Level: Remember the Facts
Learning Objective: 4.4 Differentiate between tolerance, sensitization, and withdrawal
effects following repeated use of a drug.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

26. One mechanism leading to tolerance produced by repeated drug administration is a(n)

a. decreased metabolism of the drug.


b. increased plasma level of the drug.
c. increased number of receptors in the brain.
d. reduced number of receptors for the drug.
e. increased number of ion channel openings in response to receptor activation.

Difficulty Level: Moderate


Topic: Effects of Repeated Administration
Skill Level: Understand the Concepts
Learning Objective: 4.4 Differentiate between tolerance, sensitization, and withdrawal
effects following repeated use of a drug.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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27. Which statement is true regarding drug sensitization?

a. Drug sensitization involves a progressive decrease in behavioral actions of a


drug over time.
b. Drug sensitization is more common than is drug tolerance.
c. Drug sensitization may develop for some effects of a drug, whereas drug
tolerance may develop for other effects.
d. Drug sensitization involves a decrease in the number of drug receptors at the
site of action.
e. Most drugs produce some form of sensitization.

Difficulty Level: Moderate


Topic: Effects of Repeated Administration
Skill Level: Understand the Concepts
Learning Objective: 4.4 Differentiate between tolerance, sensitization, and withdrawal
effects following repeated use of a drug.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

28. Keith has been a long-time heroin addict. When he finally decided to kick the drug, he
knew there would be withdrawal symptoms. Which symptom should Keith anticipate
experiencing?

a. increased hunger
b. constipation
c. euphoria
d. dysphoria
e. feelings of stupor

Difficulty Level: Easy


Topic: Effects of Repeated Administration
Skill Level: Apply What You Know
Learning Objective: 4.4 Differentiate between tolerance, sensitization, and withdrawal
effects following repeated use of a drug.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

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29. A researcher enlists people to participate in an experiment that causes arm muscle
strain. The participants are instructed to use a provided muscle ointment after the activity.
To maintain careful control over the experimental procedures, one group should get an
ointment with active ingredients to reduce pain, whereas the other group should get a(n)
____________ containing no active ingredients.

a. placebo
b. pseudotransmitter
c. drug
d. agonist
e. ligand

Difficulty Level: Easy


Topic: Placebo Effects
Skill Level: Understand the Concepts
Learning Objective: 4.5 Describe a placebo and the placebo effect.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

30. Drugs that facilitate postsynaptic effects are classified as

a. protagonists.
b. ligands.
c. synergists.
d. antagonists.
e. agonists.

Difficulty Level: Moderate


Topic: Sites of Drug Action
Skill Level: Remember the Facts
Learning Objective: 4.6 Summarize how drugs can affect neurotransmitter synthesis.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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31. An antagonistic effect on neurotransmitter synthesis would include

a. blocking a precursor.
b. promoting a precursor.
c. blocking neurotransmitter release.
d. promoting neurotransmitter release.
e. blocking the autoreceptor.

Difficulty Level: Easy


Topic: Sites of Drug Action
Skill Level: Remember the Facts
Learning Objective: 4.6 Summarize how drugs can affect neurotransmitter synthesis.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

32. Administering a molecule that is a precursor for the synthesis of a synaptic


neurotransmitter would be expected to

a. reduce the availability of that neurotransmitter.


b. increase the rate of synthesis and release of that neurotransmitter.
c. alter the number of postsynaptic receptors.
d. act as an antagonist at autoreceptors.
e. dampen the activity of the synapse.

Difficulty Level: Difficult


Topic: Effects on Production of Neurotransmitters
Skill Level: Understand the Concepts
Learning Objective: 4.6 Summarize how drugs can affect neurotransmitter synthesis.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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33. A drug would be classified as a(n) ________ if that drug acted to block the capacity
of vesicles to be filled with neurotransmitter molecules.

a. agonist
b. facilitator
c. antagonist
d. autoreceptor agonist
e. indirect agonist

Difficulty Level: Difficult


Topic: Effects on Storage and Release of Neurotransmitters
Skill Level: Understand the Concepts
Learning Objective: 4.7 Explain the effects of drugs on neurotransmitter storage and
release.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

34. A drug that binds with a postsynaptic receptor, but does not open ion channels, would
be termed a(n)

a. direct agonist.
b. ligand.
c. direct synergist.
d. direct antagonist.
e. indirect antagonist

Difficulty Level: Easy


Topic: Effects on Receptors
Skill Level: Remember the Facts
Learning Objective: 4.8 Summarize the effects of drugs at the receptor.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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35. A drug that binds at a postsynaptic site different from that of the neurotransmitter and
facilitates the opening of ion channels would be termed a(n)

a. indirect antagonist.
b. ligand.
c. direct synergist.
d. indirect agonist.
e. inducer.

Difficulty Level: Difficult


Topic: Effects on Receptors
Skill Level: Understand the Concepts
Learning Objective: 4.8 Summarize the effects of drugs at the receptor.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

36. Ketamine binds to an alternate binding site for the NMDA glutamate receptor, causing
less neurotransmitter action. This binding action makes ketamine a(n)

a. indirect antagonist.
b. ligand.
c. direct synergist.
d. direct antagonist.
e. neurohormone.

Difficulty Level: Difficult


Topic: Effects on Receptors
Skill Level: Understand the Concepts
Learning Objective: 4.8 Summarize the effects of drugs at the receptor.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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37. A drug that activates a presynaptic autoreceptor will usually

a. reduce the release of the neurotransmitter from the axon terminal.


b. alter the uptake of the neurotransmitter into the axon terminal.
c. block the opening of ion channels in the postsynaptic membrane.
d. increase the release of the neurotransmitter from the axon terminal.
e. be expected to act as an agonist for this synapse.

Difficulty Level: Difficult


Topic: Effects on Receptors
Skill Level: Understand the Concepts
Learning Objective: 4.8 Summarize the effects of drugs at the receptor.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

38. A drug that mimics the effect of a neurotransmitter is called a(n)

a. vesicle transporter.
b. direct agonist.
c. receptor promoter.
d. direct antagonist.
e. stimulating autoreceptor.

Difficulty Level: Moderate


Topic: Effects on Receptors
Skill Level: Understand the Concepts
Learning Objective: 4.8 Summarize the effects of drugs at the receptor.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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39. A drug that blocks a presynaptic autoreceptor most likely

a. will induce the presynaptic cell to refire.


b. alters the uptake of the neurotransmitter into the axon terminal.
c. blocks the opening of ion channels in the postsynaptic membrane.
d. increases the release of the neurotransmitter from the axon terminal.
e. would be expected to act as an antagonist for this synapse.

Difficulty Level: Moderate


Topic: Effects on Receptors
Skill Level: Understand the Concepts
Learning Objective: 4.8 Summarize the effects of drugs at the receptor.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

40. How does an indirect antagonist differ from a direct antagonist?

a. Direct antagonists inhibit neurotransmitter release, whereas indirect


antagonists promote it.
b. Both antagonists operate at the same site of action but produce very different
effects.
c. Direct antagonists engage in noncompetitive binding.
d. The ultimate effects produced are similar, but the site of action differs.
e. Indirect antagonists always block neurotransmitter reuptake, but direct
antagonists rarely do.

Difficulty Level: Difficult


Topic: Effects on Receptors
Skill Level: Understand the Concepts
Learning Objective: 4.8 Summarize the effects of drugs at the receptor.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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41. Inactivation of a transporter in the presynaptic membrane would be expected to

a. increase the levels of the neurotransmitter in the synapse.


b. increase synthesis of the neurotransmitter.
c. increase reuptake of the neurotransmitter.
d. provide negative feedback on synthesis or release of the neurotransmitter.
e. increase the neurotransmitter synthesis.

Difficulty Level: Easy


Topic: Effects on Reuptake or Deactivation of Neurotransmitters
Skill Level: Remember the Facts
Learning Objective: 4.9: Describe the effects of drugs on neurotransmitter reuptake and
deactivation.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

42. Termination of the postsynaptic potential would be expected from a drug or process
that acts to

a. increase synthesis of the neurotransmitter molecule.


b. enzymatically degrade the neurotransmitter molecule.
c. block transport of the neurotransmitter molecule through the axon membrane.
d. increase the number of postsynaptic receptors.
e. increase release of the neurotransmitter.

Difficulty Level: Moderate


Topic: Effects on Reuptake or Deactivation of Neurotransmitters
Skill Level: Understand the Concepts
Learning Objective: 4.9: Describe the effects of drugs on neurotransmitter reuptake and
deactivation.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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43. The major excitatory neurotransmitter in the brain is a(n) ____________ called
_______________.

a. amino acid; acetylcholine


b. amino acid; glutamate
c. monamine; serotonin
d. monoamine; dopamine
e. amino acid; dopamine

Difficulty Level: Easy


Topic: Neurotransmitters and Neuromodulators
Skill Level: Remember the Facts
Learning Objective: 4.10 Compare the features of the amino acid neurotransmitter
systems.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

44. Which pair presents an incorrect match between a neurotransmitter and its effects?

a. glutamate; generally excitatory in the brain


b. acetylcholine; activates the cortex and facilitates learning
c. glycine; generally inhibitory in the brain
d. glutamate; released by all sensory neurons
e. acetylcholine; subject to reuptake by the axon terminals

Difficulty Level: Moderate


Topic: Acetylcholine
Skill Level: Apply What You Know
Learning Objective 4.11 Summarize the features of the acetylcholine system.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

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45. Which neurotransmitters are the primary excitatory and inhibitory (respectively)
neurotransmitters in the brain?

a. glutamate and acetylcholine


b. GABA and glycine
c. glycine and acetylcholine
d. glutamate and GABA
e. acetylcholine and dopamine

Difficulty Level: Difficult


Topic: Neurotransmitters and Neuromodulators
Skill Level: Remember the Facts
Learning Objective: 4.10 Compare the features of the amino acid neurotransmitter
systems.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

46. Which reason correctly summarizes why it is difficult to prove that amino acids can
function as neurotransmitters?

a. Amino acids can be released from nerve terminals.


b. Postsynaptic receptor activation by application of amino acids can excite or
inhibit neurons.
c. Amino acids are found only within glial cells.
d. Amino acids play a role in protein synthesis for all nerve cells.
e. Amino acids are found in very few cells in the brain.

Difficulty Level: Moderate


Topic: Amino Acids
Skill Level: Understand the Concepts
Learning Objective: 4.10 Compare the features of the amino acid neurotransmitter
systems.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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47. Glutamate, GABA, and glycine are important because they are

a. the major excitatory neurotransmitters in the central nervous system.


b. known to be solely inhibitory in the brain.
c. the predominant neuromodulators in the spinal cord.
d. the most common neurotransmitters in the central nervous system.
e. involved in Parkinson’s disease.

Difficulty Level: Moderate


Topic: Amino Acids
Skill Level: Understand the Concepts
Learning Objective: 4.10 Compare the features of the amino acid neurotransmitter
systems.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

48. Which statement about NMDA receptors is correct?

a. Activation of the NMDA receptor allows sodium and calcium ions to flow into
the nerve cell.
b. NMDA receptors are metabotropic.
c. NMDA receptors are the most common glutamate receptor.
d. The activity of the NMDA receptor is not dependent on magnesium ions.
e. The NMDA receptor produces IPSPs.

Difficulty Level: Difficult


Topic: Amino Acids
Skill Level: Understand the Concepts
Learning Objective: 4.10 Compare the features of the amino acid neurotransmitter
systems.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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49. Alcohol withdrawal can lead to seizures because of the effect of alcohol on

a. blocking AMPA receptors.


b. stimulating 5-HT receptors.
c. displacing magnesium ions from the GABA receptors.
d. blocking NMDA receptors.
e. blocking 5-HT receptors.

Difficulty Level: Difficult


Topic: Amino Acids
Skill Level: Understand the Concepts
Learning Objective: 4.10 Compare the features of the amino acid neurotransmitter
systems.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

50. The hallucinatory drug phencyclidine (PCP)

a. is an antagonist of the NMDA receptor.


b. facilitates the binding of glutamate to the AMPA receptor.
c. releases serotonin from neurons in the raphe nuclei.
d. inhibits the dendrites of dopamine neurons in the ventral tegmental area.
e. acts via the blockade of serotonin receptors.

Difficulty Level: Moderate


Topic: Amino Acids
Skill Level: Apply What You Know
Learning Objective: 4.10 Compare the features of the amino acid neurotransmitter
systems.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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51. Gamma-aminobutyric acid (GABA) is produced from

a. polyamines.
b. butyric acid.
c. glutamic acid.
d. glycine.
e. lysergic acid.

Difficulty Level: Easy


Topic: Amino Acids
Skill Level: Remember the Facts
Learning Objective: 4.10 Compare the features of the amino acid neurotransmitter
systems.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

52. Which statement is true of GABA in the brain?

a. GABA is involved in Parkinson’s disease.


b. GABA has a general excitatory effect.
c. An excess of GABA may result in epilepsy.
d. Drugs that antagonize GABA function reduce anxiety.
e. The inhibitory effects of GABA act to stabilize the electrical activity of the
brain.

Difficulty Level: Difficult


Topic: Amino Acids
Skill Level: Understand the Concepts
Learning Objective: 4.10 Compare the features of the amino acid neurotransmitter
systems.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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53. The GABAA receptor is ________ and controls a ________ channel.

a. ionotropic; chloride
b. ionotropic; potassium
c. metabotropic; chloride
d. metabotropic; potassium
e. ionotropic; sodium

Difficulty Level: Moderate


Topic: Amino Acids
Skill Level: Understand the Concepts
Learning Objective: 4.10 Compare the features of the amino acid neurotransmitter
systems.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

54. Which pair correctly matches a drug and its effect on GABA function?

a. muscimol; agonist at the GABAB receptor


b. picrotoxin; indirect antagonist of the GABAA receptor
c. diazepam; reduces the activity of GABAA receptors
d. baclofen; antagonist at the GABAA receptor
e. nicotine; agonist at the GABAA receptor

Difficulty Level: Difficult


Topic: Amino Acids
Skill Level: Apply What You Know
Learning Objective: 4.10 Compare the features of the amino acid neurotransmitter
systems.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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55. The GABAA antagonist ________ can induce motor convulsions in high doses.

a. muscimol
b. glutamate
c. diazepam
d. baclofen
e. picrotoxin

Difficulty Level: Moderate


Topic: Amino Acids
Skill Level: Apply What You Know
Learning Objective: 4.10 Compare the features of the amino acid neurotransmitter
systems.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

56. Someone with epilepsy might be prescribed a medicine to increase __________


action.

a. glutamate
b. GABA
c. glycine
d. serotonin
e. dopamine

Difficulty Level: Moderate


Topic: Amino Acids
Skill Level: Understand the Concepts
Learning Objective: 4.10 Compare the features of the amino acid neurotransmitter
systems.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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57. ________ is the primary neurotransmitter secreted by motor axons of the central
nervous system.

a. Dopamine
b. Norepinephrine
c. Acetylcholine
d. Serotonin
e. GABA

Difficulty Level: Easy


Topic: Acetylcholine
Skill Level: Understand the Concepts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

58. Which neurotransmitter induces muscle movement and is the primary neurotransmitter
secreted by efferent axons of the central nervous system?

a. acetylcholine
b. GABA
c. serotonin
d. glycine
e. glutamate

Difficulty Level: Easy


Topic: Acetylcholine
Skill Level: Remember the Facts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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59. Which pair correctly matches a neurotransmitter with the appropriate behavioral role
or action of that neurotransmitter?

a. acetylcholine; facilitation of perceptual learning


b. dopamine; suppresses certain species-typical behaviors
c. norepinephrine; facilitation of learning
d. serotonin; increases vigilance
e. GABA; generally activates voluntary movements

Difficulty Level: Moderate


Topic: Acetylcholine
Skill Level: Understand the Concepts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

60. Cholinergic neurons within the ________ are thought to ________.

a. basal forebrain; control the electrical activity of the thalamus


b. dorsolateral pons; facilitate learning
c. medial septum; elicit most of the aspects of REM sleep
d. cerebellum; elicit motor movements
e. dorsolateral pons; elicit most of the aspects of REM sleep

Difficulty Level: Moderate


Topic: Acetylcholine
Skill Level: Understand the Concepts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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61. Which statement regarding the cholinergic fiber system is correct?

a. Most central nervous system circuits that use ACh are inhibitory for learning.
b. Cholinergic neurons in the dorsolateral pons are involved in the control of the
electrical rhythms of the hippocampus.
c. Cholinergic neurons in the medial septum are involved in the control of the
electrical rhythms of the hippocampus.
d. Cholinergic neurons in the basal forebrain are involved in the control of REM
sleep.
e. Cholinergic neurons in the medial septum facilitate learning.

Difficulty Level: Moderate


Topic: Acetylcholine
Skill Level: Remember the Facts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

62. Damage to the ________ cholinergic system would be expected to impair learning.

a. dorsolateral pons
b. hypothalamocortical
c. basal forebrain
d. medial septal
e. corticospinal

Difficulty Level: Moderate


Topic: Acetylcholine
Skill Level: Apply What You Know
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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63. Muscle contractions often need to happen quickly so they are controlled via
_____________ receptors.

a. ionotropic
b. metabotropic
c. serotonergic
d. dopaminergic
e. synthetic

Difficulty Level: Easy


Topic: Acetylcholine
Skill Level: Remember the Facts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

64. Hemicholinium-3 blocks the choline transporter, preventing recycling of choline. This
drug would therefore be a(n)

a. agonist.
b. promotor.
c. stimulator.
d. antagonist.
e. precursor.

Difficulty Level: Moderate


Topic: Acetylcholine
Skill Level: Understand the Concepts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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65. Which pair of drugs is known to facilitate and inhibit (respectively) the release of
acetylcholine?

a. fluoxetine and nicotine


b. botulinum toxin and muscarine
c. botulinum toxin and black widow spider venom
d. black widow spider venom and botulinum toxin
e. black widow spider venom and fluoxetine

Difficulty Level: Moderate


Topic: Acetylcholine
Skill Level: Understand the Concepts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

66. Atropine is a drug that acts on the acetylcholine system, producing the effect of

a. blocking pupil constriction.


b. stimulating muscle contraction.
c. experiencing hallucinations.
d. preventing muscle contraction.
e. increasing attention.

Difficulty Level: Easy


Topic: Acetylcholine
Skill Level: Remember the Facts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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67. An ionotropic cholinergic receptor produces a postsynaptic potential that is

a. slow to develop but short in duration.


b. rapid but of long duration.
c. not related to the opening of an ion channel.
d. rapid and short in duration.
e. slow to develop and long in duration.

Difficulty Level: Moderate


Topic: Acetylcholine
Skill Level: Understand the Concepts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

68. The disease process of myasthenia gravis produces muscle weakness by

a. overproducing ACh receptors on muscles.


b. reducing ACh function in the basal forebrain.
c. reducing the number of ACh receptors on muscles.
d. reducing ACh function in the dorsolateral pons.
e. enhancing the release of glycine onto spinal cord motoneurons.

Difficulty Level: Difficult


Topic: Acetylcholine
Skill Level: Understand the Concepts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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69. A drug that blocks acetylcholinesterase in the brain would be expected to

a. permanently damage brain cholinergic neurons.


b. decrease the amount of acetylcholine in the synapse.
c. increase the synaptic levels of acetylcholine.
d. alter the activity of the cholinergic autoreceptors.
e. reduce the rate of reuptake of acetylcholine into glial cells.

Difficulty Level: Difficult


Topic: Acetylcholine
Skill Level: Understand the Concepts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

70. The postsynaptic action of acetylcholine is terminated by

a. reuptake of choline into the presynaptic terminal.


b. reuptake of acetylcholine into the presynaptic terminal.
c. enzymatic destruction via acetylcholinesterase.
d. diffusion away from the synapse.
e. reduced synthesis of acetylcholine.

Difficulty Level: Moderate


Topic: Acetylcholine
Skill Level: Understand the Concepts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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71. Which statement regarding the cholinergic systems is correct?

a. Hemicholinium blocks the release of acetylcholine from peripheral system


neurons.
b. Acetylcholinesterase blocks the reuptake of choline into the presynaptic
terminal.
c. The drug atropine is used to treat myasthenia gravis.
d. Muscarinic receptors are more numerous than nicotinic receptors in the brain.
e. Black widow spider venom prevents the release of acetylcholine.

Difficulty Level: Moderate


Topic: Acetylcholine
Skill Level: Remember the Facts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

72. Nicotinic receptors are found in ________ in the periphery and in ________ in the
brain.

a. cardiac fibers; glial cells


b. muscle fibers; axoaxonic synapses
c. the pupils; axoaxonic synapses
d. cardiac fibers; axodendritic synapses
e. the lungs; axodendritic synapses

Difficulty Level: Difficult


Topic: Acetylcholine
Skill Level: Remember the Facts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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73. Which pair represents the receptor subtypes for acetylcholine?

a. cholinergic; adrenergic
b. muscarinic; adrenergic
c. alpha-cholinergic; beta-cholinergic
d. nicotinic; muscarinic
e. beta-cholinergic; delta-cholinergic

Difficulty Level: Moderate


Topic: Acetylcholine
Skill Level: Remember the Facts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

74. Which drugs are antagonists for the muscarinic and nicotinic (respectively) receptors?

a. atropine and curare


b. hemicholium and atropine
c. curare and atropine
d. muscarine and nicotine
e. acetylcholinesterase and choline acetyltransferase

Difficulty Level: Difficult


Topic: Acetylcholine
Skill Level: Understand the Concepts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

75. Because curare blocks nicotinic receptors, it makes sense that this drug is often used to

a. tighten wrinkled skin.


b. block pain reactivity during tooth extractions.
c. minimize muscle weakness in persons suffering from myasthenia gravis.
d. dilate the pupils of the eyes.
e. induce relaxation during surgery.

Difficulty Level: Moderate


Topic: Acetylcholine
Skill Level: Apply What You Know
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

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76. The drug ________ causes pupil dilation by blocking ________ receptors.

a. cocaine; dopaminergic
b. atropine; muscarinic
c. curare; muscarinic
d. belladona; adrenergic
e. muscarine; nicotinic

Difficulty Level: Moderate


Topic: Acetylcholine
Skill Level: Understand the Concepts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

77. Monoaminergic neurons include

a. GABAergic neurons.
b. glutamatergic neurons.
c. acetyl cholinergic neurons.
d. serotonergic neurons.
e. glycinergic neurons.

Difficulty Level: Easy


Topic: The Monoamines
Skill Level: Remember the Facts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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78. Which substance is classified as an indolamine?

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

Difficulty Level: Easy


Topic: The Monoamines
Skill Level: Remember the Facts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

79. Tyrosine is the precursor for the synthesis of

a. serotonin.
b. dopamine.
c. glutamate.
d. acetylcholine.
e. glycine.

Difficulty Level: Easy


Topic: The Monoamines
Skill Level: Understand the Concepts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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80. Degeneration of neurons within the ________ dopamine system leads to Parkinson’s
disease.

a. nigrostriatal
b. mesocortical
c. hypothalamocortical
d. mesolimbic
e. retinal-suprachiasmatic

Difficulty Level: Moderate


Topic: The Monoamines
Skill Level: Understand the Concepts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

81. L-DOPA is given to a patient with Parkinson’s disease because

a. dopamine cannot cross the blood–brain barrier.


b. serotonin cannot cross the blood–brain barrier.
c. L-DOPA is converted to norepinephrine.
d. L-DOPA is converted to epinephrine.
e. dopamine is too effective when it crosses the blood–brain barrier, resulting in
schizophrenia-like symptoms.

Difficulty Level: Easy


Topic: The Monoamines
Skill Level: Understand the Concepts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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82. Damage to the ________ dopaminergic system would be expected to impair


movement.

a. nigrostriatal
b. hypothalamocortical
c. mesocortical
d. mesolimbic
e. corticospinal

Difficulty Level: Moderate


Topic: The Monoamines
Skill Level: Understand the Concepts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

83. The neostriatum consists of the

a. putamen and the hippocampus.


b. ventral tegmental area and the overlying pons.
c. cerebellum and the nucleus accumbens.
d. caudate nucleus and the putamen.
e. amygdala and the hippocampus.

Difficulty Level: Moderate


Topic: The Monoamines
Skill Level: Remember the Facts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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84. The ________ dopamine system plays a key role in the control of ________.

a. nigrostriatal; planning and problem solving


b. mesolimbic; movement
c. mesocortical; movement
d. mesospinal; reinforcing effects of drugs such as cocaine
e. mesocortical; planning and problem-solving

Difficulty Level: Moderate


Topic: The Monoamines
Skill Level: Understand the Concepts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

85. Low doses of the drug apomorphine

a. are toxic in the same way as is curare.


b. increase synthesis of epinephrine.
c. reduce sensitivity to pain.
d. stimulate nicotinic receptors as well as D1 receptors.
e. inhibit the synthesis and release of dopamine.

Difficulty Level: Moderate


Topic: The Monoamines
Skill Level: Understand the Concepts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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86. The drug reserpine

a. was used medically to treat high blood pressure.


b. is used to treat myasthenia gravis.
c. prevents the storage of monoamines in synaptic vesicles.
d. can produce Parkinson’s disease in some people.
e. interferes with the synthesis of dopamine.

Difficulty Level: Moderate


Topic: The Monoamines
Skill Level: Remember the Facts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

87. Dopamine belongs to the __________ class of monoamines.

a. indolamine
b. ethylamine
c. catecholamine
d. amino acid
e. neuropeptide

Difficulty Level: Moderate


Topic: The Monoamines
Skill Level: Remember the Facts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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88. A drug that causes the transporters for dopamine to run in reverse would

a. increase the synthesis of dopamine.


b. increase the reuptake of dopamine.
c. antagonize the postsynaptic receptors for dopamine.
d. propel dopamine into the synaptic cleft.
e. more rapidly clear dopamine out of the synaptic cleft.

Difficulty Level: Difficult


Topic: The Monoamines
Skill Level: Understand the Concepts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

89. Drugs that inactivate monoamine oxidase B (MAO-B) would be expected to

a. also block D2 receptors.


b. increase the release of dopamine in response to the arrival of an action
potential at the terminal buttons.
c. make the dopamine transporter run in reverse.
d. cause the release of serotonin into the synaptic cleft.
e. increase the release of acetylcholine in response to the arrival of an action
potential at the terminal buttons.

Difficulty Level: Difficult


Topic: The Monoamines
Skill Level: Understand the Concepts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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90. Abnormal brain levels of dopamine are associated with

a. mania and bipolar disorder.


b. schizophrenia and Parkinson’s disease.
c. Alzheimer’s disease and schizophrenia.
d. Klüver-Bucy syndrome and Huntington’s chorea.
e. mood disorder and depression.

Difficulty Level: Easy


Topic: The Monoamines
Skill Level: Understand the Concepts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

91. Catecholamines are removed from the synaptic cleft via

a. degradation.
b. enzymes.
c. transporters.
d. recycling.
e. no process; they remain in the cleft.

Difficulty Level: Moderate


Topic: The Monoamines
Skill Level: Understand the Concepts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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92. The final synthesis step for norepinephrine occurs in the ________ and requires the
presence of ________.

a. vesicles; epinephrine and dopamine β-hydroxylase


b. axon terminals; dopamine and dopamine β-hydroxylase
c. soma; dopamine.
d. vesicles; dopamine and dopamine β-hydroxylase
e. soma; dopamine β-hydroxylase and nicotine

Difficulty Level: Difficult


Topic: The Monoamines
Skill Level: Remember the Facts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

93. Which pair of terms is synonymous?

a. epinephrine and adrenaline


b. nicotine and glycine
c. noradrenaline and GABA
d. serotonin and drug abuse
e. glutamate and glycine

Difficulty Level: Moderate


Topic: The Monoamines
Skill Level: Understand the Concepts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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94. The drug AMPT blocks the production of both __________ and

a. norepinephrine; dopamine.
b. chlorpromazine; reserpine.
c. acetylcholine; norepinephrine.
d. curare; muscarine.
e. acetylcholine; dopamine.

Difficulty Level: Easy


Topic: The Monoamines
Skill Level: Understand the Concepts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

95. Drugs that block monoamine oxidase A (MAO-A) are ________ agonists, whereas
monoamine oxidase B (MAO-B) blockers are ________.

a. nicotinic receptor; muscarinic receptor antagonists


b. glutamatinergic; glycine receptor agonists
c. dopamine; norepinephrine antagonists
d. presynaptic; postsynaptic antagonists
e. norepinephrine; dopamine agonists

Difficulty Level: Difficult


Topic: The Monoamines
Skill Level: Understand the Concepts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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96. Norepinephrine is removed from the synaptic cleft via

a. enzymes.
b. degradation.
c. transporters.
d. synthesizers.
e. diffusion.

Difficulty Level: Easy


Topic: The Monoamines
Skill Level: Remember the Facts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

97. Serotonin is synthesized from

a. tyrosine.
b. tyramine.
c. tryptophan.
d. blood platelets.
e. glutamate.

Difficulty Level: Moderate


Topic: The Monoamines
Skill Level: Remember the Facts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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98. Drugs that block the reuptake of serotonin or that cause the release of serotonin are
used therapeutically to treat

a. anorexia nervosa.
b. depression.
c. mania.
d. psychosis.
e. bipolar disorder.

Difficulty Level: Moderate


Topic: The Monoamines
Skill Level: Apply What You Know
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

99. The ________ serotonin receptor subtype is classified as an ionotropic receptor.

a. 5-HT1
b. 5-HT5
c. 5-HT3
d. 5-HT9
e. 5-HT27

Difficulty Level: Easy


Topic: The Monoamines
Skill Level: Remember the Facts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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100. Most of the cell bodies of serotonin neurons are located within the

a. substantia nigra.
b. basal forebrain.
c. ventral tegmental area.
d. spinal cord.
e. raphe nuclei.

Difficulty Level: Easy


Topic: The Monoamines
Skill Level: Remember the Facts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

101. Drugs that block histamine receptors produce

a. Parkinson’s disease.
b. delusions.
c. drowsiness.
d. REM sleep.
e. arousal.

Difficulty Level: Moderate


Topic: The Monoamines
Skill Level: Understand the Concepts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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102. Peptides, unlike neurotransmitters, are always

a. destroyed by enzymes.
b. taken back up into the presynaptic cell via transporters.
c. recycled and reused.
d. allowed to remain in the synaptic cleft indefinitely.
e. synthesized into dopamine.

Difficulty Level: Moderate


Topic: Peptides
Skill Level: Apply What You Know
Learning Objective: 4.13 Contrast the features of peptide neurotransmitters with classical
neurotransmitters.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

103. All peptides studied so far are produced from

a. enzymes.
b. polypeptides.
c. vesicles.
d. precursor molecules.
e. postcursor molecules.

Difficulty Level: Moderate


Topic: Peptides
Skill Level: Apply What You Know
Learning Objective: 4.13 Contrast the features of peptide neurotransmitters with classical
neurotransmitters.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

104. Neuropeptides are distinctive in that they

a. are released from all parts of a terminal button.


b. are secreted only from the active zone of an axon terminal.
c. do not act via receptors.
d. are not synthesized in the neuron soma.
e. are not packaged within vesicles.

Difficulty Level: Moderate


Topic: Peptides
Skill Level: Understand the Concepts
Learning Objective: 4.13 Contrast the features of peptide neurotransmitters with classical
neurotransmitters.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content

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domains.

105. Most peptides function as

a. neurotransmitters.
b. monoamines.
c. amino acids.
d. analgesics.
e. neuromodulators.

Difficulty Level: Moderate


Topic: Peptides
Skill Level: Remember the Facts
Learning Objective: 4.13 Contrast the features of peptide neurotransmitters with classical
neurotransmitters.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

106. Which statement regarding opioid effects in the brain is correct?

a. Heroin is an example of an opioid receptor antagonist.


b. Opioids can induce euphoria and reward.
c. Opioids act to increase pain.
d. Naloxone is an example of an opioid receptor agonist.
e. Opioids do not induce dysphoria.

Difficulty Level: Moderate


Topic: Peptides
Skill Level: Understand the Concepts
Learning Objective: 4.13 Contrast the features of peptide neurotransmitters with classical
neurotransmitters.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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107. Drugs such as morphine, oxycodone, and heroin are classified as

a. opioid molecules.
b. narcotic antagonists.
c. endogenous opioids.
d. synthetic opioids.
e. enkephalins.

Difficulty Level: Easy


Topic: Peptides
Skill Level: Remember the Facts
Learning Objective: 4.13 Contrast the features of peptide neurotransmitters with classical
neurotransmitters.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

108. Activation of cannabinoid receptors by tetrahydrocannabinol (THC)

a. stimulates appetite.
b. occurs when a person smokes marijuana.
c. results in analgesia.
d. reduces nausea and vomiting.
e. produces nausea and vomiting.

Difficulty Level: Difficult


Topic: Lipids
Skill Level: Understand the Concepts
Learning Objective: 4.14 Summarize the features of the lipid neurotransmitter systems.
Answer B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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109. Which statement is true regarding CB1 receptors?

a. Memory impairment results from the effects of THC on hippocampal CB1


receptors.
b. These receptors are found in high concentrations within the brain stem.
c. CB1 receptors are postsynaptic.
d. CB1 receptors control a chloride channel.
e. The reinforcing action of cocaine is blocked by a targeted mutation of CB1
receptors.

Difficulty Level: Difficult


Topic: Lipids
Skill Level: Remember the Facts
Learning Objective: 4.14 Summarize the features of the lipid neurotransmitter systems.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

Fill-in-the-Blank Questions

110. ________ is the study of the effects of drugs on the nervous system and behavior.

Difficulty Level: Easy


Topic: Introduction
Skill Level: Remember the Facts
Learning Objective: 4.1 Differentiate between the terms drug, drug effect, and site of
action.
Answer: Psychopharmacology
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

111. ________ refers to the process by which drugs are absorbed, distributed, and excreted
from the body.

Difficulty Level: Easy


Topic: Pharmacokinetics
Skill Level: Remember the Facts
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: Pharmacokinetics
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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112. Sublingual administration involves placing a drug beneath a person’s __________.

Difficulty Level: Easy


Topic: Pharmacokinetics
Skill Level: Remember the Facts
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: tongue
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

113. The fastest route for getting drugs into the body is through ________.

Difficulty Level: Moderate


Topic: Pharmacokinetics
Skill Level: Remember the Facts
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: intravenous injection
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

114. The primary route of excretion of drugs from the body is via the ________.

Difficulty Level: Easy


Topic: Pharmacokinetics
Skill Level: Remember the Facts
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
Answer: kidneys
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

115. A drug with a ________ therapeutic index would be quite dangerous.

Difficulty Level: Moderate


Topic: Drug Effectiveness
Skill Level: Remember the Facts
Learning Objective: 4.3 Identify why drugs vary in effectiveness and how these
differences can be measured.
Answer: low
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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116. ________ demonstrate the effect of a particular drug dose until the maximum effect is
reached.

Difficulty Level: Moderate


Topic: Drug Effectiveness
Skill Level: Remember the Facts
Learning Objective: 4.3 Identify why drugs vary in effectiveness and how these
differences can be measured.
Answer: Dose response curves
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

117. ________ refers to a diminished drug effect with repeated injection of a constant drug
dose.

Difficulty Level: Moderate


Topic: Effects of Repeated Administration
Skill Level: Remember the Facts
Learning Objective: 4.4 Differentiate between tolerance, sensitization, and withdrawal
effects following repeated use of a drug.
Answer: Tolerance
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

118. Withdrawal symptoms usually take the form of __________ of the effects produced
by the drug itself.

Difficulty Level: Moderate


Topic: Effects of Repeated Administration
Skill Level: Remember the Facts
Learning Objective: 4.4 Differentiate between tolerance, sensitization, and withdrawal
effects following repeated use of a drug.
Answer: the opposite
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

119. A drug that mimics the effects of a neurotransmitter would be labeled as a direct
______.

Difficulty Level: Moderate


Topic: Effects on Receptors
Skill Level: Remember the Facts
Learning Objective: 4.8 Summarize the effects of drugs at the receptor.
Answer: agonist
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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120. The hallucinatory drug PCP (phencyclidine) is an antagonist of the ________


receptor.

Difficulty Level: Difficult


Topic: Effects on Receptors
Skill Level: Remember the Facts
Learning Objective: 4.8 Summarize the effects of drugs at the receptor.
Answer: NMDA
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

121. An inactive substance that a receiver perceives as being active is known as a


__________.

Difficulty Level: Easy


Topic: Placebo Effects
Skill Level: Remember the Facts
Learning Objective: 4.5 Describe a placebo and the placebo effect.Answer: placebo
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

122. ________ is the primary inhibitory neurotransmitter in the spinal cord.

Difficulty Level: Difficult


Topic: Amino Acids
Skill Level: Remember the Facts
Learning Objective: 4.10 Compare the features of the amino acid neurotransmitter
systems.
Answer: Glycine
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

123. _______________ is the primary neurotransmitter secreted by axons of the


peripheral nervous system that terminate at muscle cells to control muscle contraction.

Difficulty Level: Moderate


Topic: Acetylcholine
Skill Level: Remember the Facts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
Answer: Acetylcholine
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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124. ________ is the precursor for the synthesis of dopamine.

Difficulty Level: Moderate


Topic: The Monoamines
Skill Level: Remember the Facts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: Tyrosine
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

125. ________ is synthesized from tryptophan.

Difficulty Level: Easy


Topic: The Monoamines
Skill Level: Remember the Facts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: Serotonin
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

126. Hallucinogenic drugs such as LSD are ______ for the 5-HT2A receptor.

Difficulty Level: Moderate


Topic: The Monoamines
Skill Level: Remember the Facts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: direct agonists
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

127. Secretion of histamine increases ________.

Difficulty Level: Moderate


Topic: The Monoamines
Skill Level: Remember the Facts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
Answer: wakefulness
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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128. Memory impairment results from the effects of THC on CB1 receptors located in the
________.

Difficulty Level: Moderate


Topic: Lipids
Skill Level: Remember the Facts
Learning Objective: 4.14 Summarize the features of the lipid neurotransmitter systems.
Answer: hippocampus
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

129. ________ is a cannabinoid receptor agonist that increases appetite and produces
analgesia.

Difficulty Level: Moderate


Topic: Lipids
Skill Level: Remember the Facts
Learning Objective: 4.14 Summarize the features of the lipid neurotransmitter systems.
Answer: THC
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

Essay Questions

130. Compare and contrast two routes of administration of drugs. What are benefits and
drawbacks of each?

Difficulty Level: Easy


Topic: Pharmacokinetics
Skill Level: Remember the Facts
Learning Objective: 4.2 Describe the steps of pharmacokinetics.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: Answers will vary depending on choice. A benefit of intravenous injection is
how rapidly the drug will be absorbed, whereas a drawback is that more skill is required
to administer. Intraperitoneal injection is less rapid, often only used with laboratory
animals. Oral administration can be limited if the drug can be destroyed by digestive
processes.

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131. Explain what is meant by a therapeutic index.

Difficulty Level: Easy


Topic: Drug Effectiveness
Skill Level: Remember the Facts
Learning Objective: 4.3 Identify why drugs vary in effectiveness and how these
differences can be measured.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: This represents the difference in dose response curves for a therapeutic effect
(e.g., reduction of appetite) versus a toxic effect (e.g., a dose required to induce seizures).

132. Compare and contrast drug tolerance with drug sensitization.

Difficulty Level: Moderate


Topic: Effects of Repeated Administration
Skill Level: Understand the Concepts
Learning Objective: 4.4 Differentiate between tolerance, sensitization, and withdrawal
effects following repeated use of a drug.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: Repeated drug administration can result in reduced drug action (tolerance) or
enhanced drug action (sensitization). Tolerance may represent increased drug clearance or
reduced action at receptor sites. Drug sensitization is less common than is drug tolerance,
and a single drug may show both tolerance and sensitization effects for different aspects
of its components.

133. Draw a diagram that represents a terminal button and postsynaptic neuron. Indicate
in this diagram at least five ways that drugs can affect synaptic transmission and give an
example of each.

Difficulty Level: Difficult


Topic: Effects on Storage and Release of Neurotransmitters
Skill Level: Remember the Facts
Learning Objective: 4.6 Summarize how drugs can affect neurotransmitter synthesis.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: This would involve the student reproducing Figure 4.7.
Possible answers include:
Blockade of synthesis (administration of a drug that inhibits an enzyme required for
synthesis.
Administration of a drug such as reserpine that inhibits storage within the vesicles.
Administration of a drug that blocks release of the transmitter (or induces release).
Administration of a drug that binds to and activates the postsynaptic receptors.
Administration of a drug that blocks reuptake of the transmitter.

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134. Describe the function of agonists and antagonists, giving an example of each and
how they produce their effects.

Difficulty Level: Easy


Topic: Sites of Action
Skill Level: Remember the Facts
Learning Objective: 4.6 Summarize how drugs can affect neurotransmitter synthesis.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: Answers will vary depending on chosen drugs. Agonists should clearly
demonstrate an increase in neurotransmitter action, whereas antagonists should clearly
indicate a decrease in neurotransmitter action.

135. Contrast the location and function of autoreceptors with postsynaptic receptors.

Difficulty Level: Difficult


Topic: Effects on Receptors
Skill Level: Remember the Facts
Learning Objective: 4.8 Summarize the effects of drugs at the receptor.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: Autoreceptors often act to feed back negatively onto either synthesis of
neurotransmitters or to inhibit the release of transmitter; these are metabotropic effects
involving second messengers. Postsynaptic receptors bind transmitter and either directly
control an ion channel (ionotropic) or use a second messenger to control an ion channel
(metabotropic).

136. What is the advantage of reuptake over enzymatic degradation in the termination of
neurotransmitter postsynaptic effects?

Difficulty Level: Moderate


Topic: Effects on Reuptake or Deactivation of Neurotransmitters
Skill Level: Understand the Concepts
Learning Objective: 4.9 Describe the effects of agonists on neurotransmitter reuptake and
degradation.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: Reuptake transports the neurotransmitter molecule into the presynaptic terminal
button where it can be moved into a vesicle for release into the cleft. Degradation
decomposes the molecule into biologically inactive components. Restoration of the
molecule will require all of the components required for synthesis. Reuptake is
economical as it allows the transmitter molecule to be recycled.

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137. Describe the principal functions of glutamate.

Difficulty Level: Moderate


Topic: Amino Acids
Skill Level: Understand the Concepts
Learning Objective: 4.10 Compare the features of the amino acid neurotransmitter
systems.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: Glutamate is the primary excitatory amino acid transmitter in the brain and is
thought to exert effects via four receptor types (NMDA, AMPA, kainate, metabotropic
glutamate receptor). Glutamate may play a role in cognition and in memory. Alcohol is an
NMDA receptor antagonist; withdrawal from alcohol can lead to seizures.

138. Describe the biosynthesis of acetylcholine (ACh). List three different means that
would act to alter the release of acetylcholine.

Difficulty Level: Moderate


Topic: Acetylcholine
Skill Level: Apply What You Know
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
APA Learning Objective: 1.3 Describe applications of psychology.
Answer: ACh is formed from choline and acetyl coenzyme A (acetyl-coA) in the presence
of choline acetyltransferase (ChAT). ACh is released into synapses and has effects at two
receptor types: nicotinic and muscarinic. Action potentials release ACh; botulinum toxin
prevents ACh release; black widow spider venom stimulates ACh release.

139. Compare and contrast the locations and synaptic functions of the two types of
acetylcholine receptors. Give an example of a drug that would antagonize each receptor
type.

Difficulty Level: Moderate


Topic: Acetylcholine
Skill Level: Remember the Facts
Learning Objective: 4.11 Summarize the features of the acetylcholine system.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: Nicotinic receptors are ionotropic and are located on muscle fibers and in the
brain. Muscarinic receptors are metabotropic and are located in the brain. ACh is an
agonist for both receptors. Curare blocks nicotinic receptors, whereas atropine blocks
muscarinic receptors.

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140. Explain the importance of drugs that inhibit serotonin reuptake for the treatment of
mental disorders.

Difficulty Level: Moderate


Topic: The Monoamines
Skill Level: Remember the Facts
Learning Objective: 4.12 Summarize the key features of the monoamine systems.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: Serotonin reuptake inhibitors block the serotonin transporter, thus allowing
serotonin to remain in the synapse. These drugs are used clinically to treat depression,
some anxiety disorders, and obsessive-compulsive disorder.

141. Explain how the endocannabinoids modulate neuronal activity.

Difficulty Level: Moderate


Topic: Lipids
Skill Level: Remember the Facts
Learning Objective: 4.13 Contrast the features of peptide neurotransmitters with classical
neurotransmitters.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: Endocannabinoids bind to CB1 receptors located on other neurons; CB1 binding
opens potassium channels in the presynaptic terminal, thereby reducing the release of
transmitter. Activation of the CB1 receptor is thought to mediate the euphoric and memory
effects of marijuana in humans.

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Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in
Revel for Physiology of Behavior, 13th Edition.

Assignment: Quiz: Principles of Psychopharmacology


EOM Q4.1.1
Question: Psychopharmacology includes the study of:
a. psychoactive drugs and drugs of abuse.
b. blood pressure medications.
c. ulcer medications.
d. drugs of abuse and blood pressure medications.
Answer: A
Consider This: The term includes “psycho” which means that the scope will be limited to
drugs affecting the nervous system; LO 4.1: Differentiate between the terms drug, drug
effect and site of action.
Learning Objective: Objective: 4.1: Differentiate between the terms drug, drug effect and
site of action.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q4.1.2
Question: The steps of pharmacokinetics do NOT include:
a. absorption.
b. metabolism.
c. excretion.
d. reuptake.
Answer: D
Consider This: Pharmacokinetics refers to the life cycle of drugs; LO 4.2: Describe the
steps of pharmacokinetics.
Learning Objective: 4.2: Describe the steps of pharmacokinetics.
Difficulty Level: Easy
Skill Level: Understand the Concepts

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EOM Q4.1.3
Question: The ________ route of drug administration has the advantage of bypassing the
blood-brain barrier.
a. oral
b. intramuscular
c. topical
d. intracerebroventricular
Answer: D
Consider This: The blood–brain barrier is a barrier only for water-soluble molecules; LO
4.2: Describe the steps of pharmacokinetics.
Learning Objective: 4.2: Describe the steps of pharmacokinetics.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q4.1.4
Question: If the therapeutic index of Drug X is low, then:
a. physicians should take more care in prescribing it due to an increased chance of
risks.
b. physicians can take less care in prescribing it due to a decreased chance of risks.
c. physicians should not prescribe it because it is too dangerous.
d. physicians should not prescribe it because it is not effective.
Answer: A
Consider This: A low therapeutic index indicates a small distance between an effective
dose and a dangerous dose; LO 4.3: Identify why drugs vary in effectiveness and how
these differences can be measured.
Learning Objective: LO 4.3: Identify why drugs vary in effectiveness and how these
differences can be measured.
Skill: Understand the Concepts
Difficulty: Moderate

EOM Q4.1.5
Question: With repeated drug administration, the body begins to compensate for drug use
by causing symptoms opposite of what the drug causes. This phenomenon is called:
a. tolerance.
b. addiction.
c. withdrawal.
d. dependence.
Answer: C
Consider This: These opposing symptoms often reinforce the desire to take the drug; LO
4.4: Differentiate between tolerance, sensitization, and withdrawal effects following
repeated use of a drug.
Learning Objective: 4.4: Differentiate between tolerance, sensitization, and withdrawal
effects following repeated use of a drug.
Difficulty Level: Easy
Skill Level: Remember the Facts

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Assignment: Quiz: Sites of Drug Action


EOM Q4.2.1
Question: An antagonistic effect on neurotransmitter synthesis may take the form of:
a. blocking a precursor.
b. promoting a precursor.
c. blocking NT release.
d. promoting NT release.
Answer: A
Consider This: Synthesis refers to the creation of neurotransmitter; LO 4.6: Summarize
how drugs can affect neurotransmitter synthesis.
Learning Objective: 4.6: Summarize how drugs can affect neurotransmitter synthesis.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q4.2.2
Question: A drug prevents neurotransmitter release by deactivating docking proteins.
This drug would be considered a(n):
a. antagonist.
b. agonist.
c. promotor.
d. orchestrator.
Answer: A
Consider This: The “bad guy” in literature shares the same title; LO 4.7: Explain the
effects of drugs on neurotransmitter storage and release.
Learning Objective: 4.7: Explain the effects of drugs on neurotransmitter storage and
release.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOM Q4.2.3
Question: PCP binds to an alternate binding site for the NMDA glutamate receptor,
causing less neurotransmitter action. This binding action makes PCP a(n):
a. indirect antagonist.
b. direct antagonist.
c. indirect agonist.
d. direct agonist.
Answer: A
Consider This: “Alternate binding site” indicates that there may still be sites for the
NMDA receptor to receive normal activation; LO 4.8: Summarize the effects of drugs at
the receptor.
Learning Objective: 4.8: Summarize the effects of drugs at the receptor.
Difficulty Level: Difficult
Skill Level: Analyze It

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EOM Q4.2.4
Question: Selective serotonin reuptake inhibitors (SSRIs) are:
a. antagonists.
b. agonists.
c. promoters.
d. villains.
Answer: B
Consider This: Blocking the reuptake mechanism would do what to neurotransmitter
levels in the cleft?; LO 4.9: Describe the effects of drugs on neurotransmitter reuptake and
deactivation.
Learning Objective: 4.9: Describe the effects of drugs on neurotransmitter reuptake and
deactivation.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q4.2.5
Question: Substances that block deactivation of neurotransmitters are:
a. antagonists.
b. agonists.
c. promoters.
d. villains.
Answer: B
Consider This: If a neurotransmitter is not broken down, what does that mean?; LO 4.9:
Describe the effects of drugs on neurotransmitter reuptake and deactivation.
Learning Objective: 4.9: Describe the effects of drugs on neurotransmitter reuptake and
deactivation.
Difficulty Level: Easy
Skill Level: Understand the Concepts

Assignment: Quiz: Neurotransmitters and Neuromodulators)


EOM Q4.3.1
Question: Janelle was recently diagnosed with epilepsy. She might be prescribed a
medicine to increase __________ action.
a. glutamate
b. GABA
c. glycine
d. serotonin
Answer: B
Consider This: Someone with epilepsy experiences overexcitement of the brain, so the
medicine should counteract this effect; LO 4.10: Compare the features of the amino acid
neurotransmitter systems.
Learning Objective: 4:10: Compare the features of the amino acid neurotransmitter
systems.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOM Q4.3.2
Question: Because muscle contractions often need to happen quickly, they are controlled
via _____________ receptors.
a. ionotropic
b. metabotropic
c. serotonergic
d. dopaminergic
Answer: A
Consider This: One type of receptor acts more immediately than another, with quick
access to ion channels; LO 4.11: Summarize the features of the acetylcholine system.
Learning Objective: LO 4.11: Summarize the features of the acetylcholine system.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q4.3.3
Question: Monoaminergic neurons include ______ neurons.
a. GABAergic
b. glutamatergic
c. serotonergic
d. acetylcholinergic
Answer: C
Consider This: The monoamine class is made up of neurotransmitters that consist of a
single amino acid; LO 4.12: Summarize the key features of the monoamine systems.
Learning Objective: 4.12: Summarize the key features of the monoamine systems.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOM Q4.3.4
Question: L-DOPA is given to patients with Parkinson’s disease because:
a. dopamine cannot cross the blood–brain barrier.
b. serotonin cannot cross the blood–brain barrier.
c. L-DOPA is converted to norepinephrine.
d. L-DOPA is converted to epinephrine.
Answer: A
Consider This: L-DOPA can cross the blood–brain barrier via specific transporters; LO
4.12: Summarize the key features of the monoamine systems.
Learning Objective: 4.12: Summarize the key features of the monoamine systems
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOM Q4.3.5
Question: Unlike neurotransmitters, peptides are always:
a. destroyed by enzymes.
b. taken back up into the presynaptic cell via transporters.
c. recycled and reused.
d. allowed to remain in the cleft indefinitely.
Answer: A
Consider This: Many monoamines are recycled and reused; LO 4.13: Contrast the features
of peptide neurotransmitters with classical neurotransmitters.
Learning Objective: 4.13: Contrast the features of peptide neurotransmitters with classical
neurotransmitters.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

Assignment: Chapter Quiz: Psychopharmacology and Neurotransmitters


EOC Q4.1
Question: Where a drug acts in the cell is called a(n):
a. site of action.
b. drug effect.
c. exogenous substance.
d. drug.
Answer: A
Consider This: Which would refer to a location in the cell?: LO 4.1: Differentiate between
the terms drug, drug effect and site of action.
Learning Objective: 4.1: Differentiate between the terms drug, drug effect and site of
action.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q4.2
Question: Kathy receives a Depo-Provera shot in her buttocks every three months to
prevent pregnancy. This shot is a(n) _____ injection.
a. intravenous
b. intraperitoneal
c. intramuscular
d. subcutaneous
Answer: C
Consider This: The buttocks would not be considered a vein or abdominal wall area; LO
4.2: Describe the steps of pharmacokinetics.
Learning Objective: 4.2: Describe the steps of pharmacokinetics.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q4.3
Question: Dose response curves:
a. indicate if a physician should prescribe the drug.
b. indicate the therapeutic index of a drug.
c. demonstrate the effect of a particular dose until the maximum effect is reached.
d. indicate if a physician should prescribe the drug, demonstrate the effect of a
particular dose, and indicate the therapeutic index.
Answer: C
Consider This: Dose response curves are used to determine the amount of dose to achieve
a desired effect; LO 4.3: Identify why drugs vary in effectiveness and how these
differences can be measured.
Learning Objective: LO 4.3: Identify why drugs vary in effectiveness and how these
differences can be measured.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q4.4
Question: An effective drug would have:
a. high affinity.
b. high affinity and acts at sites of action that produce therapeutic effects.
c. low affinity and acts at sites of action that produce therapeutic effects.
d. low affinity.
Answer: B
Consider This: Affinity refers to the degree to which the drug binds effectively; LO 4.3:
Identify why drugs vary in effectiveness and how these differences can be measured.
Learning Objective: 4.3: Identify why drugs vary in effectiveness and how these
differences can be measured.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q4.5
Question: After two years, Sam needs to smoke more cigarettes to achieve the same
feelings as he had when he first started smoking. This need to increase dosage is due to:
a. tolerance.
b. sensitization.
c. withdrawal.
d. dependence.
Answer: A
Consider This: This effect occurs because the body is adapting to the continuous usage of
the drug; LO 4.4: Differentiate between tolerance, sensitization, and withdrawal effects
following repeated use of a drug.
Learning Objective: 4.4: Differentiate between tolerance, sensitization, and withdrawal
effects following repeated use of a drug.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q4.6
Question: A researcher asks individuals to participate in an experiment that causes arm
muscle strain. The participants are instructed to use a provided muscle rub after the
activity. One group gets a rub with active ingredients to reduce pain whereas the other
group gets a ____________ without active ingredients.
a. exogenous ointment
b. endogenous ointment
c. treatment
d. placebo
Answer: D
Consider This: The participants are being treated the same with the exception of the
ointment lacking active ingredients; LO 4.5: Describe a placebo and the placebo effect.
Learning Objective: 4.5: Describe a placebo and the placebo effect.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q4.7
Question: If a drug increases the neurotransmitter precursor, then it is considered a(n):
a. antagonist.
b. agonist.
c. promotor.
d. orchestrator.
Answer: B
Consider This: Increasing the precursor would result in more neurotransmitter; LO 4.6:
Summarize how drugs can affect neurotransmitter synthesis.
Learning Objective: 4.6: Summarize how drugs can affect neurotransmitter synthesis.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q4.8
Question: A certain drug blocks vesicle transporters. This drug would be considered a(n):
a. antagonist.
b. agonist.
c. promotor.
d. orchestrator.
Answer: A
Consider This: The “bad guy” in literature shares the same title; LO 4.7: Explain the
effects of drugs on neurotransmitter storage and release.
Learning Objective: 4.7: Explain the effects of drugs on neurotransmitter storage and
release.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q4.9
Question: Nicotine is a(n) ___________ because it mimics acetylcholine at the nicotinic
acetylcholine receptor.
a. direct agonist
b. direct antagonist
c. indirect agonist
d. indirect antagonist
Answer: A
Consider This: Nicotine would promote the action of acetylcholine; LO 4.8: Summarize
the effects of drugs at the receptor.
Learning Objective: 4.8: Summarize the effects of drugs at the receptor.
Difficulty Level: Difficult
Skill Level: Analyze It

EOC Q4.10
Question: A particular drug blocks the receptor, preventing activation by the usual
neurotransmitter that activates that receptor. This drug would be considered a(n):
a. competitive agonist.
b. non-competitive agonist.
c. non-competitive antagonist.
d. competitive antagonist.
Answer: D
Consider This: The binding site is taken up by the drug, not allowing the regular
neurotransmitter to bind at all; LO 4.8: Summarize the effects of drugs at the receptor.
Learning Objective: 4.8: Summarize the effects of drugs at the receptor.
Difficulty Level: Difficult
Skill Level: Apply What You Know

EOC Q4.11
Question: The major excitatory neurotransmitter in the brain is a(n) ____________ called
_______________.
a. amino acid; glycine
b. amino acid; glutamate
c. monoamine; serotonin
d. monoamine; dopamine
Answer: B
Consider This: This large neurotransmitter is responsible for widespread neuronal
activation during a seizure; LO 4.10: Compare the features of the amino acid
neurotransmitter systems.
Learning Objective: 4.10: Compare the features of the amino acid neurotransmitter
systems.
Difficulty Level: Moderate
Skill Level: Remember the Facts

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EOC Q4.12
Question: Glutamate and GABA are removed from the cleft via:
a. degradation.
b. enzymes.
c. transporters.
d. recycling.
Answer: C
Consider This: These substances are ultimately broken down but first they must be
removed from the cleft; LO 4.10: Compare the features of the amino acid neurotransmitter
systems.
Learning Objective: 4.10: Compare the features of the amino acid neurotransmitter
systems.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q4.13
Question: Hemicholnium-3 blocks the choline transporter, preventing recycling of
choline. This drug is a(n):
a. antagonist.
b. agonist.
c. promotor.
d. orchestrator.
Answer: A
Consider This: The “bad guy” in literature shares the same title; LO 4.11: Summarize the
features of the acetylcholine system.
Learning Objective: 4.11: Summarize the features of the acetylcholine system.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q4.14
Question: Dopamine belongs to the __________ class of monoamines.
a. indolamines
b. ethylamines
c. catecholamines
d. amino acids
Answer: C
Consider This: Dopamine belongs to the class that has several neurotransmitters; LO 4.12:
Summarize the key features of the monoamine systems.
Learning Objective: 4.12: Summarize the key features of the monoamine systems.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOC Q4.15
Question: With respect to the broad classes of neurotransmitters reviewed in the text,
endocannabinoids are to ______ as endogenous opioids are to ______.
a. amino acid; peptide
b. lipid; monoamine
c. lipid; peptide
d. peptide; lipid.
Answer: C
Consider This: Endocannabinoids are not stored in vesicles; LO 4.14: Summarize the
features of the lipid neurotransmitter systems.
Learning Objective: 4.14: Summarize the features of the lipid neurotransmitter systems.
Difficulty Level: Moderate
Skill Level: Analyze It

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Chapter 5: Methods and Strategies of Research

Total Assessment Guide (T.A.G.)

Topic Question Type Remember the Understand the Apply What


Facts Concepts You Know
Experimental Multiple Choice 2,3, 8,13,20,21, 1,4-7,9- 16,18,24,37,48,
Ablation 24,25, 12,14,15,17- 55,58
27,28,34, 39,44, 19,22,23,
53,55-57 26,29-33,
35,3638,40-
43,45-47,49-
52,54

Fill-In 96-100

Essay 115, 116

Recording and Multiple Choice 62-65, 67, 68, 59-61,69—71,73, 66, 72,77,81
Stimulating 74-76, 78, 82 79,80
Neural Activity

Fill-In 101-111

Essay 117-121

Neurochemical Multiple Choice 83,84,87,88 85, 86


Methods

Fill-In 112

Essay 122

Genetic Methods Multiple Choice 89,90,93-95 91,92

Fill-In 113, 114

Essay 123

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Multiple-Choice Questions

1. Which statement is true regarding the experimental ablation technique?

a. The technique is one of the oldest methods used in neuroscience.


b. The term is derived from a word meaning “to overstimulate.”
c. The technique involves stimulating brain tissue and then observing behavior.
d. Tissue removed in the ablation technique is moved elsewhere in the brain.
e. Magnetic stimulation of the brain is an example of the ablation technique.

Difficulty Level: Moderate


Topic: Experimental Ablation
Skill Level: Understand the Concepts
Learning Objective: 5.1 Explain what researchers can learn from lesion studies.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

2. One of the oldest methods used in neuroscience to study brain function is

a. immunocytochemistry.
b. stereotaxic surgery.
c. autoradiography.
d. experimental ablation.
e. twin-study methods.

Difficulty Level: Easy


Topic: Experimental Ablation
Skill Level: Remember the Facts
Learning Objective: 5.1 Explain what researchers can learn from lesion studies.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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3. Brain lesions

a. do not include wounds such as those suffered in concussions.


b. do not include wounds such as those suffered in strokes.
c. cannot be experimentally created.
d. can be experimentally created.
e. only include wounds such as those suffered in strokes.

Difficulty Level: Easy


Topic: Evaluating the Behavioral Effects of Brain Damage
Skill Level: Remember the Facts
Learning Objective: 5.1 Explain what researchers can learn from lesion studies.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

4. Which statement presents a valid rationale for performing lesion studies?

a. The change in behavior that follows a particular brain lesion can provide
important clues about the function of that brain area.
b. Lesions are easily made within the brain but are difficult to produce in the
peripheral nervous system.
c. Different types of brain lesions are specific to different types of receptor cells.
d. Brain lesions reliably produce marked changes in behaviors.
e. Introducing brain lesions into a living organism’s brain allows for activation of
behavioral circuits.

Difficulty Level: Moderate


Topic: Evaluating the Behavioral Effects of Brain Damage
Skill Level: Understand the Concepts
Learning Objective: 5.1 Explain what researchers can learn from lesion studies.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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5. Which statement summarizes a problem associated with interpreting the effects of a


brain lesion on behavior?

a. Brain lesions are difficult to produce in animals.


b. The lesion may impair the function of a distant neural structure, which in turn
alters behavior.
c. Behaviors are difficult to measure reliably in animals.
d. Each brain structure in mammals is isolated from the others.
e. Because only 10 percent of the brain is in use, there is only a 10 percent chance
that damaging a structure will induce a behavioral change.

Difficulty Level: Difficult


Topic: Evaluating the Behavioral Effects of Brain Damage
Skill Level: Understand the Concepts
Learning Objective: 5.1 Explain what researchers can learn from lesion studies.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

6. Circuits within brain regions perform

a. independent behaviors.
b. a single behavior that is functional for the organism.
c. reflexes that can be excitatory or inhibitory.
d. a function that contributes to a behavior.
e. organized as “centers” that control behaviors.

Difficulty Level: Difficult


Topic: Evaluating the Behavioral Effects of Brain Damage
Skill Level: Understand the Concepts
Learning Objective: 5.1 Explain what researchers can learn from lesion studies.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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7. Researchers use electric current to destroy Brain Region A and conclude that the
absence of a certain behavior is due to Brain Region A. However, Brain Region A is not
actually involved. Rather, a different brain area that was traversed on the way to Region A
was involved in the circuit of interest. How could the researchers control for this erroneous
finding?

a. by examining the aftermath of producing sham lesions


b. by conducting the experiment again on another group of animals
c. by using a different pathway to administer the electric current
d. lesioning other brain areas around the site of the previous lesion
e. by using human research subjects rather than animals

Difficulty Level: Moderate


Topic: Producing Brain Lesions
Skill Level: Understand the Concepts
Learning Objective: 5.2 Compare methods of producing brain lesions.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

8. Infusion of ________ into the brain will destroy cell bodies through the process of
overstimulation.

a. heroin
b. GABA
c. lidocaine
d. muscimol
e. kainic acid

Difficulty Level: Difficult


Topic: Producing Brain Lesions
Skill Level: Remember the Facts
Learning Objective: 5.2 Compare methods of producing brain lesions.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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9. Imagine that feeding behavior was eliminated when a radio-frequency lesion was used
to damage the lateral hypothalamus of a rat, which suggested that cells within this region
initiate feeding. If a subsequent study failed to observe a change in feeding after injection
of kainic acid into the lateral hypothalamus, what conclusion would be appropriate?

a. Glial cells within the lateral hypothalamus are responsible for the control of
eating.
b. The changes in eating noted in the first study are due to fibers that are passing
through the lateral hypothalamus.
c. The changes in eating are due to damage to cell bodies within the lateral
hypothalamus, and these act to initiate eating.
d. The lateral hypothalamus functions to inhibit eating.
e. The investigator should have chosen a different inhibitory amino acid.

Difficulty Level: Difficult


Topic: Producing Brain Lesions
Skill Level: Understand the Concepts
Learning Objective: 5.2 Compare methods of producing brain lesions.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

10. Killing neurons by overstimulating them is caused by

a. electric current administered by wire.


b. anesthesia.
c. excitatory amino acids.
d. sucking away brain tissue.
e. radio-frequency current.

Difficulty Level: Easy


Topic: Producing Brain Lesions
Skill Level: Understand the Concepts
Learning Objective: 5.2 Compare methods of producing brain lesions.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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11. A lesion technique that is selective for cell bodies involves

a. aspiration of tissue using a pipette.


b. overstimulation of receptors by kainic acid.
c. the flow of alternating current at the tip of an electrode.
d. the flow of electrical current through an electrode.
e. cutting of brain tissue using a retractable knife.

Difficulty Level: Moderate


Topic: Producing Brain Lesions
Skill Level: Understand the Concepts
Learning Objective: 5.2 Compare methods of producing brain lesions.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

12. A key advantage of ________ lesions is that they affect only neural cell bodies and do
not damage axons passing through the region.

a. hypoxic
b. aspiration
c. 6-hydroxydopamine
d. radio-frequency
e. excitotoxic

Difficulty Level: Moderate


Topic: Producing Brain Lesions
Skill Level: Understand the Concepts
Learning Objective: 5.2 Compare methods of producing brain lesions.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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13. Molecular biologists have tagged toxins to specific ________ that in turn will kill
specific types of neurons.

a. antigens
b. receptors
c. kainic acids
d. antibodies
e. autoreceptors

Difficulty Level: Moderate


Topic: Producing Brain Lesions
Skill Level: Remember the Facts
Learning Objective: 5.2 Compare methods of producing brain lesions.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

14. A(n) ________ allows an experimenter to determine whether a lesion in a rat brain
produced a specific behavioral effect.

a. sham-lesion control group


b. pseudo-control group
c. aspiration device
d. cooling electrode
e. microdialysis probe insertion

Difficulty Level: Moderate


Topic: Producing Brain Lesions
Skill Level: Understand the Concepts
Learning Objective: 5.2 Compare methods of producing brain lesions.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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15. The key advantage of a reversible lesion is that

a. axons are not affected by reversible procedures.


b. each animal can serve as its own control subject.
c. cell bodies are not affected by reversible procedures.
d. such lesions affect brain tissue near the tip of the lesion device.
e. kainic acid is inexpensive.

Difficulty Level: Difficult


Topic: Producing Brain Lesions
Skill Level: Understand the Concepts
Learning Objective: 5.2 Compare methods of producing brain lesions.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

16. Which chemical can be used to create a reversible lesion in brain tissue?

a. saline
b. muscimol
c. glutamate
d. flurogold
e. drencrom

Difficulty Level: Easy


Topic: Producing Brain Lesions
Skill Level: Apply What You Know
Learning Objective: 5.2 Compare methods of producing brain lesions.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

17. Stereotaxic techniques are valuable to neuroscientists because

a. they are not overseen by any regulatory committees.


b. performing stereotaxic surgery is fast and easy.
c. they provide the ability to locate objects in three-dimensional space.
d. no other lesioning methods exist.
e. all rat skulls grow to the same size and shape.

Difficulty Level: Moderate


Topic: Stereotaxic Surgery
Skill Level: Understand the Concepts
Learning Objective: 5.3 Describe the process of stereotaxic surgery.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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18. A collection of images corresponding to frontal sections of a brain is called a


__________, whereas a device for performing surgery is called a __________.

a. stereotaxic cannula; stereotaxic bregma


b. rat compendium; fornix locator
c. stereotaxic apparatus; stereotaxic atlas
d. bregma index; stereotaxic simulator
e. stereotaxic atlas; stereotaxic apparatus

Difficulty Level: Easy


Topic: Stereotaxic Surgery
Skill Level: Understand the Concepts
Learning Objective: 5.3 Describe the process of stereotaxic surgery.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

19. The three reference points used by a stereotaxic apparatus are

a. anterior-posterior, dorsal-ventral, and medal-lateral coordinates.


b. drill-bit diameter, length, and approximate size of lesion.
c. a comparison of settings on stereotaxic apparatuses for mice, rats, and voles.
d. the strain, age, and weight of an animal.
e. a comparison of coordinates within the same subject across three different ages.

Difficulty Level: Moderate


Topic: Stereotaxic Surgery
Skill Level: Understand the Concepts
Learning Objective: 5.3 Describe the process of stereotaxic surgery.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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20. Use of a stereotaxic atlas for surgery

a. provides a general estimation of the location of specific brain areas.


b. provides an exact location of specific brain areas.
c. is rare.
d. is only used for humans, not animals.
e. is only used for animals, not humans.

Difficulty Level: Easy


Topic: Stereotaxic Surgery
Skill Level: Remember the Facts
Learning Objective: 5.3 Describe the process of stereotaxic surgery.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

21. Each successive image in a stereotaxic atlas refers to

a. various distances relative to the bottom of the brain.


b. the distance from the top of the skull.
c. various distances relative to bregma.
d. various distances relative to the midline.
e. horizontal sections of the brain.

Difficulty Level: Easy


Topic: Stereotaxic Surgery
Skill Level: Remember the Facts
Learning Objective: 5.3 Describe the process of stereotaxic surgery.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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22. Which statement regarding stereotaxic surgery is correct?

a. A stereotaxic instrument does not require coordinates from a brain atlas.


b. The carrier arm can be manipulated in two dimensions.
c. The head-holder is designed to fix the skull in a rigid position.
d. The stereotaxic instrument is useful for implanting magnetic coils into the
brain.
e. Surgery can be accomplished by inserting an electrode by hand into the brain.

Difficulty Level: Easy


Topic: Stereotaxic Surgery
Skill Level: Understand the Concepts
Learning Objective: 5.3 Describe the process of stereotaxic surgery.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

23. Histological methods involve

a. stimulating, removing, repairing, regenerating


b. sedating, positioning, inserting, observing
c. afference, cytosis, calibration, efference
d. reversing, ablating, reconditioning, lesioning
e. fixing, slicing, staining, examining

Difficulty Level: Moderate


Topic: Histological Methods
Skill Level: Understand the Concepts
Learning Objective: 5.4 Summarize the steps of histological methods.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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24. A commonly used fixative of neural tissue is

a. saline.
b. lidocaine.
c. flurogold.
d. kainic acid.
e. formalin.

Difficulty Level: Easy


Topic: Histological Methods
Skill Level: Remember the Facts
Learning Objective: 5.4 Summarize the steps of histological methods.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

25. ________ refers to a histological procedure in which blood is drained and replaced by
another fluid, such as a salt solution.

a. Microdialysis
b. Perfusion
c. Fixation
d. Staining
e. Desanguination

Difficulty Level: Easy


Topic: Histological Methods
Skill Level: Remember the Facts
Learning Objective: 5.4 Summarize the steps of histological methods.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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26. Formalin is useful in the histology laboratory because it

a. introduces microorganisms that help to decompose the brain after death.


b. prevents the breakdown of brain tissue.
c. quickly removes blood from neural tissue.
d. softens brain tissue.
e. produces a reversible lesion of the brain.

Difficulty Level: Moderate


Topic: Histological Methods
Skill Level: Understand the Concepts
Learning Objective: 5.4 Summarize the steps of histological methods.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

27. To determine the location of a lesion after the sacrifice of an animal, brain slices
created with a ___________ are stained to visualize the brain areas.

a. microtome
b. stereotaxic apparatus
c. cryocoil
d. cannula
e. oscilloscope

Difficulty Level: Easy


Topic: Histological Methods
Skill Level: Remember the Facts
Learning Objective: 5.4 Summarize the steps of histological methods.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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28. A ________ is a thin slice of brain used in histology.

a. cell fragment
b. brain cut
c. section
d. horizontal view
e. tissue segment

Difficulty Level: Easy


Topic: Histological Methods
Skill Level: Remember the Facts
Learning Objective: 5.4 Summarize the steps of histological methods.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

29. The fine details of neuron structure in a brain slice or section are revealed by

a. albumin fixation.
b. stains.
c. immersion in xylene.
d. cyanoacrylate glue.
e. visual examination of raw brain slices using MRI.

Difficulty Level: Easy


Topic: Histological Methods
Skill Level: Understand the Concepts
Learning Objective: 5.4 Summarize the steps of histological methods.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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30. Cresyl violet is an example of a stain that highlights structures in

a. dendrites.
b. axons.
c. synapses.
d. cell bodies.
e. terminal buttons.

Difficulty Level: Moderate


Topic: Histological Methods
Skill Level: Understand the Concepts
Learning Objective: 5.4 Summarize the steps of histological methods.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

31. Compared to the others, which structure can be seen with a light microscope?

a. a cell nucleus
b. synaptic vesicles
c. neurotransmitter receptors
d. microtubules
e. microfilaments

Difficulty Level: Moderate


Topic: Histological Methods
Skill Level: Understand the Concepts
Learning Objective: 5.4 Summarize the steps of histological methods.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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32. The RNA, DNA, and associated proteins in cell bodies are collectively referred to as

a. cytoplasm.
b. amino acids.
c. Nissl substance.
d. gangliosides.
e. nucleotides.

Difficulty Level: Moderate


Topic: Histological Methods
Skill Level: Understand the Concepts
Learning Objective: 5.4 Summarize the steps of histological methods.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

33. Which technique can reveal the three-dimensional detail of the cells within a brain
section?

a. transmission electron microscopy


b. staining produced by methylene blue
c. scanning electron microscopy
d. the anterograde labeling method
e. computational tomography

Difficulty Level: Easy


Topic: Histological Methods
Skill Level: Understand the Concepts
Learning Objective: 5.4 Summarize the steps of histological methods.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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34. Which statement regarding confocal laser scanning microscopy is correct?

a. This technique is limited to a magnification of 100x.


b. It uses an electron beam to scan a thin slice of tissue.
c. The procedure can be used to visualize living brain cells.
d. This technique can only be used for tissue subjected to formalin.
e. This technique has less resolution than does light microscopy.

Difficulty Level: Moderate


Topic: Histological Methods
Skill Level: Remember the Facts
Learning Objective: 5.4 Summarize the steps of histological methods.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

35. Hugo wants to find out which brain region comes after brain region C. To discover
this, Hugo can trace ________ axons using ________ labeling.

a. afferent; retrograde
b. efferent; retrograde
c. afferent; anterograde
d. anterograde; retrograde
e. efferent; anterograde

Difficulty Level: Difficult


Topic: Tracing Neural Connections
Skill Level: Understand the Concepts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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36. Marco want to find out which brain region precedes brain region C. To discover this,
Marco can trace ________ axons using ________ labeling.

a. afferent; retrograde
b. efferent; retrograde
c. afferent; anterograde
d. anterograde; retrograde
e. efferent; anterograde

Difficulty Level: Difficult


Topic: Tracing Neural Connections
Skill Level: Understand the Concepts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

37. Which statement is true of the anterograde labeling procedure?

a. A target molecule is injected into the gut.


b. The target molecule is transported from the axon terminals back to the soma
and dendrites.
c. The target molecule is taken up by the dendrites of cells in the injection zone
and transported through axons.
d. Eventually the target molecule fills cell bodies.
e. A light microscopy method is used to visualize the cells in a section that
contains the target molecules.

Difficulty Level: Moderate


Topic: Tracing Neural Connections
Skill Level: Apply What You Know
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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38. The ________ technique would be used to trace efferent axons from a brain region.

a. retrograde labeling method


b. staining produced by methylene blue
c. scanning electron microscopy
d. anterograde labeling method
e. computerized tomography

Difficulty Level: Easy


Topic: Tracing Neural Connections
Skill Level: Understand the Concepts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

39. Which term below means “moving forward”?

a. antigen
b. retrograde
c. antibody
d. anterograde
e. axoplasmic transport

Difficulty Level: Easy


Topic: Tracing Neural Connections
Skill Level: Remember the Facts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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40. Immunocytochemical techniques take advantage of the specific affinity of antibodies


for
a. dopamine receptors.
b. glial cell nuclei.
c. cytogens.
d. a peptide or protein molecule.
e. white blood cells.

Difficulty Level: Moderate


Topic: Tracing Neural Connections
Skill Level: Understand the Concepts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

41. A recently developed method for tracing efferent axons involves

a. PHA-L.
b. cresyl violet.
c. methylene blue.
d. iodinated glutamate.
e. formalin.

Difficulty Level: Easy


Topic: Tracing Neural Connections
Skill Level: Understand the Concepts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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42. ________ are produced by some white blood cells and act to destroy invading
microorganisms in the body.

a. Antibodies
b. Autogens
c. Antigens
d. Receptors
e. Astrocytes

Difficulty Level: Easy


Topic: Tracing Neural Connections
Skill Level: Understand the Concepts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

43. The key use of PHA-L (a protein found in kidney beans) in neuroscience is to

a. preserve brain tissue.


b. create neuronal lesions.
c. degrade acetylcholine molecules.
d. label neuronal pathways by anterograde transport.
e. create a reversible lesion that can temporarily alter behavior.

Difficulty Level: Easy


Topic: Tracing Neural Connections
Skill Level: Understand the Concepts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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44. Which term means “moving backward”?

a. antigen
b. retrograde
c. antibody
d. anterograde
e. axoplasmic transport

Difficulty Level: Easy


Topic: Tracing Neural Connections
Skill Level: Remember the Facts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

45. The ________ labeling method uses chemicals that are taken up by dendrites and then
transported through axons toward terminal buttons.

a. retrograde
b. axoplasmic
c. anterograde
d. heterosynaptic
e. homosynaptic

Difficulty Level: Easy


Topic: Tracing Neural Connections
Skill Level: Understand the Concepts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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46. The ________ technique could be used to trace axons that are afferent to the injected
region.

a. retrograde labeling
b. electrolytic lesion
c. anterograde labeling
d. microdialysis
e. axoplasmic transport

Difficulty Level: Moderate


Topic: Tracing Neural Connections
Skill Level: Understand the Concepts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

47. The ________ method can be used to identify the neural inputs to a brain region.

a. retrograde labeling
b. electrolytic lesion
c. anterograde labeling
d. microdialysis
e. transdialysis

Difficulty Level: Easy


Topic: Tracing Neural Connections
Skill Level: Understand the Concepts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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48. Imagine that prior research has indicated that neurons from the paraventricular nucleus
(PVN) project to the prefrontal cortex (PFC) to control eating behavior. To confirm this
observation, researchers might inject PHA-L into the ________ and confirm its transport to
the ________.

a. PVN; vagal neurons that control chewing


b. PFC; vagal neurons that control chewing
c. PFC; PVN
d. vagal neurons that control chewing; PFC
e. PVN; PFC

Difficulty Level: Difficult


Topic: Tracing Neural Connections
Skill Level: Apply What You Know
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

49. The chemical ________ can be used to trace the paths of afferent axons.

a. 6-hydroxydopamine
b. cresyl violet
c. methylene blue
d. fluorogold
e. PHA-L

Difficulty Level: Easy


Topic: Tracing Neural Connections
Skill Level: Understand the Concepts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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50. The usefulness of pseudorabies virus for histological analyses is

a. for the tracing of serial synaptic connections.


b. for the tracing of afferent fibers.
c. because it is an excitotoxin like kainic acid.
d. for the tracing of efferent fibers.
e. that this virus only affects nerve cells outside the brain and spinal cord.

Difficulty Level: Difficult


Topic: Tracing Neural Connections
Skill Level: Understand the Concepts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

51. The ________ is used to identify a series of interconnected neurons in the brain in a
retrograde fashion.

a. 6-hydroxydopamine wash
b. pseudorabies virus
c. methylene blue stain
d. fluorogold injection
e. PHA-L technique

Difficulty Level: Easy


Topic: Tracing Neural Connections
Skill Level: Understand the Concepts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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52. A key advantage of the method using pseudorabies virus compared to that of
anterograde and retrograde labeling techniques is that

a. the pseudorabies virus technique can be used in living brains.


b. the pseudorabies virus can identify serial connections among two or more
neurons.
c. anterograde and retrograde labeling procedures take weeks as opposed to hours
to trace connections.
d. the pseudorabies virus technique provides three-dimensional details of cell
anatomy.
e. levels of the virus in an area are an indication of the relative activity of that
area.

Difficulty Level: Difficult


Topic: Tracing Neural Connections
Skill Level: Understand the Concepts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

53. Which scan could be used to find the location of a lesion in a living brain?

a. computerized tomography
b. diffusion tensor imaging
c. confocal laser scanning microscopy
d. electroencephalogram
e. electron microscopy

Difficulty Level: Moderate


Topic: Studying the Structure of the Living Human Brain
Skill Level: Remember the Facts
Learning Objective: 5.6 Contrast methods to study the structure of the living human brain.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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54. In the past, studying the function of the human brain was difficult because

a. it is difficult to induce brain damage in humans for the purposes of research.


b. brain damage is uniform from case to case.
c. brain damage is too common.
d. researchers had to wait for the natural death of a brain-damaged human.
e. by the time researchers obtain a brain, it has undergone significant degradation.

Difficulty Level: Moderate


Topic: Studying the Structure of the Living Human Brain
Skill Level: Understand the Concepts
Learning Objective: 5.6 Contrast methods to study the structure of the living human brain.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

55. Which technique would be used to find the location of fiber bundles in the living
human brain?

a. computerized tomography
b. diffusion tensor imaging
c. magnetic resonance imaging
d. microdialysis
e. PET scanning

Difficulty Level: Easy


Topic: Studying the Structure of the Living Human Brain
Skill Level: Remember the Facts
Learning Objective: 5.6 Contrast methods to study the structure of the living human brain.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

56. The ________ technique uses a radio frequency wave to excite hydrogen atoms in the
brain to create an image of the living human brain.

a. computerized tomography
b. microdialysis
c. magnetic resonance imaging
d. retrograde tracing
e. PET scan

Difficulty Level: Easy


Topic: Studying the Structure of the Living Human Brain
Skill Level: Remember the Facts
Learning Objective: 5.6 Contrast methods to study the structure of the living human brain.

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Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

57. The ________ technique is used to visualize details of cells in thick sections of tissue.

a. computerized tomography
b. diffusion tensor imaging
c. magnetic resonance imaging
d. confocal scanning microscope
e. PET scan

Difficulty Level: Easy


Topic: Studying the Structure of the Living Human Brain
Skill Level: Remember the Facts
Learning Objective: 5.6 Contrast methods to study the structure of the living human brain.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

58. A scientist wishing to locate small bundles of axons in the human brain would be
advised to use the _______ technique.

a. transneuronal tracing
b. PET scan
c. fMRI
d. diffuser tension imaging
e. computerized tomography

Difficulty Level: Easy


Topic: Studying the Structure of the Living Human Brain
Skill Level: Apply What You Know
Learning Objective: 5.6 Contrast methods to study the structure of the living human brain.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

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59. The ________ technique can be used to visualize differences between white matter and
gray matter in a living subject.

a. confocal laser scanning microscopy


b. transneuronal tracing procedure
c. magnetic resonance imaging
d. stereotaxic procedure
e. computerized tomography

Difficulty Level: Difficult


Topic: Studying the Structure of the Living Human Brain
Skill Level: Understand the Concepts
Learning Objective: 5.6 Contrast methods to study the structure of the living human brain.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

60. To record the neural activity of a brain region, researchers would use

a. computerized tomography.
b. magnets.
c. microelectodes.
d. cannulas.
e. macroelectrodes.

Difficulty Level: Easy


Topic: Recording Neural Activity
Skill Level: Understand the Concepts
Learning Objective: 5.7 Compare methods of recording neural activity.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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61. Single-unit recordings would be able to

a. represent summated neural activity of many neurons.


b. employ macroelectrodes placed on the skull surface.
c. indicate the level of serotonergic neuron activity during REM sleep.
d. determine the chemical composition of neurotransmitters across a broad brain
region.
e. function without elaborate amplifiers and equipment.

Difficulty Level: Difficult


Topic: Recording Neural Activity
Skill Level: Understand the Concepts
Learning Objective: 5.7 Compare methods of recording neural activity.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

62. To conduct recordings in a single cell, a researcher would use

a. magnetic resonance imaging.


b. magnets.
c. macroelectrodes.
d. microelectrodes.
e. microdialysis probes.

Difficulty Level: Easy


Topic: Recording Neural Activity
Skill Level: Remember the Facts
Learning Objective: 5.7 Compare methods of recording neural activity.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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63. The term ________ is a common name for a device used to display the changes in
voltage recorded from the scalp over time.

a. tricorder
b. autoradiograph
c. polygraph
d. CT scanner
e. X:1 recorder

Difficulty Level: Easy


Topic: Recording Neural Activity
Skill Level: Remember the Facts
Learning Objective: 5.7 Compare methods of recording neural activity.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

64. Compared to fMRI, magnetoencephalography is beneficial in that it

a. is clearer.
b. is more detailed.
c. has excellent spatial resolution.
d. can record fast-moving events.
e. can record slow-moving events.

Difficulty Level: Easy


Topic: Recording Neural Activity
Skill Level: Remember the Facts
Learning Objective: 5.7 Compare methods of recording neural activity.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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65. A transient ischemic attack involves

a. temporary loss of neural function brought on by blood clots in the brain.


b. permanent cell death induced by loss of blood flow through the brain.
c. fits of rage associated with temporal lobe epilepsy.
d. alteration of neural function due to a burst blood vessel in the brain.
e. loss of brain function during hypothermia.

Difficulty Level: Moderate


Topic: Recording Neural Activity
Skill Level: Remember the Facts
Learning Objective: 5.7 Compare methods of recording neural activity.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

66. In the vignette involving a patient identified as “Mrs. F.,” how did neurosurgeons
detect the fact that clamping off her left common carotid artery produced insufficient blood
flow to her brain?

a. Her EEG record showed spike wave activity.


b. Her EEG record showed slow wave activity.
c. Her EMG records were greater on the left side of her body relative to the right
side.
d. Her EEG record showed a flat line.
e. Her heart stopped beating.

Difficulty Level: Difficult


Topic: Recording Neural Activity
Skill Level: Apply What You Know
Learning Objective: 5.7 Compare methods of recording neural activity.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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67. The ________ is a device that takes advantage of the tiny magnetic fields that are
produced by the electrical activity of the brain to produce a record of neural activity in the
brain during waking states.

a. micromyograph
b. PET scanner
c. electroencephalograph
d. microelectrode
e. neuromagnetometer

Difficulty Level: Easy

Topic: Recording Neural Activity


Skill Level: Remember the Facts
Learning Objective: 5.7 Compare methods of recording neural activity.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

68. Sabrina injects 2-DG into a rat and then exposes it to a new food. After the animal has
been sacrificed, its brain is sliced and prepared for ____________ to determine what areas
of the brain were activated.

a. autoradiography
b. microdialysis
c. functional imaging
d. positron emission tomography
e. immunocytochemistry

Difficulty Level: Easy


Topic: Recording the Brain’s Metabolic and Synaptic Activity
Skill Level: Remember the Facts
Learning Objective: 5.8 Compare methods for assessing metabolic and synaptic activity.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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69. The brain imaging method with the best spatial resolution is

a. CT.
b. PET.
c. MRI.
d. fMRI.
e. electroencephalograph.

Difficulty Level: Easy


Topic: Recording the Brain’s Metabolic and Synaptic Activity
Skill Level: Understand the Concepts
Learning Objective: 5.8 Compare methods for assessing metabolic and synaptic activity.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

70. Compared to the others, which method cannot reveal the metabolic activity in regions
of a rat brain?

a. PET scan
b. fMRI scan
c. 2-DG autoradiography
d. measurement of Fos protein
e. injection of kainic acid

Difficulty Level: Moderate


Topic: Stimulating Neural Activity
Skill Level: Understand the Concepts
Learning Objective: 5.9 Compare methods of neural stimulation.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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71. A useful attribute of immediate early genes for neuron visualization techniques is that

a. immediate early genes fluoresce when active.


b. these genes quickly reduce their activity level.
c. immediate early genes control glucose utilization.
d. the presence of the gene product in the nucleus is a marker of neuron activation.
e. immediate early gene activation can be detected by CT scans.

Difficulty Level: Difficult


Topic: Recording the Brain’s Metabolic and Synaptic Activity
Skill Level: Understand the Concepts
Learning Objective: 5.8 Compare methods for assessing metabolic and synaptic activity.
Answer: D.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

72. Which imaging technique can be used to localize dopamine?

a. fMRI
b. MRI
c. CT
d. PET
e. TMS

Difficulty Level: Moderate


Topic: Recording the Brain’s Metabolic and Synaptic Activity
Skill Level: Apply What You Know
Learning Objective: 5.8 Compare methods for assessing metabolic and synaptic activity.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

73. Which advantage applies to the functional magnetic resonance imaging (fMRI)
technique?

a. FMRI scanners can be constructed inexpensively.


b. Oxygen has a long half-life in the brain.
c. The fMRI technique has a moderate degree of inherent danger.
d. The technique is slower than PET but is easier to compute.
e. The fMRI scan has a higher resolution compared to the PET scan.

Difficulty Level: Moderate


Topic: Recording the Brain’s Metabolic and Synaptic Activity
Skill Level: Understand the Concepts
Learning Objective: 5.8 Compare methods for assessing metabolic and synaptic activity.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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74. The functional magnetic resonance imaging (fMRI) technique measures changes in
________ to image brain metabolic activity.

a. GABA
b. X-ray diffraction
c. blood oxygen level
d. magnetic waves
e. glucose levels

Difficulty Level: Moderate


Topic: Recording the Brain’s Metabolic and Synaptic Activity
Skill Level: Remember the Facts
Learning Objective: 5.8 Compare methods for assessing metabolic and synaptic activity.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

75. The functional magnetic resonance imaging (fMRI) technique is used to

a. record the electrical activity of individual neurons.


b. induce the secretion of neurotransmitters from neurons.
c. record the neural activity of particular brain regions.
d. localize receptors within brain tissue sections.
e. electrically stimulate neurons.

Difficulty Level: Moderate


Topic: Recording the Brain’s Metabolic and Synaptic Activity
Skill Level: Remember the Facts
Learning Objective: 5.8 Compare methods for assessing metabolic and synaptic activity.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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76. Neurons can be activated by

a. infusion of oxygen.
b. radio frequency stimulation.
c. ablation.
d. chemical stimulation.
e. aspiration.

Difficulty Level: Moderate


Topic: Stimulating Neural Activity
Skill Level: Remember the Facts
Learning Objective: 5.9 Compare methods of neural stimulation.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

77. Infusion of low doses of ________will excite neurons.

a. GABA
b. glycine
c. lidocaine
d. glutamate
e. 6-hydroxydopamine

Difficulty Level: Moderate


Topic: Stimulating Neural Activity
Skill Level: Apply What You Know
Learning Objective: 5.9 Compare methods of neural stimulation.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

78. The major advantage of chemical stimulation using glutamate infusion is that

a. it activates cell bodies but not axons.


b. it only activates neurons in the cerebral cortex.
c. it is less complicated to achieve than is electrical stimulation.
d. it activates axons, but not cell bodies.
e. dendrites are inactivated by the technique.

Difficulty Level: Moderate


Topic: Stimulating Neural Activity
Skill Level: Remember the Facts
Learning Objective: 5.9 Compare methods of neural stimulation.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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79. A key disadvantage of the electrical stimulation technique is that

a. it cannot be used to inactivate neurons.


b. the procedure cannot be used in live animals.
c. behavioral changes are rarely noted after electrical stimulation of the brain.
d. the stimulation does not always duplicate natural neural processes.
e. it is more expensive than the chemical stimulation technique.

Difficulty Level: Moderate


Topic: Stimulating Neural Activity
Skill Level: Understand the Concepts
Learning Objective: 5.9 Compare methods of neural stimulation.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

80. The ________ technique takes advantage of the fact that a particular ________ can open
voltage-gated ion channels in neurons.

a. excitotoxicity; GABA
b. phototoxicity; intensity of light
c. optogenetic; wavelength of light
d. TMS; pulsing pattern of light
e. photostimulation; magnetic waves

Difficulty Level: Moderate


Topic: Stimulating Neural Activity
Skill Level: Understand the Concepts
Learning Objective: 5.9 Compare methods of neural stimulation.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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81. A brain region that has been infected with a virus that contains the photoprotein NpHR
will exhibit ________ when illuminated with ________ light.

a. neuronal inhibition; yellow


b. opening of NA channels; yellow
c. neuronal excitation; blue
d. neuronal inhibition; blue
e. apoptosis; blue and yellow

Difficulty Level: Difficult


Topic: Stimulating Neural Activity
Skill Level: Apply What You Know
Learning Objective: 5.9 Compare methods of neural stimulation.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

82. The ________ procedure uses magnetic waves to alter brain neural activity.

a. magnetic cytochemistry
b. microiontophoresis
c. endocytotic
d. in situ hybridization
e. transcranial magnetic stimulation

Difficulty Level: Easy


Topic: Stimulating Neural Activity
Skill Level: Remember the Facts
Learning Objective: 5.9 Compare methods of neural stimulation.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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83. Peptides or proteins can be localized in the brain using

a. immunocytochemistry.
b. microiontophoresis.
c. in situ hybridization.
d. high-performance liquid chromatography.
e. microelectrodes.

Difficulty Level: Easy


Topic: Finding Neurons That Produce Particular Neurochemicals
Skill Level: Remember the Facts
Learning Objective: 5.10 Describe methods to identify neurons that produce a particular
neurochemical.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

84. A transmitter such as acetylcholine can be localized in the brain by

a. reversing immunocytochemistry.
b. detecting the enzyme that produces acetylcholine.
c. applying macroelectrodes to the skull.
d. optimizing the polarity of microelectrodes.
e. using optogenetic tracing.

Difficulty Level: Moderate


Topic: Finding Neurons That Produce Particular Neurochemicals
Skill Level: Remember the Facts
Learning Objective: 5.10 Describe methods to identify neurons that produce a particular
neurochemical.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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85. A primary advantage of the microdialysis technique is

a. it can assess brain function on a moment-by-moment basis.


b. the ability to sample transmitter substances in an awake living organism.
c. that it uses radioactive molecules that break down quickly.
d. that it can be easily used in humans.
e. that only very small computers are needed for this technique to monitor brain
function.

Difficulty Level: Difficult


Topic: Measuring Chemicals Secreted in the Brain
Skill Level: Understand the Concepts
Learning Objective: 5.12 Compare methods used to examine chemicals secreted in the
brain.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

86. Compared to the others, which technique can be used to detect the location of
acetylcholine in brain tissue?

a. in situ hybridization that eliminates dopamine receptor sites


b. autoradiography focused on the cerebellum
c. immunocytochemistry aimed at choline acetyltransferase
d. microiontophoresis of amino acids
e. fMRI

Difficulty Level: Moderate


Topic: Localizing Particular Receptors
Skill Level: Understand the Concepts
Learning Objective: 5.11 Compare methods to localize particular receptors.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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87. Microdialysis is not applied to humans for research purposes because

a. the prohibitively high cost of the procedure has led most granting agencies to
refuse to fund such research.
b. of the difficulty in obtaining human volunteers for this procedure.
c. technical problems related to the surgical implantation of probes in the human
brain cannot be overcome.
d. of ethical problems, given that the procedure is invasive.
e. the levels of transmitters within the human brain are below the threshold of
detection for this technique.

Difficulty Level: Moderate


Topic: Measuring Chemicals Secreted in the Brain
Skill Level: Remember the Facts
Learning Objective: 5.12 Compare methods used to examine chemicals secreted in the
brain.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

88. If one twin has Omega Syndrome and the other twin is no more likely to have it than
the average non-related individual, then Omega Syndrome is

a. concordant.
b. discordant.
c. dissimilar.
d. similar.
e. dizygotic.

Difficulty Level: Easy


Topic: Twin Studies
Skill Level: Remember the Facts
Learning Objective: 5.13 Describe how twin concordance rates can be used to assess
genetic contribution to a behavior.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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89. If one twin has Omega Syndrome and the other is more likely to have it than the
average non-related individual, then Omega Syndrome is

a. concordant.
b. discordant.
c. dissimilar.
d. similar.
e. dizygotic.

Difficulty Level: Easy


Topic: Twin Studies
Learning Objective: 5.13 Describe how twin concordance rates can be used to assess
genetic contribution to a behavior.
Skill Level: Remember the Facts
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

90. If a child has a characteristic that is largely determined by genetics, she or he would be
most similar to

a. biological parents.
b. adoptive parents.
c. cousins.
d. brothers.
e. strangers.

Difficulty Level: Easy


Topic: Adoption Studies
Skill Level: Remember the Facts
Learning Objective: 5.14 Evaluate the role of adoption studies in assessing genetic
contributions to a behavior.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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91. Which argument presents the strongest evidence for an environmental contribution to a
behavior?

a. Adopted children resemble their biological families with regard to a trait.


b. Monozygotic twins have a higher concordance rate than do dizygotic twins.
c. Dizygotic twins have no concordance rate compared to monozygotic twins.
d. Adopted children resemble their adopted families with regard to a trait.
e. All members of an extended family show the trait.

Difficulty Level: Difficult


Topic: Adoption Studies
Skill Level: Understand the Concepts
Learning Objective: 5.14 Evaluate the role of adoption studies in assessing genetic
contributions to a behavior.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

92. Mom contributes a blue eye gene, whereas Dad contributes a brown eye gene. The pair
is called

a. chromosomes.
b. an allele.
c. a genome.
d. a linkage.
e. genes.

Difficulty Level: Easy


Topic: Genomic Studies
Skill Level: Understand the Concepts
Learning Objective: 5.15 Identify genomic techniques used to study physical and
behavioral traits.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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93. The Doogie mouse was genetically engineered to have NMDA receptors that become
more efficient with age. This animal would be considered an example of a

a. knock in.
b. wildtype.
c. knockout.
d. conditional knockout.
e. conditional knock in.

Difficulty Level: Moderate


Topic: Targeted Mutations
Skill Level: Remember the Facts
Learning Objective: 5.16 Summarize how targeted mutations can be used to study genetic
contributions to a behavior.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

94. In the ________ technique, a modified strand of RNA or DNA binds with specific
molecules of mRNA, thereby preventing the protein encoded by the mRNA from being
produced.

a. autoradiography
b. knockout
c. immediate early gene
d. antisense oligonucleotide
e. optogenetic protein

Difficulty Level: Moderate


Topic: Antisense Oligonucleotides
Skill Level: Remember the Facts
Learning Objective: 5.17 Describe how antisense oligonucleotides function to change
behavior.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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95. An anticipated future application of the CRISPR-Cas technique is to

a. eliminate the current limitations of the fMRI technique.


b. synthesize enzymes for use in prenatal screening.
c. speed the release of saporin during stereotaxic surgery.
d. reprogram undifferentiated cells to treat neurodegenerative disease.
e. facilitate the injection of radioactive L-DOPA in cancer patients.

Difficulty Level: Moderate


Topic: CRISPR-Cas Methods
Skill Level: Remember the Facts
Learning Objective: 5.18 Summarize the uses of CRISPR-Cas methods in neuroscience
research.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Fill-in-the-Blank Questions

96. Brain tissue can be fixed with ________ to prevent autolysis.

Difficulty Level: Moderate


Topic: Histological Methods
Skill Level: Remember the Facts
Learning Objective: 5.4 Summarize the steps of histological methods.
Answer: formalin
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

97. ________ refers to a histological procedure in which blood is drained and replaced by
another fluid, such as a salt solution.

Difficulty Level: Easy


Topic: Histological Methods
Skill Level: Remember the Facts
Learning Objective: 5.4 Summarize the steps of histological methods.
Answer: Perfusion
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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98. ________ is the most common stain used to visualize cell bodies in brain tissue.

Difficulty Level: Moderate


Topic: Histological Methods
Skill Level: Remember the Facts
Learning Objective: 5.4 Summarize the steps of histological methods.
Answer: Cresyl violet
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

99. Produced by some white blood cells, ________ are used by neuroscientists to bind
specific proteins in the nervous system.

Difficulty Level: Moderate


Topic: Tracing Neural Connections
Skill Level: Remember the Facts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: antibodies
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

100. ________ is a common drug that can be used in retrograde tracing procedures.

Difficulty Level: Difficult


Topic: Tracing Neural Connections
Skill Level: Remember the Facts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
Answer: Fluorogold
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

101. ________ scans can differentiate white matter from gray matter in the living human
brain, but cannot be used to identify small bundles of axons.

Difficulty Level: Easy


Topic: Studying the Structure of the Living Human Brain
Skill Level: Remember the Facts
Learning Objective: 5.6 Contrast methods to study the structure of the living human brain.
Answer: MRI
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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102. ________ scans can be used to classify small collections of axon bundles.

Difficulty Level: Easy


Topic: Studying the Structure of the Living Human Brain
Skill Level: Remember the Facts
Learning Objective: 5.6 Contrast methods to study the structure of the living human brain.
Answer: Diffuser tension imaging
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

103. _____________ are used in single-cell recording because they can record the
electrical activity of individual neurons.

Difficulty Level: Easy


Topic: Recording Neural Activity
Skill Level: Remember the Facts
Learning Objective: 5.7 Compare methods of recording neural activity.
Answer: Microelectrodes
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

104. In _________________, neuromagnetometers are used to find the source of a seizure


so it can be surgically removed.

Difficulty Level: Difficult


Topic: Recoding Neural Activity
Skill Level: Remember the Facts
Learning Objective: 5.7 Compare methods of recording neural activity.
Answer: magnetoencephalography
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

105. ________ can be translated as “writing with one’s own radiation.”

Difficulty Level: Moderate


Topic: Recording the Brain’s Metabolic and Synaptic Activity
Skill Level: Remember the Facts
Learning Objective: 5.8 Compare methods for assessing metabolic and synaptic activity.
Answer: Autoradiography
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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106. __________ is a protein that is produced when immediate early genes are turned on.

Difficulty Level: Difficult


Topic: Recording the Brain’s Metabolic and Synaptic Activity
Skill Level: Remember the Facts
Learning Objective: 5.8 Compare methods for assessing metabolic and synaptic activity.
Answer: Fos
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

107. The scanning technique that has the best spatial and temporal resolution is ________.

Difficulty Level: Moderate


Topic: Recording the Brain’s Metabolic and Synaptic Activity
Skill Level: Remember the Facts
Learning Objective: 5.8 Compare methods for assessing metabolic and synaptic activity.
Answer: fMRI
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

108. In _________________, a coil of wires is used to noninvasively stimulate neurons in


the cerebral cortex.

Difficulty Level: Moderate


Topic: Stimulating Neural Activity
Skill Level: Remember the Facts
Learning Objective: 5.9 Compare methods of neural stimulation.
Answer: transcranial magnetic stimulation (TMS)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

109. The photoprotein NpHR controls a ________ channel and is sensitive to yellow light.

Difficulty Level: Easy


Topic: Stimulating Neural Activity
Skill Level: Remember the Facts
Learning Objective: 5.9 Compare methods of neural stimulation.
Answer: chloride
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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110. The technique of ________ takes advantage of the fact that light can alter voltage-
gated channels in neurons.

Difficulty Level: Easy


Topic: Stimulating Neural Activity
Skill Level: Remember the Facts
Learning Objective: 5.9 Compare methods of neural stimulation.
Answer: optogenetic photostimulation
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

111. Transcranial magnetic stimulation is used to temporarily ________ local regions of the
cerebral cortex.

Difficulty Level: Easy


Topic: Stimulating Neural Activity
Skill Level: Remember the Facts
Learning Objective: 5.9 Compare methods of neural stimulation.
Answer: inactivate
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

112. The ________ method uses an antibody linked to a radioactive molecule to bind to a
peptide or an enzyme in brain tissue.

Difficulty Level: Moderate


Topic: Finding Neurons That Produce Particular Neurochemicals
Skill Level: Remember the Facts
Learning Objective: 5.10 Describe methods to identify neurons that produce a particular
neurochemical.
Answer: immunocytochemistry
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

113. Twins that share a particular trait are ________ for that trait.

Difficulty Level: Easy


Topic: Twin Studies
Skill Level: Remember the Facts
Learning Objective: 5.13 Describe how twin concordance rates can be used to assess
genetic contribution to a behavior.
Answer: concordant
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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114. Identical twins have identical ________.

Difficulty Level: Easy


Topic: Twin Studies
Skill Level: Remember the Facts
Learning Objective: 5.13 Describe how twin concordance rates can be used to assess
genetic contribution to a behavior.
Answer: genotypes
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Essay Questions

115. What is the rationale for using the experimental ablation method?

Difficulty Level: Easy


Topic: Evaluating the Behavioral Effects of Brain Damage
Skill Level: Understand the Concepts
Learning Objective: 5.1 Explain what researchers can learn from lesion studies.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: The idea is that changes in behavior noted after the removal of brain tissue can be
used to help determine the function of that brain region.

116. Explain the significance of the sham-lesion procedure.

Difficulty Level: Moderate


Topic: Producing Brain Lesions
Skill Level: Understand the Concepts
Learning Objective: 5.2 Compare methods of producing brain lesions.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: In the sham-lesion procedure, stereotaxic surgery is used to place an electrode or
cannula into the brain without passing damaging current or making a microinjection.
Comparison of the lesion group with that of the sham-lesion group allows for the
determination of the lesion effect apart from that of the anesthesia or the surgical
procedures themselves.

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117. Explain how the activity of a brain region can be temporarily inactivated.

Difficulty Level: Moderate


Topic: Producing Brain Lesions; Stimulating Neural Activity
Skill Level: Understand the Concepts
Learning Objective: 5.2 Compare methods of producing brain lesions.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: Injection of muscimol will inactivate a brain region (as will some local
anesthetics). Transcranial magnetic stimulation will also inactivate a brain region. Finally,
the optogenetic insertion of the NpHR, which controls a chloride channel, and is sensitive
to yellow light, can be used to temporarily inactivate a brain region.

118. Explain how and why the brain is preserved during the histology process.

Difficulty Level: Easy


Topic: Histological Methods
Skill Level: Remember the Facts
Learning Objective: 5.4 Summarize the steps of histological methods.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The brain is perfused with saline to remove blood from the tissue and is fixed in
formalin to harden the brain tissue and to halt autolysis, a process that would otherwise
destroy tissue after death.

119. Contrast efferent and afferent tracing procedures.

Difficulty Level: Moderate


Topic: Tracing Neural Connections
Skill Level: Understand the Concepts
Learning Objective: 5.5 Compare techniques for tracing efferent and afferent axons.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: In the efferent tracing procedure, a chemical such as PLA is injected into a brain
site, taken up by dendrites and transported out to the axons. Immunocytochemistry is used
to visualize the places that receive axons from the neurons of the injection site. In contrast,
afferent tracing involves injecting a chemical, such as fluorogold, which is taken up by
axon terminal buttons and transported backwards to the cell bodies. This procedure thus
identifies the neurons that innervate a specific brain region.

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120. Explain how the activity of brain cells is measured using autoradiography.

Difficulty Level: Moderate


Topic: Recording the Brain’s Metabolic and Synaptic Activity
Skill Level: Remember the Facts
Learning Objective: 5.8 Compare methods for assessing metabolic and synaptic activity.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Brain cells require glucose as fuel for activity. 2-DG, like glucose, is taken up
into neurons, but cannot be used for energy. If a radioactive version of 2-DG is injected
into an animal, radioactive 2-DG molecules will accumulate in the brain as a function of
the relative activity of those cells. Autoradiography will reveal the presence of radioactive
molecules in the brain, with a more intense signal in regions that were more active and a
less intense signal in less active regions.

121. Explain the rationale behind optogenetic methods.

Difficulty Level: Difficult


Topic: Stimulating Neural Activity
Skill Level: Remember the Facts
Learning Objective: 5.9 Compare methods of neural stimulation.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Optogenetics can be used to stimulate or inhibit neurons in a specific brain region.
Two distinct photosensitive proteins have been identified. ChR2 controls a sodium channel
and is sensitive to blue light. NpHR controls a chloride channel and is sensitive to yellow
light. The proteins are inserted into a brain region and the response to blue or yellow light
is noted. Typically, blue light activates and yellow light inhibits neuron activity.

122. Explain how a particular neurotransmitter receptor is localized in brain.

Difficulty Level: Difficult

Topic: Localizing Particular Receptors


Skill Level: Understand the Concepts
Learning Objective: 5.11 Compare methods to localize particular receptors.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: One way is to use autoradiography, in which brain tissue is exposed to a solution
of a radioactive receptor antagonist. In the second method, antibodies are proteins
produced by white blood cells that are specific to another protein or peptide (antigen).
Receptors are comprised of proteins (antigens), for which an antibody can be developed
and tagged using a marker such as a fluorescent marker (or dye). A slice of brain tissue is
incubated with the antibody/marker so that the antibody will attach to the antigen
(receptor) with each location indicated by the presence of a fluorescent signal.

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123. Compare the twin method with the adoption method for the purposes of assessing the
contribution of genes versus environment to traits and behaviors.

Difficulty Level: Moderate


Topic: Genetic Methods
Skill Level: Remember the Facts
Learning Objective: 5.13 Describe how concordance rates in twins can be used to assess
the genetic contribution to a behavior; Learning Objective: 5.14 Evaluate the role of
adoption studies in assessing genetic contributions to a behavior.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The twin method identifies monozygotic (identical) and dizygotic (fraternal)
twins and assesses the degree of similarity (concordance) between the pairs. Monozygotic
twins share 100 percent of their genes, whereas dizygotic twins share 50 percent of their
genes. A genetic contribution would be indicated were monozygotic twins to show a
greater concordance rate for a trait than do dizygotic twins. In the adoption method, a
specific trait is considered in children who were adopted early in life, with the frequency of
that trait in their biological parents (genetic contribution) compared with the frequency in
their adopted parents (environmental contribution).

Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in
Revel for Physiology of Behavior, 13th Edition.

Assignment: Quiz: Experimental Ablation


EOM Q5.1.1
Question: Which statement is FALSE with respect to brain lesions?
a. Lesion studies are examples of the method of experimental ablation.
b. Brain lesions may be created intentionally by experimenters.
c. Brain lesions may result accidently from strokes or other injuries.
d. Brain lesions are useful only in the study of nonhuman animals.
Answer: D
Consider This: “Lesion” refers to any damage to the brain; LO 5.1: Explain what
researchers can learn from lesion studies.
Learning Objective: 5.1: Explain what researchers can learn from lesion studies.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q5.1.2
Question: Researchers use electric current to destroy Brain Area A and conclude that the
resulting absence of a certain behavior reflects Brain Area A’s control of the behavior.
However, Brain Area A is not actually involved in the behavior; instead, the behavior
reflects a different brain area through which the current passed. The researchers could
_____ to control for this erroneous conclusion.
a. use sham lesions

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b. conduct the experiment again on another group of animals


c. use a different path to administer the electric current
d. lesion other areas around the site of the previous lesion study
Answer: A
Consider This: Inserting the wire without passing electric current would indicate if the
damaged area or the pathway of the wire was involved in the targeted behavior; LO 5.2:
Compare methods of producing brain lesions.
Learning Objective: 5.2: Compare methods of producing brain lesions.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q5.1.3
Question: Leslie suffers from severe obsessive-compulsive disorder. A psychiatrist
recommends that Leslie undergo a procedure involving a stereotaxic apparatus. The
psychiatrist MOST likely recommended:
a. functional magnetic resonance imaging.
b. electroconvulsive therapy.
c. computerized axial tomography.
d. deep brain stimulation.
Answer: D
Consider This: During this procedure, an electrode is implanted in a person’s head; LO
5.3: Describe the process of stereotaxic surgery.
Learning Objective: 5.3: Describe the process of stereotaxic surgery.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q5.1.4
Question: Researchers want to find out which brain region sends axons to a particular
group of brain cells they are investigating. To discover this, researchers can trace
________ axons using ________ labeling.
a. afferent; retrograde
b. efferent; retrograde
c. afferent; anterograde
d. efferent; anterograde
Answer: A
Consider This: “Retro” means in the past; LO 5.5: Compare techniques for tracing efferent
and afferent axons.
Learning Objective: 5.5: Compare techniques for tracing efferent and afferent axons.
Difficulty Level: Difficult
Skill Level: Apply What You Know

EOM Q5.1.5
Question: Which scan could be used to find the location of a lesion in a living brain?
a. computerized tomography
b. diffusion tensor imaging
c. confocal laser scanning microscopy

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d. electroencephalogram
Answer: A
Consider This: These scans provide an image similar to an X-ray; LO 5.6: Contrast
methods to study the structure of the living human brain..
Learning Objective: LO 5.6: Contrast methods to study the structure of the living human
brain.
Difficulty Level: Easy
Skill Level: Remember the Facts

Assignment: Quiz: Recording and Stimulating Neural Activity


EOM Q5.2.1
Question: To conduct recordings in a single cell, a researcher would use:
a. magnetic resonance imaging.
b. magnets.
c. microelectrodes.
d. macroelectrodes.
Answer: C
Consider This: Consider the size of a single cell in the brain of a rat or human, for
example; LO 5.7: Compare methods of recording neural activity.
Learning Objective: 5.7: Compare methods of recording neural activity.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q5.2.2
Question: To record the neural activity of a brain region, researchers would use:
a. computerized tomography.
b. magnets.
c. microelectrodes.
d. macroelectrodes.
Answer: D
Consider This: Consider the size of the area researchers are trying to record; LO 5.7:
Compare methods of recording neural activity.
Learning Objective: 5.7: Compare methods of recording neural activity.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q5.2.3
Question: An experimenter injects 2-DG into an animal and then exposes it to a new food.
After the animal has been euthanized, the brain is sliced and prepared for ____________ to
determine which areas of the brain were activated.
a. autoradiography
b. immunocytochemistry
c. functional imaging
d. positron emission tomography
Answer: A
Consider This: 2-DG is a radioactive substance; LO 5.8: Compare methods for assessing

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metabolic and synaptic activity.


Learning Objective: 5.8: Compare methods for assessing metabolic and synaptic activity.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q5.2.4
Question: Researchers CANNOT stimulate the brain using:
a. electrical current.
b. kainic acid.
c. glutamic acid.
d. experimental ablation.
Answer: D
Consider This: You cannot stimulate something by destroying it; LO 5.9: Compare
methods of neural stimulation.
Learning Objective: 5.9: Compare methods of neural stimulation.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q5.2.5
Question: Effects of chemical stimulation are ____________ than effects of electrical
stimulation.
a. more widespread
b. more localized
c. less effective
d. more effective
Answer: B
Consider This: Chemical stimulation affects individual cells rather than cells and all
projections in an area; LO 5.9: Compare methods of neural stimulation.
Learning Objective: 5.9: Compare methods of neural stimulation.
Difficulty Level: Moderate
Skill Level: Apply What You Know

Assignment: Quiz: Neurochemical Methods


EOM Q5.3.1
Question: If researchers wanted to localize neurotransmitters that are NOT peptides, they
could localize _____________ using immunocytochemistry.
a. synthesizing enzymes
b. degrading enzymes
c. cytoskeletal proteins
d. proteins
Answer: A
Consider This: Immunocytochemistry can be used to localize proteins and enzymes are
proteins. Which would tell you about the location of neurotransmitters in the brain?; LO
5.10: Describe methods to identify neurons that produce a particular neurochemical.
Learning Objective: 5.10: Describe methods to identify neurons that produce a particular
neurochemical.

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Difficulty Level: Moderate


Skill Level: Understand the Concepts

EOM Q5.3.2
Question: If researchers expose slices of brain tissue to the appropriate antibody (labeled
with a fluorescent dye) and then look at the slices with a microscope under light of a
particular wavelength, they are using:
a. immunocytochemistry.
b. autoradiography.
c. functional imaging.
d. anterograde labeling.
Answer: A
Consider This: Antibodies are used in immune system functioning; LO 5.11: Compare
methods to localize particular receptors.
Learning Objective: 5.11: Compare methods to localize particular receptors.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q5.3.3
Question: The first step in microdialysis is _____, whereas the last step is _____.
a. placing tubing in the brain; analyzing the fluid
b. pumping solution in; placing tubing in the brain
c. placing tubing in the brain; collecting molecules from extracellular fluid
d. collecting molecules from extracellular fluid; pumping solution in
Answer: A
Consider This: The whole purpose of this procedure is to analyze the amount of
neurotransmitter in a certain location; LO 5.12: Compare methods used to examine
chemicals secreted in the brain.
Learning Objective: 5.12: Compare methods used to examine chemicals secreted in the
brain.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM Q5.3.4
Question: Microdialysis indicates that the neurotransmitter _______________ is present
after sexual behavior in female rats.
a. norepinephrine
b. serotonin
c. dopamine
d. glutamate
Answer: A
Consider This: This neurotransmitter is typically involved in the stress response; LO 5.12:
Compare methods used to examine chemicals secreted in the brain.
Learning Objective: 5.12: Compare methods used to examine chemicals secreted in the
brain.
Difficulty Level: Easy

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Skill Level: Remember the Facts

EOM Q5.3.5
Question: Microdialysis is used to measure secretions by:
a. synthesizing enzymes.
b. postsynaptic cells.
c. presynaptic cells.
d. glial cells.
Answer: C
Consider This: Where are neurotransmitters released from?; LO 5.12: Compare methods
used to examine chemicals secreted in the brain.
Learning Objective: 5.12: Compare methods used to examine chemicals secreted in the
brain.
Difficulty Level: Moderate
Skill Level: Remember the Facts

Assignment: Quiz: Genetic Methods


EOM Q5.4.1
Question: If one twin has been diagnosed with schizophrenia, the other has a greater
likelihood of having schizophrenia if the twins are:
a. monozygotic.
b. dizygotic.
c. raised together.
d. raised apart.
Answer: A
Consider This: Identical twins share 100 percent of their genetic information which means
that the likelihood would be greater for concordance illnesses; LO 5.13: Describe how twin
concordance rates can be used to assess the genetic contributions to a behavior.
Learning Objective: 5.13: Describe how twin concordance rates can be used to assess the
genetic contributions to a behavior.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOM Q5.4.2
Question: If a child has a characteristic that is largely determined by the environment, they
would be most similar to:
a. biological parents.
b. adoptive parents.
c. cousins.
d. no one.
Answer: B
Consider This: Nurture would be determined by the environment whereas nature would be
genetics or biological factors; LO 5.14: Evaluate the role of adoption studies in assessing
genetic contributions to a behavior.
Learning Objective: 5.14: Evaluate the role of adoption studies in assessing genetic
contributions to a behavior.

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Difficulty Level: Easy


Skill Level: Understand the Concepts

EOM Q5.4.3
Question: Researchers create a mouse that develops normally, but a gene turns off when
the animal is given a certain drug. This animal is an example of a:
a. knock-in.
b. knockout.
c. conditional knockout.
d. conditional knock-in.
Answer: C
Consider This: The removal of the gene only happens under certain conditions; LO 5.16:
Summarize how targeted mutations can be used to reveal genetic contributions to behavior.
Learning Objective: 5.16: Summarize how targeted mutations can be used to reveal genetic
contributions to a behavior.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q5.4.4
Question: Antisense oligonucleotides:
a. are used to block production of proteins.
b. introduce new genes into species.
c. localize receptors.
d. localize neurotransmitters.
Answer: A
Consider This: The most common type are modified strands of RNA or DNA that will bind
with specific molecules of messenger RNA; LO 5.17: Describe how antisense
oligonucleotides function to change behavior.
Learning Objective: 5.17: Describe how antisense oligonucleotides function to change
behavior.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q5.4.5
Question: CRISPR-Cas methods have been used to study the role of genes in behavior in:
a. invertebrates only.
b. invertebrates and mammals.
c. higher primates and humans only.
d. humans only.
Answer: B
Consider This: The text states that the methods have been used in a range of species; LO
5.18: Summarize the uses of CRISPR-Cas methods in neuroscience research.
Learning Objective: 5.18: Summarize the uses of CRISPR-Cas methods in neuroscience
research.
Difficulty Level: Easy
Skill Level: Understand the Concepts

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Assignment: Chapter Quiz: Methods and Strategies of Research


EOC Q5.1
Question: If a researcher lesions a section of the brain and a behavior disappears, then the
researcher knows that brain area:
a. directly causes that behavior.
b. starts the brain circuit that results in that behavior.
c. ends the brain circuit that results in that behavior.
d. is part of the circuit that results in that behavior.
Answer: D
Consider This: Behaviors are largely controlled by circuits of brain areas, not single areas;
LO 5.1: Explain what researchers can learn from lesion studies.
Learning Objective: 5.1: Explain what researchers can learn from lesion studies.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q5.2
Question: Killing neurons through overstimulation may be caused by:
a. electric current via wire.
b. anesthesia.
c. excitatory amino acids.
d. sucking away brain tissue.
Answer: C
Consider This: What would cause neurons to fire repeatedly?; LO 5.2: Compare methods
of producing brain lesions.
Learning Objective: 5.2: Compare methods of producing brain lesions.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q5.3
Question: Using a stereotaxic atlas for surgery:
a. provides a ballpark estimation of the location of brain areas.
b. provides an exact location of brain areas.
c. is rare.
d. is only possible for animals, not humans.
Answer: A
Consider This: The nature of plasticity can be seen as synonymous with variation; LO 5.3:
Describe the process of stereotaxic surgery.
Learning Objective: 5.3: Describe the process of stereotaxic surgery.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q5.4
Question: To determine the location of a lesion after the sacrifice of an animal, brain
slices created with a ___________ are stained to visualize the brain areas.
a. cannula

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b. microtome
c. oscilloscope
d. stimulator
Answer: B
Consider This: This machine slices brain tissue into thin slices; LO 5.4: Summarize the
steps of histological methods.
Learning Objective: 5.4: Summarize the steps of histological methods.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q5.5

Question: A team of vision scientists has isolated a group of cells that seem involved in
motion perception. “The next step is to find out where these cells send their axons,” the
lead investigator remarks. The team can do this by tracing ________ axons using
________ labeling.
a. afferent; retrograde
b. efferent; retrograde
c. afferent; anterograde
d. efferent; anterograde
Answer: D
Consider This: “Retro” means in the past; LO 5.5: Compare techniques for tracing efferent
and afferent axons.
Learning Objective: 5.5: Compare techniques for tracing efferent and afferent axons.
Difficulty Level: Difficult
Skill Level: Apply What You Know.

EOC Q5.6
Question: Compared to fMRI, magnetoencephalography:
a. is clearer.
b. is more detailed.
c. has excellent spatial resolution.
d. can record fast-moving events.
Answer: D
Consider This: fMRI does not have good temporal resolution; LO 5.7: Compare methods
of recording neural activity.
Learning Objective: 5.7: Compare methods of recording neural activity.
Difficulty Level: Moderate
Skill Level: Analyze It

EOC Q5.7
Question: The brain imaging method with the BEST spatial resolution is:
a. fMRI
b. CT
c. PET
d. MRI

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Answer: A
Consider This: This imaging method measures brain activity by detecting levels of oxygen
in the brain’s blood vessels; LO 5.8: Compare methods for assessing metabolic and
synaptic activity.
Learning Objective: 5.8: Compare methods for assessing metabolic and synaptic activity.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q5.8
Question: Optogenetic methods involve:
a. introducing photosensitive proteins via viruses to stimulate or inhibit brain regions.
b. introducing new receptors into the brain.
c. removing genes from the genome.
d. imaging brain regions.
Answer: A
Consider This: “Opto” refers to vision; LO 5.9: Compare methods of neural stimulation.
Learning Objective: 5.9: Compare methods of neural stimulation.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q5.9
Question: In _________________, slices of brain are exposed to antibodies for the
peptides researchers wish to localize and then linked to a dye.
a. immunocytochemistry
b. autoradiography
c. functional imaging
d. anterograde labeling
Answer: A
Consider This: Antibodies are used in immune system functioning; LO 5.10: Describe
methods to identify neurons that produce a particular neurochemical.
Learning Objective: 5.10: Describe methods to identify neurons that produce a particular
neurochemical.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q5.10
Question: In ____________, a researcher exposes slices of brain tissue to a solution
containing a radioactive ligand for a particular receptor.
a. autoradiography
b. functional imaging
c. anterograde labeling
d. immunocytochemistry
Answer: A
Consider This: The ligand is radioactive; LO 5.11: Compare methods to localize particular
receptors.
Learning Objective: 5.11: Compare methods to localize particular receptors.

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Difficulty Level: Easy


Skill Level: Remember the Facts

EOC Q5.11
Question: Which imaging technique can be used to localize dopamine?
a. MRI
b. CT
c. fMRI
d. PET
Answer: D
Consider This: This scan can be used to localize any radioactive substance that emits
positrons and radioactive L-DOPA can be injected; LO 5.12: Compare methods used to
examine chemicals secreted in the brain.
Learning Objective: 5.12: Compare methods used to examine chemicals secreted in the
brain.
Difficulty Level: Difficult
Skill Level: Understand the Concepts

EOC Q5.12
Question: Kylie and Rylie are twins. If Kylie has Syndrome B and Rylie is no more likely
to have it than the average person who is not related to Kylie, then Syndrome B is:
a. concordant.
b. contagious.
c. nonconcordant.
d. noncontagious.
Answer: C
Consider This: Concordance rates are the degree to which an illness or disease is genetic;
LO 5.13: Describe how twin concordance rates can be used to assess genetic contributions
to a behavior.
Learning Objective: 5.13: Describe how twin concordance rates can be used to assess
genetic contributions to a behavior.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q5.13
Question: If a child has a characteristic that is largely determined by genetics, then they
would be most similar to:
a. biological parents.
b. adoptive parents.
c. cousins.
d. no one.
Answer: A
Consider This: Nurture would be determined by the environment whereas nature would be
genetics or biological factors; LO 5.14: Evaluate the role of adoption studies in assessing
genetic contributions to a behavior.
Learning Objective: 5.14: Evaluate the role of adoption studies in assessing genetic

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contributions to a behavior.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOC Q5.14
Question: Mom contributes a blue eye gene whereas Dad contributes a brown eye gene.
These differing variants of the eye color gene are called:
a. alleles.
b. markers.
c. genomes.
d. antisenses.
Answer: A
Consider This: The term means “combining to one another”; LO 5.15: Identify genomic
techniques used to study physical and behavioral traits.
Learning Objective: 5.15: Identify genomic techniques used to study physical and
behavioral traits.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q5.15
Question: The Doogie mouse was genetically engineered to have NMDA receptors that
become more efficient with age. This mouse is an example of a:
a. knock-in.
b. knockout.
c. conditional knockout.
d. conditional knock-in.
Answer: A
Consider This: Researchers added receptors to these animals; LO 5.16: Summarize how
targeted mutations can be used to study genetic contributions to behavior.
Learning Objective: 5.16: Summarize how targeted mutations can be used to study genetic
contributions to behavior.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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Chapter 6: Vision

Total Assessment Guide (T.A.G.)

Topic Question Type Remember the Understand the Apply What You
Facts Concepts Know
The Eye Multiple Choice 4-7,9,11,13-16, 3,8,10,12,17,23,25, 1,2,19
18,20-22,24,26, 27,35-37,39,41
28-34,38,40,42,43
Fill-In 101-108 109
Essay 121 122-124

Brain Regions Multiple Choice 44-50,52-54,56 55, 57 51


Involved in Fill-In 110
Visual Essay 125-127
Processing

Perceiving Color Multiple Choice 58,59,61-67, 60,68,72


69-71,73-76
Fill-In 111,112
Essay 129 128

Perceiving Form Multiple Choice 78-81,84-86 83 77,82


Fill-In 113,114
Essay 130

Perceiving Multiple Choice 87,90-92 88,93-95 89


Spatial Location Fill-In 115
Essay

Perceiving Multiple Choice 96,97,100 98,99


Orientation and Fill-In 116-120
Movement Essay

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Multiple-Choice Questions

1. Darren looks around the room and his visual receptor cells detect edges, colors, and contrasts.
This visual experience is best classified as

a. perception.
b. stimulation.
c. innervation.
d. excitation.
e. sensation.

Difficulty Level: Moderate


Topic: Introduction to Sensation and Perception
Skill Level: Apply What You Know
Learning Objective: 6.1 Differentiate sensation and perception.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

2. Darren looks around a crowded room and identifies Samantha from the favorite red shirt she’s
wearing. This visual experience is best classified as

a. perception.
b. stimulation.
c. innervation.
d. excitation.
e. sensation.

Difficulty Level: Moderate


Topic: Introduction to Sensation and Perception
Skill Level: Apply What You Know
Learning Objective: 6.1 Differentiate sensation and perception.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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3. Seeing splotches of color is an act of __________, whereas seeing a painting of a tree would
be an act of ____________.

a. sensation; perception
b. sensation; stimulation
c. stimulation; sensation
d. perception; stimulation
e. perception; sensation

Difficulty Level: Moderate


Topic: Introduction to Sensation and Perception
Skill Level: Understand the Concepts
Learning Objective: 6.1 Differentiate sensation and perception.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

4. The human visual system is specialized to detect

a. infrared radiation.
b. electromagnetic radiation between wavelengths of 380 and 760 nm.
c. ultraviolet radiation.
d. gamma rays.
e. electrical charges associated with light particles.

Difficulty Level: Easy


Topic: The Stimulus: Light
Skill Level: Remember the Facts
Learning Objective: 6.2 Describe three perceptual dimensions of light.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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5. The perceptual attribute of ________ is determined by the wavelength of light being detected.

a. saturation
b. brightness
c. hue
d. threshold
e. contrast

Difficulty Level: Easy


Topic: The Stimulus: Light
Skill Level: Remember the Facts
Learning Objective: 6.2 Describe three perceptual dimensions of light.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

6. The attribute of ________ best corresponds to the intensity of a light.

a. brightness
b. saturation
c. hue
d. color
e. threshold

Difficulty Level: Easy


Topic: The Stimulus: Light
Skill Level: Remember the Facts
Learning Objective: 6.2 Describe three perceptual dimensions of light.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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7. Variation in the ________ of a light will result in variation in the perception of ________.

a. wavelength; brightness
b. saturation; brightness
c. wavelength; saturation
d. intensity; purity
e. wavelength; hue

Difficulty Level: Moderate


Topic: The Stimulus: Light
Skill Level: Remember the Facts
Learning Objective: 6.2 Describe three perceptual dimensions of light.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

8. Which pair of terms correctly belongs together?

a. saturation; rods
b. receptor; transduction
c. hue; light intensity
d. brightness; hue
e. saturation; hue

Difficulty Level: Difficult


Topic: Anatomy of the Eye
Skill Level: Understand the Concepts
Learning Objective: 6.3 Organize the structures and functions of the eye involved in visual
processing.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9. Which attribute corresponds to the purity of the dominant wavelength of light?

a. saturation
b. brightness
c. hue
d. threshold
e. contrast

Difficulty Level: Easy


Topic: The Stimulus: Light
Skill Level: Remember the Facts
Learning Objective: 6.2 Describe three perceptual dimensions of light.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
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10. If a light stimulus that contains an equal number of all wavelengths is presented to a human,
that person will report a perception of

a. a black color.
b. a rainbow of colors.
c. mostly purple.
d. white.
e. a fuzzy set of alternating black and white bars.

Difficulty Level: Moderate


Topic: The Stimulus: Light
Skill Level: Understand the Concepts
Learning Objective: 6.2 Describe three perceptual dimensions of light.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

11. A sensory receptor is specialized for the

a. detection of physical events.


b. coordination of movement of the wrists and fingers.
c. detection of specific chemicals released from other neurons.
d. detection of neurohormones in the blood.
e. detection of electrical changes in nearby neurons.

Difficulty Level: Easy


Topic: Anatomy of the Eye
Skill Level: Remember the Facts
Learning Objective: 6.3 Organize the structures and functions of the eye involved in visual
processing.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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12. Which statement regarding the process of sensory transduction is correct?

a. Receptors show action potentials to external stimuli.


b. The intensity of an external stimulus is related to the firing rate of the receptor.
c. An external stimulus is converted into changes in receptor membrane potential.
d. Most receptors show an action potential when stimulated with an external stimulus.
e. Transduction refers to the speed at which a sensory message travels toward the brain.

Difficulty Level: Moderate


Topic: Anatomy of the Eye
Skill Level: Understand the Concepts
Learning Objective: 6.3 Organize the structures and functions of the eye involved in visual
processing.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

13. A sensory receptor is a specialized variant of a(n)

a. axon terminal.
b. neuron.
c. motor cell.
d. muscle fiber.
e. skin cell.

Difficulty Level: Easy


Topic: Anatomy of the Eye
Skill Level: Remember the Facts
Learning Objective: 6.3 Organize the structures and functions of the eye involved in visual
processing.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

14. The ________ is the membrane that prevents a contact lens from slipping into the space
behind the eyeball.

a. iris
b. cornea
c. conjunctiva
d. vitreous humor
e. sclera

Difficulty Level: Difficult


Topic: Anatomy of the Eye
Skill Level: Remember the Facts
Learning Objective: 6.3 Organize the structures and functions of the eye involved in visual
processing.
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Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

15. The term ________ refers to the bony skull cavities that house our eyes.

a. orbit
b. optic disk
c. optic sinus
d. conjunctiva
e. optic ossicle

Difficulty Level: Easy


Topic: Anatomy of the Eye
Skill Level: Remember the Facts
Learning Objective: 6.3 Organize the structures and functions of the eye involved in visual
processing.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

16. The area of the eye that contains the sensory receptors is the

a. retina.
b. optic nerve.
c. fovea.
d. cornea.
e. lens.

Difficulty Level: Difficult


Topic: Anatomy of the Eye
Skill Level: Remember the Facts
Learning Objective: 6.3 Organize the structures and functions of the eye involved in visual
processing.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

17. Rods are to low light levels as cones are to

a. the retinal periphery.


b. poor visual acuity.
c. color vision.
d. the least prevalent area in the central retina.
e. the retinal blind spot.

Difficulty Level: Moderate


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Topic: Anatomy of the Eye


Skill Level: Understand the Concepts
Learning Objective: 6.4 Contrast the location and function of rods and cones.
Answer: c. color vision.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

18. The correct order in which light comes into the eye from the external world is

a. pupil, lens, vitreous humor, retina.


b. pupil, lens, retina, vitreous humor.
c. lens, pupil, vitreous humor, retina.
d. lens, pupil, retina, vitreous humor.
e. vitreous humor, lens, pupil, retina.

Difficulty Level: Easy


Topic: Anatomy of the Eye
Skill Level: Remember the Facts
Learning Objective: 6.3 Organize the structures and functions of the eye involved in visual
processing.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

19. Damage to the muscles that connect the orbits with the sclera would be expected to

a. reduce the diameter of the pupil.


b. impair the movements of an eye.
c. change the rate of eye-blinking.
d. impair the ability of a person to blink to an air puff.
e. increase the diameter of the pupil.

Difficulty Level: Moderate


Topic: Anatomy of the Eye
Skill Level: Apply What You Know
Learning Objective: 6.3 Organize the structures and functions of the eye involved in visual
processing.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

20. The amount of light entering the eye is regulated by the size of the

a. optic orbits.
b. lens.
c. sclera.
d. pupil.
e. optic nerve.

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Difficulty Level: Moderate


Topic: Anatomy of the Eye
Skill Level: Remember the Facts
Learning Objective: 6.3 Organize the structures and functions of the eye involved in visual
processing.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

21. The rods and cones in the human eye are collectively referred to as

a. photoreceptors.
b. the hemiretina.
c. the fovea.
d. ganglion cells.
e. vitreous humor.

Difficulty Level: Easy


Topic: Anatomy of the Eye
Skill Level: Remember the Facts
Learning Objective: 6.4 Contrast the location and function of rods and cones.
Answer: a. photoreceptors.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

22. The process of accommodation in vision involves

a. the lens becoming smaller as one ages.


b. contraction of the ciliary muscles to constrict the pupil.
c. contraction of the ciliary muscles to dilate the pupil.
d. hardening of the lens as one ages.
e. the lens becoming more rounded to focus on near objects.

Difficulty Level: Moderate


Topic: Anatomy of the Eye
Skill Level: Remember the Facts
Learning Objective: 6.3 Organize the structures and functions of the eye involved in visual
processing.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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23. A unique feature of the retinal circuitry is that

a. there are more cones than rods in the retina.


b. light must pass through the circuitry in order to stimulate the photoreceptors.
c. the rods are packed together at the center of the retina.
d. rods send signals through cones, which then activate the ganglion cells.
e. photoreceptors do not influence the activity of surrounding nerve cells.

Difficulty Level: Easy


Topic: Anatomy of the Eye
Skill Level: Understand the Concepts
Learning Objective: 6.3 Organize the structures and functions of the eye involved in visual
processing.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

24. A unique feature of the fovea is that it

a. mediates vision in dim light.


b. contains mostly cone photoreceptors.
c. is devoid of photoreceptors.
d. contains mostly rod photoreceptors.
e. is unable to distinguish fine detail.

Difficulty Level: Moderate


Topic: Photoreceptors
Skill Level: Remember the Facts
Learning Objective: 6.4 Contrast the location and function of rods and cones.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

25. An owl, a nocturnal creature, likely has __________ in its eyes.

a. more rods than cones


b. more cones than rods
c. more cones in the periphery
d. equal numbers of rods and cones
e. fewer cones in the periphery

Difficulty Level: Easy


Topic: Photoreceptors
Skill Level: Understand the Concepts
Learning Objective: 6.4 Contrast the location and function of rods and cones.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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26. The retinal optic disk is

a. a region within the retina that has the best visual acuity.
b. where the rods are most densely packed.
c. where the cones are most densely packed.
d. where axons leave the eye and join the optic nerve.
e. where visual signals begin to diverge laterally.

Difficulty Level: Moderate


Topic: Photoreceptors
Skill Level: Remember the Facts
Learning Objective: 6.4 Contrast the location and function of rods and cones.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

27. The explanation for the “blind spot” in our visual field is that

a. the lens cannot focus all of the visual field onto the retina.
b. blood vessels collect together and enter the eye at the blind spot.
c. rods are less sensitive to light than are cones.
d. retinal cells die with age and overuse, resulting in blind spots.
e. there are no photoreceptors in the retina where the axons exit the eye.

Difficulty Level: Moderate


Topic: Photoreceptors
Skill Level: Understand the Concepts
Learning Objective: 6.4 Contrast the location and function of rods and cones.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

28. Axons that arise from the ________ cells form the optic nerve.

a. horizontal
b. bipolar
c. ganglion
d. amacrine
e. photoreceptor

Difficulty Level: Easy


Topic: Photoreceptors
Skill Level: Remember the Facts
Learning Objective: 6.4 Contrast the location and function of rods and cones.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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29. The ________ cells receive information from the photoreceptors and pass it to the ganglion
cells.

a. amacrine
b. horizontal
c. bipolar
d. cones
e. photopigment

Difficulty Level: Easy


Topic: Photoreceptors
Skill Level: Remember the Facts
Learning Objective: 6.4 Contrast the location and function of rods and cones.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

30. Which neuron type transmits information in a plane parallel to the surface of the retina?

a. amacrine
b. multipolar
c. bipolar
d. unipolar
e. nociceptor

Difficulty Level: Easy


Topic: Photoreceptors
Skill Level: Remember the Facts
Learning Objective: 6.4 Contrast the location and function of rods and cones.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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31. Photopigments are located within the

a. lamellae of photoreceptors.
b. inner membrane of bipolar cells.
c. ganglion cells.
d. amacrine cells.
e. outer membrane of horizontal cells.

Difficulty Level: Easy


Topic: Transduction
Skill Level: Remember the Facts
Learning Objective: 6.5 Summarize the process of transduction.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

32. Photopigments are molecules found in rods and cones that consist of

a. two peptides and a sugar molecule.


b. a carbon ring.
c. a steroid ring.
d. two fatty acid chains.
e. an opsin and a lipid.

Difficulty Level: Easy


Topic: Transduction
Skill Level: Remember the Facts
Learning Objective: 6.5 Summarize the process of transduction.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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33. When the photopigment rhodopsin is exposed to light, it

a. joins a molecule of opsin with a molecule of retinal.


b. is released from the axon terminal.
c. breaks into an opsin and retinal.
d. turns a deep shade of green.
e. undergoes a change in electrical charge.

Difficulty Level: Moderate


Topic: Transduction
Skill Level: Remember the Facts
Learning Objective: 6.5 Summarize the process of transduction.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

34. Sensory receptors in the photoreceptor membrane ______________ and _____________.

a. depolarize when experiencing contrast; hyperpolarize when experiencing light


b. depolarize when experiencing darkness; hyperpolarize when experiencing light
c. depolarize when experiencing light; hyperpolarize when experiencing contrast
d. hyperpolarize when experiencing darkness; depolarize when experiencing light
e. depolarize when experiencing contrast; hyperpolarize when experiencing darkness

Difficulty Level: Moderate


Topic: Transduction
Skill Level: Remember the Facts
Learning Objective: 6.5 Summarize the process of transduction.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

35. Retinal photoreceptor s can be thought of as

a. light avoiders.
b. miniature cameras.
c. constantly depolarized.
d. clumps of seaweed.
e. darkness detectors.

Difficulty Level: Moderate


Topic: Transduction
Skill Level: Understand the Concepts
Learning Objective: 6.5 Summarize the process of transduction.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
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36. Which statement regarding the visual transduction process is correct?

a. In the dark, the photoreceptor releases a neurotransmitter that inhibits the bipolar cell.
b. Light depolarizes the photoreceptor.
c. Action potentials are recorded from bipolar cells after light exposure.
d. Action potentials are recorded from the photoreceptors after light exposure.
e. In the dark, the photoreceptor releases a neurotransmitter that excites the bipolar cell.

Difficulty Level: Difficult


Topic: Transduction
Skill Level: Understand the Concepts
Learning Objective: 6.5 Summarize the process of transduction.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

37. When light strikes a molecule of photopigment, the membrane potential undergoes a(n)
________, which in turn ________.

a. action potential; releases an excitatory neurotransmitter onto the ganglion cell


b. hyperpolarization; reduces release of an inhibitory neurotransmitter onto the bipolar
cell
c. depolarization; releases an excitatory neurotransmitter onto the ganglion cell
d. action potential; releases an inhibitory neurotransmitter onto the ganglion cell
e. hyperpolarization; increases the release of an inhibitory neurotransmitter onto the
bipolar cell

Difficulty Level: Moderat


Topic: Transduction
Skill Level: Understand the Concepts
Learning Objective: 6.5 Summarize the process of transduction.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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38. Giuseppe’s gaze shifts abruptly from one point to another as he reads through his phlebotomy
textbook. This movement, which occurs outside of Giuseppe’s conscious control, is called

a. saccadic movement.
b. vergence movement.
c. pursuit movement.
d. erratic movement.
e. smooth movement.

Difficulty Level: Easy


Topic: Central and Peripheral Vision
Skill Level: Remember the Facts
Learning Objective: 6.6 Compare features of the eye involved in central and peripheral vision.
Answer: a. saccadic movement.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

39. Which statement correctly explains the higher acuity of the visual system at the fovea,
relative to the periphery, of the retina?

a. A foveal ganglion cell may receive information from a single photoreceptor, whereas
a peripheral ganglion cell may receive information from multiple photoreceptors.
b. The fovea contains only rods, which are directly connected to the ganglion cells.
c. Peripheral photoreceptors are more likely to be damaged by prolonged light exposure.
d. The foveal photoreceptor cells contain more photopigment per cell.
e. Peripheral photoreceptors are more isolated from bipolar cells and thus require
greater activation in order to provoke a visual response.

Difficulty Level: Difficult


Topic: Central and Peripheral Vision
Skill Level: Understand the Concepts
Learning Objective: 6.6 Compare features of the eye involved in central and peripheral vision.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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40. Visual information from the retina is carried by ________ to the ________.

a. bipolar cell axons; thalamic medial geniculate nucleus


b. ganglion cell axons; thalamic medial geniculate nucleus
c. short axon fibers; optic chiasma
d. ganglion cell axons; thalamic dorsal lateral geniculate nucleus
e. ganglion cell axons; striate cortex

Difficulty Level: Moderate


Topic: Overview of the Visual Pathway
Skill Level: Remember the Facts
Learning Objective: 6.7 Describe the components of the visual pathway.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

41. Which statement is true regarding the manner in which visual information is carried from the
retina to the cortex?

a. Information from the temporal ganglion cells projects to the opposite hemisphere.
b. Information from the nasal ganglion cells projects to the ipsilateral hemisphere.
c. Information from one side of the visual field is transmitted to the opposite
hemisphere.
d. Visual information remains on the same side of the brain as it moves from retina to
cortex.
e. The left hemisphere receives information from the left half of the visual field.

Difficulty Level: Difficult


Topic: Overview of the Visual Pathway
Skill Level: Understand the Concepts
Learning Objective: 6.7 Describe the components of the visual pathway.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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42. When cortical regions involved in conscious visual processing are damaged, but other visual
pathways involved in that same perceptual process are not, the result is called

a. blindsight.
b. contralateral neglect.
c. visual acuity.
d. ciliary decay.
e. blindness.

Difficulty Level: Easy


Topic: Other Retinal Pathways
Skill Level: Remember the Facts
Learning Objective: 6.8 List functions of other retinal pathways.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

43. Another term for the primary visual cortex is the

a. visuospatial cortex.
b. striate cortex.
c. optic cortex.
d. calcarine cortex.
e. superior viaduct cortex.

Difficulty Level: Easy


Topic: Overview of the Visual Pathway
Skill Level: Remember the Facts
Learning Objective: 6.7 Describe the components of the visual pathway.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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44. Which statement regarding the thalamic dorsal lateral geniculate nucleus (LGN) is correct?

a. The LGN is composed of six similar layers.


b. Each LGN layer receives information from one eye.
c. The inner four layers of the LGN are termed the parvocellular layers.
d. The outer four layers of the LGN are termed the magnocellular layers.
e. The cell bodies of the inner two layers of the LGN are larger than those of the outer
four layers.

Difficulty Level: Moderate


Topic: Lateral Geniculate Nucleus
Skill Level: Remember the Facts
Learning Objective: 6.9 Describe the structure of the lateral geniculate nucleus.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

45. The parvocellular and magnocellular layers of the dorsal lateral geniculate nucleus

a. may represent different visual systems.


b. analyze the same information from the visual field.
c. are connected to the nasal and temporal halves of the retina, respectively.
d. receive input from the contralateral and ipsilateral halves of the visual field,
respectively.
e. send inhibitory signals back to the retina.

Difficulty Level: Easy


Topic: Lateral Geniculate Nucleus
Skill Level: Remember the Facts
Learning Objective: 6.9 Describe the structure of the lateral geniculate nucleus.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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46. The two inner layers of the lateral geniculate nucleus are ____________ and the four outer
layers are _____________.

a. magnocellular; parvocellular
b. parvocellular; magnocellular
c. koniocellular; parvocellular
d. magnocellular; koniocellular
e. cellular; magnocellular

Difficulty Level: Moderate


Topic: Lateral Geniculate Nucleus
Skill Level: Remember the Facts
Learning Objective: 6.9 Describe the structure of the lateral geniculate nucleus.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

47. David Hubel and Torsten Wiesel demonstrated that neurons in the visual cortex respond to

a. random patterns of light.


b. specific features of the visual world.
c. information generated by the medulla.
d. whole units of visual information.
e. sequences of light flashes.

Difficulty Level: Moderate


Topic: Striate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.10 Identify the functions and organization of the striate cortex.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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48. Neurons in the interblob area project to ______________ and send information about
________________.

a. thick and pale stripes; orientation and spatial orientation


b. thick stripes; orientation
c. pale stripes; spatial frequency
d. thin and pale stripes; spatial frequency
e. pale stripes; orientation

Difficulty Level: Moderate


Topic: Striate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.10 Identify the functions and organization of the striate cortex.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

49. Cytochrome oxidase blobs are predominantly found in layers __________ of the striate
cortex.

a. 1 and 2
b. 2 and 3
c. 3 and 4
d. 4 and 5
e. 5 and 6

Difficulty Level: Easy


Topic: Striate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.10 Identify the functions and organization of the striate cortex.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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50. The neurons from the parvocellular and magnocellular layers of the primate lateral geniculate
send their information to layer(s) ________ of the striate cortex.

a. 1
b. 2A
c. 3B
d. 4C
e. 5-6

Difficulty Level: Moderate


Topic: Striate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.10 Identify the functions and organization of the striate cortex.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

51. A column of neurons that lie within the blob region of striate cortex modules can be
selectively destroyed by an intracolumn injection of a neurotoxin. The expected result is that
________ would be profoundly impaired by this toxin.

a. high spatial frequency sensitivity


b. orientation sensitivity
c. color vision
d. movement sensitivity
e. binocular disparity

Difficulty Level: Difficult


Topic: Striate Cortex
Skill Level: Apply What You Know
Learning Objective: 6.10 Identify the functions and organization of the striate cortex.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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52. Cells that lie within the blob regions of Area V1 project to

a. thick stripes within area V2.


b. pale stripes in area V8.
c. thin stripes within area V2.
d. the LGN.
e. area V5.

Difficulty Level: Easy


Topic: Striate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.10 Identify the functions and organization of the striate cortex.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

53. The dorsal visual stream terminates in the ________ and is involved in ________.

a. posterior parietal cortex; the analysis of spatial location


b. temporal association cortex; object form
c. primary motor cortex; object texture
d. anterior parietal cortex; the analysis of object identity
e. inferior temporal cortex; the analysis of where an object is located in space

Difficulty Level: Moderate


Topic: Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.11 Describe the structures and functions of the pathways of the extrastriate
cortex.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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54. The ventral visual stream terminates in the ________ and is involved in ________.

a. primary motor cortex; object texture


b. temporal association cortex; object color
c. anterior parietal cortex; the analysis of where an object is located in space
d. posterior parietal association cortex; the analysis of object identity
e. inferior temporal cortex; the perception of form

Difficulty Level: Moderate


Topic: Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.11 Describe the structures and functions of the pathways of the extrastriate
cortex.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

55. Tasks that involve identification of an object’s form would be expected to activate neurons in
________, whereas tasks that identify the location of an object would activate ________.

a. the dorsal stream; the ventral stream


b. the frontal cortex; the parietal cortex
c. the ventral stream; the dorsal stream
d. the parietal cortex; the frontal cortex
e. area V5; area V1

Difficulty Level: Easy


Topic: Extrastriate Cortex
Skill Level: Understand the Concepts
Learning Objective: 6.11 Describe the structures and functions of the pathways of the extrastriate
cortex.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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56. In the extrastriate cortex, the ____________ stream is responsible for identifying an object.

a. dorsal
b. ventral
c. rostral
d. caudal
e. anterior

Difficulty Level: Easy


Topic: Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.11 Describe the structures and functions of the pathways of the extrastriate
cortex.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

57. Omar is a baseball player. In order for him to catch a fly ball, his __________ stream must
analyze information related to where the ball is located in space.

a. dorsal
b. ventral
c. rostral
d. caudal
e. anterior

Difficulty Level: Easy


Topic: Extrastriate Cortex
Skill Level: Understand the Concepts
Learning Objective: 6.11 Describe the structures and functions of the pathways of the extrastriate
cortex.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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58. A microelectrode is inserted into a neuron within the primate visual system. Various stimuli
are presented to the eyes, and changes in firing rate are recorded from this visual system neuron.
Those aspects of the visual field to which this neuron responds with a change in firing rate are
termed the

a. parvocellular visual system.


b. striate response field.
c. magnocellular visual system.
d. tuning curve.
e. receptive field.

Difficulty Level: Moderate


Topic: Role of the Retinal Ganglion Cells
Skill Level: Remember the Facts
Learning Objective: 6.12 Compare the activity of retinal ganglion cells in perceiving light and
dark.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

59. A microelectrode inserted into a cat retinal ganglion cell of the ON cell type would

a. show a change in response rate to rapid movements of a dark spot.


b. record an excitatory burst of potentials to a light placed within a circular center.
c. record a decreased number of potentials to a light placed within a circular center.
d. show an increased number of potentials when a light was placed onto a ring
surrounding the center.
e. result in the firing of random action potentials.

Difficulty Level: Easy


Topic: Role of the Retinal Ganglion Cells
Skill Level: Remember the Facts
Learning Objective: 6.12 Compare the activity of retinal ganglion cells in perceiving light and
dark.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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60. ON/OFF ganglion cells

a. are excited by light falling outside the central field.


b. are inhibited by light falling in the surrounding field.
c. are briefly excited when light is turned on or off.
d. are always ON until they are turned OFF.
e. are excited by light falling in the central field.

Difficulty Level: Moderate


Topic: Role of the Retinal Ganglion Cells
Skill Level: Understand the Concepts
Learning Objective: 6.12 Compare the activity of retinal ganglion cells in perceiving light and
dark.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

61. The primate retina

a. contains four photopigments.


b. contains five photopigments.
c. has one type of cone and three types of rods.
d. uses rods to make fine acuity distinctions.
e. is composed of alternating layers of rods and cones.

Difficulty Level: Easy


Topic: Role of the Retina
Skill Level: Remember the Facts
Learning Objective: 6.13 Differentiate between the trichromatic and opponent-color system
theories.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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62. There are three different cones that process different wavelengths of light. These
wavelengths correspond to the colors

a. blue, red, and green.


b. blue, red, and yellow.
c. red, green, and yellow.
d. green, blue, yellow.
e. blue, green, yellow.

Difficulty Level: Easy


Topic: Role of the Retina
Skill Level: Remember the Facts
Learning Objective: 6.13 Differentiate between the trichromatic and opponent-color system
theories.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

63. The trichromatic theory of color vision has difficulty explaining why

a. a mixture of yellow and blue lights will form the color green.
b. some people are color blind.
c. any color can be produced by the appropriate mixture of three colors.
d. color is a useful aspect of primate vision.
e. yellow is a primary color.

Difficulty Level: Easy


Topic: Role of the Retina
Skill Level: Remember the Facts
Learning Objective: 6.13 Differentiate between the trichromatic and opponent-color system
theories.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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64. A person who suffers from protanopia would be said to

a. have “red” cones filled with “green” photopigment.


b. have poor visual acuity.
c. lack “blue” cones.
d. confuse yellow with blue.
e. perceive a blue sky as green in color.

Difficulty Level: Moderate


Topic: Role of the Retina
Skill Level: Remember the Facts
Learning Objective: 6.13 Differentiate between the trichromatic and opponent-color system
theories.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

65. A person who suffers from deuteranopia would be said to

a. have “green” cones filled with “red” photopigment.


b. have poor visual acuity.
c. lack “red” cones.
d. confuse yellow with blue.
e. have color pigments within the rods.

Difficulty Level: Moderate


Topic: Role of the Retina
Skill Level: Remember the Facts
Learning Objective: 6.13 Differentiate between the trichromatic and opponent-color system
theories.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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66. Luisa has tritanopia. When she looks around at the world, she sees shades of red and green.
Her defect is caused by a lack of

a. red cones.
b. green cones.
c. yellow cones.
d. blue cones.
e. white cones.

Difficulty Level: Easy


Topic: Role of the Retina
Skill Level: Remember the Facts
Learning Objective: 6.13 Differentiate between the trichromatic and opponent-color system
theories.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

67. Which statement is true regarding color processing in the retina?

a. Blue light inhibits the activity of yellow-blue ganglion cells.


b. Green light excites the activity of red-green ganglion cells.
c. Red light inhibits the activity of red-green ganglion cells.
d. Blue light excites the activity of yellow-blue ganglion cells.
e. Yellow light inhibits the activity of both red and yellow ganglion cells.

Difficulty Level: Difficult

Topic: Role of the Retina


Skill Level: Remember the Facts
Learning Objective: 6.13 Differentiate between the trichromatic and opponent-color system
theories.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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68. The fact that we experience visual negative afterimages supports the

a. notion that the retina contains three types of photopigments.


b. importance of color mixing in the visual system.
c. opponent-process theory of color vision.
d. idea that the visual system performs an algebraic summation of lights to generate a
color perception.
e. trichromatic theory of color vision.

Difficulty Level: Moderate


Topic: Role of the Retina
Skill Level: Understand the Concepts
Learning Objective: 6.13 Differentiate between the trichromatic and opponent-color system
theories.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

69. ________ colors form white (or gray) when mixed together.

a. Pastel
b. Afterimage
c. Opponent-process
d. Neon
e. Complementary

Difficulty Level: Moderate


Topic: Role of the Retina
Skill Level: Remember the Facts
Learning Objective: 6.13 Differentiate between the trichromatic and opponent-color system
theories.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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70. Color information from the “blue” cones is transmitted through the ________ system(s).

a. magnocellular
b. parvocellular
c. inter-blob
d. koniocellular
e. extrapyramidal

Difficulty Level: Easy


Topic: Role of the Striate and Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.14 Describe the role of the striate and extrastriate cortex in color
perception.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

71. The magnocellular visual system

a. is a key part of color vision.


b. can detect small contrasts between light and dark.
c. is insensitive to movement.
d. provides information related to fine details of stimuli.
e. is not involved in brightness perception.

Difficulty Level: Moderate


Topic: Role of the Striate and Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.14 Describe the role of the striate and extrastriate cortex in color
perception.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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72. Which pair correctly matches a visual system with a visual function?

a. magnocellular visual system; sensitivity to color


b. parvocellular visual system; insensitivity to fine detail
c. koniocellular visual system; input from red-green cones
d. magnocellular visual system; sensitivity to movement
e. koniocellular visual system; sensitivity to fine detail

Difficulty Level: Moderate


Topic: Role of the Striate and Extrastriate Cortex
Skill Level: Understand the Concepts
Learning Objective: 6.14 Describe the role of the striate and extrastriate cortex in color
perception.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

73. Cells located within the “blobs” of striate cortex play a key role in

a. color vision.
b. depth perception.
c. line orientation.
d. analyzing retinal disparity.
e. pattern discrimination.

Difficulty Level: Easy


Topic: Role of the Striate and Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.14 Describe the role of the striate and extrastriate cortex in color
perception.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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74. Area ________ of the primate extrastriate cortex is critical for the analysis of ________.

a. V5; form
b. V4; form and color
c. V8; movement
d. V3; form
e. V8; form

Difficulty Level: Easy


Topic: Role of the Striate and Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.14 Describe the role of the striate and extrastriate cortex in color
perception.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

75. The primary deficit noted in cerebral achromatopsia is

a. difficulty in scanning the visual scene.


b. decay of the inferior parietal cortex.
c. loss of color vision.
d. seeing the world as shades of red and green.
e. seeing the world as shades of one color.

Difficulty Level: Easy


Topic: Role of the Striate and Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.14 Describe the role of the striate and extrastriate cortex in color
perception.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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76. Which statement regarding cerebral achromatopsia is true?

a. It is produced by unilateral damage to the medial frontal lobe.


b. The blindness is complete for object form as well as object color.
c. The condition impairs current color perception, but not color recall.
d. It is produced by damage to the inferior temporal cortex.
e. It is caused by damage to the ganglion cells connected to rods.

Difficulty Level: Moderate


Topic: Role of the Striate and Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.14 Describe the role of the striate and extrastriate cortex in color
perception.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

77. Imagine that you are looking at a bronze cast depicting the face of Mick Jagger and a second
cast showing the face of Casper the Friendly Ghost. Which statement would be true of the spatial
frequencies represented in these casts?

a. Casper’s face contains much more high-frequency information compared to Mick’s.


b. Mick’s face contains high-frequency information.
c. Casper’s face would be an example of an image made fuzzy because it lacks low-
frequency information.
d. Mick’s face contains mostly low-frequency information.
e. Mick’s wrinkles represent low-frequency features.

Difficulty Level: Difficult


Topic: Role of the Striate Cortex
Skill Level: Apply What You Know
Learning Objective: 6.15 Outline the benefit of neural circuits that analyze spatial frequency in
the striate cortex.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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78. The receptive fields of neurons of the primate inferior temporal cortex

a. are activated by novel complex stimuli.


b. play a role in light/dark adaptation.
c. are small and diffuse.
d. are sensitive to color but not to form.
e. are activated by familiar complex stimuli.

Difficulty Level: Moderate


Topic: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.16 Describe the roles of the ventral stream and fusiform face area in
perceiving form.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

79. Visual agnosia, the inability to visually recognize objects, is caused by damage to the
_____________ of the extrastriate cortex.

a. dorsal stream
b. ventral stream
c. rostral stream
d. caudal stream
e. posterior stream

Difficulty Level: Easy


Topic: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.16 Describe the roles of the ventral stream and fusiform face area in
perceiving form.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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80. The lateral occipital complex is a portion of the ________ that responds to ________.

a. ventral stream; scenes and backgrounds


b. dorsal stream; objects and shapes
c. ventral stream; object movement
d. dorsal stream; scenes and backgrounds
e. ventral stream; objects and shapes

Difficulty Level: Moderate


Topic: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.16 Describe the roles of the ventral stream and fusiform face area in
perceiving form.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

81. Neurons of the inferior temporal cortex participate in the analysis of

a. texture.
b. color.
c. movement.
d. objects.
e. spatial location.

Difficulty Level: Moderate


Topic: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.16 Describe the roles of the ventral stream and fusiform face area in
perceiving form.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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82. Rolando experiences a stroke and, in the aftermath, he is unable to visually recognize his
loved ones, although he can recognize them when they speak. It is likely he has ________ caused
by damage in the ___________.

a. prosopagnosia; fusiform face area


b. visual agnosia; fusiform face area
c. anomia; inferior temporal cortex
d. prosopagnosia; inferior temporal cortex
e. visual agnosia; inferior temporal cortex

Difficulty Level: Moderate


Topic: Role of the Extrastriate Cortex
Skill Level: Apply What You Know
Learning Objective: 6.16 Describe the roles of the ventral stream and fusiform face area in
perceiving form.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

83. Damage limited to the fusiform region of the ________ would be expected to impair the
recognition of ________.

a. inferior temporal cortex; movement of objects through space


b. visual association cortex; object moment
c. inferior temporal cortex; faces
d. inferior temporal cortex; object location
e. primary motor cortex; object color

Difficulty Level: Moderate


Topic: Role of the Extrastriate Cortex
Skill Level: Understand the Concepts
Learning Objective: 6.16 Describe the roles of the ventral stream and fusiform face area in
perceiving form.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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84. Neurons within the ________ play a key role in the analysis of ________.

a. parahippocampal place area; stick drawings of body parts


b. extrastriate body area; scenes and backgrounds
c. V5 region; scenes and backgrounds
d. parahippocampal place area; particular places
e. V4 region; body location in space

Difficulty Level: Moderate


Topic: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.16 Describe the roles of the ventral stream and fusiform face area in
perceiving form.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

85. Greater activation of the ________ occurs when a person views pictures of people from her
or his own race as opposed to pictures of people from other racial groups.

a. temporal cortex
b. corpus callosum
c. lateral nuclei of the amygdala
d. fusiform face area
e. dorsal-ventral extrastriate cortex

Difficulty Level: Moderate


Topic: Topic: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.16 Describe the roles of the ventral stream and fusiform face area in
perceiving form.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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86. The _____________ region is specifically activated by photographs, silhouettes, or stick


drawings of human bodies or body parts.

a. parahippocampal place area


b. fusiform face area
c. extrastriate body area
d. inferior temporal cortex
e. medial fusiform area

Difficulty Level: Easy


Topic: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.16 Describe the roles of the ventral stream and fusiform face area in
perceiving form.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

87. The depth cue of ________ requires the combination of input from both eyes.

a. apparent movement
b. relative retinal size
c. atmospheric haze
d. stereopsis
e. perspective

Difficulty Level: Easy


Topic: Role of the Retina
Skill Level: Remember the Facts
Learning Objective: 6.17 Identify the retina’s contributions to perceiving spatial location.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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88. Which depth cue requires input from both eyes?

a. perspective
b. relative retinal size
c. loss of detail due to atmospheric haze
d. relative apparent movement of retinal images as we shift our heads
e. retinal disparity

Difficulty Level: Easy


Topic: Role of the Striate and Extrastriate Cortex
Skill Level: Understand the Concepts
Learning Objective: 6.18 Describe the role of the striate and extrastriate cortex in perceiving
spatial location.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

89. When Richie looks at his raised finger, he can make it “jump” from one location by looking
at it with only his left eye and then with only his right eye. This perception that Richie’s finger is
in two different places (when it is not) is called

a. perspective.
b. relative retinal size.
c. perceptual constancy.
d. depth perception.
e. retinal disparity.

Difficulty Level: Moderate


Topic: Role of the Striate and Extrastriate Cortex
Skill Level: Apply What You Know
Learning Objective: 6.18 Describe the role of the striate and extrastriate cortex in perceiving
spatial location.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

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90. Disparity-sensitive neurons in the ______________ stream respond to large, extended visual
surfaces.

a. rostral
b. caudal
c. ventral
d. dorsal
e. posterior

Difficulty Level: Easy


Topic: Role of the Striate and Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.18 Describe the role of the striate and extrastriate cortex in perceiving
spatial location.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

91. Retinal disparity is necessary for the process of

a. brightness sensitivity.
b. perception of negative afterimages.
c. relative retinal size.
d. stereopsis.
e. blue-yellow color vision.

Difficulty Level: Easy


Topic: Role of the Striate and Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.18 Describe the role of the striate and extrastriate cortex in perceiving
spatial location.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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92. Which pair correctly matches a visual function with a subregion of the intraparietal sulcus
(IPS)?

a. perception of depth from stereopsis; VIP


b. visual attention and control of saccadic eye movements; LIP and VIP
c. perception of depth from stereopsis; MIP
d. capacity to recognize more than one object in the visual scene; area V4
e. visual attention and control of saccadic eye movements; CIP

Difficulty Level: Difficult


Topic: Role of the Striate and Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.19 Explain the role of the striate cortex in perceiving orientation.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

93. Research by Melvyn Goodale and colleagues indicates that the primary function of the dorsal
stream of the visual cortex is to

a. provide feedback to guide actions.


b. perceive spatial locations.
c. track object movements.
d. identify the form of an object.
e. identify object color.

Difficulty Level: Moderate


Topic: Role of the Striate and Extrastriate Cortex
Skill Level: Understand the Concepts
Learning Objective: 6.19 Explain the role of the striate cortex in perceiving orientation.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

94. Perception of depth from stereopsis is controlled by the

a. LIP.
b. AIP.
c. CIP.
d. MIP.
e. VIP.

Difficulty Level: Moderate


Topic: Role of the Striate and Extrastriate Cortex
Skill Level: Understand the Concepts
Learning Objective: 6.19 Explain the role of the striate cortex in perceiving orientation.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
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95. In the striate cortex, neuron firing patterns differ according to

a. the orientation of stimulus that appears in the receptive field.


b. the degree of binocular disparity present.
c. the intensity of saccadic eye movements.
d. the summation of LIP and VIP activity.
e. the number of sodium ions present in the extrastriate cortex.

Difficulty Level: Moderate


Topic: Role of the Striate Cortex
Skill Level: Understand the Concepts
Learning Objective: 6.19 Explain the role of the striate cortex in perceiving orientation.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

96. What brain region in monkeys is most important for perception of movement?

a. area V5 in the extrastriate cortex


b. the cells within blobs of the cortical modules
c. area TEO in the inferior temporal cortex
d. area TE in the inferior temporal cortex
e. the extrastriate body cortex

Difficulty Level: Easy


Topic: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.20 Describe the role of the extrastriate cortex in perceiving movement.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

97. Another name for area V5 is

a. area MT.
b. auditory cortex.
c. basal amygdala.
d. superior colliculus.
e. area TEO.

Difficulty Level: Easy


Topic: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.20 Describe the role of the extrastriate cortex in perceiving movement.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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98. Damage to the medial superior temporal brain region would be expected to impair

a. the capacity to detect movement.


b. color perception.
c. perception of optic flow.
d. spatial memory.
e. verbal memory.

Difficulty Level: Easy


Topic: Role of the Extrastriate Cortex
Skill Level: Apply What You Know
Learning Objective: 6.20 Describe the role of the extrastriate cortex in perceiving movement.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

99. Temporary inactivation of an area in the human cortex that is analogous to area V5 in the
primate brain would be expected to

a. improve facial recognition.


b. impair perception of movement.
c. alter color perception.
d. impair facial recognition.
e. impair object identification.

Difficulty Level: Moderate


Topic: Topic: Role of the Extrastriate Cortex
Skill Level: Apply What You Know
Learning Objective: 6.20 Describe the role of the extrastriate cortex in perceiving movement.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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100. In an experiment conducted by Gunnar Johansson, actors dressed in all black wore lights at
key points on their bodies and then walked or moved. Participants could only see the
illumination of the lights, not the actors themselves. Participants were able to determine the sex
of the actors by the movements of the

a. heads.
b. head and shoulders.
c. shoulders and hips.
d. feet and hips.
e. head and hips.

Difficulty Level: Easy


Topic: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.20 Describe the role of the extrastriate cortex in perceiving movement.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Fill-in-the-Blank Questions

101. The wavelength of light determines the psychological dimension of ________.

Difficulty Level: Easy


Topic: The Stimulus: Light
Skill Level: Remember the Facts
Learning Objective: 6.2 Describe three perceptual dimensions of light.
Answer: hue
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

102. During ________, an external energy is converted into changes in receptor membrane
potential.

Difficulty Level: Easy


Topic: Anatomy of the Eye
Skill Level: Remember the Facts
Learning Objective: 6.3 Organize the structures and functions of the eye involved in visual
processing.
Answer: sensory transduction
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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103. The physical dimension of light intensity determines the psychological dimension of light
________.

Difficulty Level: Easy


Topic: The Stimulus: Light
Skill Level: Remember the Facts
Learning Objective: 6.2 Describe three perceptual dimensions of light.
Answer: brightness
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

104. The area of the eye that contains the sensory receptors is the __________.

Difficulty Level: Easy


Topic: Anatomy of the Eye
Skill Level: Remember the Facts
Learning Objective: 6.3 Organize the structures and functions of the eye involved in visual
processing.
Answer: retina
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

105. The amount of light entering the eye is regulated by the size of the ________.

Difficulty Level: Easy


Topic: Anatomy of the Eye
Skill Level: Remember the Facts
Learning Objective: 6.3 Organize the structures and functions of the eye involved in visual
processing.
Answer: pupil
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

106. ________ refers to the process by which changes in lens shape help to focus images onto the
retina.

Difficulty Level: Moderate


Topic: Anatomy of the Eye
Skill Level: Remember the Facts
Learning Objective: 6.3 Organize the structures and functions of the eye involved in visual
processing.
Answer: Accommodation
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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107. Photopigments are molecules that consist of an opsin and ________.

Difficulty Level: Easy


Topic: Transduction
Skill Level: Remember the Facts
Learning Objective: 6.5 Summarize the process of transduction
Answer: retinal
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

108. ________ is the neurotransmitter released from the photoreceptors onto the bipolar cells of
the retina.

Difficulty Level: Moderate


Topic: Transduction
Skill Level: Remember the Facts
Learning Objective: 6.5 Summarize the process of transduction
Answer: Glutamate
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

109. The aspect of the visual field that elicits a change in the firing rate of a given visual cell is
known as its ________.

Difficulty Level: Moderate


Topic: Central and Peripheral Vision
Skill Level: Understand the Concepts
Learning Objective: 6.6 Compare features of the eye involved in central and peripheral vision.
Answer: receptive field
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

110. The visual analysis of the “what” of an object is carried out by the ________ stream.

Difficulty Level: Moderate


Topic: Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.10 Identify the functions and organization of the striate cortex.
Answer: ventral
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology

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111. The primate retina contains four possible combinations of retinal and protein that together
make four ________.

Difficulty Level: Moderate


Topic: Role of the Retina
Skill Level: Remember the Facts
Learning Objective: 6.13 Differentiate between the trichromatic and opponent-color system
theories.
Answer: photopigments
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

112. ________ is a rare color vision defect in the retina that is found equally in men and women.

Difficulty Level: Difficult


Topic: Role of the Retina
Skill Level: Remember the Facts
Learning Objective: 6.13 Differentiate between the trichromatic and opponent-color system
theories.
Answer: Tritanopia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

113. The ________ system receives information from “blue” cones.

Difficulty Level: Difficult


Topic: Role of the Striate and Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.14 Describe the role of the striate and extrastriate cortex in color
perception.
Answer: koniocellular
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

114. The ________ system receives information from “red” and “green” cones.

Difficulty Level: Difficult


Topic: Role of the Striate and Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.14 Describe the role of the striate and extrastriate cortex in color
perception.
Answer: parvocellular
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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115. Difficulty in the perception of faces produced by damage to visual association cortex is
known as ________.

Difficulty Level: Moderate


Topic: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.16 Describe the roles of the ventral stream and fusiform face area in
perceiving form.
Answer: prosopagnosia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

116. Neurons in area V5 are sensitive to ________.

Difficulty Level: Moderate


Topic: Perception of Movement and Orientation: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.20 Describe the role of the extrastriate cortex in perceiving movement.
Answer: movement
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

117. Area ________ in the extrastriate cortex in monkeys is most important for the perception of
movement.

Difficulty Level: Moderate


Topic: Perception of Movement and Orientation: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.20 Describe the role of the extrastriate cortex in perceiving movement.
Answer: V5
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

118. Damage to region 5a (MST) would be expected to impair the perception of optic ________.

Difficulty Level: Moderate


Topic: Perception of Movement and Orientation: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.20 Describe the role of the extrastriate cortex in perceiving movement.
Answer: flow
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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119. Akinetopsia refers to the inability to sense ________ after brain damage.

Difficulty Level: Moderate


Topic: Perception of Movement and Orientation: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.20 Describe the role of the extrastriate cortex in perceiving movement.
Answer: movement
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

120. Damage to area ________ produces a loss of color vision but no change in visual acuity.

Difficulty Level: Moderate


Topic: Peception of Movement and Orientation: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.20 Describe the role of the extrastriate cortex in perceiving movement.
Answer: V8
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Essay Questions

121. Describe how the physical dimensions of light correspond to the psychological dimensions
of light.

Difficulty Level: Moderate


Topic: The Stimulus: Light
Skill Level: Remember the Facts
Learning Objective: 6.2 Describe three perceptual dimensions of light.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Wavelength of light refers to the distance between successive light wave peaks and
determines the hue (perceived color) of light. The intensity of light corresponds to the
psychological dimensions of brightness. Finally, purity refers to whether a light contains one or
more wavelengths. This corresponds to the dimension of color saturation.

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122. Contrast the visual functions of rods and cones.

Difficulty Level: Moderate


Topic: Photoreceptors
Skill Level: Understand the Concepts
Learning Objective: 6.4 Contrast the location and function of rods and cones.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: The retina of the eye contains the photoreceptors that transduce light. Rods are more
common than are cones, which predominate within the central region of the retina (an area called
the fovea). Color vision is mediated by cones. The ability to resolve fine detail is also a function
of cones within the fovea. Rods can function in low light conditions.

123. Explain how the receptor potential produced in a photoreceptor by light generates action
potentials within the retina.

Difficulty Level: Moderate


Topic: Transduction
Skill Level: Understand the Concepts
Learning Objective: 6.5 Summarize the process of transduction
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Photoreceptors are partially depolarized and release glutamate in the dark. Light
hyperpolarizes the photoreceptor and reduces the release of glutamate. Photoreceptors synapse
onto bipolar cells, which in turn synapse onto ganglion cells. Glutamate released from the
photoreceptor inhibits the bipolar cell in the dark.

124. Explain what is involved in the process of sensory transduction.

Difficulty Level: Moderate


Topic: Transduction
Skill Level: Understand the Concepts
Learning Objective: 6.5 Summarize the process of transduction
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Physical stimuli such as light, sound pressure, or chemicals interact with specialized
receptors in a sensory organ. These receptive neurons show graded changes in their membrane
potentials in response to the occurrence of a physical stimulus. The transduction process in effect
converts physical energy to a change in neuron electrical potential or action potentials.

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125. Delineate the structures and functions of the magnocellular and parvocellular visual
systems.

Difficulty Level: Moderate


Topic: Lateral Geniculate Nucleus; Striate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.9 Describe the pattern of retinal ganglion cell input and the layers of the
LGN; Learning Objective: 6.10 Identify the functions and organization of the striate cortex.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The lateral geniculate nucleus of the thalamus (LGN) is organized into six layers. The
inner two layers contain large cells (magnocellular), whereas the outer four layers are comprised
of small cells. The magnocellular layers project to portions of the striate cortex that mediate
visual processes other than color (e.g., form, movement, and depth). The parvocellular layers are
involved in the perception of color and fine detail.

126. Explain the organization of neurons into modules in the striate cortex.

Difficulty Level: Difficult


Topic: Striate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.10 Identify the functions and organization of the striate cortex.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The striate cortex is organized into about 2500 modules, each containing about 150,000
neurons. Each module has two segments that surround a central region—termed a blob—that
contains cells that stain positively for cytochrome oxidase. Cells within the blob receive
information about color and low spatial frequencies. Cells outside the blob are sensitive to
different orientations, movement, spatial frequency, and texture, but not color. Each neuron in
the module receives information from the same region of the visual field.

127. Compare the anatomy and function of the dorsal and ventral streams.

Difficulty Level: Moderate


Topic: Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.11 Describe the structures and functions of the pathways of the extrastriate
cortex.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Visual information from the primary visual cortex is passed through a series of
extrastriate cortex regions that modulate and integrate the information. From area V2, some
signals ascend in a dorsal stream to the visual association parietal cortex. The dorsal stream is
involved in the analysis of spatial location. Other signals diverge from area V2 in a ventral
stream that reaches the inferior temporal cortex. The ventral stream is involved in the perception
of form.
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128. Explain how information from retinal ganglion cells can be used by neurons in the striate
cortex that function as feature detectors.

Difficulty Level: Difficult


Topic: Role of the Retinal Ganglion Cells
Skill Level: Understand the Concepts
Learning Objective: 6.12 Compare the activity of retinal ganglion cells in perceiving light and
dark.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Cells in the striate cortex integrate information from a variety of visual cells in such a
way that a cell may respond to visual stimuli that are more complicated than those of ganglion
cells in the retina. An annular receptive field for each of a set of ganglion cells may report to a
cell in the striate cortex in such a way that a bar of light that stimulates the center of each
ganglion cell receptive field causes the striate cell to fire. Stimuli that do not precisely stimulate
the center fields of an array of ganglion cells would not stimulate the striate cortex cell. Different
features (line, arc, circle) could be built up from different converging patterns to the striate
cortex.

129. Explain the concept of a receptive field in the visual system and provide an example of this
concept for a ganglion cell at work.

Difficulty Level: Difficult


Topic: Role of the Retinal Ganglion Cells
Skill Level: Remember the Facts
Learning Objective: 6.12 Compare the activity of retinal ganglion cells in perceiving light and
dark.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Ganglion cells are the first cells in the visual system to show action potentials (APs),
and it is possible to record the number of APs per unit time in a conscious animal while
stimulating the retina with various lights. A receptive field is that portion of the visual field of
the organism that responds to a light with a change in AP firing rate (i.e., an increase or
decrease). Ganglion cells show circular receptive fields. In some instances, the circular center
responds with an increased firing rate when light is shown on the retina (ON response). Light
shown on a ring around the center of such a cell would decrease the firing rate of the cell (OFF
response).

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130. Define and explain what is meant by agnosia.

Difficulty Level: Moderate


Topic: Role of the Extrastriate Cortex
Skill Level: Remember the Facts
Learning Objective: 6.16 Describe the roles of the ventral stream and fusiform face area in
perceiving form.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The association cortex receives multiples streams of information, which allows a human
to use multiple sensory modes to recognize a stimulus. Your mother, for example, has a unique
facial pattern, hair color, tone of voice, and odor. Damage to the association cortex can produce
difficulty in stimulus recognition, even though the person can still sense the stimulus. This kind
of deficit is termed an agnosia.

Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in Revel
for Physiology of Behavior, 13th Edition.

Assignment: Quiz: The Eye


EOM Q6.1.1
Question: As Julian looks around the room, his visual receptors detect edges, colors, and
contrasts. This example BEST illustrates the process called:
a. sensation.
b. perception.
c. stimulation.
d. innervation.
Answer: A
Consider This: The listed characteristics are the “raw data” in the world; LO 6.1: Differentiate
sensation and perception.
Learning Objective: 6.1: Differentiate sensation and perception.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOM Q6.1.2
Question: Sanjay recognizes his friend among the sea of faces in a crowded train station. This
example BEST illustrates the process called:
a. sensation.
b. perception.
c. stimulation.
d. innervation.
Answer: B
Consider This: This example is Sanjay’s interpretation of the events around him; LO 6.1:
Differentiate sensation and perception.
Learning Objective: 6.1: Differentiate sensation and perception.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q6.1.3
Question: The area of the eye that contains the sensory receptors is called the:
a. retina.
b. optic nerve.
c. fovea.
d. cornea.
Answer: A
Consider This: This area is the inner lining of the eye; LO 6.3: Organize the structures and
functions of the eye involved in visual processing.
Skill: Remember the Facts
Difficulty: Easy
Objective: LO 6.3: Organize the structures and functions of the eye involved in visual
processing.

EOM Q6.1.4
Question: Because it is a nocturnal creature, an owl MOST likely has:
a. more rods than cones.
b. more cones than rods.
c. more cones in the periphery.
d. equal numbers of rods and cones.
Answer: A
Consider This: Rods are responsible for vision in dim light, whereas cones are responsible for
vision in bright light; LO 6.4: Contrast the location and function of rods and cones.
Learning Objective: 6.4: Contrast the location and function of rods and cones.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOM Q6.1.5
Question: The visual pathway proceeds from:
a. the retina, to the LGN, to the striate cortex.
b. the retina, to the striate cortex, to the LGN.
c. the LGN, to the retina, to the striate cortex.
d. the LGN, to the striate cortex, to the retina.
Answer: A
Consider This: The pathway begins at the eye and ends in the higher brain areas; LO 6.7:
Describe the components of the visual pathway.
Learning Objective: 6.7: Describe the components of the visual pathway.
Difficulty Level: Moderate
Skill Level: Analyze It

Assignment: Quiz: Brain Regions Involved in Visual Processing


EOM Q6.2.1
Question: The two inner layers of the LGN are ____________, whereas the four outer layers are
_____________.
a. magnocellular; parvocellular
b. parvocellular; magnocellular
c. koniocellular; parvocellular
d. magnocellular; koniocellular
Answer: A
Consider This: The inner layers are larger than the outer layers; LO 6.9: Describe the structure of
the lateral geniculate nucleus.
Learning Objective: 6.9: Describe the structure of the lateral geniculate nucleus.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM Q6.2.2
Question: The “special function” of striate cortex neurons inside the CO blobs is BEST
described as:
a. color sensitivity.
b. sensitivity to orientation.
c. binocularity.
d. sensitivity to movement.
Answer: A
Consider This: Cells inside the blobs receive input from the LGN’s parvo- and konicellular
layers; LO 6.10: Identify the functions and organization of the striate cortex.
Learning Objective: 6.10: Identify the functions and organization of the striate cortex.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q6.2.3
Question: Cytochrome oxidase blobs are predominantly found in layers ________ of the striate
cortex.
a. 1 and 2
b. 2 and 3
c. 4 and 5
d. 5 and 6
Answer: B
Consider This: Although found in more areas, the concentration of blobs are greatest in these two
layers; LO 6.10: Identify the functions and organization of the striate cortex.
Learning Objective: 6.10: Identify the functions and organization of the striate cortex.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q6.2.4
Question: In the striate cortex, neurons in CO blobs project to _____________ stripes and send
information about ________________.
a. thin; color
b. thick; orientation
c. pale; spatial frequency
d. thin; orientation
Answer: A
Consider This: CO blobs are chromatic; LO 6.10: Identify the functions and organization of the
striate cortex.
Learning Objective: 6.10: Identify the functions and organization of the striate cortex.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOM Q6.2.5
Question: In the extrastriate cortex, the ____________ stream is responsible for identifying an
object.
a. dorsal
b. ventral
c. rostral
d. caudal
Answer: B
Consider this: This stream goes from the back of the brain “toward the belly”; LO 6.11 Describe
the structures and functions of the pathways of the extrastriate cortex.
Learning Objective: 6.11: Describe the structures and functions of the pathways of the
extrastriate cortex.
Difficulty Level: Moderate
Skill Level: Remember the Facts

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Assignment: Quiz: Perceiving Color


EOM Q6.3.1
Question: In an ON cell with a receptive field that contains a center and surround, light would
cause excitation if light were shone:
a. in the center.
b. in the surround.
c. to completely fill the surround,
d. in both the center and surround.
Answer: A
Consider This: Whether a cell is ON or OFF largely refers to innervation at the center of the
receptive field; LO 6.12: Compare the activity of retinal ganglion cells in perceiving light and
dark.
Learning Objective: 6.12: Compare the activity of retinal ganglion cells in perceiving light and
dark.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q6.3.2
Question: There are three different cones that process different wavelengths of light. These
wavelengths correspond to the colors:
a. blue, red, and green.
b. blue, red, and yellow.
c. red, green, and yellow.
d. blue, yellow, and red.
Answer: A
Consider This: Consider the types of color blindness that exist. Is there one color that is never
mentioned?; LO 6.13: Differentiate between the trichromatic and opponent-color system
theories.
Learning Objective: 6.13: Differentiate between the trichromatic and opponent-color system
theories.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q6.3.3
Question: Emma has tritanopia. When she looks around at the world, she sees shades of red and
green. Her defect is caused by a lack of ____________ cones.
a. blue
b. red
c. green
d. yellow
Answer: A
Consider This: She is missing one of the three primary colors; LO 6.13: Differentiate between
the trichromatic and opponent-color system theories.
Learning Objective: 6.13: Differentiate between the trichromatic and opponent-color system
theories.
Skill Level: Apply What You Know
Difficulty Level: Moderate

EOM Q6.3.4
Question: A neuropsychologist examines a patient with damage to her extrastriate visual cortex.
The patient shows some deficits in color perception. Based on this information, the patient
MOST likely suffered damage to area V4 or to area:
a. V8.
b. V7.
c. V2.
d. V5.
Answer: A
Consider This: The correct area is adjacent to the fusiform face area; LO 6.14: Describe the role
of the striate and extrastriate cortex in color perception.
Learning Objective: 6.14: Describe the role of the striate and extrastriate cortex in color
perception.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q6.3.5
Question: The __________ system receives information from the red and green cones, whereas
the __________ system receives information from the blue cones.
a. parvocellular; koniocellular
b. magnocellular; parvocellular
c. parvocellular; magnocellular
d. koniocellular; parvocellular
Answer: A
Consider This: It was previously believed that the parvocellular system received all color
information, but we now know the information it receives is limited; LO 6.14: Describe the role
of the striate and extrastriate cortex in color perception.
Learning Objective: 6.14: Describe the role of the striate and extrastriate cortex in color
perception.
Difficulty Level: Easy
Skill Level: Remember the Facts

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Assignment: Quiz: Perceiving Form


EOM Q6.4.1
Question: The most important visual information is contained in _____________ spatial
frequencies.
a. low
b. high
c. medium
d. both low and high
Answer: A
Consider This: An image that is missing high- frequency information looks fuzzy and is out of
focus; LO 6.15: Outline the benefit of neural circuits that analyze spatial frequency in the striate
cortex.
Learning Objective: 6.15: Outline the benefit of neural circuits that analyze spatial frequency in
the striate cortex.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q6.4.2
Question: Visual agnosia, the inability to visually recognize objects, is caused by damage to the
_____________ stream of the extrastriate cortex.
a. ventral
b. dorsal
c. rostral
d. caudal
Answer: A
Consider This: This pathway is “toward the belly”; LO 6.16: Describe the roles of the ventral
stream and fusiform face area in perceiving form.
Learning Objective: 6.16: Describe the roles of the ventral stream and fusiform face area in
perceiving form.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q6.4.3
Question: Arlando experiences a stroke, and afterwards he is unable to visually recognize his
loved ones, although he can recognize them when they speak. It is likely he has ________ caused
by damage to his ____________.
a. prosopagnosia; fusiform face area
b. visual agnosia; fusiform face area
c. anomia; inferior temporal cortex
d. prosopagnosia; inferior temporal cortex
Answer: A
Consider This: This disorder is related to damage in the ventral stream; LO 6.16: Describe the
roles of the ventral stream and fusiform face area in perceiving form.
Learning Objective: 6.16: Describe the roles of the ventral stream and fusiform face area in
perceiving form.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q6.4.4
Question: The __________________ in the brain is specifically activated by photographs,
silhouettes, or stick drawings of human bodies or body parts.
a. extrastriate body area
b. fusiform face area
c. parahippocampal place area
d. inferior temporal cortex
Answer: A
Consider This: TMS disrupts this area, resulting in impaired ability to recognize photographs of
body parts, but not parts of faces or motorcycles; LO 6.16: Describe the roles of the ventral
stream and fusiform face area in perceiving form.
Learning Objective: 6.16: Describe the roles of the ventral stream and fusiform face area in
perceiving form.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q6.4.5
Question: The _________________ in the brain is activated by the sight of scenes and
backgrounds.
a. extrastriate body area
b. fusiform face area
c. parahippocampal place area
d. inferior temporal cortex
Answer: C
Consider This: This area is part of the limbic cortex; LO 6.16: Describe the roles of the ventral
stream and fusiform face area in perceiving form.
Learning Objective: 6.16: Describe the roles of the ventral stream and fusiform face area in
perceiving form.
Difficulty Level: Easy
Skill Level: Remember the Facts

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Assignment: Quiz: Perceiving Spatial Location


EOM Q6.5.1
Question: When Jim looks at his raised finger, he can make it “jump” from one location to
another by looking at it with only his left eye and then with only his right eye. Jim’s illusory
perception that his finger is in two different places successively BEST reflects:
a. retinal disparity.
b. interposition.
c. perceptual constancy.
d. depth perception.
Answer: A
Consider This: The image of the finger falls on different places in the retinas of the eyes; LO
6.17: Identify the retina’s contributions to perceiving spatial location.
Learning Objective: 6.17: Identify the retina’s contributions to perceiving spatial location.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q6.5.2
Question: Disparity-sensitive neurons in the ____________ stream respond to large, extended
visual surfaces.
a. dorsal
b. ventral
c. rostral
d. caudal
Answer: A
Consider This: This system is the one that is responsible for spatial perception; LO 6.18:
Describe the role of the striate and extrastriate cortex in perceiving spatial location.
Learning Objective: 6.18: Describe the role of the striate and extrastriate cortex in perceiving
spatial location.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOM Q6.5.3
Question: Disparity-sensitive neurons in the ____________ stream respond to contours of three-
dimensional objects.
a. dorsal
b. ventral
c. rostral
d. caudal
Answer: B
Consider This: This system is responsible for object perception; LO 6.18: Describe the role of
the striate and extrastriate cortex in perceiving spatial location.
Learning Objective: 6.18: Describe the role of the striate and extrastriate cortex in perceiving
spatial location.
Difficulty Level: Moderate
Skill Level: Remember the Facts

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EOM Q6.5.4
Question: Perception of depth from stereopsis is controlled by the:
a. LIP.
b. AIP.
c. CIP.
d. MIP.
Answer: C
Consider This: This area is located in the caudal portion of the parietal cortex; LO 6.18: Describe
the role of the striate and extrastriate cortex in perceiving spatial location.
Learning Objective: 6.18: Describe the role of the striate and extrastriate cortex in perceiving
spatial location.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOM Q6.5.5
Question: Saccadic eye movements are controlled by the:
a. LIP and VIP.
b. AIP and MIP.
c. CIP and MIP.
d. LIP and CIP.
Answer: A
Consider This: These areas are located in the ventral and lateral areas of the parietal cortex; LO
6.18: Describe the role of the striate and extrastriate cortex in perceiving spatial location.
Learning Objective: 6.18: Describe the role of the striate and extrastriate cortex in perceiving
spatial location.
Difficulty Level: Moderate
Skill Level: Remember the Facts

Assignment: Quiz: Perceiving Orientation and Movement


EOM Q6.6.1
Question: Neurons in the ______________ are sensitive to orientation of lines.
a. striate cortex
b. extrastriate cortex
c. thalamus
d. frontal cortex
Answer: A
Consider This: As processing of visual information moves higher in the brain, it gets processed
more deeply; LO 6.20: Describe the role of the extrastriate cortex in perceiving movement.
Learning Objective: 6.20: Describe the role of the extrastriate cortex in perceiving movement.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q6.6.2
Question: Neurons in the striate cortex are described as being sensitive to orientation. This
means that they respond to:
a. lines at one particular orientation: vertical, horizontal, or somewhere in between.
b. vertical lines only.
c. horizontal lines only.
d. stationary lines only.
Answer: A
Consider This: Hubel and Wiesel investigated these cells in cats in the 1950s; LO 6.19: Explain
the role of the striate cortex in perceiving orientation.
Learning Objective: 6.19: Explain the role of the striate cortex in perceiving orientation.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q6.6.3
Question: Area _____ of the extrastriate cortex responds to movement.
a. V2
b. V3
c. V4
d. V5
Answer: D
Consider This: This area is also known as MT (medial temporal); LO 6.20: Describe the role of
the extrastriate cortex in perceiving movement.
Learning Objective: 6.20: Describe the role of the extrastriate cortex in perceiving movement.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q6.6.4
Question: In a research experiment conducted by Johansson, actors dressed in all black and
wore lights at key points on their bodies and then walked or moved. Participants could only see
the illumination of the lights, not the actors themselves. Participants were able to determine the
sex of the actors solely by the movements of their:
a. heads.
b. head and shoulders.
c. shoulders and hips.
d. heads and hips.
Answer: C
Consider This: Men and women move differently in certain areas of their bodies; LO 6.20:
Describe the role of the extrastriate cortex in perceiving movement.
Learning Objective: 6.20: Describe the role of the extrastriate cortex in perceiving movement.
Difficulty Level: Moderate
Skill Level: Remember the Facts

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EOM Q6.6.5
Question: As we move around the world, our eyes are constantly moving. Our brains, however,
compensate for this movement. If the junction between the _______________ lobes in the
extrastriate cortex is damaged, individuals lose this compensation.
a. temporal and parietal
b. parietal and frontal
c. occipital and parietal
d. temporal and frontal
Answer: A
Consider This: The extrastriate cortex is located “to the back”; LO 6.20: Describe the role of the
extrastriate cortex in perceiving movement.
Learning Objective: 6.20: Describe the role of the extrastriate cortex in perceiving movement.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

Assignment: Chapter Quiz: Vision


EOC Q6.1
Question: Detecting splotches of color BEST illustrates __________ ,whereas recognizing an
object in a painting as a depiction of a tree BEST exemplifies ____________.
a. sensation; perception
b. perception; sensation
c. sensation; stimulation
d. stimulation; perception
Answer: A
Consider This: The splotches of color are the “raw data” in the world, whereas the painting of the
tree is the interpretation of that raw data; LO 6.1: Differentiate sensation and perception.
Learning Objective: 6.1: Differentiate sensation and perception.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q6.2
Question: In which order does light pass through the structures of the eye, from first to last?
a. pupil, lens, vitreous humor, retina
b. pupil, lens, retina, vitreous humor
c. lens, pupil, vitreous humor, retina
d. lens, pupil, retina, vitreous humor
Answer: A
Consider This: The light must enter the eye and travel to the back of the eye where it is analyzed;
LO 6.3: Organize the structures and functions of the eye involved in visual processing.
Learning Objective: 6.3: Organize the structures and functions of the eye involved in visual
processing.
Difficulty Level: Moderate
Skill Level: Analyze It

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EOC Q6.3
Question: When you shift your gaze abruptly from one point to another, this motion is called
_____ movement.
a. saccadic
b. vergence
c. pursuit
d. erratic
Answer: A
Consider This: These movements are often jerky rather than smooth; LO 6.6: Compare features
of the eye involved in central and peripheral vision.
Learning Objective: 6.6: Compare features of the eye involved in central and peripheral vision.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOC Q6.4
Question: Neurons in the interblob areas project to ____________ stripes and send information
about ___________.
a. thick and pale; orientation and spatial frequency
b. thick; orientation
c. pale; spatial frequency
d. thin and pale; spatial frequency
Answer: A
Consider This: Interblob areas code for similar information as the dorsal pathway (posterior
parietal cortex); LO 6.10: Identify the functions and organization of the striate cortex.
Learning Objective: 6.10: Identify the functions and organization of the striate cortex.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q6.5
Question: Matt is a baseball player. In order for him to catch a fly ball, his __________ stream
must analyze information related to where the ball is located in space.
a. dorsal
b. ventral
c. rostral
d. caudal
Answer: A
Consider This: This stream is located “toward the back”; LO 6.11 Describe the structures and
functions of the pathways of the extrastriate cortex.
Learning Objective: 6.11 Describe the structures and functions of the pathways of the extrastriate
cortex.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q6.6
Question: In an OFF cell with a receptive field that contains a center and surround, light would
cause excitation if it were shone:
a. in the center.
b. in the surround.
c. filling the surround.
d. in both the center and surround.
Answer: B
Consider This: Whether a cell is ON or OFF largely refers to innervation at the center of the
receptive field; LO 6.12: Compare the activity of retinal ganglion cells in perceiving light and
dark.
Learning Objective: 6.12: Compare the activity of retinal ganglion cells in perceiving light and
dark.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q6.7
Question: If a blue-yellow ganglion cell is exposed to the color blue, it will fire in response to
blue. If it is exposed to yellow:
a. it will become inhibited and, upon release of exposure to yellow, cause an after-image of
blue.
b. it will become excited.
c. it will become inhibited and, upon release of exposure to yellow, cause an after-image of
red.
d. it will experience a depolarization.
Answer: A
Consider This: Blue-yellow ganglion cells either respond to either blue or yellow; LO 6.13:
Differentiate between the trichromatic and opponent-color system theories.
Learning Objective: 6.13: Differentiate between the trichromatic and opponent-color system
theories.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q6.8
Question: When __________________ spatial frequency information is removed from a visual
scene, the images look fuzzy and out of focus.
a. low
b. high
c. medium
d. both low and high
Answer: B
Consider This: An image that is missing low- frequency information is difficult to make out at
all; LO 6.15: Outline the benefit of neural circuits that analyze spatial frequency in the striate
cortex.
Learning Objective: 6.15: Outline the benefit of neural circuits that analyze spatial frequency in
the striate cortex.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q6.9
Question: The ventral stream of the extrastriate cortex is responsible for:
a. face recognition.
b. body recognition.
c. recognition of a variety of objects and shapes.
d. face and body recognition as well as recognition of a variety of other objects and shapes.
Answer: D
Consider This: The ventral stream appears to be important to a variety of perception; LO 6.16:
Describe the roles of the ventral stream and fusiform face area in perceiving form.
Learning Objective: 6.16: Describe the roles of the ventral stream and fusiform face area in
perceiving form.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q6.10
Question: ______________ vision allows us to see relative size and relative motion.
a. Monocular
b. Binocular
c. Gestalt
d. Ocular
Answer: A
Consider This: How many eyes would be necessary to compare the size of two objects?; LO
6.17: Identify the retina’s contributions to perceiving spatial location.
Learning Objective: 6.17: Identify the retina’s contributions to perceiving spatial location.
Difficulty Level: Easy
Skill Level: Remember the Concepts

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EOC Q6.11
Question: The dorsal stream ends in the _______________ cortex.
a. parietal
b. temporal
c. frontal
d. occipital
Answer: A
Consider This: “Where” and “how” tasks require incorporating spatial perception and
somatosensation into visual processing; LO 6.18: Describe the role of the striate and extrastriate
cortex in perceiving spatial location.
Learning Objective: 6.18: Describe the role of the striate and extrastriate cortex in perceiving
spatial location.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q6.12
Question: Visual control of grasping is controlled by the:
a. AIP.
b. CIP.
c. MIP.
d. LIP.
Answer: A
Consider This: This system is in the anterior parietal cortex; LO 6.18: Describe the role of the
striate and extrastriate cortex in perceiving spatial location.
Learning Objective: LO 6.18: Describe the role of the striate and extrastriate cortex in perceiving
spatial location.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOC Q6.13
Question: MST neurons are LEAST likely to respond to _____ motion.
a. spiral
b. radial
c. circular
d. linear
Answer: D
Consider This: MST neurons respond to complex movement; LO 6.20: Describe the role of the
extrastriate cortex in perceiving movement.
Learning Objective: 6.20: Describe the role of the extrastriate cortex in perceiving movement.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q6.14
Question: The brain area responsible for the perception of optic flow is:
a. MT.
b. MST.
c. MSTd.
d. occipital lobe.
Answer: C
Consider This: This area is dorsal; LO 6.20: Describe the role of the extrastriate cortex in
perceiving movement.
Learning Objective: 6.20: Describe the role of the extrastriate cortex in perceiving movement.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOC Q6.15
Question: When Annie looks around the world, she only sees still images. She is unable to
perceive her grandchildren running around or even her cat’s breathing patterns. It is likely that
Annie is suffering from:
a. amnesia.
b. akinetopsia.
c. anomia.
d. ageusia.
Answer: B
Consider This: This disorder results from damage to the V5 area; LO 6.20: Describe the role of
the extrastriate cortex in perceiving movement.
Learning Objective: 6.20: Describe the role of the extrastriate cortex in perceiving movement.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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Chapter 7: Audition, the Body Senses, and the Chemical Senses

Total Assessment Guide (T.A.G.)

Topic Question Remember the Understand the Apply What You


Type Facts Concepts Know
Audition Multiple 1-3,5-8,10-18,20, 4,9,21,22,29, 19,35
Choice 23-28,30-38, 39,47,49,50,52, 54
40-46,48,51, 53,55
Fill-In 107-115

Essay 127 128-130

Vestibular Multiple 57-62,64 63 56


System Choice

Fill-In 116

Essay

Somatosenses Multiple 65,68,70-73,76,78- 66,67,69,74, 77,89


Choice 84,87,88,90-94 75,85,86,95

Fill-In 117-124

Essay 131-133

Gustation Multiple 96-102


Choice

Fill-In 125

Essay 134,135

Olfaction Multiple 103-106


Choice
Fill-In 126

Essay

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Multiple-Choice Questions

1. High frequency of vibration, as measured in hertz (Hz), would create

a. high pitch.
b. low pitch.
c. loudness.
d. softness.
e. timbre.

Difficulty Level: Easy


Topic: The Stimulus: Sound
Skill Level: Remember the Facts
Learning Objective: 7.1 Describe three perceptual dimensions of sound.
Answer: AAPA Learning Objective: 1.1 Describe key concepts, principles, and overarching
themes in psychology.

2. Humans can detect sound pressure waves that cycle between ________ and ________ times per
second.

a. 30; 700
b. 25; 4,000
c. 30; 20,000
d. 25; 9,000
e. 300; 45,000

Difficulty Level: Easy


Topic: The Stimulus: Sound
Skill Level: Remember the Facts
Learning Objective: 7.1 Describe three perceptual dimensions of sound.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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3. Sound can best be thought of as

a. compression of air molecules by an object.


b. changes in air pressure produced by the vibration of an object.
c. particles of energy that travel at faster than 20 miles per hour.
d. packets of energy.
e. expansion of air molecules produced by an object as it moves through air.

Difficulty Level: Easy


Topic: The Stimulus: Sound
Skill Level: Remember the Facts
Learning Objective: 7.1 Describe three perceptual dimensions of sound.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

4. Which pair belongs together?

a. amplitude; pitch
b. complexity; pitch
c. purity; timbre
d. amplitude; loudness
e. hue; wavelength

Difficulty Level: Moderate


Topic: The Stimulus: Sound
Skill Level: Understand the Concepts
Learning Objective: 7.1 Describe three perceptual dimensions of sound.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5. The perceived pitch of a sound is related to the physical sound dimension of

a. vibration amplitude.
b. the distance between the sound source and the detector.
c. sound wave complexity.
d. frequency of vibration.
e. sound intensity.

Difficulty Level: Easy


Topic: The Stimulus: Sound
Skill Level: Remember the Facts
Learning Objective: 7.1 Describe three perceptual dimensions of sound.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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6. The complexity of a sound wave determines the psychological dimension known as

a. hue.
b. pitch.
c. loudness.
d. saturation.
e. timbre.

Difficulty Level: Moderate


Topic: The Stimulus: Sound
Skill Level: Remember the Facts
Learning Objective: 7.1 Describe three perceptual dimensions of sound.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

7. The loudness of a sound is related to

a. the amplitude of sound vibration.


b. the distance between the successive air vibrations.
c. the complexity of the sound waves.
d. its frequency of vibration.
e. the total duration of the sound stimulation.

Difficulty Level: Easy


Topic: The Stimulus: Sound
Skill Level: Remember the Facts
Learning Objective: 7.1 Describe three perceptual dimensions of sound.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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8. Which of the following is a physical dimension of sound?

a. timbre
b. pitch
c. amplitude
d. saturation
e. loudness

Difficulty Level: Easy


Topic: The Stimulus: Sound
Skill Level: Remember the Facts
Learning Objective: 7.1 Describe three perceptual dimensions of sound.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

9. What is the correct order of the ossicles from the tympanic membrane to the cochlea?

a. stapes, incus, malleus


b. malleus, incus, stapes
c. incus, malleus, stapes
d. pinna, malleus, stapes
e. malleus, stapes, incus

Difficulty Level: Easy


Topic: Anatomy of the Ear
Skill Level: Understand the Concepts
Learning Objective: 7.2 Organize the structures and functions of the ear involved in auditory
processing.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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10. Sound is funneled into the auditory canal via the

a. outer channel.
b. inner ear.
c. tectorial membrane.
d. tympanic membrane.
e. pinna.

Difficulty Level: Easy


Topic: Anatomy of the Ear
Skill Level: Remember the Facts
Learning Objective: 7.2 Organize the structures and functions of the ear involved in auditory
processing.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

11. Another name for the eardrum is the

a. outer membrane.
b. basilar membrane.
c. tectorial membrane.
d. tympanic membrane.
e. pinna.

Difficulty Level: Easy


Topic: Anatomy of the Ear
Skill Level: Remember the Facts
Learning Objective: 7.2 Organize the structures and functions of the ear involved in auditory
processing.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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12. The ossicles are located within the

a. outer ear.
b. inner ear.
c. organ of Corti.
d. pinna.
e. middle ear.

Difficulty Level: Easy


Topic: Anatomy of the Ear
Skill Level: Remember the Facts
Learning Objective: 7.2 Organize the structures and functions of the ear involved in auditory
processing.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

13. The cochlea is located within the

a. outer ear.
b. inner ear.
c. organ of Corti.
d. pinna.
e. middle ear.

Difficulty Level: Easy


Topic: Anatomy of the Ear
Skill Level: Remember the Facts
Learning Objective: 7.2 Organize the structures and functions of the ear involved in auditory
processing.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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14. The ossicles are

a. receptive cells in the inner ear.


b. positioned along the pinna of the ear.
c. auditory receptors.
d. tiny bones located within the middle ear.
e. neurons that innervate the middle ear.

Difficulty Level: Easy


Topic: Anatomy of the Ear
Skill Level: Remember the Facts
Learning Objective: 7.2 Organize the structures and functions of the ear involved in auditory
processing.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

15. The malleus, incus, and stapes

a. are tiny bones located within the outer ear.


b. are located within the inner ear.
c. provide a mechanical advantage for transferring sound energy to the inner ear.
d. are the formal names for the oval, round, and tympanic membranes, respectively.
e. comprise the pinna of the human ear.

Difficulty Level: Moderate


Topic: Anatomy of the Ear
Skill Level: Remember the Facts
Learning Objective: 7.2 Organize the structures and functions of the ear involved in auditory
processing.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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16. During the process of hearing, the mechanical stimulus that induces movements of the hair
cells is the

a. movement of the stapes against the oval window.


b. contraction of the muscle fibers within the middle ear.
c. movement of the malleus against the round window.
d. movement of the stapes against the round window.
e. movement of the scala tympani.

Difficulty Level: Moderate


Topic: Anatomy of the Ear
Skill Level: Remember the Facts
Learning Objective: 7.2 Organize the structures and functions of the ear involved in auditory
processing.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

17. Which structure transforms sound into action potentials?

a. hair-cell cilia
b. the basilar membrane
c. the tympanic membrane
d. the tectorial membrane
e. Deiters’s cells

Difficulty Level: Easy


Topic: Auditory Hair Cells Transduce Auditory Information
Skill Level: Remember the Facts
Learning Objective: 7.3 Contrast the location and function of hair cells in auditory transduction.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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18. The hair-like appendages that extend from the ends of the auditory receptors are known as

a. cilia.
b. rods.
c. intrafusal fibers.
d. extrafusal fibers.
e. villi.

Difficulty Level: Easy


Topic: Auditory Hair Cells Transduce Auditory Information
Skill Level: Remember the Facts
Learning Objective: 7.3 Contrast the location and function of hair cells in auditory transduction.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

19. The ratio of inner to outer hair cells in the human cochlea is approximately

a. 1:1.
b. 8:1.
c. 1:4.
d. 1:8.
e. 2:7.

Difficulty Level: Difficult


Topic: Auditory Hair Cells Transduce Auditory Information
Skill Level: Apply What You Know
Learning Objective: 7.3 Contrast the location and function of hair cells in auditory transduction.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

20. _______________ are necessary for hearing, as demonstrated by the mutant mice who lack
them and, subsequently, cannot hear at all.

a. Deiter’s cells
b. Glial cells
c. Outer hair cells
d. Inner hair cells
e. Cilia cells

Difficulty Level: Easy


Topic: Auditory Hair Cells Transduce Auditory Information
Skill Level: Remember the Facts
Learning Objective: 7.3 Contrast the location and function of hair cells in auditory transduction.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
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21. Moving a bundle of cilia in the direction of the tallest cilium will

a. generate a high rate of action potentials.


b. reduce the amount of neurotransmitter released.
c. cause a hyperpolarization.
d. close an ion channel.
e. reduce the activity of the cell.

Difficulty Level: Moderate


Topic: Auditory Hair Cells Transduce Auditory Information
Skill Level: Understand the Concepts
Learning Objective: 7.3 Contrast the location and function of hair cells in auditory transduction.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

22. The force that causes the tips of the hair cells to bend in response to movement of the basilar
membrane arises from the

a. linkage between the hair cells and the tectorial membrane.


b. mechanical linkage between the hair cells and the tympanic membrane.
c. movement of the round window.
d. movement of the hair cells through the tectorial membrane.
e. movement of fluid past the tips of the hair cells.

Difficulty Level: Difficult


Topic: Auditory Hair Cells Transduce Auditory Information
Skill Level: Understand the Concepts
Learning Objective: 7.3 Contrast the location and function of hair cells in auditory transduction.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

23. Adjacent cilia on a hair cell are joined together by

a. strands of actin.
b. the outer edges of the tectorial membrane.
c. tip links.
d. insertional plaques.
e. intrafusal fibers.

Difficulty Level: Easy


Topic: Auditory Hair Cells Transduce Auditory Information
Skill Level: Remember the Facts
Learning Objective: 7.3 Contrast the location and function of hair cells in auditory transduction.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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24. The receptor potential of a hair cell is triggered by cilia movements that

a. allow the entry of sodium ions into the hair cell.


b. open a channel to potassium in the insertional plaque.
c. allow the exit of potassium ions out of the hair cell.
d. close a channel to potassium in the insertional plaque.
e. allow chloride ions to flow into the cilia.

Difficulty Level: Easy


Topic: Auditory Hair Cells Transduce Auditory Information
Skill Level: Remember the Facts
Learning Objective: 7.3 Contrast the location and function of hair cells in auditory transduction.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

25. Whether ion channels open or close within the hair cell cilia

a. is a function of the voltage of the cilia membrane.


b. reflects the action of a second messenger within the cilia.
c. is controlled by ionotropic membrane receptors.
d. reflects tension exerted by the tip links on the insertional plaques.
e. involves the breakdown of cyclic AMP.

Difficulty Level: Moderate


Topic: Auditory Hair Cells Transduce Auditory Information
Skill Level: Remember the Facts
Learning Objective: 7.3 Contrast the location and function of hair cells in auditory transduction.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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26. The conduit that sends auditory signals to the brain is called the

a. auditory lemniscus.
b. organ of Corti.
c. somatoacoustic nerve.
d. trigeminal nerve.
e. cochlear nerve.

Difficulty Level: Easy


Topic: The Auditory Pathway
Skill Level: Remember the Facts
Learning Objective: 7.4 Describe the components of the auditory pathway.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

27. Which statement regarding the neurons of the cochlear nerve is correct?

a. The neurons of this nerve are of the bipolar type.


b. The cell bodies of these neurons are located within the medulla oblongata.
c. The neurons of this nerve are of the multipolar type.
d. These nerve cells are hyperpolarized by release of neurotransmitter from the hair
cells.
e. These cells conduct local potentials, which can produce action potentials in
downstream nerve cells.

Difficulty Level: Moderate


Topic: The Auditory Pathway
Skill Level: Remember the Facts
Learning Objective: 7.4 Describe the components of the auditory pathway.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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28. The neurotransmitter at the afferent synapses of the auditory nerve is ________, whereas the
efferent terminal buttons secrete _______.

a. acetylcholine; GABA
b. GABA; glycine
c. glutamate; dopamine
d. glutamate; acetylcholine
e. acetylcholine; dopamine

Difficulty Level: Moderate


Topic: The Auditory Pathway
Skill Level: Remember the Facts
Learning Objective: 7.4 Describe the components of the auditory pathway.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

29. The fact that adjacent regions of the basilar membrane and of the primary auditory cortex
appear to respond best to different sound ________ can be displayed in a ________ map.

a. frequencies; retinotopic
b. intensities; somatotopic
c. intensities; tonotopic
d. frequencies; tonotopic
e. timbres; tonotopic

Difficulty Level: Easy


Topic: The Auditory Pathway
Skill Level: Understand the Concepts
Learning Objective: 7.4 Describe the components of the auditory pathway.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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30. Identify the correct pathway by which auditory information flows to the brain.

a. auditory nerve –> superior olivary complex –> medial geniculate –>
superior colliculus –> auditory cortex
b. auditory nerve –> cochlear nuclei –> medial geniculate –> auditory cortex
c. auditory nerve –> cochlear nuclei –> superior olivary complex –> inferior colliculus
–> medial geniculate –> auditory cortex
d. auditory nerve –> cochlear nuclei –> superior olivary complex –> medial geniculate –
> auditory cortex
e. auditory nerve –> cochlear nuclei –> superior colliculus –> lateral geniculate –>
auditory cortex

Difficulty Level: Difficult


Topic: The Auditory Pathway
Skill Level: Remember the Facts
Learning Objective: 7.4 Describe the components of the auditory pathway.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

31. The posterior auditory stream starts in the ________ and is involved in ________.

a. posterior parabelt region of the anterior temporal region; sound localization


b. posterior occipital cortex; sound localization
c. parabelt region of the anterior temporal region; complex sound analysis
d. posterior parietal cortex; complex sound analysis
e. posterior parietal cortex; sound localization

Difficulty Level: Moderate


Topic: The Auditory Pathway
Skill Level: Remember the Facts
Learning Objective: 7.4 Describe the components of the auditory pathway.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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32. The anterior auditory stream is involved in

a. analysis of timbre.
b. analysis of sound intensity.
c. analysis of musical tunes.
d. complex sound analysis.
e. sound localization.

Difficulty Level: Difficult


Topic: The Auditory Pathway
Skill Level: Remember the Facts
Learning Objective: 7.4 Describe the components of the auditory pathway.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

33. The dorsal stream in the auditory cortex ends in the ___________ and is involved in the
____________.

a. parietal cortex; location of sound


b. parietal cortex; perception of form
c. inferior temporal cortex; location of sound
d. inferior temporal cortex; perception of form
e. inferior temporal cortex; analysis of complex sounds

Difficulty Level: Easy


Topic: The Auditory Pathway
Skill Level: Remember the Facts
Learning Objective: 7.4 Describe the components of the auditory pathway.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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34. Which statement is true regarding hair cells?

a. Most afferent axons form connections with the outer hair cells.
b. Damage to the inner hair cells impairs hearing.
c. Outer hair cells play a more important role in hearing than do inner hair cells.
d. Thin unmyelinated axons form connections with inner hair cells.
e. Thick myelinated axons form connections with outer hair cells.

Difficulty Level: Moderate


Topic: Anatomy of the Ear
Skill Level: Remember the Facts
Learning Objective: 7.2 Organize the structures and functions of the ear involved in auditory
processing.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

35. A mutation that resulted in the loss of inner hair cells within the organ of Corti would be
expected to result in

a. difficulty in locating the source of a sound.


b. total impairment of hearing.
c. the inability to detect differences in sound intensity.
d. the inability to detect differences in tone between different musical instruments.
e. difficulty in recognizing the voice of another person.

Difficulty Level: Difficult


Topic: Anatomy of the Ear
Skill Level: Remember the Facts
Learning Objective: 7.2 Organize the structures and functions of the ear involved in auditory
processing.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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36. Place coding for pitch indicates that ____________ frequencies are caused by neurons of the
basilar membrane becoming activated. Specifically, these neurons are located __________ the
oval window.

a. higher; closer to
b. higher; further from
c. lower; closer to
d. lower; further from
e. middle; closer to

Difficulty Level: Difficult


Topic: Anatomy of the Ear
Skill Level: Remember the Facts
Learning Objective: 7.2 Organize the structures and functions of the ear involved in auditory
processing.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

37. Higher-frequency sounds produce maximal distortion of the basilar membrane

a. near the stapes.


b. at the apical end of the membrane.
c. farthest from the stapes.
d. farthest from the basal end of the membrane.
e. nearest the tympanic membrane.

Difficulty Level: Moderate


Topic: Anatomy of the Ear
Skill Level: Remember the Facts
Learning Objective: 7.2 Organize the structures and functions of the ear involved in auditory
processing.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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38. Low-pitched sounds are detected by the use of ________ by the cochlea.

a. place coding
b. rate coding
c. phase coding
d. tonotopic codes
e. phase shifts

Difficulty Level: Easy


Topic: Perceiving Pitch
Skill Level: Remember the Facts
Learning Objective: 7.5 Contrast place and rate coding in pitch perception.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

39. Which outcome strongly supports the notion that a place code is involved in detecting
medium to high-pitched sounds?

a. Antibiotics can kill hair cells in a basal to apical direction and produce corresponding
deficits in pitch perception.
b. Damage to the posterior temporal cortex impairs hearing.
c. Mutant mice that lack inner hair cells are unable to hear.
d. Overgrowth of bone over the round window impairs the hearing of high- but not low-
pitched sounds.
e. Antibiotics can degenerate hair cells in an apical to basal direction and produce
corresponding deficits in intensity perception.

Difficulty Level: Easy


Topic: Perceiving Pitch
Skill Level: Understand the Concepts
Learning Objective: 7.5 Contrast place and rate coding in pitch perception.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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40. Cochlear implants restore the ability to understand speech by

a. electrically stimulating the auditory nerve at greater than 500 pulses per second.
b. allowing pressure changes to occur within the cochlea.
c. opening a larger aperture within the round window.
d. electrically stimulating different regions of the basilar membrane.
e. changing the overall rate of firing of cochlear cells.

Difficulty Level: Moderate


Topic: Perceiving Pitch
Skill Level: Remember the Facts
Learning Objective: 7.5 Contrast place and rate coding in pitch perception.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

41. Axons of the ______________ inform the brain of the loudness of a stimulus by altering
their rate of firing of action potentials.

a. geniculate nerve
b. auditory nerve
c. cochlear nerve
d. trochlear nerve
e. trigeminal nerve

Difficulty Level: Easy


Topic: Perceiving Loudness
Skill Level: Remember the Facts
Learning Objective: 7.6 Contrast how loudness in high- and low-frequency sounds is
represented.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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42. Loudness of high-frequency sounds is determined by _________, whereas loudness of low-


frequency sounds is determined by _______________.

a. rate of firing; the number of axons active at a time


b. the number of axons active at a time; rate of firing
c. rate of firing; rate of firing
d. the number of axons active at a time; the number of axons active at a time
e. perception; sensation

Difficulty Level: Moderate


Topic: Perceiving Loudness
Skill Level: Remember the Facts
Learning Objective: 7.6 Contrast how loudness in high- and low-frequency sounds is
represented.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

43. The lowest and usually most intense frequency of a complex sound is its

a. attack phase.
b. decay phase.
c. overtone.
d. characteristic frequency.
e. fundamental frequency.

Difficulty Level: Moderate


Topic: Perceiving Timbre
Skill Level: Remember the Facts
Learning Objective: 7.7 Identify the characteristics of timbre.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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44. When determining the location of a sound, we use ___________ for low frequencies and
___________ for high frequencies.

a. phase differences; intensity differences


b. intensity differences; phase differences
c. loudness differences; intensity differences
d. loudness differences; phase differences
e. phase differences; loudness differences

Difficulty Level: Easy


Topic: Perceiving Spatial Location
Skill Level: Remember the Facts
Learning Objective: 7.8 Compare the processes used to perceive spatial location.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

45. Neurons that use binaural differences in loudness as a cue to the source of a sound are
located within the

a. lateral superior olivary complex.


b. medial geniculate.
c. parabelt region.
d. medial superior olivary complex.
e. organ of Corti.

Difficulty Level: Difficult


Topic: Perceiving Spatial Location
Skill Level: Remember the Facts
Learning Objective: 7.8 Compare the processes used to perceive spatial location.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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46. The capacity to detect whether a high-frequency sound comes from the left or right of the
hearer reflects an analysis of

a. fundamental overtones.
b. a sonic shadow that reflects differences in loudness.
c. differences in arrival times at the eardrums.
d. differences in sound phase.
e. differences in movement of the tympanic membrane.

Difficulty Level: Easy


Topic: Perceiving Spatial Location
Skill Level: Remember the Facts
Learning Objective: 7.8 Compare the processes used to perceive spatial location.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

47. Calibrating the ability to estimate the elevation of a sound

a. is a genetic trait.
b. involves the analysis of left-right phase arrival differences.
c. is a function of experience.
d. is better in blind than sighted people.
e. involves the analysis of right-left loudness differences.

Difficulty Level: Difficult


Topic: Perceiving Spatial Location
Skill Level: Understand the Concepts
Learning Objective: 7.8 Compare the processes used to perceive spatial location.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

48. The recognition of auditory patterns is accomplished by

a. cells within the auditory nerve.


b. neural circuits within the superior olivary complex.
c. coincidence detectors within the medial geniculate thalamic nuclei.
d. circuits of neurons within the auditory cortex.
e. the inner hair cells.

Difficulty Level: Easy


Topic: Perceiving Complex Sounds
Skill Level: Remember the Facts
Learning Objective: 7.9 Compare the anterior and posterior auditory processing streams.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
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49. The anterior stream of the human auditory system performs analyses of ________, whereas
the posterior stream provides analyses of ________.

a. sound location; sound loudness


b. object type; object location
c. complex sounds; location
d. loudness; pitch
e. tone loudness; timbre

Difficulty Level: Easy


Topic: Perceiving Complex Sounds
Skill Level: Understand the Concepts
Learning Objective: 7.9 Compare the anterior and posterior auditory processing streams.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

50. In the human auditory system, the analysis of “what” corresponds to ________, whereas the
analysis of “where” corresponds to ________.

a. sound identity; location of a sound


b. object form; object location
c. location of a sound; loudness
d. loudness; pitch
e. loudness; timbre

Difficulty Level: Easy


Topic: Perceiving Complex Sounds
Skill Level: Understand the Concepts
Learning Objective: 7.9 Compare the anterior and posterior auditory processing streams.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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51. Functional imaging studies of the human association cortex indicate that judgments of sound
________ activate the ________ of the auditory system.

a. timbre; dorsal stream


b. identity; anterior stream
c. timbre; ventral stream
d. timbre; anterior stream
e. pitch; dorsal stream

Difficulty Level: Easy


Topic: Perceiving Complex Sounds
Skill Level: Remember the Facts
Learning Objective: 7.9 Compare the anterior and posterior auditory processing streams.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

52. Damage to the auditory cortex can

a. induce deafness.
b. produce auditory hallucinations similar to those of schizophrenia.
c. impair the understanding of sound meaning but not impair hearing.
d. produce auditory-visual synesthesia.
e. alter the function of the vestibular system.

Difficulty Level: Moderate


Topic: Perceiving Complex Sounds
Skill Level: Understand the Concepts
Learning Objective: 7.9 Compare the anterior and posterior auditory processing streams.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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53. Match the auditory system structure with the correct music analysis function.

a. timing of musical rhythms; inferior frontal cortex


b. recognition of harmony; inferior frontal cortex
c. perception of underlying beat; left auditory cortex
d. perception of harmony; cerebellum
e. musical emotional tone; cerebellum

Difficulty Level: Easy


Topic: Perceiving Music
Skill Level: Remember the Facts
Learning Objective: 7.10 Summarize the biological basis for perceiving music.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

54. A unique aspect of the loss of function shown by Patient I.R. after aneurysm surgery
involved her

a. inability to understand verbal and written instructions.


b. inability to perceive or produce music.
c. ability to recognize the emotional tone of a musical piece but not the melody.
d. apparently normal hearing.
e. inability to sight-read sheet music.

Difficulty Level: Moderate


Topic: Perceiving Music
Skill Level: Understand the Concepts
Learning Objective: 7.10 Summarize the biological basis for perceiving music.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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55. Congenital amusia is found in about ________ percent of the population.

a. 0.1
b. 0.4
c. 2
d. 4
e. 8

Difficulty Level: Moderate


Topic: Perceiving Music
Skill Level: Remember the Facts
Learning Objective: 7.10 Summarize the biological basis for perceiving music.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

56. Low-frequency stimulation of the vestibular sacs would be expected to produce

a. no definable sensation.
b. a low humming sound.
c. dizziness.
d. nystagmus.
e. nausea.

Difficulty Level: Easy


Topic: Vestibular System
Skill Level: Apply What You Know
Learning Objective: 7.11 Summarize the structures and functions of the vestibular apparatus.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

57. _____________ respond(s) to the force of gravity.

a. Vestibular sacs
b. Semicircular canals
c. The ampulla
d. The cupulla
e. Circular canals

Difficulty Level: Easy


Topic: Anatomy of the Vestibular Apparatus
Skill Level: Remember the Facts
Learning Objective: 7.11 Summarize the structures and functions of the vestibular apparatus.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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58. The utricle and saccule are components of the

a. middle ear.
b. cochlea.
c. vestibular sacs.
d. semicircular canals.
e. pain reactivity system.

Difficulty Level: Easy


Topic: Anatomy of the Vestibular Apparatus
Skill Level: Remember the Facts
Learning Objective: 7.11 Summarize the structures and functions of the vestibular apparatus.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

59. The ________ sense sudden changes in the rotation of the head.

a. cochlear microphones
b. semicircular canals
c. organs of Corti
d. vestibular sacs
e. utricles

Difficulty Level: Moderate


Topic: Anatomy of the Vestibular Apparatus
Skill Level: Remember the Facts
Learning Objective: 7.11 Summarize the structures and functions of the vestibular apparatus.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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60. TRPA1 receptor molecules are used by hair cells of the

a. semicircular canals.
b. utricle.
c. saccule.
d. semicircular canals and the utricle.
e. semicircular canals, the utricle, and the saccule.

Difficulty Level: Easy


Topic: Anatomy of the Vestibular Apparatus
Skill Level: Remember the Facts
Learning Objective: 7.11 Summarize the structures and functions of the vestibular apparatus.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

61. Hair cells within the semicircular canals are activated by

a. traveling sine waves.


b. distortion of the tympanic membrane.
c. movements of the otoconia.
d. movements of the cupula.
e. movement of the basilar membrane.

Difficulty Level: Easy


Topic: Anatomy of the Vestibular Apparatus
Skill Level: Remember the Facts
Learning Objective: 7.11 Summarize the structures and functions of the vestibular apparatus.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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62. Hair cells within the vestibular sacs are activated by

a. movements of the otoconia.


b. distortion of the tympanic membrane.
c. a traveling sine wave.
d. movements of the cupula.
e. movements of the basilar membrane.

Difficulty Level: Moderate


Topic: Anatomy of the Vestibular Apparatus
Skill Level: Remember the Facts
Learning Objective: 7.11 Summarize the structures and functions of the vestibular apparatus.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

63. When Felix goes jogging, his eyes are bouncing yet the visual scene he perceives while
running seems relatively stable. The _____________ is responsible for this correction.

a. vestibulo-ocular reflex
b. oculo-vestibular reflex
c. visual reflex
d. motion reflex
e. visuo-ocular reflex

Difficulty Level: Moderate


Topic: The Vestibular Pathway
Skill Level: Understand the Concepts
Learning Objective: 7.11 Summarize the structures and functions of the vestibular apparatus.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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64. The ____________ cranial nerve contains vestibular nerves.

a. second
b. fifth
c. eighth
d. tenth
e. twelfth

Difficulty Level: Easy


Topic: The Vestibular Pathway
Skill Level: Remember the Facts
Learning Objective: 7.12 Outline the vestibular pathway.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

65. Cutaneous receptors signal information regarding

a. cardiac pressure.
b. blood flow to the muscles.
c. events that damage the skin.
d. brain temperature.
e. head movement.

Difficulty Level: Easy


Topic: The Stimuli
Skill Level: Remember the Facts
Learning Objective: 7.13 Provide examples of stimuli that activate receptors for the
somatosenses.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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66. Cutaneous receptors signal information about stimuli that interact with

a. the external surface of the skin.


b. the hair cells of the vestibular sacs.
c. receptors of the muscles.
d. receptors that line the surfaces of internal organs.
e. muscles lining the interior of the gut.

Difficulty Level: Moderate


Topic: The Stimuli
Skill Level: Understand the Concepts
Learning Objective: 7.13 Provide examples of stimuli that activate receptors for the
somatosenses.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

67. ________ are a component of the somatosenses.

a. Free nerve endings in the skin


b. Stretch receptors in cardiac muscle
c. Receptors located within the semicircular canals
d. Hair cells within the cochlea
e. Cilia within the otoconia

Difficulty Level: Easy


Topic: Anatomy of the Skin and Its Receptive Organs
Skill Level: Understand the Concepts
Learning Objective: 7.14 Describe the anatomy and somatosensory receptors of the skin.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

68. Smooth, hairless skin found on humans is known as

a. glabrous skin.
b. saccules.
c. kinesthetic covering.
d. Merkel’s corpuscles.
e. cutaneous skin.

Difficulty Level: Easy


Topic: Anatomy of the Skin and Its Receptive Organs
Skill Level: Remember the Facts
Learning Objective: 7.14 Describe the anatomy and somatosensory receptors of the skin.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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69. Ruffini corpuscles are usually found on

a. hairy and glabrous skin.


b. at the base of hair follicles.
c. the top of the head.
d. inside Merkel’s disks.
e. glabrous skin only.

Difficulty Level: Difficult


Topic: Anatomy of the Skin and Its Receptive Organs
Skill Level: Understand the Concepts
Learning Objective: 7.14 Describe the anatomy and somatosensory receptors of the skin.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

70. Skin receptors with small, sharp borders would most likely be

a. Ruffini corpuscles.
b. hair follicle endings.
c. Meissner’s corpuscles.
d. free nerve endings.
e. Pacinian corpuscles.

Difficulty Level: Difficult


Topic: Anatomy of the Skin and Its Receptive Organs
Skill Level: Remember the Facts
Learning Objective: 7.14 Describe the anatomy and somatosensory receptors of the skin.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

71. ____________ detect thermal and noxious stimuli.

a. Ruffini corpuscles
b. Free nerve endings
c. Meissner’s corpuscles
d. Pacinian corpuscles
e. Dieter’s cells

Difficulty Level: Easy


Topic: Perceiving Cutaneous Stimulation
Skill Level: Remember the Facts
Learning Objective: 7.15 Describe the perception of touch, temperature, pain, and itch.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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72. ________ detect changes in temperature and pain.

a. Ruffini corpuscles
b. Free nerve endings
c. Meissner’s corpuscles
d. Pacinian corpuscles
e. Dieter’s cells

Difficulty Level: Easy


Topic: Perceiving Cutaneous Stimulation
Skill Level: Remember the Facts
Learning Objective: 7.15 Describe the perception of touch, temperature, pain, and itch.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

73. Which type of receptor is used by the body to detect vibration?

a. Ruffini corpuscles
b. free nerve endings
c. Meissner’s corpuscles
d. Pacinian corpuscles
e. Dieter’s cells

Difficulty Level: Easy


Topic: Anatomy of the Skin and Its Receptive Organs
Skill Level: Remember the Facts
Learning Objective: 7.14 Describe the anatomy and somatosensory receptors of the skin.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

74. The primary function of Meissner’s corpuscles is to detect

a. edge contours.
b. cold.
c. heat.
d. texture.
e. harmful stimulation.

Difficulty Level: Moderate


Topic: Anatomy of the Skin and Its Receptive Organs
Skill Level: Understand the Concepts
Learning Objective: 7.14 Describe the anatomy and somatosensory receptors of the skin.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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75. Patient G.L. suffered damage to large-diameter myelinated axons that serve her face; we
would expect that she would have difficulty in detecting a(n)

a. cold probe applied to the face.


b. warm probe applied to the face.
c. tickle of her cheek.
d. slap of her cheek.
e. itch on her nose.

Difficulty Level: Easy


Topic: Perceiving Cutaneous Stimulation
Skill Level: Understand the Concepts
Learning Objective: 7.15 Describe the perception of touch, temperature, pain, and itch.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

76. _______________ detect changes in pressure against the skin.

a. TRPV1 receptors
b. TRPV3 receptors
c. Merkel’s disks
d. Pacinian corpuscles
e. Mechanoreceptors

Difficulty Level: Easy


Topic: Perceiving Cutaneous Stimulation
Skill Level: Remember the Facts
Learning Objective: 7.15 Describe the perception of touch, temperature, pain, and itch.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

77. Damage to fibers containing the TRPM8 receptor would be expected to

a. impair sensing of extreme cold.


b. increase the emotional response to a painful stimulus.
c. alter reactivity to high-temperature stimuli.
d. alter reactivity to mechanical stimuli.
e. impair the detection of itch.

Difficulty Level: Difficult


Topic: Perceiving Cutaneous Stimulation
Skill Level: Apply What You Know
Learning Objective: 7.15 Describe the perception of touch, temperature, pain, and itch.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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78. The function of a nociceptor is to detect

a. pain.
b. cold.
c. heat.
d. salt in a food.
e. the bitterness of a drink.

Difficulty Level: Easy


Topic: Perceiving Cutaneous Stimulation
Skill Level: Remember the Facts
Learning Objective: 7.15 Describe the perception of touch, temperature, pain, and itch.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

79. The presence of chemicals that induce inflammation is uniquely detected by

a. free nerve endings.


b. TRPA1 receptors.
c. Pacinian corpuscles.
d. Ruffini corpuscles.
e. ATV-sensitive free nerve endings.

Difficulty Level: Easy


Topic: Perceiving Cutaneous Stimulation
Skill Level: Remember the Facts
Learning Objective: 7.15 Describe the perception of touch, temperature, pain, and itch.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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80. The pain associated with bone cancer is partly caused by the activation of

a. free nerve endings with mechanoreceptor properties.


b. TRPV1 receptors.
c. Pacinian corpuscles.
d. Ruffini corpuscles.
e. ATP-sensitive free nerve endings.

Difficulty Level: Difficult


Topic: Perceiving Cutaneous Stimulation
Skill Level: Remember the Facts
Learning Objective: 7.15 Describe the perception of touch, temperature, pain, and itch.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

81. The pathway for axons that convey precisely localized information, such as fine touch,
ascends through the

a. spinothalamic nucleus.
b. spinoreticular complex.
c. anterloateral thalamus.
d. spinomedullar bulbs.
e. dorsal column of the spinal cord.

Difficulty Level: Moderate


Topic: The Somatosensory Pathways
Skill Level: Remember the Facts
Learning Objective: 7.16 Describe the components of the somatosensory pathways.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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82. The ________ are the relay nuclei for somatosensation.

a. medial lateral nuclei of the thalamus


b. medial geniculate nuclei
c. spinothalamic corpuscles
d. ventral posterior nuclei of the thalamus
e. thalamocortical nuclei

Difficulty Level: Easy


Topic: The Somatosensory Pathways
Skill Level: Remember the Facts
Learning Objective: 7.16 Describe the components of the somatosensory pathways.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

83. After damage to her somatosensory association cortex, Patient E.C. experience

a. visual agnosia.
b. a loss of tactile sensitivity.
c. a difficulty in differentiating objects by weight.
d. a difficulty in differentiating objects by texture cues.
e. a difficulty in recognizing common objects by touch.

Difficulty Level: Moderate


Topic: The Somatosensory Pathways
Skill Level: Remember the Facts
Learning Objective: 7.16 Describe the components of the somatosensory pathways.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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84. Which experience would be expected to induce pain?

a. consumption of a placebo pill


b. hypnosis
c. activation of the insular cortex
d. the experience of a strong emotion
e. acupuncture

Difficulty Level: Easy


Topic: Perceiving Pain
Skill Level: Remember the Facts
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

85. Which statement about the functions of pain is true?

a. People who lack pain receptors lead a full, happy life.


b. Pain can be triggered by tissue damage within the body.
c. Opiates enhance pain reactivity.
d. Hypnosis does not diminish pain reactivity.
e. Emotional events mostly increase the sensation of pain stimuli.

Difficulty Level: Moderate


Topic: Perceiving Pain
Skill Level: Understand the Concepts
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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86. In an experiment comparing the perception of experienced pain to witnessing pain in a loved
one, the only area of the brain that was activated by the application of an actual noxious stimulus
was the

a. temporal cortex.
b. somatosensory cortex.
c. anterior cingulate cortex.
d. prefrontal cortex.
e. amygdala.

Difficulty Level: Difficult


Topic: Perceiving Pain
Skill Level: Understand the Concepts
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

87. The long-term emotional component of chronic pain is mediated by pathways that

a. reach the cerebellum.


b. project from the spinal cord to the somatosensory cortex.
c. reach the anterior cingulate cortex and the insular cortex.
d. project to the prefrontal cortex.
e. involve the amygdala.

Difficulty Level: Moderate


Topic: Perceiving Pain
Skill Level: Remember the Facts
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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88. Electrical stimulation of the ________ in humans produces painful burning and stinging
sensations.

a. prefrontal cortex
b. anterior cingulate cortex
c. dorsal hippocampus
d. ventromedial hypothalamus
e. insular cortex

Difficulty Level: Easy


Topic: Perceiving Pain
Skill Level: Remember the Facts
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

89. Sara is suffering from a rare disorder that cannot be treated and that produces chronic pain.
Her doctors can do little to alleviate her suffering, but they are investigating an experimental
procedure that would minimize Sara’s long-term emotional response to her pain. Her doctors tell
her the technique involves brain surgery, specifically targeting the

a. parietal cortex.
b. prefrontal cortex.
c. primary somatosensory cortex.
d. dorsal lateral thalamus.
e. posterior cingulate cortex.

Difficulty Level: Difficult


Topic: Perceiving Pain
Skill Level: Apply What You Know
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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90. Studies conducted with rats indicate that electrical stimulation of the ______________ is as
potent in producing analgesia as receiving a large dose of morphine.

a. periaqueductal gray matter


b. medulla
c. secondary somatosensory cortex
d. reticular formation
e. anterior cingulate cortex

Difficulty Level: Moderate


Topic: Perceiving Pain
Skill Level: Remember the Facts
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

91. The late Ronald Melzack argued that phantom limb sensation in an amputee occurs because Commented [AS1]: This looks like its misspelled in the chapter
as well.

a. spinal cord axons continue to spontaneously fire after being detached from a limb.
b. sensory neurons in the thalamus show spontaneous firing, which is interpreted by the
brain as a signal from the missing limb.
c. the parietal cortex is genetically programmed to perceive activity from each of four
limbs.
d. the frontal cortex is genetically programmed to perceive activity from each of four
limbs.
e. sensory neurons in the spinal cord show spontaneous activity.

Difficulty Level: Moderate


Topic: Perceiving Pain
Skill Level: Remember the Facts
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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92. The most effective site for the induction of analgesia in rats using electrical stimulation is the

a. parietal cortex.
b. parabrachial nucleus.
c. prefrontal cortex.
d. periaqueductal gray matter.
e. posterior cingulate cortex.

Difficulty Level: Easy


Topic: Perceiving Pain
Skill Level: Remember the Facts
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

93. By using hypnosis, experimenters were able to reduce the perceived intensity of pain. This
change in perception was correlated with a decrease in activation of the

a. anterior cingulate cortex.


b. somatosensory cortex.
c. insular cortex.
d. thalamus.
e. periaqueductal gray.

Difficulty Level: Easy


Topic: Perceiving Pain
Skill Level: Remember the Facts
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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94. The ________________ is involved in the long-term emotional consequences of pain.

a. anterior cingulate cortex


b. reticular formation
c. somatosensory cortex
d. prefrontal cortex
e. anterior insular cortex

Difficulty Level: Moderate


Topic: Perceiving Pain
Skill Level: Remember the Facts
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

95. Imaging studies indicate that receiving a placebo “analgesic” skin cream led to

a. decreased activity within the prefrontal cortex and periaqueductal gray matter.
b. decreased activity within the somatosensory cortex.
c. increased activity within the prefrontal cortex and periaqueductal gray matter.
d. blockade of opiate receptors within the spinal cord.
e. the release of serotonin within the brain stem.

Difficulty Level: Moderate


Topic: Perceiving Pain
Skill Level: Understand the Concepts
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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96. Tigers and domestic cats are unable to sense which taste quality?

a. bitterness
b. sweetness
c. saltiness
d. sourness
e. umami

Difficulty Level: Easy


Topic: The Stimuli
Skill Level: Remember the Facts
Learning Objective: 7.18 List the six qualities of taste stimuli.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

97. The taste sensation known as ________ allows us to detect glutamate in proteins.

a. saltiness
b. umami
c. sweetness
d. bitterness
e. sourness

Difficulty Level: Easy


Topic: The Stimuli
Skill Level: Remember the Facts
Learning Objective: 7.18 List the six qualities of taste stimuli.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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98. Sodium channels play a key role in the perception of

a. acids.
b. umami.
c. salts.
d. sugars.
e. toxic alkaloids.

Difficulty Level: Easy


Topic: The Stimuli
Skill Level: Remember the Facts
Learning Objective: 7.18 List the six qualities of taste stimuli.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

99. There are approximately __________ taste buds along the tongue, palate, pharynx, and
larynx.

a. 100
b. 250
c. 1,300
d. 10,000
e. 100,000

Difficulty Level: Easy


Topic: Anatomy of the Taste Buds and Gustatory Cells
Skill Level: Remember the Facts
Learning Objective: 7.19 Identify the location and structure of taste receptor cells..
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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100. Gustatory information travels to the brain by way of the __________ cranial nerves.

a. third, fourth, and sixth


b. seventh, ninth, and tenth
c. fourth and tenth
d. first and eighth
e. second, seventh, and ninth

Difficulty Level: Easy


Topic: Anatomy of the Taste Buds and Gustatory Cells
Skill Level: Remember the Facts
Learning Objective: 7.19 Identify the location and structure of taste receptor cells.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

101. Which pair represents a correct match between a taste receptor and the chemical sensed by
that receptor?

a. sourness; sodium ions


b. sweetness; fatty acids
c. bitterness; presence of an acid
d. umami; presence of aspartate
e. sourness; presence of an acid

Difficulty Level: Easy


Topic: Perceiving Gustatory Information
Skill Level: Remember the Facts
Learning Objective: 7.20 Summarize the process of gustatory transduction.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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102. The first relay station for gustatory information en route to the cortex is the

a. area postrema.
b. chorda tympani.
c. ventral posteromedial thalamic nucleus.
d. nucleus of the solitary tract.
e. insular cortex.

Difficulty Level: Easy


Topic: The Gustatory Pathway
Skill Level: Remember the Facts
Learning Objective: 7.21 Describe the components of the gustatory pathway.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

103. The stimulus for olfaction is

a. a volatile substance within a certain molecular weight.


b. a molecule that has a high molecular weight.
c. electromagnetic radiation.
d. a water-soluble molecule.
e. a molecule that is poorly soluble in lipid.

Difficulty Level: Easy


Topic: The Stimulus and Anatomy of the Olfactory Apparatus
Skill Level: Remember the Facts
Learning Objective: 7.22 Organize the structures and functions of the olfactory apparatus
involved in olfactory processing.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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104. Olfactory receptors are located in the

a. turbinate bones.
b. olfactory epithelium.
c. otoconia.
d. chorda tympani.
e. olfactory operculum.

Difficulty Level: Easy


Topic: The Stimulus and Anatomy of the Olfactory Apparatus
Skill Level: Remember the Facts
Learning Objective: 7.22 Organize the structures and functions of the olfactory apparatus
involved in olfactory processing.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

105. The protein __________ is able to activate an enzyme necessary for the process of
olfaction.

a. A-lateral
b. Gmrx
c. DE7
d. Golf
e. A-zeta

Difficulty Level: Moderate


Topic: Transducing Olfactory Information
Skill Level: Remember the Facts
Learning Objective: 7.23 Summarize the process of olfactory transduction.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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106. How can humans use a relatively small number of receptors to detect so many different
odorants in the environment?

a. The seven basic smell types interact with thousands of taste sensations to produce
distinct odor profiles.
b. There are actually fewer unique odorants in the environment than originally thought.
c. A particular odorant binds to more than one receptor site.
d. Odor perception relies on overlapping waves of information, rather than individual
acts of olfaction.
e. Each odorant produces a single type of stimulation interpreted in the brain.

Difficulty Level: Easy


Topic: Perceiving Specific Odors
Skill Level: Remember the Facts
Learning Objective: 7.24 Explain how receptors can detect specific odors.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Fill-in-the-Blank Questions

107. The ________ of a sound provides information about the nature of the particular sound, such
as whether the tone comes from a piano or a harpsichord.

Difficulty Level: Easy


Topic: The Stimulus: Sound
Skill Level: Remember the Facts
Learning Objective: 7.1 Describe three perceptual dimensions of sound.
Answer: timbre
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

108. The ________ of a sound stimulus is related to the physical characteristic of frequency of
vibration.

Difficulty Level: Easy


Topic: The Stimulus: Sound
Skill Level: Remember the Facts
Learning Objective: 7.1 Describe three perceptual dimensions of sound.
Answer: pitch
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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109. The outer portion of the ear is called the _____________.

Difficulty Level: Easy


Topic: Anatomy of the Ear
Skill Level: Remember the Facts
Learning Objective: 7.2 Organize the structures and functions of the ear involved in auditory
processing.
Answer: pinna
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

110. The hair-like appendages that extend from the ends of the auditory receptors are known as
________.

Difficulty Level: Easy


Topic: Auditory Hair Cells Transduce Auditory Information
Skill Level: Remember the Facts
Learning Objective: 7.3 Contrast the location and function of hair cells in auditory transduction.
Answer: cilia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

111. Damage to the ________ hair cells results in deafness in mice.

Difficulty Level: Moderate


Topic: Auditory Hair Cells Transduce Auditory Information
Skill Level: Remember the Facts
Learning Objective: 7.3 Contrast the location and function of hair cells in auditory transduction.
Answer: inner
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

112. The primary auditory cortex in humans is said to be organized in a(n) ________ fashion.

Difficulty Level: Easy


Topic: The Auditory Pathway
Skill Level: Remember the Facts
Learning Objective: 7.4 Describe the components of the auditory pathway.
Answer: tonotopic
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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113. Hearing loss due to hair cell damage can be restored by a(n) ________ implant.

Difficulty Level: Moderate


Topic: Perceiving Pitch
Skill Level: Remember the Facts
Learning Objective: 7.5 Contrast place and rate coding in pitch perception.
Answer: cochlear
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

114. Determination of sound ________ is carried out by the posterior auditory stream.

Difficulty Level: Difficult


Topic: Perceiving Complex Sounds
Skill Level: Remember the Facts
Learning Objective: 7.9 Compare the anterior and posterior auditory processing streams.
Answer: identity
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

115. ________ is the loss of the ability to perceive or produce melodic or rhythmic aspects of
music.

Difficulty Level: Easy


Topic: Perceiving Music
Skill Level: Remember the Facts
Learning Objective: 7.10 Summarize the biological basis for perceiving music.
Answer: Amusia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology

116. The semicircular canals respond best to _______ of the head.

Difficulty Level: Difficult


Topic: Vestibular System
Skill Level: Remember the Facts
Learning Objective: 7.11 Summarize the structures and functions of the vestibular apparatus.
Answer: angular acceleration
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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117. _______ detect skin vibrations.

Difficulty Level: Easy


Topic: Perceiving Cutaneous Stimulation
Skill Level: Remember the Facts
Learning Objective: 7.15 Describe the perception of touch, temperature, pain, and itch.
Answer: Mechanoreceptors
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

118. Pain receptors are collectively referred to as _______________.

Difficulty Level: Easy


Topic: Perceiving Cutaneous Stimulation
Skill Level: Remember the Facts
Learning Objective: 7.15 Describe the perception of touch, temperature, pain, and itch.
Answer: nociceptors
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

119. The TRPM8 receptor is essential to our ability to sense ________.

Difficulty Level: Difficult


Topic: Perceiving Cutaneous Stimulation
Skill Level: Remember the Facts
Learning Objective: 7.15 Describe the perception of touch, temperature, pain, and itch.
Answer: cold
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

120. The pain associated with bone cancer is partly caused by activation of ________ receptors.

Difficulty Level: Difficult


Topic: Perceiving Cutaneous Stimulation
Skill Level: Remember the Facts
Learning Objective: 7.15 Describe the perception of touch, temperature, pain, and itch.
Answer: TRPV1
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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121. The axon pathway for registering precise touch travels through the __________ of the
spinal cord.

Difficulty Level: Difficult


Topic: The Somatosensory Pathways
Skill Level: Remember the Facts
Learning Objective: 7.16 Describe the components of the somatosensory pathways.
Answer: dorsal column
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

122. Imaging studies indicate that the activity of the ________ is related to the unpleasantness of
pain.

Difficulty Level: Difficult


Topic: Perceiving Pain
Skill Level: Remember the Facts
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Answer: anterior cingulate cortex (ACC)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

123. The long-term emotional component of chronic pain is mediated by pathways that project to
the ________ cortex.

Difficulty Level: Difficult


Topic: Perceiving Pain
Skill Level: Remember the Facts
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Answer: prefrontal
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

124. An example of a pleasurable, evolutionarily advantageous behavior that is accompanied by


the release of endogenous opiates would be ________.

Difficulty Level: Difficult


Topic: Perceiving Pain
Skill Level: Remember the Facts
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Answer: copulation
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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125. The first relay station for gustatory information heading toward the cortex is the ________.

Difficulty Level: Difficult


Topic: The Gustatory Pathway
Skill Level: Remember the Facts
Learning Objective: 7.21 Describe the components of the gustatory pathway.
Answer: nucleus of the solitary tract
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

126. Odorants are ________ molecules.

Difficulty Level: Difficult


Topic: The Stimulus and Anatomy of the Olfactory Apparatus
Skill Level: Remember the Facts
Learning Objective: 7.22 Organize the structures and functions of the olfactory apparatus
involved in olfactory processing.
Answer: volatile
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Essay Questions

127. Describe the physical and psychological properties of sound.

Difficulty Level: Easy


Topic: The Stimulus: Sound
Skill Level: Remember the Facts
Learning Objective: 7.1 Describe three perceptual dimensions of sound.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Sound represents vibrations of air molecules produced by objects in the environment.
These are waves that vary in frequency and intensity. Sound pitch corresponds to wave
frequency, loudness corresponds to the sound intensity, and timbre corresponds to the
complexity of the sound wave.

128. Describe how the organ of Corti transduces sound waves into electrical potentials.

Difficulty Level: Moderate


Topic: Auditory Hair Cells Transduce Auditory Information
Skill Level: Understand the Concepts
Learning Objective: 7.3 Contrast the location and function of hair cells in auditory transduction.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Hair cells are anchored to the basilar membrane. Cilia that project from the inner hair
cells are moved by currents produced when the basilar membrane moves relative to the overlying

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tectorial membrane. The cilia of a hair cell are interconnected by tip links and as these move, the
attachment points of the adjacent cilia open a channel to potassium (and calcium), which creates
a receptor potential.

129. Describe the neural pathways by which auditory signals reach the cortex.

Difficulty Level: Moderate


Topic: The Auditory Pathway
Skill Level: Understand the Concepts
Learning Objective: 7.4 Describe the components of the auditory pathway.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: The cochlear nerve projects afferent fibers to the dorsal and ventral cochlear nuclei,
then to the superior olivary complex, and then through the lateral lemniscus to the inferior
colliculus—then to the thalamic medial geniculate nucleus, and then to the primary auditory
cortex.

130. Explain how the brain codes for the spatial location of sound.

Difficulty Level: Moderate


Topic: Perceiving Spatial Location
Skill Level: Understand the Concepts
Learning Objective: 7.8 Compare the processes used to perceive spatial location.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Auditory neurons are sensitive to the differences in the arrival times of an auditory
stimulus (low frequency). A sound that occurs directly in front will arrive at the left and right
ears at the same time; a sound that occurs to the left will arrive at the left ear sooner than at the
right ear. High frequency sounds may be detected using differences in sound intensity.

131. Differentiate the receptors that have been identified as responding to pain stimuli.

Difficulty Level: Moderate


Topic: Perceiving Cutaneous Stimulation
Skill Level: Remember the Facts
Learning Objective: 7.15 Describe the perception of touch, temperature, pain, and itch.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Nociceptors are pain receptors. Three nociceptor types include free nerve endings that
respond to intense pressure (called mechanoreceptors); free nerve endings that respond to intense
heat, to acids, and to the chemical capsaicin (TRPV1 receptors); and TRPA1 receptors that are
sensitive to pungent irritants.

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132. Differentiate the three components of pain.

Difficulty Level: Moderate


Topic: Perceiving Pain
Skill Level: Remember the Facts
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Pain stimuli produce a sensory component that involves the primary and secondary
somatosensory cortex, and an intermediate emotional component that involves the anterior
cingulate and insular cortexes. The long-term component of pain (representing the emotional
implications of the pain) is related to activity of the prefrontal cortex. Hypnosis reduces the
activity of the anterior cingulate and the unpleasantness of a pain stimulus.

133. Describe the biological actions by which certain stimuli are able to lower reactivity to pain.

Difficulty Level: Moderate


Topic: Perceiving Pain
Skill Level: Remember the Facts
Learning Objective: 7.17 Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Pain signals are transmitted to the spinal cord and from there to the thalamus and to
various cortical regions (anterior cingulate, primary and secondary somatosensory cortex). Pain
reactivity can be diminished by interrupting the ascending pain pathways, by reducing the
activity of the anterior cingulate cortex, or by activating a descending neural circuit from the
periaqueductal gray to the spinal cord.

134. Describe the transduction process for gustatory signals.

Difficulty Level: Easy


Topic: Perceiving Gustatory Information
Skill Level: Remember the Facts
Learning Objective: 7.20 Summarize the process of gustatory transduction.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Taste receptors code for five qualities (sweetness, bitterness, sourness, saltiness, and
umami). Each receptor type involves a different transduction process. Hydrogen ions generate a
sour taste. Bitter and sweet tastes are coded for by receptors containing gustducin. Sweet
receptors also are coded by gustducin receptors. The umami signal involves a specific glutamate
receptor (mGluR4). The pleasant taste of fat seems linked to receptors that detect free fatty acids
in foods.

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135. Explain how a few hundred types of olfactory receptors can code for thousands of different
odorants.

Difficulty Level: Easy


Topic: Perceiving Gustatory Information
Skill Level: Remember the Facts
Learning Objective: 7.20 Summarize the process of gustatory transduction.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Each olfactory cilium contains one type of receptor and each glomerulus receives
information from one type of receptor. An odorant molecule can bind to and activate, in varying
intensity, different receptor types, which would generate a different pattern of firing within the
olfactory system.

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Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in Revel
for Physiology of Behavior, 13th Edition.

Assignment: Quiz: Audition


EOM Q7.1.1
Question: In audition, a high frequency of vibration, as measured in hertz (Hz), would be
perceived as a _____ sound.
a. high-pitched
b. low-pitched
c. loud
d. quiet
Answer: A
Consider This: High frequencies have been known to shatter glass; LO 7.1: Describe three
perceptual dimensions of sound.
Learning Objective: 7.1: Describe three perceptual dimensions of sound.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q7.1.2
Question: _______________ cells are necessary for hearing, as demonstrated by the mutant
mice who lack them and who, subsequently, cannot hear at all.
a. Inner hair
b. Outer hair
c. Deiter’s
d. Glial
Answer: A
Consider This: Cilia on these cells move back and forth in response to incoming sound; LO 7.3:
Contrast the location and function of hair cells in auditory transduction.
Learning Objective: 7.3: Contrast the location and function of hair cells in auditory transduction.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q7.1.3
Question: The dorsal stream in the auditory cortex ends in the _____________ cortex and is
involved in perception of a sound’s _____________.
a. parietal; location
b. parietal; form
c. inferior temporal; location
d. inferior temporal; form
Answer: A
Consider This: Dorsal means “top”; LO 7.4: Describe the components of the auditory pathway.
Learning Objective: 7.4: Describe the components of the auditory pathway.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOM Q7.1.4
Question: Place coding for pitch indicates that ____________ frequencies are perceived when
neurons of the basilar membrane become activated. Specifically, these neurons are located
__________ the oval window.
a. higher; closer to
b. higher; farther from
c. lower; closer to
d. lower; farther from
Answer: A
Consider This: Hearing loss typically happens to higher pitches first as they are more likely to be
damaged by loud sounds; LO 7.5: Contrast place and rate coding in pitch perception.
Learning Objective: 7.5: Contrast place and rate coding in pitch perception.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q7.1.5
Question: The perceived loudness of high-pitched sounds is determined by _________, and the
perceived loudness of low-pitched sounds is determined by _______________.
a. rate of firing; the number of axons active at a time
b. the number of axons active at a time; rate of firing
c. rate of firing; rate of firing
d. the number of axons active at a time; the number of axons active at a time
Answer: A
Consider This: Low-pitched sounds are generated by rate of firing, so loudness must be dictated
by something else; LO 7.6: Contrast how loudness in high- and low-frequency sounds is
represented.
Learning Objective: 7.6: Contrast how loudness in high- and low-frequency sounds is
represented.
Difficulty Level: Moderate
Skill Level: Analyze It

Assignment: Quiz: Vestibular System


EOM Q7.2.1
Question: _____________ respond(s) to the force of gravity.
a. Vestibular sacs
b. Semicircular canals
c. The ampulla
d. The cupulla
Answer: A
Consider This: These contain calcium carbonate crystals that cause the mass inside to shift as
head orientation changes; LO 7.11: Summarize the structures and functions of the vestibular
apparatus.
Learning Objective: 7.11: Summarize the structures and functions of the vestibular apparatus.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q7.2.2
Question: TRPA1 receptor molecules are used by hair cells in all of these EXCEPT the:
a. semicircular canals.
b. utricle.
c. saccule.
d. basilar membrane.
Answer: D
Consider This: TRPA1 receptor molecules are widespread; LO 7.11: Summarize the structures
and functions of the vestibular apparatus.
Learning Objective: 7.11: Summarize the structures and functions of the vestibular apparatus.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q7.2.3
Question: The vestibular and cochlear nerves constitute the two branches of the ______ cranial
nerve.
a. second
b. fifth
c. eighth
d. twelfth
Answer: C
Consider This: The correct nerve is also called the auditory nerve; LO 7.12: Outline the
vestibular pathway.
Learning Objective: 7.12: Outline the vestibular pathway.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q7.2.4
Question: The vestibular pathway does NOT include projections to the:
a. basal ganglia.
b. pons.
c. cerebellum.
d. medulla.
Answer: A
Consider This: The correct structure is outside the hindbrain and midbrain. LO 7.12: Outline the
vestibular pathway.
Learning Objective: 7.12: Outline the vestibular pathway.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q7.2.5
Question: As you jog, your eyes are bouncing, yet the visual scene seems relatively stable. The
____________ reflex is to thank for this correction.
a. vestibulo-ocular
b. oculo-vestibular
c. visual
d. motion
Answer: A
Consider This: This correction would have to involve centers related to vision and movement;
LO 7.12: Outline the vestibular pathway.
Learning Objective: 7.12: Outline the vestibular pathway.
Difficulty Level: Moderate
Skill Level: Apply What You Know

Assignment: Quiz: Somatosenses


EOM Q7.3.1
Question: Cutaneous receptors do NOT respond to:
a. pressure.
b. vibration.
c. temperature.
d. limb movement.
Answer: D
Consider This: These receptors provide information about the surface of the body; LO 7.13:
Provide examples of stimuli that activate receptors for the somatosenses.
Learning Objective: 7.13: Provide examples of stimuli that activate receptors for the
somatosenses.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOM Q7.3.2
Question: There are _______________ categories of free nerve ending thermal receptors.
a. two
b. three
c. four
d. five
Answer: A
Consider This: The number of types of free nerve endings correspond to the different types of
temperature that can be experienced; LO 7.15: Describe the perception of touch, temperature,
pain, and itch.
Learning Objective: 7.15: Describe the perception of touch, temperature, pain, and itch.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q7.3.3
Question: The pathway for fine touch is the _____ pathway.
a. spinothalamic
b. spinoreticular
c. anterolateral
d. dorsal column medial lemniscus
Answer: D
Consider This: This pathway crosses from one side of the body to the other; LO 7.16: Describe
the components of the somatosensory pathways.
Learning Objective: 7.16: Describe the components of the somatosensory pathways.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOM Q7.3.4
Question: By using hypnosis, experimenters were able to reduce the perceived intensity of pain.
This change in perception was correlated with a decrease in activation of the:
a. somatosensory cortex.
b. ACC.
c. insular cortex.
d. thalamus.
Answer: A
Consider This: This area of the brain is directly responsible for the feeling of pain; LO 7.17:
Describe why pain is experienced, the components of pain, and how pain perception can be
modified.
Learning Objective: 7.17: Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q7.3.5
Question: The _____________ is involved in the long-term emotional consequences of pain.
a. prefrontal cortex
b. anterior insular cortex
c. ACC
d. somatosensory cortex
Answer: A
Consider This: This area is also responsible for higher order processing; LO 7.17: Describe why
pain is experienced, the components of pain, and how pain perception can be modified.
Learning Objective: 7.17: Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Difficulty Level: Easy
Skill Level: Remember the Facts

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Assignment: Quiz: Gustation


EOM Q7.4.1
Question: Susan is unable to tell the difference in taste when biting into an apple or an onion.
She is MOST likely suffering from:
a. aphasia.
b. anosmia.
c. agnosia.
d. ageusia.
Answer: B
Consider This: This term refers to the lack of smell; LO 7.18: List the six qualities of taste
stimuli.
Learning Objective: 7.18: List the six qualities of taste stimuli.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q7.4.2
Question: Members of the cat family cannot taste:
a. bitterness.
b. saltiness.
c. sweetness.
d. sourness.
Answer: C
Consider This: Cats are obligatory carnivores so their diets often do not consist of…; LO 7.18:
List the six qualities of taste stimuli.
Learning Objective: 7.18: List the six qualities of taste stimuli.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q7.4.3
Question: Consider gustatory reception. The _____ contain _____, which in turn contain _____.
a. buds; receptor cells; papillae
b. buds; papillae; receptor cells
c. papillae; receptor cells; buds
d. papillae; buds; receptor cells
Answer: D
Consider This: Some of the largest of these structures also contain receptors for touch, pain, and
temperature; LO 7.19: Identify the location and structure of taste receptor cells.
Learning Objective: 7.19: Identify the location and structure of taste receptor cells.
Difficulty Level: Difficult
Skill Level: Analyze It

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EOM Q7.4.4
Question: Research suggests that the taste sensation of saltiness is largely caused by receptors
that are __________ channels.
a. calcium
b. chloride
c. potassium
d. sodium
Answer: D
Consider This: This word is often a synonym for the salt content of a food; LO 7.20: Summarize
the process of gustatory transduction.
Learning Objective: 7.20: Summarize the process of gustatory transduction.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q7.4.5
Question: Information from the anterior part of the tongue travels through the chorda tympani,
part of the ________ cranial nerve.
a. facial
b. glossopharyngeal
c. vagus
d. trigeminal
Answer: A
Consider This: The chorda tympani gets its name because it passes through the middle ear,
beneath the tympanic membrane; LO 7.21: Describe the components of the gustatory pathway.
Learning Objective: 7.21: Describe the components of the gustatory pathway.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

Assignment: Quiz: Olfaction


EOM Q7.5.1
Question: Considering all of the sensory systems, olfaction has the ____ number of sensory
receptors.
a. highest
b. second-highest
c. second-lowest
d. lowest
Answer: B
Consider This: Vision is still our #1 sense; LO 7.22: Organize the structures and functions of the
olfactory apparatus involved in olfactory processing.
Learning Objective: 7.22: Organize the structures and functions of the olfactory apparatus
involved in olfactory processing.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q7.5.2
Question: The olfactory pathway:
a. goes from the receptor cells to the olfactory bulb to the mitral cells.
b. goes from the receptor cells to the mitral cells to the olfactory bulb.
c. goes from the mitral cells to the receptor cells to the olfactory bulb.
d. goes from the olfactory bulb to the receptor cells to the mitral cells.
Answer: A
Consider This: All senses begin with receptors; LO 7.22: Organize the structures and functions
of the olfactory apparatus involved in olfactory processing.
Learning Objective: 7.22: Organize the structures and functions of the olfactory apparatus
involved in olfactory processing.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q7.5.3
Question: Olfactory tract axons project to all of these EXCEPT:
a. the amygdala.
b. the entorhinal cortex.
c. the piriform cortex.
d. the thalamus.
Answer: D
Consider This: Olfactory tract axons project directly to a limbic system structure; LO 7.22:
Organize the structures and functions of the olfactory apparatus involved in olfactory processing.
Learning Objective: 7.22: Organize the structures and functions of the olfactory apparatus
involved in olfactory processing.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q7.5.4
Question: When an odorant binds to olfactory receptors:
a. a depolarization occurs.
b. sodium channels close.
c. potassium channels open.
d. a hyperpolarization occurs.
Answer: A
Consider This: Binding of an odorant to an olfactory receptor is excitatory; LO 7.23: Summarize
the process of olfactory transduction.
Learning Objective: 7.23: Summarize the process of olfactory transduction.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q7.5.5
Question: In order to identify the many smells in the world:
a. humans have a separate receptor for each smell.
b. humans have only one type of receptor that binds to all odorants, and then the higher
order processing in the brain determines the smell.
c. humans have different receptors that bind to different odorants, and the activity patterns
created by these bindings are what is interpreted as different smells.
d. humans have two receptor types, one for irritant odors and one for pleasant odors.
Answer: C
Consider This: The system is efficient and thrifty in how it recognizes and perceives odors; LO
7.24: Explain how receptors can detect specific odors.
Learning Objective: 7.24: Explain how receptors can detect specific odors.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

Assignment: Chapter Quiz: Audition, the Body Senses, and the Chemical Senses
EOC Q7.1
Question: What is the order of the ossicles from the tympanic membrane to the cochlea?
a. malleus, incus, stapes
b. stapes, incus, malleus
c. incus, malleus, stapes
d. malleus, stapes, incus
Answer: A
Consider This: The ossicles connect to the oval window, a relatively flat surface; LO 7.2:
Organize the structures and functions of the ear involved in auditory processing.
Learning Objective: 7.2: Organize the structures and functions of the ear involved in auditory
processing.
Difficulty Level: Moderate
Skill Level: Analyze It

EOC Q7.2
Question: A tip link connects two cilia. Movement of the cilia in the direction of the tallest cilia
will:
a. open an ion channel.
b. close an ion channel.
c. reduce the amount of neurotransmitter released.
d. cause a hyperpolarization.
Answer: A
Consider This: Movement toward the tallest cilia will cause the tip link to go taut; LO 7.3:
Contrast the location and function of hair cells in auditory transduction.
Learning Objective: 7.3: Contrast the location and function of hair cells in auditory transduction.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q7.3
Question: When determining location of a sound, we use ___________ differences for low
frequencies and ___________ differences for high frequencies.
a. phase; intensity
b. intensity ; phase
c. loudness ; intensity
d. loudness ; phase
Answer: A
Consider This: Phase differences refer to the simultaneous arrival, at each ear, of different
portions (phases) of the oscillating sound wave; LO 7.8: Compare the processes used to perceive
spatial location.
Learning Objective: 7.8: Compare the processes used to perceive spatial location.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q7.4
Question: _______________ detect thermal and noxious stimuli.
a. Free nerve endings
b. Pacinian corpuscles
c. Meissner’s corpuscles
d. Merkel’s disks
Answer: A
Consider This: It is the only receptor that isn’t encapsulated; LO 7.14: Describe the anatomy and
somatosensory receptors of the skin.
Learning Objective: 7.14: Describe the anatomy and somatosensory receptors of the skin.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q7.5
Question: _______________ are free nerve endings that response to intense pressure.
a. High-threshold mechanoreceptors
b. TRPV1 receptors
c. Merkel’s disks
d. Pacinian corpuscles
Answer: A
Consider This: These would be responsible for feeling a pinch on the skin; LO 7.15: Describe the
perception of touch, temperature, pain, and itch.
Learning Objective: 7.15: Describe the perception of touch, temperature, pain, and itch.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOC Q7.6
Question: In an experiment comparing the perception of experienced pain to witnessing pain in
a loved one, the only area that was specific to feeling pain personally was the:
a. anterior insular cortex.
b. somatosensory cortex.
c. ACC.
d. thalamus.
Answer: B
Consider This: This area of the brain is directly responsible for the feeling of pain and other
sensations; LO 7.17: Describe why pain is experienced, the components of pain, and how pain
perception can be modified.
Learning Objective: 7.17: Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOC Q7.7
Question: With respect to pain relief, electrical stimulation of the ___________ is as potent as a
large dose of morphine.
a. periaqueductal gray
b. medulla
c. somatosensory cortex
d. ACC
Answer: A
Consider This: This area is located in the tegmentum in the midbrain; LO 7.17: Describe why
pain is experienced, the components of pain, and how pain perception can be modified.
Learning Objective: 7.17: Describe why pain is experienced, the components of pain, and how
pain perception can be modified.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q7.8
Question: When eating at an Asian restaurant, Sam’s umami receptors detect the presence of:
a. glutamate.
b. sodium.
c. potassium.
d. glycine.
Answer: A
Consider This: Umami refers to the taste of monosodium glutamate (MSG); LO 7.18: List the six
qualities of taste stimuli.
Learning Objective: 7.18: List the six qualities of taste stimuli.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q7.9
Question: Taste receptor cells have a life span of:
a. 3 months.
b. 10 days.
c. 30 days.
d. 6 months.
Answer: B
Consider This: The turnover of taste receptors is very fast due to the hostility of the environment;
LO 7.19: Identify the location and structure of taste receptor cells.
Learning Objective: 7.19: Identify the location and structure of taste receptor cells.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q7.10
Question: Some foods can trigger sensations of both bitterness and sweetness simultaneously.
This phenomenon suggests that:
a. bitterness and sweetness receptors are co-localized.
b. bitterness and sweetness are picked up by the same receptors.
c. bitterness and sweetness receptors are similar.
d. bitterness and sweetness receptors are arranged in opponent pairs.
Answer: C
Consider This: The receptor structure or degree of responsiveness to substances may explain this
phenomenon; LO 7.20: Summarize the process of gustatory transduction.
Learning Objective: 7.20: Summarize the process of gustatory transduction.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q7.11
Question: The first relay station for taste is the nucleus of the solitary tract, located in the:
a. cerebellum.
b. reticular formation.
c. pons.
d. medulla.
Answer: D
Consider This: This brain area is located in the myelencephalon; LO 7.21: Describe the
components of the gustatory pathway.
Learning Objective: 7.21: Describe the components of the gustatory pathway.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOC Q7.12
Question: In humans, the olfactory system:
a. is not very sensitive.
b. is more sensitive if individuals get closer to the source of the smell.
c. allows individuals to detect 500 different odors.
d. allows individuals to detect 20 different odors.
Answer: B
Consider This: Research shows that humans can follow a scent trail of chocolate; LO 7.22:
Organize the structures and functions of the olfactory apparatus involved in olfactory processing.
Learning Objective: 7.22: Organize the structures and functions of the olfactory apparatus
involved in olfactory processing.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOC Q7.13
Question: The ______________ receives both olfactory and gustatory information, suggesting
that it may be involved in the combining of this information.
a. orbitofrontal cortex
b. amygdala
c. hypothalamus
d. hippocampus
Answer: A
Consider This: In addition to sensory integration, this area is involved in decision making; LO
7.22: Organize the structures and functions of the olfactory apparatus involved in olfactory
processing.
Learning Objective: 7.22: Organize the structures and functions of the olfactory apparatus
involved in olfactory processing.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q7.14
Question: If Rose smells two different lemony odorants, it is likely that:
a. the two different odorants will produce different activity patterns in the posterior piriform
cortex.
b. different areas of the brain will respond to each odorant.
c. the two different odorants will produce similar activity patterns in the posterior piriform
cortex.
d. the two different odorants will produce similar activity patterns in the anterior piriform
cortex.
Answer: C
Consider This: Odorants associated with particular objects are often perceived similarly; LO
7.24: Explain how receptors can detect specific odors.
Learning Objective: 7.24: Explain how receptors can detect specific odors.
Difficulty Level: Difficult
Skill Level: Analyze It

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EOC Q7.15
Question: Cooks can use spices to hide the fact that meat is starting to go bad. This deception is
possible because:
a. the taste of the spices is stronger than the taste of the meat.
b. the application of spice sears the meat, removing the spoiled taste.
c. the glomeruli that respond to the spice odor inhibit those that respond to the smell of the
meat.
d. the glomeruli that respond to the smell of the meat excite those that respond to the spice
odor.
Answer: C
Consider This: Smell often influences taste to a great degree; LO 7.24: Explain how receptors
can detect specific odors.
Learning Objective: 7.24: Explain how receptors can detect specific odors.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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Chapter 8: Control of Movement


Total Assessment Guide (T.A.G.)

Topic Question Remember the Facts Understand the Apply What


Type Concepts You Know

Skeletal Multiple 1-3,5-7,9,13-16, 4,8,10-12, 26, 27


Muscle Choice 18,20,21,23 17,19,22,24,25

Fill-In 93,94,96-98 95

Essay 113,114

Control of Multiple 31 28-30,32,33 27


Movement Choice
by the Spinal
Cord Fill-In

Essay

Control of Multiple 35,37,41-44, 34,36,39,40,45, 38,50,52,61,63,75,


Movement Choice 46,48,49,53-58, 47,51,59, 76
by the Brain 61-68,70,71 60,69, 72-74

Fill-In 99-109

Essay 115-118 119

Complex Multiple 77,80-85 78,79


Motor Choice
Behavior
Fill-In 110

Essay 120

Deficits of Multiple 86,92 87,89, 90 88,91


Skilled Choice
Movements:
Apraxias Fill-In 111-112
and
Dyspraxia Essay 121

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Multiple-Choice Questions

1. Moving a limb toward the body is _________, whereas moving a limb away from the body is
______________.

a. flexion; extension
b. extension; flexion
c. contraction; extension
d. flexion; contraction
e. reduction; contraction

Difficulty Level: Easy


Topic: Skeletal Muscle
Skill Level: Remember the Facts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

2. Which statement is true of skeletal muscle?

a. Contraction of skeletal muscle can alter blood flow through the heart.
b. Skeletal muscle contraction produces movements of the body.
c. Skeletal muscles pump blood throughout the body.
d. Flexion of a skeletal muscle causes limbs to move outward from the body.
e. Extensors are skeletal muscles that cause limbs to draw in toward the body.

Difficulty Level: Easy


Topic: Skeletal Muscle
Skill Level: Remember the Facts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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3. Our body movements are mediated by the contraction of _______ muscle.

a. intrafusal
b. skeletal
c. cardiac
d. smooth
e. non-striated

Difficulty Level: Easy


Topic: Skeletal Muscle
Skill Level: Remember the Facts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

4. Bodybuilders show off their muscles by

a. activating their autonomic nervous system.


b. willing the activation of their extensor muscles.
c. willing the activation of their flexor muscles.
d. simultaneously contracting their flexor and extensor muscles.
e. ingesting large amounts of sympathomimetic drugs.

Difficulty Level: Moderate


Topic: Skeletal Muscle
Skill Level: Understand the Concepts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

5. Alpha motor neurons send information to

a. intrafusal muscle fibers.


b. extrafusal muscle fibers.
c. muscle spindles.
d. gamma motor neurons.
e. alpha motor neurons.

Difficulty Level: Moderate


Topic: Anatomy
Skill Level: Remember the Facts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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6. Extrafusal muscle fibers can be found

a. lining the interior of muscle spindles.


b. only in antigravity muscles.
c. primarily in the eye sockets of the skull.
d. only in flexion muscles.
e. outside of muscle spindles.

Difficulty Level: Moderate


Topic: Anatomy
Skill Level: Remember the Facts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

7. Another name for muscle spindles is

a. intrafusal muscle fibers.


b. Golgi tendon organs.
c. afferent fibers.
d. gamma motor neurons.
e. alpha motor neurons.

Difficulty Level: Moderate


Topic: Anatomy
Skill Level: Remember the Facts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

8. The function of intrafusal muscle fibers is to

a. detect changes in the muscle fiber length.


b. stimulate the muscle to contract.
c. limit the degree of contraction of the muscle.
d. coordinate the contraction of extensor and flexor muscles.
e. detect how hard the muscle is pulling.

Difficulty Level: Easy


Topic: Anatomy
Skill Level: Understand the Concepts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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9. Flexion refers to

a. detecting changes in muscle fiber length.


b. movement of a limb away from the body.
c. inhibiting the degree of contraction of a muscle.
d. drawing in of a limb toward the body.
e. growth of muscle fibers with repeated use.

Difficulty Level: Easy


Topic: Skeletal Muscle
Skill Level: Remember the Facts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

10. The function of the gamma motor neuron is to

a. detect changes in muscle fiber length.


b. stimulate a muscle to contract.
c. limit the degree of contraction of a muscle.
d. coordinate the contraction of extensor and flexor muscles.
e. control the sensitivity of the muscle spindle.

Difficulty Level: Easy


Topic: Anatomy
Skill Level: Understand the Concepts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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11. The number of muscle fibers served by a single axon varies considerably. In muscles that
move the fingers, the ratio is small, whereas in muscles that move the legs, the ratio is large. This
difference in ratio depends upon the ______________ needed to move the muscle.

a. precision
b. strength
c. flexibility
d. speed
e. location

Difficulty Level: Moderate


Topic: Anatomy
Skill Level: Understand the Concepts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

12. A ________ consists of an alpha motor neuron, its axon, and associated extrafusal fibers.

a. myofibril tangle
b. motor unit
c. extrafusal junction
d. intrafusal contact
e. muscle spindle

Difficulty Level: Easy


Topic: Anatomy
Skill Level: Understand the Concepts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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13. Motor unit size can vary in the body. In the muscles that move the fingers, the motor unit size
is most likely

a. less than 1 to 10.


b. 1 to 40.
c. 1 to 100.
d. 1 to 500.
e. more than 1 to 500

Difficulty Level: Easy


Topic: Anatomy
Skill Level: Remember the Facts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

14. A motor unit size of one axon per 10 extrafusal fibers might be expected in the ________
muscles.

a. ankle
b. wrist
c. eye
d. leg
e. forearm

Difficulty Level: Easy


Topic: Anatomy
Skill Level: Remember the Facts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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15. The presence of dark stripes in skeletal muscles is due to

a. the presence of blood vessels within the muscle fibers.


b. thickened membranes at the neuromuscular junctions.
c. variations in myelin coating of the muscle fibers.
d. overlapping segments of actin and myosin filaments.
e. alternating motor units.

Difficulty Level: Easy


Topic: Anatomy
Skill Level: Remember the Facts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

16. Which neurotransmitter is found at the neuromuscular junction?

a. dopamine
b. GABA
c. glutamate
d. glycine
e. acetylcholine

Difficulty Level: Moderate


Topic: The Physical Basis of Muscle Contraction
Skill Level: Remember the Facts
Learning Objective: 8.2 Organize the steps of neurotransmission at the neuromuscular junction.
Answer: e. acetylcholine
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

17. The ________ is formed by the synapse of an efferent nerve terminal onto a muscle fiber.

a. myofibril tangle
b. motor unit
c. neuromuscular junction
d. intrafusal contact
e. muscle spindle

Difficulty Level: Easy


Topic: The Physical Basis of Muscle Contraction
Skill Level: Understand the Concepts
Learning Objective: 8.2 Organize the steps of neurotransmission at the neuromuscular junction.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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18. Muscle contraction occurs when the myosin cross bridges “row” along the length of the
______ filaments.

a. myosin
b. actin
c. intrafusal
d. extrafusal
e. myofibril

Difficulty Level: Easy


Topic: The Physical Basis of Muscle Contraction
Skill Level: Remember the Facts
Learning Objective: 8.2 Organize the steps of neurotransmission at the neuromuscular junction.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

19. Myosin cross bridges attach to actin strands, bend, detach, and then attach lower. These
actions result in the __________ of the muscle fibers.

a. shortening
b. lengthening
c. activating
d. elongating
e. stretching

Difficulty Level: Moderate


Topic: The Physical Basis of Muscle Contraction
Skill Level: Understand the Concepts
Learning Objective: 8.2 Organize the steps of neurotransmission at the neuromuscular junction.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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20. The event that induces the contraction of a muscle fiber is the

a. entry of calcium ions into the cytoplasm of the muscle fiber.


b. entry of chloride ions into the cytoplasm of the muscle fiber.
c. release of acetylcholine onto the postsynaptic membrane.
d. separation of the actin and myosin filaments.
e. movement of potassium ions into the muscle fiber.

Difficulty Level: Moderate


Topic: The Physical Basis of Muscle Contraction
Skill Level: Remember the Facts
Learning Objective: 8.2 Organize the steps of neurotransmission at the neuromuscular junction.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

21. Depolarization of the muscle fiber opens voltage-gated ______ channels, which trigger
contractions.

a. calcium
b. sodium
c. potassium
d. chlorine
e. magnesium

Difficulty Level: Easy


Topic: The Physical Basis of Muscle Contraction
Skill Level: Remember the Facts
Learning Objective: 8.2 Organize the steps of neurotransmission at the neuromuscular junction.
Answer A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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22. The physical effects of a muscle twitch last longer than the action potential that triggered the
contraction because

a. muscle fibers lack elasticity.


b. it takes time to rid calcium ions from the fiber.
c. the acetylcholine molecules are slowly cleared from the neuromuscular junction.
d. the twitches run back and forth along the muscle fiber.
e. muscle fibers are thicker than axons.

Difficulty Level: Moderate


Topic: The Physical Basis of Muscle Contraction
Skill Level: Understand the Concepts
Learning Objective: 8.2 Organize the steps of neurotransmission at the neuromuscular junction.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

23. Muscle tension is sensed by ________, whereas muscle fiber length is sensed by ________.

a. extrafusal fibers; Golgi tendon organs


b. intrafusal fibers; extrafusal fibers
c. Golgi tendon organs; intrafusal fibers
d. motor neurons; intrafusal fibers
e. multiunit fibers; myofibrils

Difficulty Level: Easy


Topic: Sensory Feedback from Muscles
Skill Level: Remember the Facts
Learning Objective: 8.3 Contrast the roles of receptors for sensory feedback from muscles.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

24. _____________________ contain receptors that code for muscle stretch.

a. Extrafusal fibers and Golgi tendon organs


b. Golgi tendon organs
c. Intrafusal fibers and extrafusal fibers
d. Intrafusal fibers and Golgi tendon organs
e. Extrafusal fibers

Difficulty Level: Moderate


Topic: Sensory Feedback from Muscles
Skill Level: Understand the Concepts
Learning Objective: 8.3 Contrast the roles of receptors for sensory feedback from muscles.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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25. When are MS1 afferent neurons most likely to fire?

a. when a limb is slowly relaxed


b. when a limb remains at rest
c. only when Golgi tendon organs fail to fire quickly enough
d. when a limb is simultaneously extended and flexed
e. when a limb is abruptly dropped

Difficulty Level: Moderate


Topic: Sensory Feedback from Muscles
Skill Level: Understand the Concepts
Learning Objective: 8.3 Contrast the roles of receptors for sensory feedback from muscles.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

26. Jerry is asked to slowly relax his arm, letting it lower at his side. This action would in turn
lead to a(n) ________ firing rate of the ________.

a. increased; Golgi tendon organ fibers


b. increased; MS1 afferent neurons
c. decreased; Golgi tendon organ fibers
d. decreased; MS1 afferent neurons
e. increased; MS2 afferent neurons

Difficulty Level: Moderate


Topic: Sensory Feedback from Muscles
Skill Level: Apply What You Know
Learning Objective: 8.3 Contrast the roles of receptors for sensory feedback from muscles.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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27. Julie is asked to move her leg by bending it upward at the knee. Mia feels a spider crawling
on her foot and jerks her leg in response. Why is Mia’s action going to be faster than Julie’s
action?

a. Mia’s action is reflexive and does not need to be processed deeply to be performed.
b. Mia’s action is planned and requires deeper processing to be performed.
c. Mia’s action is unpredictable and requires deeper processing to be performed.
d. Mia’s action is reflexive and requires deeper processing to be performed.
e. Mia’s action is planned and does not need to be processed deeply to be performed.

Difficulty Level: Easy


Topic: The Monosynaptic Stretch Reflex
Skill Level: Apply What You Know
Learning Objective: 8.4 Explain the function of monosynaptic stretch reflexes.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

28. An important function of the monosynaptic stretch reflex is to

a. coordinate the movements of the flexors on each limb.


b. smooth out muscle contractions.
c. provide feedback to the brain about motor activity.
d. alter the speed with which an arm moves while throwing a ball.
e. help maintain posture and body positions.

Difficulty Level: Moderate


Topic: The Monosynaptic Stretch Reflex
Skill Level: Understand the Concepts
Learning Objective: 8.4 Explain the function of monosynaptic stretch reflexes.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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29. The monosynaptic stretch reflex circuit consists of

a. muscle spindle – spinal cord – alpha motor neuron – extrafusal muscle fibers
b. spinal cord – muscle spindle – alpha motor neuron – extrafusal muscle fibers
c. extrafusal muscle fibers – alpha motor neuron – spinal cord – muscle spindle
d. muscle spindle – spinal cord – extrafusal muscle fibers – alpha motor neuron
e. spinal cord – alpha motor neuron – extrafusal muscle fibers – muscle spindle

Difficulty Level: Easy


Topic: The Monosynaptic Stretch Reflex
Skill Level: Understand the Concepts
Learning Objective: 8.4 Explain the function of monosynaptic stretch reflexes.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

30. An indirect way in which the brain modulates muscle tension is to

a. alter the firing rate in the gamma motor system.


b. induce presynaptic inhibition.
c. block the release of acetylcholine into the junction.
d. excite the Golgi tendon organs.
e. inhibit the monosynaptic stretch reflex.

Difficulty Level: Moderate


Topic: The Gamma Motor System
Skill Level: Understand the Concepts
Learning Objective: 8.5 Explain the function of the gamma motor system.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

31. Reflex circuits

a. typically involve thousands of neurons.


b. typically involve one chain of neurons.
c. typically involve dozens of neurons.
d. always involve the brain.
e. involve a single neuron.

Difficulty Level: Moderate


Topic: Polysynaptic Reflexes
Skill Level: Remember the Facts
Learning Objective: 8.6 Contrast polysynaptic and monosynaptic reflexes.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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32. Which action is an example of a polysynaptic reflex?

a. the patellar reflex


b. the withdrawal of a limb in response to pain
c. secretion of saliva
d. the monosynaptic stretch reflex
e. contraction of a muscle induced by application of electrical current to the muscle

Difficulty Level: Moderate


Topic: Polysynaptic Reflexes
Skill Level: Understand the Concepts
Learning Objective: 8.6 Contrast polysynaptic and monosynaptic reflexes.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

33. Less sensitive afferent axons from the Golgi tendon organ trigger a reaction that results in
glycine release and

a. the production of excitatory postsynaptic potentials.


b. the production of inhibitory postsynaptic potentials.
c. an increase in the likelihood that the next cell will fire.
d. an increase in neurotransmitter release.
e. a depolarization inside the cell.

Difficulty Level: Moderate


Topic: Polysynaptic Reflexes
Skill Level: Understand the Concepts
Learning Objective: 8.6 Contrast polysynaptic and monosynaptic reflexes.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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34. A(n) ________ is a spatial representation of the specific cortical areas in the human brain that
control specific body movements.

a. motor homunculus
b. choreogram
c. somatogram
d. corticotopic map
e. audiogram

Difficulty Level: Moderate


Topic: Cortical Structures
Skill Level: Understand the Concepts
Learning Objective: 8.7 Describe how motor control information is processed in the cortex.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

35. The vertical patch of cortex located rostral to the central sulcus is known as the

a. primary visual cortex.


b. prefrontal cortex.
c. temporal association cortex.
d. primary motor cortex.
e. primary somatosensory cortex.

Difficulty Level: Moderate


Topic: Cortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.7 Describe how motor control information is processed in the cortex.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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36. Compared to the others, which area of the body shows the greatest representation in the
motor homunculus?

a. buttocks
b. shoulder
c. lips
d. forehead
e. legs

Difficulty Level: Difficult


Topic: Cortical Structures
Skill Level: Understand the Concepts
Learning Objective: 8.7 Describe how motor control information is processed in the cortex.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

37. The commands initiated in the primary motor cortex are assisted and modified by inputs from
the

a. pons.
b. amygdala.
c. tertiary somatosensory cortex.
d. basal ganglia.
e. medulla oblongata.

Difficulty Level: Moderate


Topic: Cortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.7 Describe how motor control information is processed in the cortex.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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38. The disproportionate cortical representation in the primary motor cortex of the fingers and
mouth is due to the fact that

a. the hands and mouth take more innervation to move.


b. are less sensitive than other areas of the body.
c. are more sensitive than other areas of the body.
d. require greater precision of movement.
e. require less precision of movement.

Difficulty Level: Easy


Topic: Cortical Structures
Skill Level: Apply What You Know
Learning Objective: 8.7 Describe how motor control information is processed in the cortex.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

39. Which statement regarding the motor homunculus is correct?

a. Damage to a part of the motor homunculus on one side of the brain would impair
motor function of the entire body on the same side as the damage.
b. The homunculus visually represents the specific body muscle groups that are
controlled by specific regions of the cortex.
c. The homunculus represents the specific body parts that send afferent signals to a
specific region of the cortex.
d. The depiction of the homunculus is consistent across all mammals.
e. The homunculus depicts cortical association areas in the primate brain.

Difficulty Level: Easy


Topic: Cortical Structures
Skill Level: Understand the Concepts
Learning Objective: 8.7 Describe how motor control information is processed in the cortex.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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40. The primary motor cortex receives information from

a. the supplementary motor area.


b. the premotor cortex.
c. the prefrontal cortex and the supplementary motor area.
d. the supplementary motor area and the premotor cortex.
e. prefrontal and premotor cortices.

Difficulty Level: Easy


Topic: Cortical Structures
Skill Level: Understand the Concepts
Learning Objective: 8.7 Describe how motor control information is processed in the cortex.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

41. Damage to the ________________ resulted in monkeys being unable to perform a once
familiar response, specifically pushing in a lever and then turning it to the left. This result
suggests that this brain area is involved in executing well-learned sequences of motor responses.

a. supplementary motor area


b. premotor cortex
c. frontorbital cortex
d. common integrative area
e. primary motor cortex

Difficulty Level: Moderate


Topic: Planning and Initiating Movements: Role of the Motor Association Cortex
Skill Level: Remember the Facts
Learning Objective: 8.8 Describe the functions of the motor association cortex in planning and
initiating movement.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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42. Imaging studies of humans indicate strong activation of the supplementary motor area (SMA)
during

a. random hand movements.


b. performance of a learned sequence of button presses.
c. movement of the eyes.
d. planning of motor movements.
e. scanning a screen for visual cues.

Difficulty Level: Easy


Topic: Planning and Initiating Movements: Role of the Motor Association Cortex
Skill Level: Remember the Facts
Learning Objective: 8.8 Describe the functions of the motor association cortex in planning and
initiating movement.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

43. Electrical stimulation of the SMA and pre-SMA induces

a. automatic movements.
b. a visual sensation.
c. the urge to make a movement.
d. mild motor seizures.
e. suppression of motor function.

Difficulty Level: Easy


Topic: Planning and Initiating Movements: Role of the Motor Association Cortex
Skill Level: Remember the Facts
Learning Objective: 8.8 Describe the functions of the motor association cortex in planning and
initiating movement.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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44. A key function of the premotor cortex is to

a. allow an organism to learn to respond to an arbitrary visual clue with a learned,


specific movement.
b. facilitate the performance of a series of movements.
c. evoke the urge to perform a movement.
d. allow an organism to learn to respond with a specific movement to a nonarbitrary
visual cue.
e. modulate the activity of the basal ganglia and limbic system.

Difficulty Level: Moderate


Topic: Planning and Initiating Movements: Role of the Motor Association Cortex
Skill Level: Remember the Facts
Learning Objective: 8.8 Describe the functions of the motor association cortex in planning and
initiating movement.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

45. Patterns of firing of neurons in the ________ precede by 10 seconds the decision to make a
motor response.

a. frontopolar cortex
b. premotor cortex
c. corpus callosum
d. cerebellum
e. secondary somatosensory cortex

Difficulty Level: Easy


Topic: Planning and Initiating Movements: Role of the Motor Association Cortex
Skill Level: Understand the Concepts
Learning Objective: 8.8 Describe the functions of the motor association cortex in planning and
initiating movement.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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46. The ____________ are responsible for controlling the decision to move.

a. posterior parietal cortex and frontopolar cortex


b. pre-SMA and posterior parietal cortex
c. posterior SMA and posterior parietal cortex
d. pre-SMA and frontopolar cortex
e. frontopolar cortex and posterior SMA

Difficulty Level: Easy


Topic: Planning and Initiating Movements: Role of the Motor Association Cortex
Skill Level: Remember the Facts
Learning Objective: 8.8 Describe the functions of the motor association cortex in planning and
initiating movement.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

47. A key motor function of the reticular formation is to

a. directly excite spinal cord alpha motor neurons.


b. facilitate movements through inhibition of the internal division of the globus pallidus.
c. excite noradrenergic neurons within the substantia nigra.
d. regulate muscle tone through the gamma motor system.
e. control the activity of the cerebellum.

Difficulty Level: Moderate


Topic: Subcortical Structures
Skill Level: Understand the Concepts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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48. Electrical stimulation of the mesencephalic region located ventral to the inferior colliculus in
a cat will

a. awaken a sleeping cat.


b. alter the sitting posture of the cat.
c. cause the cat to vomit.
d. directly excite spinal cord motor neurons in the cat.
e. induce the cat to make pacing movements.

Difficulty Level: Moderate


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

49. The pontine and dentate nuclei are located in the

a. reticular formation.
b. pons.
c. cerebellum.
d. medulla.
e. cortex.

Difficulty Level: Easy


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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50. A person with damage to the cerebellum would be expected to show

a. sympathetic apraxia.
b. difficulty in arising from a sitting position.
c. jerky, uncoordinated movements.
d. improvements in posture.
e. tremor at rest.

Difficulty Level: Easy


Topic: Subcortical Structures
Skill Level: Apply What You Know
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

51. Which statement is true of the cerebellum?

a. The cerebellum consists of two hemispheres.


b. The cerebellum sends outputs to the spinal cord.
c. The cerebellum is involved in the control of eye movements.
d. The cerebellum contains fewer neurons than does the cerebral cortex.
e. The cerebellum contains about 500 billion neurons.

Difficulty Level: Moderate


Topic: Subcortical Structures
Skill Level: Understand the Concepts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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52. Damage to the flocculonodular lobe of the cerebellum would be expected to impair

a. muscle contractions.
b. postural reflexes.
c. composition of movements.
d. timing of ballistic movements.
e. planning of movements.

Difficulty Level: Difficult


Topic: Subcortical Structures
Skill Level: Apply What You Know
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

53. The cerebellar ________ receives somatosensory information and influences the
vestibulospinal and reticulospinal tracts.

a. dentate nucleus
b. pontine nucleus
c. vermis
d. flocculonodular node
e. intermediate and lateral zones

Difficulty Level: Difficult


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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54. Mr. P. (described in the chapter vignette) exhibited a problem in _______ due to _______.

a. starting a leg movement; prefrontal cortex damage


b. maintaining posture; prior cocaine usage
c. stopping an arm movement; cerebellar damage
d. eye-tracking; Parkinson’s disease
e. stopping an arm movement; temporal lobe damage

Difficulty Level: Easy


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

55. The key nuclei of the basal ganglia include the

a. caudate, putamen, and globus pallidus.


b. substantia nigra.
c. putamen and ventral tegmental area.
d. globus pallidus and hippocampus.
e. hippocampus and amygdala.

Difficulty Level: Easy


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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56. The basal ganglia receive some level of input from

a. the primary motor cortex.


b. the temporal cortex.
c. the hippocampus.
d. the association cortex.
e. all regions of the cortex.

Difficulty Level: Easy


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

57. The key outputs of the basal ganglia are to the

a. primary motor cortex.


b. temporal cortex.
c. orbitofrontal cortex.
d. association cortex.
e. parietal cortex.

Difficulty Level: Moderate


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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58. Parkinson’s disease results from loss of ________-secreting neurons of the ________.

a. GABA; perifornical bundle


b. dopamine; substantia nigra
c. serotonin; corticospinal tract
d. acetylcholine; mesolimbic pathway
e. CCK; ventromedial group

Difficulty Level: Moderate


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

59. The direct pathway between the basal ganglia and the motor cortex is ________ for motor
movement, whereas the overall effect of the indirect pathway is ________.

a. excitatory; inhibitory
b. inhibitory; excitatory
c. excitatory; excitatory
d. inhibitory; inhibitory
e. required; not required

Difficulty Level: Moderate


Topic: Subcortical Structures
Skill Level: Understand the Concepts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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60. The net overall effect of the indirect pathway between the basal ganglia and the motor cortex
through ________ is ________ for motor movement.

a. GPi; excitatory
b. GPi; inhibitory
c. GPe; excitatory
d. the hypothalamus; excitatory
e. the substantia nigra; inhibitory

Difficulty Level: Difficult


Topic: Subcortical Structures
Skill Level: Understand the Concepts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

61. Parkinson’s disease is characterized by

a. impaired ability to follow a map.


b. sudden involuntary movements.
c. impairment in initiating movement.
d. an inability to perform a sequence of movements.
e. a gene mutation on chromosome 4.

Difficulty Level: Moderate


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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62. Which attribute is a key characteristic of Parkinson’s disease?

a. ballistic movements of the limbs


b. difficulty in sitting in a chair
c. tremor during rapid motor movements
d. initiating previously automatic movements
e. excessive movement of the tongue and lips

Difficulty Level: Moderate


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

63. The hyperdirect pathway involves excitatory input from the ________ that rapidly inhibits
motor behavior.

a. amygdala
b. pre-SMA
c. parietal cortex
d. globus pallidus
e. primary motor cortex

Difficulty Level: Difficult


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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64. A primary symptom of Huntington’s disease is

a. akinesia.
b. dystonias.
c. tremor at rest.
d. difficulty initiating movement.
e. uncontrollable movements.

Difficulty Level: Easy


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

65. Degeneration of neurons within the ________ results in loss of ________ function and
Huntington’s disease.

a. caudate and putamen; GABAergic


b. globus pallidus; dopaminergic
c. frontal cortex; cholinergic
d. pons; GABAergic
e. nigrostriatal bundle; dopamine

Difficulty Level: Moderate


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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66. The corticospinal tract, the corticobulbar tract, and the rubrospinal tract make up the
______________ of descending tracts from the primary motor cortex.

a. lateral group
b. ventromedial group
c. caudal group
d. posteromedial group
e. rostral group

Difficulty Level: Easy


Topic: Cortical Control of Movement: Descending Pathways
Skill Level: Remember the Facts
Learning Objective: 8.10 Describe the components of the descending pathways.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

67. The ________ functions in the control of movements of the upper legs and the trunk.

a. lateral corticospinal tract


b. ventral corticospinal tract
c. spinothalamic tract
d. rubrospinal tract
e. corticobulbar pathway

Difficulty Level: Easy


Topic: Cortical Control of Movement: Descending Pathways
Skill Level: Remember the Facts
Learning Objective: 8.10 Describe the components of the descending pathways.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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68. The lateral corticospinal tract helps to control

a. the arms.
b. the arms and hands.
c. the feet.
d. the arms, hands, and fingers.
e. the arms, hands, fingers, and feet.

Difficulty Level: Easy


Topic: Cortical Control of Movement: Descending Pathways
Skill Level: Remember the Facts
Learning Objective: 8.10 Describe the components of the descending pathways.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

69. The ________ controls the muscles of the limbs and fingers.

a. lateral corticospinal tract


b. ventral corticospinal tract
c. spinothalamic tract
d. rubrospinal tract
e. corticobulbar pathway

Difficulty Level: Moderate


Topic: Cortical Control of Movement: Descending Pathways
Skill Level: Understand the Concepts
Learning Objective: 8.10 Describe the components of the descending pathways.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

70. The ________ controls movements of the tongue, face, and some eye muscles.

a. lateral corticospinal tract


b. ventral corticospinal tract
c. spinothalamic tract
d. rubrospinal tract
e. corticobulbar tract

Difficulty Level: Easy


Topic: Cortical Control of Movement: Descending Pathways
Skill Level: Remember the Facts
Learning Objective: 8.10 Describe the components of the descending pathways.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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71. The ventral corticospinal tract is part of the ___________, given its location and function.

a. rubrospinal tract
b. ventromedial group of the primary motor cortex
c. spinothalamic tract
d. lateral group of the primary motor cortex
e. corticobulbar pathway

Difficulty Level: Easy


Topic: Cortical Control of Movement: Descending Pathways
Skill Level: Remember the Facts
Learning Objective: 8.10 Describe the components of the descending pathways.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

72. A key function of the rubrospinal tract is to

a. interconnect the spinal cord with the substantia nigra.


b. modulate the activity of the ventromedial group.
c. control the movements of the eyes to a moving stimulus.
d. control the independent movements of the forearms and hands.
e. provide the motivation for movement.

Difficulty Level: Easy


Topic: Cortical Control of Movement: Descending Pathways
Skill Level: Understand the Concepts
Learning Objective: 8.10 Describe the components of the descending pathways.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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73. In the two groups of descending tracts in the motor system, neurons of the ________ control
the movements of the body trunk, whereas neurons of the ________ control movements of the
hands and fingers.

a. ventromedial group; lateral group


b. primary motor cortex; secondary motor cortex
c. lateral group; ventromedial group
d. premotor cortex; nigrostriatal bundle
e. secondary motor cortex; primary motor cortex

Difficulty Level: Easy


Topic: Cortical Control of Movement: Descending Pathways
Skill Level: Understand the Concepts
Learning Objective: 8.10 Describe the components of the descending pathways.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

74. Damage involving the ________ tract would be expected to impair a person’s ability to grasp
and manipulate objects with the fingers.

a. lateral corticospinal
b. vestibulospinal
c. tectospinal
d. reticulospinal
e. premotor-striatal

Difficulty Level: Moderate


Topic: Cortical Control of Movement: Descending Pathways
Skill Level: Understand the Concepts
Learning Objective: 8.10 Describe the components of the descending pathways.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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75. Damage involving the ________ tract would be expected to impair walking, as well as
automatic functions such as breathing and sneezing.

a. lateral corticospinal
b. corticospinal
c. tectospinal
d. reticulospinal
e. premotor-striatal

Difficulty Level: Moderate


Topic: Cortical Control of Movement: Descending Pathways
Skill Level: Apply What You Know
Learning Objective: 8.10 Describe the components of the descending pathways.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

76. Damage involving the ________ tract would be expected to impair posture.

a. lateral corticospinal
b. vestibulospinal
c. tectospinal
d. reticulospinal
e. premotor-striatal

Difficulty Level: Moderate


Topic: Cortical Control of Movement: Descending Pathways
Skill Level: Apply What You Know
Learning Objective: 8.10 Describe the components of the descending pathways.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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77. Mirror neurons are located in the ______________ premotor cortex.

a. ventral
b. dorsal
c. saggital
d. caudal
e. posterior

Difficulty Level: Easy


Topic: Imitating and Comprehending Movements: Role of the Mirror Neuron System
Skill Level: Remember the Facts
Learning Objective: 8.11 Describe the location, components, and functions of the mirror neuron
system.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

78. Zhenya watches her mom putting on cosmetics. She picks up a tube of lip gloss as her mom
puts her own lipstick on. Zhenya imitates the movements, putting lip gloss on her own lips. It is
likely that Zhenya’s __________ are activated during this process.

a. imitative neurons
b. occipital neurons
c. fusiform face area neurons
d. decision neurons
e. mirror neurons

Difficulty Level: Moderate


Topic: Imitating and Comprehending Movements: Role of the Mirror Neuron System
Skill Level: Apply What You Know
Learning Objective: 8.11 Describe the location, components, and functions of the mirror neuron
system.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

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79. The sound of a bag being ripped open is likely to trigger activation of the

a. mirror neurons.
b. audiovisual neurons.
c. occipital neurons.
d. imitative neurons.
e. fusiform face area neurons.

Difficulty Level: Moderate


Topic: Imitating and Comprehending Movements: Role of the Mirror Neuron System
Skill Level: Apply What You Know
Learning Objective: 8.11 Describe the location, components, and functions of the mirror neuron
system.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

80. Our ability to mimic the motor actions of others depends on ________ neurons within area
________ of the premotor cortex.

a. mirror; V2
b. decision; V1
c. mirror; V5
d. mirror; F5
e. decision; F5

Difficulty Level: Easy


Topic: Imitating and Comprehending Movements: Role of the Mirror Neuron System
Skill Level: Remember the Facts
Learning Objective: 8.11 Describe the location, components, and functions of the mirror neuron
system.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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81. A key function of the ventral premotor cortex is to

a. facilitate the performance of a series of motor movements.


b. allow primates to use visual cues to imitate the motor actions of others.
c. evoke the urge to perform a movement.
d. allow an organism to learn to respond with a specific movement to a nonarbitrary
visual cue.
e. dampen overactivity of the basal ganglia.

Difficulty Level: Moderate


Topic: Imitating and Comprehending Movements: Role of the Mirror Neuron System
Skill Level: Remember the Facts
Learning Objective: 8.11 Describe the location, components, and functions of the mirror neuron
system.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

82. Reaching involves activation of the ________ cortex, which in turn interacts with the
________ cortex.

a. ventral visual; cingulate


b. parietal; primary visual
c. ventral visual; frontal
d. temporal; cingulate
e. parietal; frontal

Difficulty Level: Easy


Topic: Control of Reaching and Grasping: Role of the Parietal Cortex
Skill Level: Remember the Facts
Learning Objective: 8.12 Summarize the contributions of the parietal cortex in reaching and
grasping behavior.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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83. The anterior intraparietal sulcus is important for the ability to

a. reach for a small object.


b. grasp an object.
c. locate a familiar sound.
d. recognize an object.
e. visually judge the texture of an object.

Difficulty Level: Easy


Topic: Control of Reaching and Grasping: Role of the Parietal Cortex
Skill Level: Remember the Facts
Learning Objective: 8.12 Summarize the contributions of the parietal cortex in reaching and
grasping behavior.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

84. When people are about to make a pointing or reaching movement to a particular location, the
_______________ becomes active, indicating location of the target.

a. parietal reach region


b. extrastriate body area
c. parahippocampal place area
d. anterior part of the intraparietal sulcus
e. posterior part of the intraparietal sulcus

Difficulty Level: Easy


Topic: Control of Reaching and Grasping: Role of the Parietal Cortex
Skill Level: Remember the Facts
Learning Objective: 8.12 Summarize the contributions of the parietal cortex in reaching and
grasping behavior.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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85. The __________ is involved in controlling hand and finger movements when grasping a
target object.

a. parietal reach region


b. extrastriate body area
c. parahippocampal place area
d. anterior part of the intraparietal sulcus
e. posterior part of the intraparietal sulcus

Difficulty Level: Moderate


Topic: Control of Reaching and Grasping: Role of the Parietal Cortex
Skill Level: Remember the Facts
Learning Objective: 8.12 Summarize the contributions of the parietal cortex in reaching and
grasping behavior.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

86. ________ refers to an impairment of the ability to execute a learned movement.

a. Paralysis
b. Parkinsonism
c. Atonia
d. Akinesia
e. Apraxia

Difficulty Level: Easy


Topic: Deficits of Skilled Movements: Apraxias and Dyspraxia
Skill Level: Remember the Facts
Learning Objective: 8.13 Describe how brain lesions can produce limb apraxia
Answer: e. Apraxia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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87. Apraxia is characterized by

a. motor paralysis.
b. an impairment in learning a new motor skill.
c. muscle weakness.
d. the inability to properly carry out a learned, skilled movement.
e. an impairment in motor coordination.

Difficulty Level: Easy


Topic: Deficits of Skilled Movements: Apraxias and Dyspraxia
Skill Level: Understand the Concepts
Learning Objective: 8.13 Describe how brain lesions can produce limb apraxia
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

88. Chet is asked by his hospital physician to demonstrate the motions used when flipping a coin.
Chet takes his index finger and bends it slowly up and down in response. What diagnosis is his
physician likely to make?

a. oral apraxia
b. limb apraxia
c. callosal apraxia
d. cortical apraxia
e. agraphic apraxia

Difficulty Level: Moderate


Topic: Limb Apraxia
Skill Level: Apply What You Know
Learning Objective: 8.13 Describe how brain lesions can produce limb apraxia.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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89. The ________ is involved in the organization of how a person will moves their body in space
in response to a verbal command.

a. left hemisphere
b. ventral frontal cortex
c. right hemisphere
d. basal ganglia
e. cerebellum

Difficulty Level: Moderate


Topic: Limb Apraxia
Skill Level: Understand the Concepts
Learning Objective: 8.13 Describe how brain lesions can produce limb apraxia.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

90. Damage to the right parietal lobe results in ___________ apraxia, whereas damage to the left
parietal lobe results in ____________ apraxia.

a. constructional; limb
b. limb; constructional
c. ideomotor; limb
d. ideomotor; constructional
e. constructional; ideomotor

Difficulty Level: Moderate


Topic: Constructional Apraxia
Skill Level: Understand the Concepts
Learning Objective: 8.13 Describe how brain lesions can produce limb apraxia.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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91. A person with constructional apraxia would be expected to have difficulty in

a. showing how to use an object, such as a toothbrush.


b. making skilled movements with arms and hands.
c. building a tower using blocks.
d. describing in words how to use an object.
e. using her or his left limb to make a skilled movement.

Difficulty Level: Moderate


Topic: Constructional Apraxia
Skill Level: Apply What You Know
Learning Objective: 8.14 Describe how brain lesions can produce constructional apraxia.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

92. Roger suffered damage to his corpus callosum, leading to difficulties in planning and
coordinating complex motor behaviors. Taffi has been diagnosed with anomalies to her mirror
neuron system and her ventral visual stream. Roger is likely to be diagnosed with __________
and Taffi is likely to be diagnosed with __________.

a. dyspraxia; constructional apraxia


b. developmental dyspraxia; acquired dyspraxia
c. limb apraxia; acquired dyspraxia
d. acquired dyspraxia; developmental dyspraxia
e. constructional apraxia; limb apraxia

Difficulty Level: Difficult


Topic: Dyspraxia
Skill Level: Remember the Facts
Learning Objective: 8.15 Describe the biological basis of dyspraxia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Fill-in-the-Blank Questions

93. ________ muscles are also known as antigravity muscles.

Difficulty Level: Moderate


Topic: Skeletal Muscle
Skill Level: Remember the Facts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: Extensor
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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94. The function of the ________ motor neurons is to control the sensitivity of the muscle
spindle.

Difficulty Level: Moderate


Topic: Anatomy
Skill Level: Remember the Facts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: gamma
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

95. A ratio of ten muscle fibers to a single myelinated axon would be an indication that the motor
unit requires more ____________.

Difficulty Level: Easy


Topic: Anatomy
Skill Level: Understand the Concepts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: precision
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

96. Another name for ________ muscle is striated muscle.

Difficulty Level: Easy


Topic: Anatomy
Skill Level: Remember the Facts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: skeletal
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

97. An alpha motor neuron, its axon, and associated extrafusal fibers comprise the ________.

Difficulty Level: Easy


Topic: Anatomy
Skill Level: Remember the Facts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
Answer: motor unit
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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98. ________ muscle fibers sense muscle length but not muscle tension.

Difficulty Level: Moderate


Topic: Sensory Feedback from Muscles
Skill Level: Remember the Facts
Learning Objective: 8.3 Contrast the roles of receptors for sensory feedback from muscles.
Answer: Intrafusal
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

99. The ________ tract controls the distal part of the limbs.

Difficulty Level: Moderate


Topic: Cortical Control of Movement: Descending Pathways
Skill Level: Remember the Facts
Learning Objective: 8.10 Describe the components of the descending pathways.
Answer: corticospinal
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

100. The ________ tract controls movements of the tongue, face, and some eye muscles.

Difficulty Level: Moderate


Topic: Cortical Control of Movement: Descending Pathways
Skill Level: Remember the Facts
Learning Objective: 8.10 Describe the components of the descending pathways.
Answer: corticobulbar
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

101. Damage to the ________ area impairs the execution of well-learned motor movements.

Difficulty Level: Moderate


Topic: Planning and Initiating Movements: Role of the Motor Association Cortex
Skill Level: Remember the Facts
Learning Objective: 8.8 Describe the functions of the motor association cortex in planning and
initiating movement.
Answer: supplemental motor
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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102. The ________ cortex is activated prior to the decision to make a movement.

Difficulty Level: Moderate


Topic: Planning and Initiating Movements: Role of the Motor Association Cortex
Skill Level: Remember the Facts
Learning Objective: 8.8 Describe the functions of the motor association cortex in planning and
initiating movement.
Answer: frontopolar
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

103. The ________ controls of the activity of the gamma motor system and thus regulates
muscle tone.

Difficulty Level: Moderate


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: reticular formation
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

104. Electrical stimulation of the ________ can induce pacing movements in a cat.

Difficulty Level: Easy


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: reticular formation
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

105. Damage to the intermediate zone of the cerebellum results in ________.

Difficulty Level: Moderate


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: rigidity
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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106. Lesions of the lateral zone of the cerebellar cortex impair the timing of rapid
_____________ movements.

Difficulty Level: Easy


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: ballistic
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

107. Parkinson’s disease results from loss of dopamine-secreting neurons in the ________.

Difficulty Level: Moderate


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: substantia nigra
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

108. Muscle rigidity, slowness of movement, resting tremor, and postural instability are
symptoms of ________ disease.

Difficulty Level: Moderate


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: Parkinson’s
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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109. ________ disease is due to degeneration of neurons within the caudate and putamen that
result in loss of GABAergic and cholinergic function.

Difficulty Level: Moderate


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
Answer: Huntington’s
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

110. ________ neurons assist us in mimicking the motor actions of others.

Difficulty Level: Moderate


Topic: Imitating and Comprehending Movements: Role of the Mirror Neuron System
Skill Level: Remember the Facts
Learning Objective: 8.11 Describe the location, components, and functions of the mirror neuron
system.
Answer: Mirror
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

111. Limb apraxia, caused by damage to the ________________, causes problems with
movements of the arms, fingers, and hands.

Difficulty Level: Moderate


Topic: Deficit of Skilled Movements: Apraxias and Dyspraxia
Skill Level: Remember the Facts
Learning Objective: 8.13 Describe how brain lesions can produce limb apraxia.
Answer: left parietal hemisphere
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

112. ________ apraxia involves a difficulty in perceiving geometric relationships.

Difficulty Level: Difficult


Topic: Deficit of Skilled Movements: Apraxias and Dyspraxia
Skill Level: Remember the Facts
Learning Objective: 8.14 Describe how brain lesions can produce constructional apraxia.
Answer: Constructional
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Essay Questions

113. Describe and give an example of (a) flexion and (b) extension of a limb produced by
muscles.

Difficulty Level: Easy


Topic: Skeletal Muscle
Skill Level: Remember the Facts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Contraction of a flexor muscle produces flexion, which draws in a limb toward the
body. Contraction of an extensor muscle moves a limb out from the body. A four-legged animal
lifts its paw by contracting the flexors and places the paw back down by contracting the
extensors.

114. Diagram the elements that comprise skeletal muscle. Indicate the location and function of
(a) extrafusal muscle fibers, (b) alpha motor neurons, (c) the muscle spindle, (d) intrafusal
muscle fibers, and (e) the gamma motor neuron.

Difficulty Level: Difficult


Topic: Anatomy
Skill Level: Remember the Facts
Learning Objective: 8.1 Describe the structures of a skeletal muscle.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Answer: The extrafusal fibers should be labeled as being in parallel with the intrafusal fibers and
showing that their contraction performs the work of the muscle. The gamma motor neurons
should be shown as innervating the intrafusal fibers; their firing contracts the intrafusal fiber and
takes up the slack of that fiber. Golgi tendon organs are in series with the extrafusal fibers—their
activation inhibits the alpha motor neuron, thus preventing overcontraction of the muscle on a
joint.

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115. Explain what is meant by the term “motor homunculus.”

Difficulty Level: Easy


Topic: Cortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.7 Describe how motor control information is processed in the cortex.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The primary motor cortex lies just before the central sulcus on each hemisphere. The
motor cortex is organized in a topical fashion such that activation of certain patches of cortex
results in movements of particular parts of the body. The homunculus is a visual depiction of the
topical organization of the motor cortex, depicted as a human in proportional size to the brain
areas represented.

116. Name and describe the three motor tracts that comprise the lateral group of descending
fibers and explain their relative functions in motor control.

Difficulty Level: Difficult


Topic: Cortical Control of Movement: Descending Pathways
Skill Level: Remember the Facts
Learning Objective: 8.10 Describe the components of the descending pathways.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Motor neurons arising from the primary motor cortex project to the spinal cord motor
neurons that control voluntary movement. The lateral group of fibers includes the corticospinal
tract, which starts (mostly) in the primary motor cortex and intersects in the caudal medulla en
route to the spinal cord. These fibers control the distal parts of the limbs (hands, fingers, and
toes). The corticobulbar tract projects from the medulla to the motor nuclei of the 5, 7, 9-12
cranial nerves and is involved in control of the muscles of the neck, face, tongue, and a portion
of the extraocular muscles. The rubrospinal tract projects from the midbrain red nucleus to the
spinal cord; this tract controls movements of the forearms and hands that are independent of
trunk movements.

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117. Contrast the functions of the supplemental motor area with that of the premotor area.

Difficulty Level: Moderate


Topic: Planning and Initiating Movements: Role of the Motor Association Cortex
Skill Level: Remember the Facts
Learning Objective: 8.8 Explain the functions of the motor association cortex in planning and
initiating movement.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The supplemental motor area (SMA) and the premotor area lie just anterior to the
primary motor cortex. These two regions exert influence on the primary motor cortex to
modulate its control of motor function. In general, the SMA plays a role in planning of
behavioral sequences, such as pressing a series of buttons. Inactivation of the SMA would not
alter reaching, but would disrupt the ability to make a series of already learned responses. In
contrast, the premotor cortex is important for using arbitrary stimuli to guide motor reactions.

118. Describe how the reticular formation regulates muscle tonus.

Difficulty Level: Easy


Topic: Subcortical Structures
Skill Level: Remember the Facts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The reticular formation controls the activity of the gamma motor system, which in turn
controls the activity of the intrafusal muscle fibers; activation of these fibers will cause the
extrafusal fibers to show more overall contractions. The reticular formation can thus indirectly
increase or decrease overall muscle tone.

119. Contrast the symptoms and etiology of Huntington’s disease with that of Parkinson’s
disease.

Difficulty Level: Moderate


Topic: Subcortical Structures
Skill Level: Understand the Concepts
Learning Objective: 8.9 Describe the functions of subcortical regions involved in control of
motor behavior.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Huntington’s disease is caused by degeneration of the caudate nucleus and the putamen
(and loss of GABA function). The disease is marked by uncontrollable jerky movements of the
arms and legs. Parkinson’s disease is associated with neurodegeneration of the dopamine system
in the substantia nigra and involves tremor at rest, muscle rigidity, slowness of movement, and
postural instability.

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120. Contrast the control of reaching and grasping.

Difficulty Level: Easy


Topic: Control of Reaching and Grasping: Role of the Parietal Cortex
Skill Level: Remember the Facts
Learning Objective: 8.12 Summarize the contributions of the parietal cortex in reaching and
grasping behavior.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: For reaching behavior, the parietal reach region located in the medial posterior parietal
cortex is active when individuals are about to make a pointing or reaching movement. In
contrast, the anterior part of the intraparietal sulcus is involved in controlling hand and finger
movements necessary to grasp an object.

121. Contrast limb and constructional apraxia.

Difficulty Level: Easy


Topic: Deficits of Skilled Movements: Apraxias and Dyspraxia
Skill Level: Remember the Facts
Learning Objective: 8.13 Describe how brain lesions can produce limb apraxia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Limb apraxia refers to difficulties in coordinating the movement of arms, fingers, and
hands. This deficit is caused by damage to the left parietal hemisphere. Damage to the right
parietal hemisphere, on the other hand, causes constructional apraxia, wherein patients have
difficulty constructing or drawing objects.

Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in Revel
for Physiology of Behavior, 13th Edition.

Assignment: Quiz: Skeletal Muscle


EOM Q8.1.1
Question: Moving a limb toward the body is _________, whereas moving a limb away from the
body is ______________.
a. flexion; extension
b. extension; flexion
c. contraction; extension
d. flexion; contraction
Answer: A
Consider This: Imagine extending a muscle; which way does your muscle move?; LO 8.1:
Describe the structures of a skeletal muscle.
Learning Objective: LO 8.1: Describe the structures of a skeletal muscle.
Difficulty Level: Moderate
Skill Level: Analyze It

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EOM Q8.1.2
Question: Alpha motor neurons send information to:
a. extrafusal muscle fibers.
b. intrafusal muscle fibers.
c. muscle spindles.
d. capsule fibers.
Answer: A
Consider This: These generate tension by contracting, thereby allowing for skeletal movement;
LO 8.1: Describe the structures of a skeletal muscle.
Learning Objective: 8.1: Describe the structures of a skeletal muscle.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q8.1.3
Question: Depolarization of the muscle fiber opens voltage-dependent ______ channels that
trigger contractions.
a. calcium
b. sodium
c. potassium
d. chloride
Answer: A
Consider This: This ion acts as a cofactor that permits the myofibrils to extract energy from the
ATP that is present in the cytoplasm; LO 8.2: Organize the steps of neurotransmission at the
neuromuscular junction.
Learning Objective: 8.2: Organize the steps of neurotransmission at the neuromuscular junction.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q8.1.4
Question: Myosin cross bridges attach to actin strands, bend, detach, and then attach lower.
These actions result in the __________ of the muscle fibers.
a. shortening
b. lengthening
c. activating
d. stretching
Answer: A
Consider This: As this process occurs, the muscle fiber contracts; LO 8.2: Organize the steps of
neurotransmission at the neuromuscular junction.
Learning Objective: 8.2: Organize the steps of neurotransmission at the neuromuscular junction
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q8.1.5
Question: Intrafusal muscle fibers act as _____ detectors.
a. muscle length
b. stretch
c. tension
d. contraction
Answer: A
Consider This: Although the intrafusal muscle fibers have stretch receptors, they monitor
something else; LO 8.3: Contrast the roles of receptors for sensory feedback from muscles.
Learning Objective: 8.3: Contrast the roles of receptors for sensory feedback from muscles.
Difficulty Level: Easy
Skill Level: Remember the Facts

Assignment: Quiz: Control of Movement by the Spinal Cord


EOM Q8.2.1
Question: If asked to move your leg, this response takes longer to complete than if you move
your leg in response to what feels like a spider crawling on it. When you respond to the
imaginary spider, this response:
a. is reflexive and does not need to be processed deeply to be performed.
b. is planned and requires deeper processing to be performed.
c. is reflexive and requires deeper processing to be performed.
d. is planned and does not need to be processed deeply to be performed.
Answer: A
Consider This: Imagine if every movement we performed needed to be deeply processed; LO
8.4: Explain the function of monosynaptic stretch reflexes.
Learning Objective: 8.4: Explain the function of monosynaptic stretch reflexes.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q8.2.2
Question: When ______________ are active, intrafusal muscle fibers become shorter and much
more sensitive to changes in muscle length.
a. gamma motor neurons
b. extrafusal muscle fibers
c. alpha motor neurons
d. intrafusal muscle fibers
Answer: A
Consider This: These also play a role in adjusting the sensitivity of muscle spindles; LO 8.5:
Explain the function of the gamma motor system.
Learning Objective: 8.5: Explain the function of the gamma motor system.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q8.2.3
Question: When the efferent axon of a single muscle spindle is completely silent, the spindle is:
a. completely relaxed and extended.
b. completely relaxed and contracted.
c. contracted.
d. extended.
Answer: A
Consider This: As the firing rate of the efferent axon increases, the spindle gets shorter and
shorter; LO 8.5: Explain the function of the gamma motor system.
Learning Objective: 8.5: Explain the function of the gamma motor system.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q8.2.4
Question: Reflex circuits:
a. typically involve thousands of neurons.
b. typically involve one chain of neurons
c. typically involve dozens of neurons.
d. always involve the brain.
Answer: A
Consider This: Each axon usually synapses on many neurons, and each neuron receives synapses
from many different axons; LO 8.6: Contrast polysynaptic and monosynaptic reflexes.
Learning Objective: 8.6: Contrast polysynaptic and monosynaptic reflexes.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q8.2.5
Question: With respect to spinal reflexes, monosynaptic is to _____ as polysynaptic is to _____.
a. the knee-jerk reflex; the startle reflex
b. the startle reflex; the knee-jerk reflex
c. reflexive limb withdrawal to pain; the knee-jerk reflex.
d. the startle reflex; reflexive limb withdrawal to pain
Answer: A
Consider This: he monosynaptic stretch reflex helps maintain posture; LO 8.6: Contrast
polysynaptic and monosynaptic reflexes.
Learning Objective: 8.6: Contrast polysynaptic and monosynaptic reflexes.
Difficulty Level: Moderate
Skill Level: Analyze It

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Assignment: Quiz: Control of Movement by the Brain


EOM Q8.3.1
Question: The disproportionate motor cortex representation of the fingers and mouth reflects the
fact that:
a. the hands and mouth take more innervation to move.
b. they are less sensitive than other areas of the body.
c. they are more sensitive than other areas of the body.
d. they require greater precision of movement.
Answer: D
Consider This: Consider the complexity of movements we can accomplish with our hands or
mouths. How does that compare with other areas of the body?; LO 8.7: Describe how motor
control information is processed in the cortex.
Learning Objective: 8.7: Describe how motor control information is processed in the cortex.
Skill Level: Understand the Concepts
Difficulty Level: Moderate

EOM Q8.3.2
Question: The primary motor cortex receives information from:
a. the supplementary motor area only.
b. the premotor cortex only.
c. both the prefrontal cortex and the supplementary motor area.
d. both the supplementary motor area and the premotor cortex.
Answer: D
Consider This: The correct answer receives information from the parietal and temporal lobes and
are adjacent to the primary motor cortex; LO 8.7: Describe how motor control information is
processed in the cortex.
Learning Objective: 8.7: Describe how motor control information is processed in the cortex.
Difficulty Level: Difficult
Skill Level: Analyze It

EOM Q8.3.3
Question: The mesencephalic locomotor region of the _______________ causes a cat to make
pacing movements.
a. medulla
b. pons
c. cerebellum
d. reticular formation
Answer: D
Consider This: This area is also responsible for arousal, sleep/wake cycle, and control of
movement; LO 8.9: Describe the functions of subcortical regions involved in control of motor
behavior.
Learning Objective: 8.9: Describe the functions of subcortical regions involved in control of
motor behavior.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q8.3.4
Question: The corticospinal tract, the corticobulbar tract, and the rubrospinal tract make up the
______________ group of descending tracts from the primary motor cortex.
a. lateral
b. ventromedial
c. posteromedial
d. rostral
Answer: A
Consider This: This system is involved in control of independent limb movements; LO 8.10:
Describe the components of the descending pathways.
Learning Objective: 8.10: Describe the components of the descending pathways.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q8.3.5
Question: The lateral corticospinal tract helps to control all of these EXCEPT the:
a. arms.
b. hands.
c. feet and toes.
d. upper legs.
Answer: D
Consider This: This tract helps control the distal parts of the limbs; LO 8.10: Describe the
components of the descending pathways.
Learning Objective: 8.10: Describe the components of the descending pathways.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

Assignment: Quiz: Complex Motor Behavior


EOM Q8.4.1
Question: Mirror neurons are located in the _________ premotor cortex.
a. ventral
b. dorsal
c. rostral
d. caudal
Answer: A
Consider This: “Toward the belly”; LO 8.11: Describe the location, components, and functions
of the mirror neuron system.
Learning Objective: 8.11: Describe the location, components and functions of the mirror neuron
system.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q8.4.2
Question: Emma watches her mom putting on cosmetics. She picks up a tube of lip gloss as her
mom puts her own lipstick on. Emma imitates the movements, putting lip gloss on her own lips.
It is likely that Emma’s __________ are activated during this process.
a. mirror neurons
b. imitative neurons
c. occipital neurons
d. fusiform face area neurons
Answer: A
Consider This: These neurons are activated by the performance of an action or the sight of
someone else performing that action; LO 8.11: Describe the location, components and functions
of the mirror neuron system.
Learning Objective: 8.11: Describe the location, components and functions of the mirror neuron
system.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q8.4.3
Question: When a person is about to make a pointing or reaching movement to a particular
location, the _______________ becomes active, indicating the location of the target.
a. parietal reach region
b. extrastriate body area
c. parahippocampal place area
d. anterior part of the intraparietal sulcus
Answer: A
Consider This: This brain area is located in the medial posterior parietal cortex; LO 8.12:
Summarize the contributions of the parietal cortex in reaching and grasping behavior.
Learning Objective: 8.12: Summarize the contributions of the parietal cortex in reaching and
grasping behavior.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q8.4.4
Question: The __________________ is involved in controlling the hand and finger movements
involved in grasping a target object.
a. anterior part of the intraparietal sulcus
b. parietal reach region
c. extrastriate body area
d. parahippocampal place area
Answer: A
Consider This: This brain area is located in the posterior parietal cortex; LO 8.12: Summarize the
contributions of the parietal cortex in reaching and grasping behavior.
Learning Objective: 8.12: Summarize the contributions of the parietal cortex in reaching and
grasping behavior.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q8.4.5
Question: Visual input to the parietal reach region and the anterior part of the intraparietal
sulcus comes from the _____________ stream of the visual pathway.
a. dorsal
b. ventral
c. rostral
d. caudal
Answer: A
Consider This: This pathway is responsible for information related to location of the object; LO
8.12: Summarize the contributions of the parietal cortex in reaching and grasping behavior.
Learning Objective: 8.12: Summarize the contributions of the parietal cortex in reaching and
grasping behavior.
Difficulty Level: Easy
Skill Level: Remember the Facts

Assignment: Quiz: Deficits of Skilled Movements: Apraxias and Dyspraxia


EOM Q8.5.1
Question: Jill has apraxia. She would MOST likely:
a. have trouble feeling sensation in her right side.
b. have trouble moving her legs.
c. have trouble drawing an object.
d. experience paralysis.
Answer: C
Consider This: The term means “without action”; LO 8.13: Describe how brain lesions can
produce limb apraxia.
Learning Objective: 8.13: Describe how brain lesions can produce limb apraxia.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q8.5.2
Question: Limb apraxia would be demonstrated by:
a. moving the wrong part of the limb.
b. incorrect movement.
c. incorrect sequence of movement.
d. moving the wrong part of the limb, incorrect movement, and incorrect sequence of
movement.
Answer: D
Consider This: Apraxia difficulties are usually demonstrated by asking a patient to imitate the
hand movements of the practitioner. What might those errors look like?; LO 8.13: Describe how
brain lesions can produce limb apraxia.
Learning Objective: 8.13: Describe how brain lesions can produce limb apraxia.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q8.5.3
Question: The facts that the right hemisphere is responsible for extrapersonal space and the left
hemisphere is responsible for the individual’s own body mean that:
a. damage to both hemispheres must be present for limb apraxia to occur.
b. damage to the left hemisphere causes apraxia in both hands.
c. damage to the right hemisphere causes apraxia in both hands.
d. damage to the left hemisphere causes contralateral apraxia.
Answer: B
Consider This: Damage affects both contralateral and ipsilateral control; LO 8.13: Describe how
brain lesions can produce limb apraxia.
Learning Objective: 8.13: Describe how brain lesions can produce limb apraxia.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q8.5.4
Question: The __________ lobe plays the most important role in determining the meanings of
hand gestures.
a. frontal
b. parietal
c. occipital
d. temporal
Answer: A
Consider This: Which lobe is responsible for higher order processing?; LO 8.13: Describe how
brain lesions can produce limb apraxia.
Learning Objective: 8.13: Describe how brain lesions can produce limb apraxia.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q8.5.5
Question: Pam can easily demonstrate how to use objects in the kitchen or pretend to cook.
However, when asked to draw a pot, pan, or spoon, she is unable to do so. It is MOST likely that
Pam suffers from:
a. constructional apraxia.
b. limb apraxia.
c. oculomotor apraxia.
d. ideomotor apraxia.
Answer: A
Consider This: This deficit is caused by lesions of the right hemisphere, particularly the right
parietal lobe; LO 8.14: Describe how brain lesions can produce constructional apraxia.
Learning Objective: 8.14: Describe how brain lesions can produce constructional apraxia.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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Assignment: Chapter Quiz: Control of Movement


EOC Q8.1
Question: The number of muscle fibers served by a single axon varies considerably. In muscles
that move the fingers, the ratio is small, whereas in muscles that move the legs, the ratio is large.
This difference in ratio depends upon the ______________ needed to move the muscle.
a. precision
b. strength
c. flexibility
d. speed
Answer: A
Consider This: Fingers require more of this than legs, resulting in the smaller ratio; LO 8.1:
Describe the structures of a skeletal muscle.
Learning Objective: 8.1: Describe the structures of a skeletal muscle.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q8.2
Question: The synapse between the terminal button of an efferent neuron and the membrane of a
muscle fiber is called a(n):
a. neuromuscular junction.
b. motorendplate.
c. endplate potential
d. motor unit.
Answer: A
Consider This: Remember that a synapse is a connection; LO 8.2: Organize the steps of
neurotransmission at the neuromuscular junction.
Learning Objective: 8.2: Organize the steps of neurotransmission at the neuromuscular junction.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q8.3
Question: Stretch receptors are located in:
a. intrafusal muscle fibers.
b. golgi tendons.
c. extrafusal muscle fibers.
d. intrafusal muscle fibers and golgi tendons.
Answer: D
Consider This: Stretch receptors are located in several places; LO 8.3: Contrast the roles of
receptors for sensory feedback from muscles.
Learning Objective: 8.3 Contrast the roles of receptors for sensory feedback from muscles.
Difficulty Level: Easy
Skill Level: Understand the Concepts

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EOC Q8.4
Question: In addition to the reflexive action, the monosynaptic stretch reflex also controls:
a. posture.
b. strength
c. flexibility.
d. precision.
Answer: A
Consider This: The monosynaptic stretch reflex helps counteract the pull of gravity; LO 8.4:
Explain the function of monosynaptic stretch reflexes.
Learning Objective: 8.4: Explain the function of monosynaptic stretch reflexes.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q8.5
Question: As Jim lifts his arms upward, Sally suddenly grabs them and pushes them down.
When Jim’s arms meet this resistance:
a. the intrafusal muscle fibers shorten more than the extrafusal muscle fibers.
b. the contraction is lessened.
c. the extrafusal muscle fibers shorten more than the extrafusal muscle fibers
d. the monosynaptic stretch reflex is inhibited.
Answer: A
Consider This: If there is little resistance, both the extrafusal and intrafusal muscle fibers will
contract at approximately the same rate; LO 8.5: Explain the function of the gamma motor
system.
Learning Objective: 8.5 Explain the function of the gamma motor system.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q8.6
Question: Less sensitive afferent axons from the Golgi tendon organ trigger a reaction that
results in glycine release and:
a. the production of excitatory postsynaptic potentials.
b. the production of inhibitory postsynaptic potentials.
c. an increase in the likelihood that the next cell will fire.
d. an increase in neurotransmitter release.
Answer: B
Consider This: This system is responsible for decreasing the strength of muscular contraction
when there is danger of damage to the tendons or bones to which the muscles are attached; LO
8.6: Contrast polysynaptic and monosynaptic reflexes.
Learning Objective: 8.6: Contrast polysynaptic and monosynaptic reflexes.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q8.7
Question: Damage to the ________________ resulted in monkeys being unable to perform a
once familiar response, specifically pushing in a lever and then turning it to the left. This result
suggests that this brain area is involved in executing well-learned sequences of motor responses.
a. supplementary motor area
b. premotor cortex
c. common integrative area
d. prefrontal lobe
Answer: A
Consider This: This area is located medially on the surface of the brain, rostral to the primary
motor cortex; LO 8.8: Explain the functions of the motor association cortex in planning and
initiating movement.
Learning Objective: 8.8: Explain the functions of the motor association cortex in planning and
initiating movement.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q8.8
Question: The _____________ are responsible for the decision to move.
a. posterior parietal cortex and frontopolar cortex
b. pre-SMA and posterior parietal cortex
c. posterior SMA and posterior parietal cortex
d. pre-SMA and frontopolar cortex
Answer: A
Consider This: The SMA is responsible for planning sequences and for spontaneous movements;
LO 8.8: Explain the functions of the motor association cortex in planning and initiating
movement.
Learning Objective: 8.8: Explain the functions of the motor association cortex in planning and
initiating movement.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOC Q8.9
Question: The pontine and dentate nuclei are located in the:
a. reticular formation.
b. pons.
c. cerebellum.
d. medulla.
Answer: C
Consider This: This area is responsible for balance and gait; LO 8.9: Describe the functions of
subcortical regions involved in control of motor behavior.
Learning Objective: 8.9: Describe the functions of subcortical regions involved in control of
motor behavior.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOC Q8.10
Question: The symptoms of Parkinson’s disease are caused by degeneration of dopamine-
secreting cells in the:
a. substantia nigra.
b. caudate.
c. putamen.
d. basal ganglia.
Answer: A
Consider This: This name of this area comes from the Latin for “black body” or “black
substance”; LO 8.9: Describe the functions of subcortical regions involved in control of motor
behavior.
Learning Objective: 8.9: Describe the functions of subcortical regions involved in control of
motor behavior.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q8.11
Question: The vestibulospinal tract, the tectospinal tract, the reticulospinal tract, and the ventral
corticospinal tract make up the ______________ group descending tracts from the primary
motor cortex.
a. lateral
b. ventromedial
c. posteromedial
d. rostral
Answer: B
Consider This: This system is involved in control of automatic movements; LO 8.10: Describe
the components of the descending pathways.
Learning Objective: 8.10: Describe the components of the descending pathways.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q8.12
Question: With respect to the major motor pathways, the vestibulospinal tract is to the
corticobulbar tract as ______ is to _____.
a. posture; walking
b. lateral group; ventromedial group
c. neck; tongue
d. trunk; face
Answer: D
Consider This: The vestibulospinal tract supports posture; LO 8.10: Describe the components of
the descending pathways.
Learning Objective: 8.10: Describe the components of the descending pathways.
Difficulty Level: Difficult
Skill Level: Analyze It

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EOC Q8.13
Question: The sound of a bag being ripped open is likely to trigger activation of the ______
neurons.
a. mirror
b. imitative
c. occipital
d. audiovisual
Answer: D
Consider This: This set of neurons is a type of mirror neuron; LO 8.11: Describe the location,
components, and functions of the mirror neuron system.
Learning Objective: 8.11: Describe the location, components, and functions of the mirror neuron
system.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q8.14
Question: Damage to the right parietal lobe results in ___________ apraxia, whereas damage to
the left parietal lobe results in ____________ apraxia.
a. constructional; limb
b. limb; constructional
c. ideomotor; limb
d. ideomotor; constructional
Answer: A
Consider This: The right parietal lobe is involved in the ability to perceive and imagine
geometrical relations; LO 8.14: Describe how brain lesions can produce constructional apraxia.
Learning Objective: 8.14: Describe how brain lesions can produce constructional apraxia.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q8.15
Question: Approximately ______ percent of children may demonstrate _____, defined as
difficulties in planning, organizing, and coordinating complex motor behaviors.
a. 1 to 5; developmental apraxia
b. 5 to 10; developmental apraxia
c. 1 to 5; dyspraxia
d. 5 to 10; dyspraxia
Answer: D
Consider This: These children are not “without movement”; LO 8.15: Describe the biological
basis of dyspraxia.
Learning Objective: 8.15: Describe the biological basis of dyspraxia.
Difficulty Level: Moderate
Skill Level: Remember the Facts

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Chapter 9: Sleep and Biological Rhythms


Total Assessment Guide (T.A.G.)

Topic Question Remember the Understand the Apply What You


Type Facts Concepts Know
What Is Multiple 1,2,4-6,9,10,16, 3,7,12,14,15, 8,11,13
Sleep? Choice 19,20,25-28 17,18,21-24
Fill-In 104-106

Essay 124,125

Why Do We Multiple 29,30,34,36-38 31,32,35,40-43 33,39


Sleep? Choice
Fill-In 107,108

Essay 126
Physiological Multiple 44-48,50,51,53,55, 52,54,60 49,57,59,62
Mechanisms Choice 56,58, 61,63-65
of Sleep and
Waking Fill-In 109-114
Essay 127 128,129
Disorders of Multiple 66,68,69,71,76- 67,70,74,75,80, 72,73,84,85,90
Sleep Choice 79,82,83,88,91-93,95 81,86,87,89,94
Fill-In 115-119, 121 120
Essay 130 131
Biological Multiple 96,97 99,101,102 98,100,103
Clocks Choice
Fill-In 122,123
Essay 132

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Multiple-Choice Questions

1. During sleep, a(n) ______________ is used to measure brain activity.

a. electroencephalogram
b. electromyogram
c. electro-oculogram
d. oximeter probe
e. electroencardiogram

Difficulty Level: Easy


Topic: Stages of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

2. During periods of wakefulness, brain waves oscillate between __________ and ____________
types of activity.

a. alpha; beta
b. delta; beta
c. alpha; delta
d. theta; delta
e. gamma; alpha

Difficulty Level: Easy


Topic: Stages of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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3. The various stages of sleep are easily distinguished by

a. visible changes in respiration.


b. changes in motor movements involving speech.
c. changes in the electrical activity of the brain.
d. changes in consciousness.
e. the quality and quantity of dreams.

Difficulty Level: Easy


Topic: Stages of Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

4. The ________ is an instrument used to record electrical potentials from muscles during sleep.

a. myelogram
b. electroencephalogram
c. physiograph
d. electromyogram
e. retinogram

Difficulty Level: Easy


Topic: Stages of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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5. An electro-oculogram is an instrument used in sleep studies to measure

a. blood pressure.
b. skin conductance.
c. heart rate.
d. electrical potentials within the brain.
e. eye movements.

Difficulty Level: Easy


Topic: Stages of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

6. The ________ pattern of EEG activity is characterized by irregular, mostly low-amplitude (13-
30 Hz) waves.

a. beta
b. alpha
c. theta
d. sleep spindles
e. delta

Difficulty Level: Easy


Topic: Stages of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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7. The desynchrony of wave patterns observed during beta activity reflects the fact that

a. the person is resting quietly.


b. many different neural circuits are actively processing information.
c. the person is in a state of deep sleep.
d. one dominant brain region is active.
e. the pattern consists mainly of high-amplitude waves.

Difficulty Level: Moderate


Topic: Stages of Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8. As Jenelle is falling asleep, she has a sensation of walking. Suddenly, her right leg “steps” into
a hole and her foot jerks in bed, seemingly simulating the fall she experienced in her sleeping
state. These muscle contractions are called

a. sleep spindles.
b. K complexes.
c. alpha wave activity.
d. spastic jerks.
e. hypnic jerks.

Difficulty Level: Moderate


Topic: Stages of Sleep
Skill Level: Apply What You Know
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

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9. The transition between wakefulness and sleep is marked by the appearance of ________ waves
in the sleep record.

a. alpha
b. delta
c. gamma
d. theta
e. beta

Difficulty Level: Easy


Topic: Stages of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

10. The theta brain wave pattern is characterized by changes in frequency of electrical activity of

a. 1-3 Hz.
b. 12-14 Hz.
c. 13-30 Hz.
d. less than 3.5 Hz.
e. 3.5-7.5 Hz.

Difficulty Level: Moderate


Topic: Stages of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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11. Dr. Singh is inspecting a person’s sleep record that contains 85 percent delta activity. Dr.
Singh feels confident that this person is

a. in stage 3 of slow-wave sleep.


b. dreaming.
c. in stage 1 of slow-wave sleep.
d. making the transition from wakefulness to sleep.
e. awake.

Difficulty Level: Moderate


Topic: Stages of Sleep
Skill Level: Apply What You Know
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

12. Deep sleep is characterized by the presence of ____________ waves.

a. alpha
b. beta
c. delta
d. theta
e. gamma

Difficulty Level: Moderate


Topic: Stages of Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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13. As Darius is sleeping, his dog begins to bark. As a result, his brain emits several sudden
sharp waveforms known as

a. hypnic jerks.
b. sleep spindles.
c. K complexes.
d. alpha wave activity.
e. delta wave activity.

Difficulty Level: Moderate


Topic: Stages of Sleep
Skill Level: Apply What You Know
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

14. Which attribute characterizes REM sleep?

a. When woken up in this stage, sleepers are often groggy and confused.
b. When in this stage, sleepers are often able to toss and turn on the bed, moving freely.
c. The sleeper experiences dreams.
d. The sleeper experiences vague sensations or feelings.
e. The sleeper’s eyes are still and focused.

Difficulty Level: Easy


Topic: Stages of Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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15. Another name for sleep stage 3 is ________ sleep.

a. paradoxical
b. high-frequency
c. slow-wave
d. REM
e. rhythmic

Difficulty Level: Easy


Topic: Stages of Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

16. Sleep stages 1 and 2 are termed ________, whereas stage 3 is referred to as ________.

a. REM sleep; non-REM sleep


b. non-REM sleep; slow-wave sleep
c. slow-wave sleep; non-REM sleep
d. paradoxical sleep; REM sleep
e. arhythmic sleep; paradoxical sleep

Difficulty Level: Moderate


Topic: Stages of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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17. Which behavior is a central characteristic of REM sleep?

a. alternating delta and beta EEG activities


b. the presence of delta wave EEG activity
c. rapid eye movements
d. alpha wave brain activity
e. tossing and turning in bed

Difficulty Level: Easy


Topic: Stages of Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

18. Which reason summarizes why stage 3 is considered to be the deepest sleep stage?

a. A sleeper in this stage is easily roused by meaningful stimuli.


b. A sleeper who awakes from stage 3 is groggy and confused.
c. A sleeper who awakes from stage 3 is alert and attentive.
d. Only very loud stimuli will awaken a sleeper from stage 3 sleep.
e. The majority of sleep is spent in stage 3 slow-wave sleep.

Difficulty Level: Moderate


Topic: Stages of Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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19. Which behavior is a central characteristic of non-REM sleep?

a. dreaming in color
b. muscle paralysis
c. genital changes associated with arousal
d. various forms of slow-wave brain activity
e. rapid eye movements

Difficulty Level: Easy


Topic: Stages of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

20. A single cycle of non-REM and REM sleep lasts about

a. 10 minutes.
b. 30-40 minutes.
c. 90 minutes.
d. 360 minutes.
e. 8 hours.

Difficulty Level: Easy


Topic: Stages of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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21. Which statement regarding human sleep cycles is correct?

a. Sleep states are random across the night.


b. People first enter REM sleep and then transition to non-REM sleep.
c. As the night goes on, the relative length of REM sleep increases in each successive
cycle.
d. Stage 3 of slow-wave sleep mostly occurs in the early morning hours.
e. Each non-REM/REM cycle lasts about 45 minutes.

Difficulty Level: Moderate


Topic: Stages of Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

22. During REM sleep, cerebral blood flow is __________ and cerebral oxygen consumption is
__________.

a. accelerated; decelerated
b. decelerated; suspended
c. accelerated; accelerated
d. accelerated; suspended
e. decelerated; accelerated

Difficulty Level: Difficult


Topic: Stages of Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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23. Humans show which pattern of blood flow and mental activity during REM sleep?

a. Cortical blood flow is reduced during REM sleep as blood is shunted to the genitals.
b. Cerebral blood flow is low in the primary visual cortex.
c. Cerebral blood flow is very low during color dreaming.
d. Cerebral blood flow is high in the visual association cortex and low in the prefrontal
cortex.
e. Cerebral blood flow is low in the primary auditory cortex.

Difficulty Level: Easy


Topic: Brain Activity During Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.2 Explain the patterns of brain activity present during REM and slow-
wave sleep.
Answer: D.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

24. Which terms correctly belong together?

a. awake state; EEG synchrony


b. REM sleep; slow-wave EEG pattern
c. slow-wave sleep; marked genital arousal
d. REM sleep; lack of genital activity
e. slow-wave sleep; moderate muscle tonus

Difficulty Level: Difficult


Topic: Brain Activity During Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.2 Explain the patterns of brain activity present during REM and slow-
wave sleep.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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25. ____________ refers to a sleeper’s awareness that she or he is dreaming and not awake.

a. REM sleep awareness


b. Aware dreaming
c. Lucid dreaming
d. Coherent sleep
e. Non-REM sleep awareness

Difficulty Level: Easy


Topic: Brain Activity During Sleep
Skill Level: Remember the Facts
Learning Objective: 9.2 Explain the patterns of brain activity present during REM and slow-
wave sleep.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

26. Research with transcranial direct current stimulation (tDCS) suggests that the __________ is
involved in lucid dreaming.

a. prefrontal cortex
b. occipital cortex
c. hippocampus
d. medulla oblongata
e. anterior cingulate cortex

Difficulty Level: Easy


Topic: Brain Activity During Sleep
Skill Level: Remember the Facts
Learning Objective: 9.2 Explain the patterns of brain activity present during REM and slow-
wave sleep.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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27. During slow-wave sleep, activation of the visual and auditory cortexes is ______________,
whereas activation of the ________ and cerebellum is decreased.

a. increased; thalamus
b. decreased; thalamus
c. increased; prefrontal cortex
d. decreased; prefrontal cortex
e. increased; anterior cingulate cortex

Difficulty Level: Moderate


Topic: Brain Activity During Sleep
Skill Level: Remember the Facts
Learning Objective: 9.2 Explain the patterns of brain activity present during REM and slow-
wave sleep.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

28. During REM sleep, there is a high level of activity within the

a. visual association cortex.


b. cerebellum.
c. hippocampus.
d. amygdala.
e. temporal cortex.

Difficulty Level: Easy


Topic: Brain Activity During Sleep
Skill Level: Remember the Facts
Learning Objective: 9.2 Explain the patterns of brain activity present during REM and slow-
wave sleep.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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29. The sleep pattern of the dolphin is unique in that

a. slow-wave sleep is absent from its sleep pattern.


b. sleep and waking occur independently in the two hemispheres.
c. no eye movements occur in the dolphin during sleep.
d. blindness has eliminated the need of the dolphin for sleep.
e. this animal does not exhibit slow-wave sleep.

Difficulty Level: Easy


Topic: Functions of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.3 Suggest some possible general functions of sleep.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

30. Sleep deprivation in humans results in

a. psychosis.
b. impaired physical exercise.
c. perceptual distortions.
d. secretion of stress hormones.
e. depression.

Difficulty Level: Easy


Topic: Functions of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.3 Suggest some possible general functions of sleep.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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31. Compared to the others, which animal demonstrates REM sleep?

a. squirrels
b. snakes
c. frogs
d. insects
e. fish

Difficulty Level: Moderate


Topic: Functions of Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.3 Suggest some possible general functions of sleep.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

32. The primary function of slow-wave sleep is to

a. clear brain waste products produced by REM sleep.


b. promote dreaming.
c. rest the brain.
d. promote brain development.
e. facilitate learning.

Difficulty Level: Easy


Topic: Functions of Slow-Wave Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.4 Suggest some possible functions of slow-wave sleep.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

33. If you stay awake for 3 days and then fall asleep, you will likely not sleep for the 24 hours of
sleep that you missed. Instead, you might sleep 12 hours on the first night. Of the different stages
of sleep, you are most likely to make up hours from stage

a. 1.
b. 2.
c. 3.
d. REM.
e. 1 and 3.

Difficulty Level: Moderate


Topic: Functions of Slow-Wave Sleep
Skill Level: Apply What You Know
Learning Objective: 9.4 Suggest some possible functions of slow-wave sleep.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.
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34. The brain expends __________ percent of the body’s energy during quiet wakefulness.

a. 2
b. .10
c. 20
d. 35
e. 50

Difficulty Level: Moderate


Topic: Functions of Slow-Wave Sleep
Skill Level: Remember the Facts
Learning Objective: 9.3 Suggest some possible functions of slow-wave sleep.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

35. After ________, a person should show greater slow-wave brain activity than during sleep.

a. studying long hours for final exams


b. strenuous physical exercise
c. binge-watching television
d. resting in bed all day
e. reading a young adult novel

Difficulty Level: Easy


Topic: Functions of Slow-Wave Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.4 Suggest some possible functions of slow-wave sleep.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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36. People suffering from fatal familial insomnia eventually experience only __________ during
a night’s sleep.

a. muscle paralysis
b. brief episodes of REM sleep
c. prolonged slow-wave sleep
d. beta activity
e. K spindles

Difficulty Level: Moderate


Topic: Functions of Slow-Wave Sleep
Skill Level: Remember the Facts
Learning Objective: 9.4 Suggest some possible functions of slow-wave sleep.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

37. Working on a task that demands high levels of mental activity during the day will

a. mimic the effects of REM deprivation.


b. increase glucose metabolism in the frontal lobes.
c. reduce stage 4 sleep.
d. impair subsequent learning of complex materials.
e. facilitate protein synthesis.

Difficulty Level: Easy


Topic: Functions of Slow-Wave Sleep
Skill Level: Remember the Facts
Learning Objective: 9.4 Suggest some possible functions of slow-wave sleep.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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38. Enforced bed rest for 6 weeks resulted in ________ in healthy research participants.

a. decreased slow-wave sleep


b. decreased REM sleep
c. no change in sleep patterns
d. a significant reduction in total sleep time
e. signs of REM sleep behavior disorder

Difficulty Level: Easy


Topic: Functions of Slow-Wave Sleep
Skill Level: Remember the Facts
Learning Objective: 9.4 Suggest some possible functions of slow-wave sleep.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

39. A full day of sightseeing on a tourist bus would be expected to

a. produce insomnia.
b. reduce the amplitude of delta activity in the frontal lobes.
c. increase the amount of time spent that night in slow-wave sleep.
d. increase the need for REM sleep.
e. increase the amount of time spent dreaming.

Difficulty Level: Difficult


Topic: Functions of Slow-Wave Sleep
Skill Level: Apply What You Know
Learning Objective: 9.4 Suggest some possible functions of slow-wave sleep.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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40. Deprivation of REM sleep on one night results in an elevated amount of REM sleep on the
following night. This rebound phenomenon suggests that

a. emotional well-being requires slow-wave sleep.


b. REM sleep functions to rest the brain.
c. there is a physiological need for stage 1 slow-wave sleep.
d. there is a physiological need for a certain amount of REM sleep.
e. the brain does not regulate REM sleep.

Difficulty Level: Easy


Topic: Functions of REM Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.5 Identify some possible functions of REM sleep.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

41. The notion that REM sleep functions to promote brain development is supported by the
finding that

a. newborn infants spend 70 percent of their sleep time in slow-wave sleep.


b. active phases of brain development are associated with low levels of REM sleep.
c. REM sleep increases in college students during final exam periods.
d. the elderly spend 85 percent of their sleep time in REM sleep
e. newborns with well-developed brains spend proportionally less time in REM sleep
than newborns with poorly developed brains.

Difficulty Level: Moderate


Topic: Functions of REM Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.5 Identify some possible functions of REM sleep.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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42. Considerable research demonstrates that ________ sleep is important for the consolidation of
________ memory.

a. slow-wave; nondeclarative
b. REM; sensory
c. REM; declarative
d. slow-wave; sensory
e. REM; nondeclarative

Difficulty Level: Moderate


Topic: Sleep and Learning
Skill Level: Understand the Concepts
Learning Objective: 9.6 Compare the roles of slow-wave and REM sleep in learning.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

43. An example of nondeclarative memory would be

a. recalling where you parked your car.


b. learning to drive a car.
c. memories that can be verbalized.
d. memories of past events.
e. memories of relationships between different categories.

Difficulty Level: Difficult


Topic: Sleep and Learning
Skill Level: Understand the Concepts
Learning Objective: 9.6 Compare the roles of slow-wave and REM sleep in learning.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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44. The notion that sleep or wakefulness is produced by a substance that circulates within the
blood is

a. proven by studies of the dolphin sleep cycle.


b. unlikely, given that the cerebral hemispheres of a dolphin sleep at different times.
c. unlikely, because REM and slow-wave sleep appear to involve independent
mechanisms.
d. proven by the observation that naps reduce sleep time the following night.
e. unlikely, given that blood chemistry does not change within the brain.

Difficulty Level: Moderate


Topic: Neural Control of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.7 Explain how adenosine contributes to regulating sleep.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

45. The metabolism of glycogen within astrocytes produces ________, which in turn promotes
________.

a. adenosine; wakefulness
b. GABA; REM sleep
c. adenosine; slow-wave sleep
d. a benzodiazepine ligand; slow-wave sleep
e. GABA; slow-wave sleep

Difficulty Level: Moderate


Topic: Neural Control of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.7 Explain how adenosine contributes to regulating sleep.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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46. Adenosine receptors are blocked by ________, which in turn promotes ________.

a. ethanol; euphoria
b. caffeine; wakefulness
c. nicotine; sleepiness
d. caffeine; sleepiness
e. glutamate; learning and memory

Difficulty Level: Moderate


Topic: Neural Control of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.7 Explain how adenosine contributes to regulating sleep.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

47. Electrical stimulation of neurons that release ________ produces cortical arousal.

a. glycine
b. GABA
c. serotonin
d. acetylcholine
e. adenosine

Difficulty Level: Easy

Topic: Neural Control of Arousal


Skill Level: Remember the Facts
Learning Objective: 9.8 Describe how neurochemical systems help regulate arousal.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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48. Microdialysis studies demonstrate that the synaptic level of acetylcholine within the
________ is elevated during waking as well as during REM sleep.

a. hypothalamus
b. raphe nuclei
c. cerebral cortex
d. amygdala
e. ventral pons

Difficulty Level: Easy


Topic: Neural Control of Arousal
Skill Level: Remember the Facts
Learning Objective: 9.8 Describe how neurochemical systems help regulate arousal.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

49. The increased arousal and sleeplessness produced by amphetamine is related to the release of

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

Difficulty Level: Easy


Topic: Neural Control of Arousal
Skill Level: Apply What You Know
Learning Objective: 9.8 Describe how neurochemical systems help regulate arousal.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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50. A primary location of noradrenergic neurons in the brain is the

a. nucleus accumbens.
b. hippocampus.
c. raphe nuclei.
d. striatum.
e. locus coeruleus.

Difficulty Level: Easy


Topic: Neural Control of Arousal
Skill Level: Remember the Facts
Learning Objective: 9.8 Describe how neurochemical systems help regulate arousal.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

51. If acetylcholine activity is high,

a. an organism is likely feeling drowsy or beginning to sleep.


b. there is decreased EEG-measured cortical arousal.
c. brain waves are likely highly synchronized.
d. brain waves are likely desynchronized.
e. nothing happens to disrupt the sleep-wake cycle.

Difficulty Level: Easy


Topic: Neural Control of Arousal
Skill Level: Remember the Facts
Learning Objective: 9.8 Describe how neurochemical systems help regulate arousal.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

52. The firing rates of noradrenergic cells within the locus coeruleus

a. are deactivated by sleeping pills.


b. decrease during sleep and increase at awakening.
c. are unrelated to behavioral arousal.
d. in turn alter EEG cortical arousal.
e. are highest during REM sleep.

Difficulty Level: Easy


Topic: Neural Control of Arousal
Skill Level: Understand the Concepts
Learning Objective: 9.8 Describe how neurochemical systems help regulate arousal.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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53. Most of the serotonin neurons in the brain are located within the

a. nucleus accumbens.
b. reticular formation.
c. raphe nuclei.
d. striatum.
e. locus coeruleus.

Difficulty Level: Easy


Topic: Neural Control of Arousal
Skill Level: Remember the Facts
Learning Objective: 9.8 Describe how neurochemical systems help regulate arousal.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

54. Which treatment in rats would be expected to increase locomotion and increase the amount
of cortical arousal evident in an EEG record?

a. electrical stimulation of the frontal cortex


b. damage to the locus coeruleus
c. damage to the raphe nuclei
d. electrical stimulation of the raphe nuclei
e. injection of high levels of GABA into the raphe nuclei

Difficulty Level: Easy


Topic: Neural Control of Arousal
Skill Level: Understand the Concepts
Learning Objective: 9.8 Describe how neurochemical systems help regulate arousal.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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55. The sleep disorder ________ can be produced by degeneration of hypocretin (also called
orexin) neurons in the brain.

a. narcolepsy
b. iatrogenic insomnia
c. sleep apnea
d. night terrors
e. insomnia

Difficulty Level: Easy


Topic: Neural Control of Arousal
Skill Level: Remember the Facts
Learning Objective: 9.8 Describe how neurochemical systems help regulate arousal.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

56. Hypocretin neurons are more active during ________ but are less active during ________.

a. eating; drinking
b. normal waking; sleep
c. sexual behavior; feeding
d. reinforcement; punishment
e. slow-wave sleep; REM sleep

Difficulty Level: Moderate


Topic: Neural Control of Arousal
Skill Level: Remember the Facts
Learning Objective: 9.8 Describe how neurochemical systems help regulate arousal.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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57. Damage to the ventrolateral preoptic area would be expected to

a. impair the control of temperature regulation.


b. reproduce the symptoms of narcolepsy.
c. produce insomnia.
d. produce persistent REM sleep.
e. alter male reproductive behavior.

Difficulty Level: Easy


Topic: Neural Control of Sleep/Waking Transitions
Skill Level: Apply What You Know
Learning Objective: 9.9 Summarize factors involved in regulating transitions between sleep and
waking.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

58. Which statement is true regarding neurons within the ventrolateral preoptic area (vlPOA)?

a. Damage to vlPOA neurons produces sleepiness.


b. Excitotoxic lesions of the vlPOA increase sleep in cats.
c. vlPOA neurons have a low firing rate during sleep.
d. Electrical stimulation of vlPOA neurons produces signs of drowsiness.
e. vlPOA neurons secrete glutamate to excite regions that control arousal.

Difficulty Level: Moderate


Topic: Neural Control of Sleep/Waking Transitions
Skill Level: Remember the Facts
Learning Objective: 9.9 Summarize factors involved in regulating transitions between sleep and
waking.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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59. Which statement is true regarding neurons within the ventrolateral preoptic area (vlPOA)?

a. vlPOA neurons receive inhibitory input from noradrenergic, serotonergic, and


histaminergic neurons.
b. Excitotoxic lesions of the vlPOA increase sleep in cats.
c. vlPOA neurons have a low firing rate during sleep.
d. Electrical stimulation of vlPOA neurons produces insomnia.
e. vlPOA neurons secrete glutamate to excite regions that control arousal.

Difficulty Level: Difficult


Topic: Neural Control of Sleep/Waking Transitions
Skill Level: Apply What You Know
Learning Objective: 9.9 Summarize factors involved in regulating transitions between sleep and
waking.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

60. The capacity of circuits involving the vlPOA and the locus coeruleus, raphe nuclei, and
dorsal pons to show mutual inhibition may result in

a. the transitions between eating and drinking in the rat.


b. alternating motor search behaviors in a maze.
c. sudden shifts of attention caused by noxious stimuli.
d. stepping behavior but not control of balance.
e. the alternation between sleep and waking.

Difficulty Level: Moderate


Topic: Neural Control of Sleep/Waking Transitions
Skill Level: Understand the Concepts
Learning Objective: 9.9 Summarize factors involved in regulating transitions between sleep and
waking.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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61. In the flip-flop circuit that controls sleep and arousal, the ___________ neurons are the
stabilizing force, pushing the circuit toward arousal.

a. orexinergic
b. serotonergic
c. noradrenergic
d. cholinergic
e. dopaminergic

Difficulty Level: Easy


Topic: Neural Control of Sleep/Waking Transitions
Skill Level: Remember the Facts
Learning Objective: 9.9 Summarize factors involved in regulating transitions between sleep and
waking.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

62. ________ would be expected to promote wakefulness.

a. An adenosine agonist
b. A histamine antagonist
c. Activation of hypocretin neurons
d. Stimulation of the ventrolateral preoptic area
e. Inactivation of histamine neurons

Difficulty Level: Moderate


Topic: Neural Control of Sleep/Waking Transitions
Skill Level: Apply What You Know
Learning Objective: 9.9 Summarize factors involved in regulating transitions between sleep and
waking.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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63. The “on” portion of the flip-flop mechanism for REM sleep is located within the

a. dorsal pons.
b. occipital cortex.
c. suprachiasmatic nucleus.
d. globus pallidus.
e. preoptic area.

Difficulty Level: Easy


Topic: Neural Control of Transition to REM
Skill Level: Remember the Facts
Learning Objective: 9.10 Describe the role of flip-flop circuits controlling transitions to REM.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

64. REM-ON neurons are located within the ________, whereas REM-OFF neurons are located
within the ________.

a. ventrolateral pons; dorsal periaqueductal gray matter


b. dorsal periaqueductal gray matter; ventrolateral preoptic area
c. ventrolateral preoptic area; sublaterodorsal nucleus
d. anterior thalamus; posterior hypothalamus
e. sublaterodorsal nucleus; ventrolateral periaqueductal gray matter

Difficulty Level: Difficult


Topic: Neural Control of Transition to REM
Skill Level: Remember the Facts
Learning Objective: 9.10 Describe the role of flip-flop circuits controlling transitions to REM.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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65. ________ during REM sleep may be controlled by projections from the dorsal pons to the
________.

a. Muscle paralysis; thalamic relay nuclei


b. Eye movements; cingulate cortex
c. Cortical arousal; lateral geniculate
d. Muscle paralysis; basal forebrain
e. Eye movements; tectum

Difficulty Level: Difficult


Topic: Neural Control of Transition to REM
Skill Level: Remember the Facts
Learning Objective: 9.10 Describe the role of flip-flop circuits controlling transitions to REM.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

66. Insomnia is a problem that affects approximately __________ percent of adults.

a. 8
b. 20
c. 30
d. 52
e. 68

Difficulty Level: Moderate


Topic: Insomnia
Skill Level: Remember the Facts
Learning Objective: 9.11 Describe the symptoms, treatment, and biological basis of insomnia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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67. Insomnia is characterized by

a. an inability to fall asleep within 5 minutes of going to bed.


b. awakening four or more times during the night.
c. difficulty in rapidly reaching REM sleep.
d. difficulty falling asleep or an inability to sleep.
e. a relative lack of slow-wave sleep compared to REM sleep.

Difficulty Level: Easy


Topic: Insomnia
Skill Level: Understand the Concepts
Learning Objective: 9.11 Describe the symptoms, treatment, and biological basis of insomnia.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

68. The difference between primary and secondary insomnia is

a. the length of time the insomnia has persisted.


b. the cause of the difficulty of falling asleep.
c. the age of onset.
d. the seasonal likelihood of being affected at a given time of year.
e. the time of the night that the sleeplessness occurs.

Difficulty Level: Easy


Topic: Insomnia
Skill Level: Remember the Facts
Learning Objective: 9.11 Describe the symptoms, treatment, and biological basis of insomnia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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69. __________ is one of the few medical problems that physicians treat based on a patient’s
self-report of its existence.

a. Narcolepsy
b. Insomnia
c. Bipolar disorder
d. Diabetes
e. Hypertension

Difficulty Level: Easy


Topic: Insomnia
Skill Level: Remember the Facts
Learning Objective: 9.11 Describe the symptoms, treatment, and biological basis of insomnia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

70. Leonardo has periods during the night when he stops breathing, causing carbon dioxide
levels in his blood to rise. After the levels get too high, he wakes up, gasping for breath.
Leonardo suffers from

a. insomnia.
b. sleep apnea.
c. narcolepsy.
d. night terrors.
e. sleeplessness.

Difficulty Level: Easy


Topic: Insomnia
Skill Level: Understand the Concepts
Learning Objective: 9.11 Describe the symptoms, treatment, and biological basis of insomnia.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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71. Chronic sleep deprivation can lead to

a. blocked airways.
b. obesity and diabetes.
c. psychosis.
d. mood disorder.
e. bipolar disorder.

Difficulty Level: Easy


Topic: Insomnia
Skill Level: Remember the Facts
Learning Objective: 9.11 Describe the symptoms, treatment, and biological basis of insomnia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

72. Doris works a stressful job, has difficulty falling asleep, and often wakes up early. After
several weeks, she agrees to participate in a sleep study to determine whether she has insomnia.
It is likely that the results of her sleep study will show Doris

a. spends less time sleeping than people who do not complain of insomnia.
b. is lacking in the substances that promote and maintain sleep.
c. spends as much time sleeping as people who do not complain of insomnia.
d. has an excess of arousal-producing neurochemicals.
e. actually suffers from night terrors.

Difficulty Level: Difficult


Topic: Insomnia
Skill Level: Apply What You Know
Learning Objective: 9.11 Describe the symptoms, treatment, and biological basis of insomnia.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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73. The treatment of sleep apnea includes

a. surgical modification of the throat airways.


b. the administration of sleeping medication.
c. placing the person in bright light for 16 hours per day.
d. the administration of L-DOPA.
e. electroconvulsive therapy.

Difficulty Level: Easy


Topic: Insomnia
Skill Level: Apply What You Know
Learning Objective: 9.11 Describe the symptoms, treatment, and biological basis of insomnia.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

74. A buildup of carbon dioxide in the blood is a characteristic of the sleep disorder known as

a. iatrogenic.
b. sleep apnea.
c. narcolepsy.
d. secondary insomnia.
e. cataplexy.

Difficulty Level: Moderate


Topic: Insomnia
Skill Level: Understand the Concepts
Learning Objective: 9.11 Describe the symptoms, treatment, and biological basis of insomnia.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

75. A central feature of narcolepsy is experiencing

a. nightmares while awake.


b. sleep attacks.
c. nocturnal enuresis.
d. hypnagogic hallucinations.
e. insomnia after an episode of sleep attack.

Difficulty Level: Easy


Topic: Narcolepsy
Skill Level: Understand the Concepts
Learning Objective: 9.12 Describe the symptoms, treatment, and biological basis of narcolepsy.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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76. A primary symptom of human narcolepsy relates to

a. impulsive drug-taking.
b. abnormal slow-wave sleep.
c. recurring nightmares.
d. an overwhelming urge to sleep at any time.
e. lucid dreaming.

Difficulty Level: Easy


Topic: Narcolepsy
Skill Level: Remember the Facts
Learning Objective: 9.12 Describe the symptoms, treatment, and biological basis of narcolepsy.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

77. A person who exhibits sudden paralysis but remains conscious may be experiencing

a. REM without atonia.


b. somnambulism.
c. a sleep attack.
d. situational insomnia.
e. an episode of cataplexy.

Difficulty Level: Easy


Topic: Narcolepsy
Skill Level: Remember the Facts
Learning Objective: 9.12 Describe the symptoms, treatment, and biological basis of narcolepsy.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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78. ____________, a symptom of narcolepsy, occurs when a fully conscious person appears to
be paralyzed.

a. Sleep apnea
b. Sleep attacks
c. Insomnia
d. Cataplexy
e. Anoxia

Difficulty Level: Easy


Topic: Narcolepsy
Skill Level: Remember the Facts
Learning Objective: 9.12 Describe the symptoms, treatment, and biological basis of narcolepsy.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

79. ________ refers to the vivid dreams that may occur during sleep paralysis.

a. Sleep apnea
b. Hypnagogic hallucination
c. Cataplexy
d. Night terror
e. Somnambulism

Difficulty Level: Easy


Topic: Narcolepsy
Skill Level: Remember the Facts
Learning Objective: 9.12 Describe the symptoms, treatment, and biological basis of narcolepsy.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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80. The hypothesis that narcolepsy involves faulty brain regulation of sleep is supported by the
observation that

a. mania commonly co-occurs with narcolepsy.


b. people with narcolepsy show no problems in staying asleep.
c. people with narcolepsy generally enter REM sleep directly from the waking state.
d. slow-wave sleep intrudes into the awake state in people with narcolepsy.
e. people with narcolepsy show problems in eye-tracking similar to those noted in
alcoholism.

Difficulty Level: Difficult


Topic: Narcolepsy
Skill Level: Understand the Concepts
Learning Objective: 9.12 Describe the symptoms, treatment, and biological basis of narcolepsy.
Answer: C.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

81. The narcolepsy symptom known as ________ is an abnormality of REM sleep.

a. insomnia
b. theta reversal
c. cataplexy
d. night terrors
e. enuresis

Difficulty Level: Easy


Topic: Narcolepsy
Skill Level: Understand the Concepts
Learning Objective: 9.12 Describe the symptoms, treatment, and biological basis of narcolepsy.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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82. Human narcolepsy

a. can be treated using sleep-inducing drugs.


b. involves deficiencies in orexin in most people with narcolepsy.
c. involves the intrusion of slow-wave sleep components into the awake state.
d. is a psychological disorder.
e. is treated using lithium salts.

Difficulty Level: Easy


Topic: Narcolepsy
Skill Level: Remember the Facts
Learning Objective: 9.12 Describe the symptoms, treatment, and biological basis of narcolepsy.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

83. A genetic mutation of the orexin gene in mice results in

a. intrusion of slow-wave sleep during the awake period.


b. symptoms of narcolepsy.
c. undereating and weight loss.
d. prolonged sleeping.
e. overeating.

Difficulty Level: Easy


Topic: Narcolepsy
Skill Level: Remember the Facts
Learning Objective: 9.12 Describe the symptoms, treatment, and biological basis of narcolepsy.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

84. The occurrence of sleep attacks in narcolepsy can be alleviated by drugs that

a. impair the release of hypocretins in the brain.


b. facilitate brain serotonin synaptic activity.
c. act as catecholamine agonists.
d. facilitate both serotonin and catecholamine brain activity.
e. block hypocretin-alpha receptors in the hypothalamus.

Difficulty Level: Moderate


Topic: Narcolepsy
Skill Level: Apply What You Know
Learning Objective: 9.12 Describe the symptoms, treatment, and biological basis of narcolepsy.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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85. Symptoms of narcolepsy involving REM sleep (such as cataplexy) are effectively treated by
drugs that

a. block serotonin receptors.


b. impair the release of hypocretins in brain.
c. act as catecholamine agonists.
d. facilitate both serotonin and norandrenergic activity.
e. block hypocretin-beta receptors.

Difficulty Level: Moderate


Topic: Narcolepsy
Skill Level: Apply What You Know
Learning Objective: 9.12 Describe the symptoms, treatment, and biological basis of narcolepsy.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

86. What is the approximate incidence of narcolepsy in the human population?

a. 1 in 200
b. 1 in 500
c. 1 in 800
d. 1 in 1,000
e. 1 in 2,000

Difficulty Level: Easy


Topic: Narcolepsy
Skill Level: Understand the Concepts
Learning Objective: 9.12 Describe the symptoms, treatment, and biological basis of narcolepsy.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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87. REM sleep behavior disorder is conceptually the opposite of narcolepsy in that

a. people have “awake attacks” of insomnia, rather than sleep attacks.


b. REM sleep behavior disorder is not linked to degenerative disorders, whereas
narcolepsy is.
c. REM sleep behavior disorder involves night terrors, whereas narcolepsy is
characterized by undisturbed sleep.
d. instead of muscle paralysis during waking hours, those with REM sleep behavior
disorder lack muscle paralysis during sleep.
e. REM sleep behavior disorder is caused by too much orexin.

Difficulty Level: Difficult


Topic: REM Sleep Behavior Disorder
Skill Level: Understand the Concepts
Learning Objective: 9.13 Describe the symptoms, treatment, and biological basis of REM sleep
behavior disorder.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

88. A central feature of REM sleep behavior disorder is

a. attacks of catalepsy.
b. a depressed mood upon awakening.
c. the occurrence of motor movements during slow-wave sleep.
d. a lack of paralysis during REM sleep.
e. the loss of dreams during REM sleep.

Difficulty Level: Easy


Topic: REM Sleep Behavior Disorder
Skill Level: Remember the Facts
Learning Objective: 9.13 Describe the symptoms, treatment, and biological basis of REM sleep
behavior disorder.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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89. The symptoms of REM sleep behavior disorder are opposite to those noted in

a. cataplexy.
b. secondary insomnia.
c. somnambulism.
d. nocturnal enuresis.
e. manic depression.

Difficulty Level: Moderate


Topic: REM Sleep Behavior Disorder
Skill Level: Understand the Concepts
Learning Objective: 9.13 Describe the symptoms, treatment, and biological basis of REM sleep
behavior disorder.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

90. An effective treatment for REM sleep behavior disorder is the administration of

a. antidepressant drugs.
b. the drug clonazepam.
c. drugs that block serotonin receptors.
d. drugs that facilitate both serotonin and acetylcholine activity.
e. drugs that block hypocretin-gamma receptors.

Difficulty Level: Moderate


Topic: REM Sleep Behavior Disorder
Skill Level: Apply What You Know
Learning Objective: 9.13 Describe the symptoms, treatment, and biological basis of REM sleep
behavior disorder.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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91. Somnambulism is synonymous with

a. sleep attacks.
b. dreaming while awake.
c. sleepwalking.
d. cataplexy.
e. night terrors.

Difficulty Level: Moderate


Topic: Problems Associated with Slow-Wave Sleep
Skill Level: Remember the Facts
Learning Objective: 9.14 Describe the symptoms, treatment, and biological basis of bedwetting,
sleepwalking, and night terrors.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

92. Which sleep disorder is observed more often in adults than in children?

a. insomnia
b. sleepwalking
c. bedwetting
d. night terrors
e. nightmares

Difficulty Level: Moderate


Topic: Problems Associated with Slow-Wave Sleep
Skill Level: Remember the Facts
Learning Objective: 9.14 Describe the symptoms, treatment, and biological basis of bedwetting,
sleepwalking, and night terrors.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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93. A person who experiences the sleep disorder symptom known as pavor nocturnus would be
said to be

a. releasing urine during sleep.


b. experiencing genital arousal.
c. sleepwalking.
d. having a sleep attack.
e. experiencing night terrors.

Difficulty Level: Moderate


Topic: Problems Associated with Slow-Wave Sleep
Skill Level: Remember the Facts
Learning Objective: 9.14 Describe the symptoms, treatment, and biological basis of bedwetting,
sleepwalking, and night terrors.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

94. Weight gain is a common outcome for a person suffering from

a. anorexia nervosa.
b. somnabulimia.
c. sleep-related eating disorder.
d. hyperbulimia.
e. REM sleep behavior disorder.

Difficulty Level: Moderate


Topic: Problems Associated with Slow-Wave Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.14 Describe the symptoms, treatment, and biological basis of bedwetting,
sleepwalking, and night terrors.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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95. Sleep-related eating disorder can be triggered by

a. stress.
b. alcohol abuse.
c. the sleeping pill zolpidem.
d. weight loss.
e. eating.

Difficulty Level: Moderate


Topic: Problems Associated with Slow-Wave Sleep
Skill Level: Remember the Facts
Learning Objective: 9.14 Describe the symptoms, treatment, and biological basis of bedwetting,
sleepwalking, and night terrors.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

96. Circadian rhythms are

a. cycles of activity over the course of a day.


b. not found in plants.
c. learned patterns of daily activity.
d. annual changes in behavior (such as migration).
e. monthly cycles of reproductive activity.

Difficulty Level: Moderate


Topic: Circadian Rhythms and Zeitgebers
Skill Level: Remember the Facts
Learning Objective: 9.15 List examples of circadian rhythms and zeitgebers.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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97. When an animal’s circadian rhythms are experimentally altered, often the animal will fall
into

a. a rhythm different from a 24-hour cycle.


b. a period of prolonged wakefulness resembling insomnia.
c. a pattern that mimics the 24-hour cycle of a typical day.
d. a mood state resembling depression in humans.
e. a deep sleep from which it is difficult to awaken.

Difficulty Level: Moderate


Topic: Circadian Rhythms and Zeitgebers
Skill Level: Remember the Facts
Learning Objective: 9.15 List examples of circadian rhythms and zeitgebers.
Answer: A.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

98. Damage to a rat’s ________ would be expected to disrupt circadian rhythms related to sleep.

a. vlPOA
b. PAG
c. thalamus
d. SCN
e. TVOD

Difficulty Level: Moderate


Topic: The Suprachiasmatic Nucleus
Skill Level: Apply What You Know
Learning Objective: 9.16 Explain how the suprachiasmatic nucleus regulates circadian rhythms.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

99. Which statement about melanopsin is correct?

a. Melanopsin is found within rods but not cones.


b. Melanopsin is found within cones but not rods.
c. Melanopsin activity is suppressed by light.
d. Melanopsin is found within ganglion cells.
e. Melanopsin in rods is a cue that resets SCN clock cells.

Difficulty Level: Difficult


Topic: The Suprachiasmatic Nucleus
Skill Level: Understand the Concepts
Learning Objective: 9.16 Explain how the suprachiasmatic nucleus regulates circadian rhythms.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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100. Hamster A has a 24-hour rhythm. Hamster A has its SCN removed and replaced with the
SCN of Hamster B, which has an endogenous rhythm of 20 hours. What is the resultant rhythm
of Hamster A?

a. 20 hours
b. 22 hours
c. 24 hours
d. 26 hours
e. 27 hours

Difficulty Level: Difficult


Topic: The Suprachiasmatic Nucleus
Skill Level: Apply What You Know
Learning Objective: 9.16 Explain how the suprachiasmatic nucleus regulates circadian rhythms.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

101. The “ticking” of a clock cell within the SCN appears to involve

a. feedback loops of intracellular protein production.


b. the rhythmic opening of sodium channels in the cell membranes.
c. interactions between two adjacent clock cells.
d. the rhythmic opening of calcium channels in the cell membranes.
e. the buildup of sodium in the clock cell over time.

Difficulty Level: Moderate


Topic: The Suprachiasmatic Nucleus
Skill Level: Understand the Concepts
Learning Objective: 9.16 Explain how the suprachiasmatic nucleus regulates circadian rhythms.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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102. Seasonal rhythms are under the control of ________ secreted by cells within the ________.

a. melatonin; pineal gland


b. dopamine; hypothalamus
c. melanopsin; preoptic hypothalamus
d. oxytocin; pituitary
e. melatonin; retina

Difficulty Level: Easy


Topic: Control of Seasonal Rhythms: The Pineal Gland and Melatonin
Skill Level: Understand the Concepts
Learning Objective: 9.17 Describe the relationship between the pineal gland and melatonin.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

103. Casey flew from Texas to Denmark on a non-stop flight. Upon arrival she found that she
was ready for her usual night’s sleep at 3:00 in the afternoon. Why did this occur?

a. Levels of acetylcholine had been disrupted because of the sedentary behavior


associated with the long flight.
b. Casey’s SCN signaled the rest of her brain that it was time for sleep, despite the time
difference produced by crossing several time zones.
c. Denmark often experiences 20 hours of sunlight each day, making sleep at any time a
necessity.
d. Danes usually take a mid-afternoon nap toward the end of their workday.
e. Casey’s SCN had been calibrated to a 20-hour cycle rather than a 24-hour cycle.

Difficulty Level: Easy


Topic: Changes in Circadian Rhythms: Shift Work and Jet Lag
Skill Level: Apply What You Know
Learning Objective: 9.18 Suggest why shift work and jet lag result in changes in circadian
rhythms.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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Fill-in-the-Blank Questions

104. Sleep stage 3 is characterized by the presence of ________ waves in the EEG record.

Difficulty Level: Easy


Topic: Stages of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: delta
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

105. __________ is the stage of sleep in which sleep spindles and K complexes are likely to
occur.

Difficulty Level: Moderate


Topic: Stages of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Answer: Stage 2
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

106. _______________ is an awareness that an individual is dreaming and is not awake.

Difficulty Level: Easy


Topic: Brain Activity During Sleep
Skill Level: Remember the Facts
Learning Objective: 9.2 Explain the patterns of brain activity present during REM and slow-
wave sleep.
Answer: Lucid dreaming
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

107. The primary function of ________ sleep is to rest the brain.

Difficulty Level: Easy


Topic: Functions of Slow-Wave Sleep
Skill Level: Remember the Facts
Learning Objective: 9.4 Suggest some possible functions of slow-wave sleep.
Answer: slow-wave
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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108. ________ sleep is important for consolidation of nondeclarative memories.

Difficulty Level: Difficult


Topic: Sleep and Learning
Skill Level: Remember the Facts
Learning Objective: 9.6 Compare the roles of slow-wave and REM sleep in learning.
Answer: REM
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

109. The ability of caffeine to reduce sleepiness is due to its ability to block the receptors for
________.

Difficulty Level: Moderate


Topic: Neural Control of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.7 Explain how adenosine contributes to regulating sleep.
Answer: adenosine
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

110. A primary site for brain noradrenergic fibers is the ________.

Difficulty Level: Moderate


Topic: Neural Control of Arousal
Skill Level: Remember the Facts
Learning Objective: 9.8 Describe how neurochemical systems help regulate arousal.
Answer: locus coeruleus
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

111. Blockade of histamine receptors will produce ________.

Difficulty Level: Difficult


Topic: Neural Control of Arousal
Skill Level: Remember the Facts
Learning Objective: 9.8 Describe how neurochemical systems help regulate arousal.
Answer: drowsiness or sleep
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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112. Total insomnia is produced in rats after damage to their ________ area.

Difficulty Level: Difficult


Topic: Neural Control of Sleep/Waking Transitions
Skill Level: Remember the Facts
Learning Objective: 9.9 Summarize factors involved in regulating transitions between sleep and
waking.
Answer: preoptic
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

113. The _________________ preoptic area contains the majority of sleep neurons.

Difficulty Level: Moderate


Topic: Neural Control of Sleep/Waking Transitions
Skill Level: Remember the Facts
Learning Objective: 9.9 Summarize factors involved in regulating transitions between sleep and
waking.
Answer: ventrolateral
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

114. The eye movements that are observed during REM sleep appear to be controlled by fibers
within the dorsal pons that project to the ________.

Difficulty Level: Moderate


Topic: Neural Control of Transition to REM
Skill Level: Remember the Facts
Learning Objective: 9.10 Describe the role of flip-flop circuits controlling transitions to REM.
Answer: tectum
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

115. ________ involves a difficulty in getting to sleep or staying asleep.

Difficulty Level: Easy


Topic: Insomnia
Skill Level: Remember the Facts
Learning Objective: 9.11 Describe the symptoms, treatment, and biological basis of insomnia.
Answer: Insomnia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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116. ________ refers to a form of insomnia in which a person cannot breathe while sleeping.

Difficulty Level: Moderate


Topic: Insomnia
Skill Level: Remember the Facts
Learning Objective: 9.11 Describe the symptoms, treatment, and biological basis of insomnia.
Answer: Sleep apnea
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

117. The primary symptom of the sleep disorder known as ________ is sleep attacks, in which
sleep occurs at any moment.

Difficulty Level: Moderate


Topic: Narcolepsy
Skill Level: Remember the Facts
Learning Objective: 9.12 Describe the symptoms, treatment, and biological basis of narcolepsy.
Answer: narcolepsy
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

118. A person who exhibits sudden paralysis but remains conscious may be suffering from an
episode of ________.

Difficulty Level: Moderate


Topic: Narcolepsy
Skill Level: Remember the Facts
Learning Objective: 9.12 Describe the symptoms, treatment, and biological basis of narcolepsy.
Answer: cataplexy
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

119. ________ is a new-generation drug used to treat narcolepsy.

Difficulty Level: Difficult


Topic: Narcolepsy
Skill Level: Remember the Facts
Learning Objective: 9.12 Describe the symptoms, treatment, and biological basis of narcolepsy.
Answer: Modafinil
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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120. The symptoms of REM sleep behavior disorder are conceptually opposite to those noted in
________.

Difficulty Level: Difficult


Topic: REM Sleep Behavior Disorder
Skill Level: Understand the Concepts
Learning Objective: 9.13 Describe the symptoms, treatment, and biological basis of REM sleep
behavior disorder.
Answer: cataplexy
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

121. Another name for sleepwalking is ________.

Difficulty Level: Moderate


Topic: Problems Associated with Slow-Wave Sleep
Skill Level: Remember the Facts
Learning Objective: 9.14 Describe the symptoms, treatment, and biological basis of bedwetting,
sleepwalking, and night terrors.
Answer: somnambulism
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

122. A stimulus that resets an internal biological clock is termed a ________.

Difficulty Level: Moderate


Topic: Circadian Rhythms and Zeitgebers
Skill Level: Remember the Facts
Learning Objective: 9.15 List examples of circadian rhythms and zeitgebers.
Answer: zeitgeber
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

123. ________ may be useful for the treatment of jet lag.

Difficulty Level: Moderate


Topic: Changes in Circadian Rhythms: Shift Work and Jet Lag
Skill Level: Remember the Facts
Learning Objective: 9.17 Suggest why shift work and jet lag result in changes in circadian
rhythms.
Answer: Melatonin
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Essay Questions

124. Describe laboratory methods used to study sleep.

Difficulty Level: Moderate


Topic: Stages of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Participants in a sleep experiment are equipped so as to provide measures of brain
electrical activity (EEG), muscle tension (EMG), and eye activity (EOG), while other devices
may record heart rate or skin resistance. These measures are then examined to determine the
stages and phases of sleep.

125. Compare the characteristics of non-REM sleep with those of REM sleep.

Difficulty Level: Moderate


Topic: Stages of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.1 Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Non-REM consists of three stages: stage 1 contains alpha activity (8–12 Hz) and theta
activity (3.5–7.5 Hz); stage 2 contains sleep spindles (12–14 Hz) but not alpha activity; and stage
3 contains more delta activity (less than 3.5 Hz). Muscle activity is present during non-REM
sleep, but not REM sleep. In REM sleep, the EEG shifts back to a beta wave form (13–30 Hz). In
REM sleep, there are regular movements of the eyes, signs of genital arousal, and dreaming.

126. Evaluate the hypothesis that slow-wave sleep is required to rest the brain. Your answer
should include a discussion of the consequences of sleep deprivation and the effects of physical
and mental activity on slow-wave sleep.

Difficulty Level: Moderate


Topic: Functions of Slow-Wave Sleep
Skill Level: Understand the Concepts
Learning Objective: 9.4 Suggest some possible functions of slow-wave sleep.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: All vertebrates sleep, and sleep deprivation can be fatal for some animals. Sleep
deprivation in humans can produce visual hallucinations and difficulty in concentration. During
slow-wave sleep, brain activity declines, and it appears that slow-wave sleep is important for
cognitive functioning. Although physical exertion (an increase or decrease) has little effect on
slow-wave sleep, mental exertion produces an increase in subsequent slow-wave sleep.

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127. Explain why it is unlikely that the sleep-waking cycle is controlled by a blood-borne
chemical.

Difficulty Level: Easy


Topic: Neural Control of Sleep
Skill Level: Remember the Facts
Learning Objective: 9.7 Explain how adenosine contributes to regulating sleep.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Sleep could be the result of depletion of a wakefulness-promoting factor, whereas
waking could result from depletion of a sleep-inducing factor. A key difficulty for this theory is
that the hemispheres of the dolphin show alternating sleep-waking patterns.

128. Contrast the effects of acetylcholine and serotonin on cortical arousal.

Difficulty Level: Difficult


Topic: Neural Control of Arousal
Skill Level: Understand the Concepts
Learning Objective: 9.8 Describe how neurochemical systems help regulate arousal.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Cortical arousal refers to alertness and wakefulness and is indexed by cortical
desynchrony. Acetylcholine is contained within two sets of neurons and released in the cortex to
induce desynchrony. One pathway is from the pons to the cortex, and the other is from the basal
forebrain to the cortex. Electrical stimulation of the pons induces cortical desynchrony and is
accompanied by marked increases in acetylcholine levels. Serotonin-containing neurons are
located within the raphe nuclei. Serotonin neurons may be most active during waking and are
almost silent during REM sleep.

129. Contrast the neural systems and relevant transmitters that control slow-wave sleep.

Difficulty Level: Difficult


Topic: Neural Control of Arousal
Skill Level: Understand the Concepts
Learning Objective: 9.8 Describe how neurochemical systems help regulate arousal.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Slow-wave sleep is produced by activity of neurons within the ventrolateral preoptic
area (vlPOA) that act by inhibition of neural systems that promote wakefulness. The vlPOA
secretes GABA, which in turn inhibits transmitter systems that are key to arousal and
wakefulness. These include norepinephrine within the locus coeruleus, histamine in the
tuberomammillary nucleus, and serotonin within the raphe nuclei. Adenosine may promote sleep
by GABA-mediated inactivation of acetylcholine neurons that promote arousal. Orexin (also
known as hypocretin) neurons promote wakefulness.

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130. Explain the relationship between REM sleep, narcolepsy, and antidepressant medications.

Difficulty Level: Moderate


Topic: Narcolepsy
Skill Level: Remember the Facts
Learning Objective: 9.12 Describe the symptoms, treatment, and biological basis of narcolepsy.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Certain aspects of REM sleep (paralysis, dreaming) appear to intrude into the daytime
hours in a person with narcolepsy. Sleep attack is an overwhelming urge to sleep for a few
minutes. During cataplexy, a person has paralysis while conscious, whereas during sleep,
paralysis occurs just before or just after sleep. Hypnagogic hallucinations are dreams that occur
during sleep paralysis. Sleep attacks can be treated using amphetamine-like stimulants, whereas
antidepressant drugs (which act on serotonin and norepinephrine) are effective against other
narcolepsy symptoms. Depressed persons show fragmented REM sleep, and antidepressant drugs
suppress REM sleep.

131. Explain the process by which light acts on the suprachiasmatic nucleus (SCN) to control the
circadian rhythm.

Difficulty Level: Moderate


Topic: The Suprachiasmatic Nucleus
Skill Level: Understand the Concepts
Learning Objective: 9.16 Explain how the suprachiasmatic nucleus regulates circadian rhythms.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: The SCN receives afferent signals from the retina (melanopsin in ganglion cells) that
provide the capacity of light signals to reset the SCN clock (a zeitgeber function). Glutamate is
the transmitter between retinal cells and the SCN. The output of the SCN is to three nearby brain
regions that in turn interact with neural circuits that induce wakefulness or promote sleep.

132. Explain how melatonin may act to ameliorate jet lag.

Difficulty Level: Moderate


Topic: Changes in Circadian Rhythms: Shift Work and Jet Lag
Skill Level: Understand the Concepts
Learning Objective: 9.17 Suggest why shift work and jet lag result in changes in circadian
rhythms.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Jet lag refers to the fact that although humans can rapidly travel across many time
zones, their internal clocks require a longer time period to reset to the local time. Jet lag refers to
feelings of disorientation and problems with sleep patterns. Melatonin secretion is a circadian
rhythm that peaks near bedtime. Ingestion of melatonin at bedtime may pulse the brain with
melatonin, thereby resetting brain clocks.

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Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in Revel
for Physiology of Behavior, 13th Edition.

Assignment: Quiz: What Is Sleep?


EOM Q9.1.1
Question: During sleep, a(n) ______________ is used to measure brain activity.
a. electroencephalogram
b. electromyogram
c. electro-oculogram
d. oximeter probe
Answer: A
Consider This: The name of one of the instruments means “brain measure”; LO 9.1: Describe the
progression, behaviors, and EEG characteristics of the stages of sleep.
Learning Objective: 9.1: Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q9.1.2
Question: During periods of wakefulness, brain waves oscillate between _____________ and
_____________ waves.
a. alpha; beta
b. delta; beta
c. alpha; delta
d. theta; delta
Answer: A
Consider This: These waves are generally low amplitude; LO 9.1: Describe the progression,
behaviors, and EEG characteristics of the stages of sleep.
Skill: Remember the Facts
Difficulty: Easy
Objective: LO 9.1: Describe the progression, behaviors, and EEG characteristics of the stages of
sleep.

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EOM Q9.1.3
Question: As Jenelle is falling asleep, she has a sensation of walking along a path. Suddenly, her
right leg steps into a hole and her foot jerks in bed, seemingly simulating the experienced fall in
her sleeping state. These muscle contractions are called:
a. hypnic jerks.
b. sleep spindles.
c. K complexes.
d. alpha waves.
Answer: A
Consider This: These occur during stage 1 of sleep; LO 9.1: Describe the progression, behaviors,
and EEG characteristics of the stages of sleep.
Learning Objective: 9.1: Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q9.1.4
Question: As Darius is sleeping, his dog begins to bark. As a result, his brain emits several
sudden sharp waveforms known as:
a. hypnic jerks.
b. sleep spindles.
c. K complexes.
d. alpha wave activity.
Answer: C
Consider This: These occur only in Stage 2 of sleep; LO 9.1: Describe the progression,
behaviors, and EEG characteristics of the stages of sleep.
Learning Objective: 9.1: Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q9.1.5
Question: Which statement is true regarding REM sleep?
a. When woken up in this stage, people are often groggy and confused.
b. When in this stage, people are often able to toss and turn on the bed, freely moving.
c. The person experiences dreams.
d. The person experiences vague sensations or feelings.
Answer: C
Consider This: Stage 3 is the deepest stage of sleep, which is the opposite of REM sleep in many
respects; LO 9.1: Describe the progression, behaviors, and EEG characteristics of the stages of
sleep.
Learning Objective: 9.1: Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Difficulty Level: Easy
Skill Level: Understand the Concepts

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Assignment: Quiz: Why Do We Sleep?


EOM Q9.2.1
Question: Which of these animals demonstrates REM sleep?
a. squirrels
b. snakes
c. frogs
d. insects
Answer: A
Consider This: Warm-blooded vertebrates experience REM; LO 9.3: Suggest some possible
general functions of sleep.
Learning Objective: 9.3: Suggest some possible general functions of sleep.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOM Q9.2.2
Question: Sleep deprivation studies suggest that sleep is important for the:
a. performance of mental tasks.
b. rest and recuperation of the body.
c. ability to perform physically stressful duties.
d. performance of exercise.
Answer: A
Consider This: When you are really tired, is it hard to physically move or to think?; LO 9.3:
Suggest some possible general functions of sleep.
Learning Objective: 9.3: Suggest some possible general functions of sleep.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q9.2.3
Question: If you stay awake for 3 days and then fall asleep, you will likely not sleep for the 24
hours of sleep that you missed. Instead, you might sleep 12 hours on the first night. Of the
different stages of sleep, you are MOST likely to make up hours from stage:
a. 1
b. 2
c. 3
d. REM
Answer: C
Consider This: Slow-wave sleep is most important; LO 9.4: Suggest some possible functions of
slow-wave sleep.
Learning Objective: 9.4: Suggest some possible functions of slow-wave sleep.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOM Q9.2.4
Question: An inherited neurological disorder called fatal familial insomnia results in damage to
portions of the:
a. thalamus.
b. medulla.
c. pons.
d. reticular formation.
Answer: A
Consider This: This area is a large relay station in the brain; LO 9.4: Suggest some possible
functions of slow-wave sleep.
Learning Objective: 9.4: Suggest some possible functions of slow-wave sleep.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q9.2.5
Question: All else being equal, which individual spends the MOST time in REM?
a. Kami, an infant
b. Tori, a child
c. DeJuan, a teenager
d. Marcus, an adult
Answer: A
Consider This: The highest proportion of REM sleep is seen during the most active phase of
brain development; LO 9.5: Identify some possible functions of REM sleep.
Learning Objective: 9.5: Identify some possible functions of REM sleep.
Difficulty Level: Moderate
Skill Level: Apply What You Know

Assignment: Quiz: Physiological Mechanisms of Sleep and Waking


EOM Q9.3.1
Question: When a dolphin was sleep deprived in the left hemisphere,
________________________ when the animal was allowed to sleep.
a. both hemispheres experienced an increase in REM sleep
b. both hemispheres experienced an increase in slow-wave sleep
c. the left hemisphere experienced an increase in slow-wave sleep
d. the right hemisphere experienced an increase in slow-wave sleep
Answer: C
Consider This: Rebound may be controlled by chemicals located in the brain itself; LO 9.7:
Explain how adenosine contributes to regulating sleep.
Learning Objective: 9.7: Explain how adenosine contributes to regulating sleep.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q9.3.2
Question: Falling levels of glycogen trigger an increase in ____________, which helps to
promote sleep.
a. adenosine
b. acetylcholine
c. aspartate
d. anandamide
Answer: A
Consider This: This is a nucleoside neuromodulator; LO 9.7: Explain how adenosine contributes
to regulating sleep.
Learning Objective: 9.7: Explain how adenosine contributes to regulating sleep.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q9.3.3
Question: Caffeine binds to adenosine receptors and blocks them. The end result is feeling
awake because adenosine is unable to activate its receptors to promote sleepiness. Caffeine is:
a. a direct antagonist.
b. an indirect antagonist.
c. a direct agonist.
d. an indirect antagonist.
Answer: A
Consider This: Caffeine affects adenosine in a straight-forward way; LO 9.7: Explain how
adenosine contributes to regulating sleep.
Learning Objective: 9.7: Explain how adenosine contributes to regulating sleep.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q9.3.4
Question: In times of increased brain activity ________ from _________ is converted into fuel
for neurons.
a. glycogen; astrocytes
b. glucose; astrocytes
c. glycogen; oligodendrocytes
d. glucose; microglia
Answer: A
Consider This: Only one of these glial cells can provide nourishment for neurons; LO 9.7:
Explain how adenosine contributes to regulating sleep.
Learning Objective: 9.7: Explain how adenosine contributes to regulating sleep.
Difficulty Level: Moderate
Skill Level: Remember the Facts

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EOM Q9.3.5
Question: If acetylcholine activity is high, then:
a. the animal is likely feeling drowsy or beginning to sleep.
b. there is a decrease in EEG-measured cortical arousal.
c. brain waves are likely highly synchronized.
d. brain waves are likely desynchronized.
Answer: D
Consider This: Acetylcholine agonists increase arousal; LO 9.8: Describe how neurochemical
systems help regulate arousal.
Learning Objective: 9.8: Describe how neurochemical systems help regulate arousal.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

Assignment: Quiz: Disorders of Sleep


EOM Q9.4.1
Question: The difference between primary and secondary insomnia is:
a. the length of time the insomnia has lasted.
b. the cause of the difficulty falling asleep.
c. the age of onset.
d. the likelihood of being affected at a given time of year (seasonal).
Answer: B
Consider This: A clinical diagnosis of insomnia would differ from the occasional times that your
brain “cannot turn off” to go to sleep; LO 9.11: Describe the symptoms, treatment, and biological
basis of insomnia.
Learning Objective: 9.11: Describe the symptoms, treatment, and biological basis of insomnia.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM Q9.4.2
Question: John has periods during the night where he stops breathing, causing carbon dioxide
levels in his blood to rise. Once the levels get too high, he wakes up, gasping for breath. John
suffers from:
a. insomnia.
b. sleep apnea.
c. narcolepsy.
d. night terrors.
Answer: B
Consider This: The correct term means “asphyxia”; LO 9.11: Describe the symptoms, treatment,
and biological basis of insomnia.
Learning Objective: 9.11: Describe the symptoms, treatment, and biological basis of insomnia.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOM Q9.4.3
Question: ____________, a symptom of narcolepsy, occurs when a fully conscious person
appears to be paralyzed.
a. Cataplexy
b. Sleep apnea
c. A sleep attack
d. Insomnia
Answer: A
Consider This: This is a type of muscle weakness that occurs inappropriately (when the person is
awake); LO 9.12: Describe the symptoms, treatment, and biological basis of narcolepsy.
Learning Objective: 9.12: Describe the symptoms, treatment, and biological basis of narcolepsy.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q9.4.4
Question: REM sleep behavior disorder is the opposite of narcolepsy in that:
a. people have “awake attacks” rather than sleep attacks.
b. REM sleep behavior disorder is not linked to degenerative disorders.
c. REM sleep behavior disorder involves bouts of insomnia.
d. instead of muscle paralysis during waking hours, those with REM sleep behavior disorder
lack muscle paralysis during sleep.
Answer: D
Consider This: Those with this disorder often act out their dreams; LO 9.13: Describe the
symptoms, treatment, and biological basis of REM sleep behavior disorder.
Learning Objective: 9.13: Describe the symptoms, treatment, and biological basis of REM sleep
behavior disorder.
Difficulty Level: Difficult
Skill Level: Analyze It

EOM Q9.4.5
Question: Which sleep disorder or disturbance is seen more often in adults than children?
a. insomnia
b. sleepwalking
c. bedwetting
d. night terrors
Answer: A
Consider This: Which one is someone less likely to “grow out of”?; LO 9.14: Describe the
symptoms, treatment, and biological basis of bedwetting, sleepwalking, and night terrors.
Learning Objective: 9.14: Describe the symptoms, treatment, and biological basis of bedwetting,
sleepwalking, and night terrors.
Difficulty Level: Moderate
Skill Level: Analyze It

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Assignment: Quiz: Biological Clocks


EOM Q9.5.1
Question: A hamster, when put in endless darkness, will display activity reflecting a 23-hour
day. This hamster is displaying is a(n) _____ rhythm
a. endogenous
b. entrained
c. internal
d. external
Answer: A
Consider This: This rhythm is what the hamster does without any outside cues as to when it is
light or dark; LO 9.15: List examples of circadian rhythms and zeitgebers.
Learning Objective: 9.15: List examples of circadian rhythms and zeitgebers.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q9.5.2
Question: Hamster A has a 24-hour rhythm. Hamster A has its SCN removed and replaced with
the SCN of Hamster B, which has an endogenous rhythm of 20 hours. What is the resultant
rhythm of Hamster A?
a. 20 hours
b. 22 hours
c. 24 hours
d. 26 hours
Answer: A
Consider This: The SCN does not need to form connections to affect the system; LO 9.16:
Explain how the suprachiasmatic nucleus regulates circadian rhythms.
Learning Objective: 9.16: Explain how the suprachiasmatic nucleus regulates circadian rhythms.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q9.5.3
Question: The suprachiasmatic nucleus is found in the:
a. thalamus.
b. hypothalamus
c. medulla.
d. pons.
Answer: B
Consider This: This area controls food and water intake and sexual behavior, among many other
functions; LO 9.16: Explain how the suprachiasmatic nucleus regulates circadian rhythms.
Learning Objective: 9.16: Explain how the suprachiasmatic nucleus regulates circadian rhythms.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q9.5.4
Question: Animals that are seasonal breeders will experience anti-gonadal function during
____________ due to ____________ melatonin levels.
a. winter; increased
b. winter; decreased
c. summer; increased
d. summer; decreased
Answer: A
Consider This: Long nights = more melatonin; LO 9.17: Describe the relationship between the
pineal gland and melatonin.
Learning Objective: 9.17: Describe the relationship between the pineal gland and melatonin.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q9.5.5
Question: Darnelle is totally blind and suffers from non-24-hour sleep-wake disorder. Her
circadian rhythm is longer than 24 hours, resulting in recurrent periods of daytime sleepiness and
nighttime insomnia. To synchronize her circadian rhythm, her doctor prescribes a low evening
dose of the hormone:
a. prolactin.
b. ghrelin.
c. oxytocin.
d. melatonin.
Answer: D
Consider This: The hormone is secreted by the pineal gland; LO 9.18: Suggest why shift work
and jet lag result in changes in circadian rhythms.
Learning Objective: 9.18: Suggest why shift work and jet lag result in changes in circadian
rhythms.
Difficulty Level: Moderate
Skill Level: Apply What You Know

Assignment: Chapter Quiz: Sleep and Biological Rhythms


EOC Q9.1
Question: Deep sleep is characterized by ___________ waves.
a. alpha
b. beta
c. delta
d. theta
Answer: C
Consider This: These are high amplitude waves; LO 9.1: Describe the progression, behaviors,
and EEG characteristics of the stages of sleep.
Learning Objective: 9.1: Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOC Q9.2
Question: John is sleeping when his mother calls his name. He does not respond. She calls his
name louder, telling him it is time to get up and get ready for school. Even when she gets close to
the bed, says his name, and puts her hand on his shoulder, he does not arouse. It is likely that he
is in the ____________ stage of sleep.
a. 1st
b. 2nd
c. 3rd
d. REM
Answer: C
Consider This: In the deepest stage of sleep, it is hard to arouse the sleeper; LO 9.1: Describe the
progression, behaviors, and EEG characteristics of the stages of sleep.
Learning Objective: 9.1: Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q9.3
Question: As the night progresses and the individual continues to sleep, they experience:
a. more Stage 4 sleep.
b. more Stage 3 sleep.
c. less Stage 2 sleep.
d. more REM sleep.
Answer: D
Consider This: Most slow-wave sleep occurs during the first half of night; LO 9.1: Describe the
progression, behaviors, and EEG characteristics of the stages of sleep.
Learning Objective: 9.1: Describe the progression, behaviors, and EEG characteristics of the
stages of sleep.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q9.4
Question: The ___________ level of activity in the ___________ cortex during REM sleep is
reflective of visual hallucinations that occur during dreaming.
a. high; extrastriate
b. high; striate
c. low; extrastriate
d. low; striate
Answer: A
Consider This: The eyes are not receiving any input during sleep; LO 9.2: Explain the patterns of
brain activity present in REM and slow-wave sleep.
Learning Objective: 9.2: Explain the patterns of brain activity present in REM and slow-wave
sleep.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q9.5
Question: The nature of dreams, such as disorganization, scrambled events, and no clear passing
of time, suggests that the ___________ cortex has a ________ activity level during REM sleep.
a. prefrontal; low
b. prefrontal; high
c. extrastriate; low
d. extrastriate; high
Answer: A
Consider This: Which area of the brain would be responsible for planning and organization?; LO
9.2: Explain the patterns of brain activity present in REM and slow-wave sleep.
Learning Objective: 9.2: Explain the patterns of brain activity present in REM and slow-wave
sleep.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q9.6
Question: If you were sleeping and experienced stimulation to your dorsolateral
______________ cortex, it is more likely that you would report lucid dreaming, which is
realizing that you are dreaming and not actually awake.
a. prefrontal
b. occipital
c. parietal
d. temporal
Answer: A
Consider This: This brain area is usually inactive during REM sleep and allows the dreamer to
control his/her dreams; LO 9.2: Explain the patterns of brain activity present during REM and
slow-wave sleep.
Learning Objective: 9.2: Explain the patterns of brain activity present during REM and slow-
wave sleep.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q9.7
Question: Research suggests that eye movements during REM sleep:
a. are necessary to experience the visual hallucinations involved in dreaming.
b. are random occurrences.
c. are in response to the visual images that are being experienced.
d. are the same from person to person.
Answer: C
Consider This: To determine the function of these eye movements, researchers tracked eye
movements and then asked participants what they dreamed about; LO 9.2: Explain the patterns
of brain activity present during REM and slow-wave sleep.
Learning Objective: 9.2: Explain the patterns of brain activity present during REM and slow-
wave sleep.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q9.8
Question: To encourage mental activity in a stress-free way, Horne and Minard (1985) treated
their participants to a fun day out, with visits to museums, amusement parks, galleries, and
shopping malls. That night, participants:
a. experienced more slow-wave sleep.
b. experienced insomnia.
c. slept longer than usual.
d. showed little or no REM sleep.
Answer: A
Consider This: Mental stimulation increases glucose metabolism in the brain, especially in the
frontal lobes; LO 9.4: Suggest some possible functions of slow-wave sleep.
Learning Objective: 9.4: Suggest some possible functions of slow-wave sleep.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOC Q9.9
Question: Compared to slow-wave sleep, REM sleep strongly facilitates:
a. the consolidation of nondeclarative memory.
b. the consolidation of declarative memory.
c. the ability to perform a physical task.
d. remembering the events that took place over the course of the day.
Answer: A
Consider This: REM sleep appears to help things like recognizing a person’s face; LO 9.6:
Compare the roles of slow-wave and REM sleep in learning.
Learning Objective: 9.6: Compare the roles of slow-wave and REM sleep in learning.
Difficulty Level: Moderate
Skill Level: Analyze It

EOC Q9.10
Question: Joey, as a research participant, has to study a list of paired words. He is then allowed
to take a nap before testing. If he experiences ____________ sleep, he does better on the test.
a. stage 1
b. stage 2
c. stage 3
d. REM
Answer: C
Consider This: This type of memory would be something that Joey could talk about; LO 9.6:
Compare the roles of slow-wave and REM sleep in learning.
Learning Objective: 9.6: Compare the roles of slow-wave and REM sleep in learning.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q9.11
Question: If norepinephrine levels are high, then:
a. the animal is likely feeling drowsy or beginning to sleep.
b. there is a decrease in EEG-measured cortical arousal.
c. the animal is dreaming.
d. the animal is awake.
Answer: D
Consider This: Norepinephrine agonists increase arousal; LO 9.8: Describe how neurochemical
systems help regulate arousal.
Learning Objective: 9.8: Describe how neurochemical systems help regulate arousal.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q9.12
Question: The textbook describes six different neurotransmitters involving in regulating arousal
and the sleep-wake cycle. Levels of only one of these chemicals—namely, _____ —are high
rather than low during REM sleep.
a. norepinephrine
b. serotonin
c. adenosine
d. acetylcholine
Answer: D
Consider This: During REM sleep, levels of the correct hormone increase in both the cortex and
the hippocampus; LO 9.8: Describe how neurochemical systems help regulate arousal.
Learning Objective: 9.8: Describe how neurochemical systems help regulate arousal.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q9.13
Question: In the flip-flop circuit that controls sleep and arousal, the ___________ neurons are
the stabilizing force, pushing the circuit toward arousal.
a. orexinergic
b. serotonergic
c. noradrenergic
d. cholinergic
Answer: A
Consider This: The cause of narcolepsy is degeneration of orexinergic neurons in humans; LO
9.10: Describe the role of flip-flop circuits controlling transitions to REM.
Learning Objective: 9.10: Describe the role of flip-flop circuits controlling transitions to REM.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q9.14
Question: Doris works a stressful job, has difficulty falling asleep, and often wakes up early.
After several weeks, she agrees to participate in a sleep study to determine whether she has
insomnia. It is likely that the results of her sleep study show Doris:
a. spends less time sleeping as people who do not complain of insomnia.
b. is lacking in the substances that promote and maintain sleep.
c. spends as much time sleeping as people who do not complain of insomnia.
d. has an excess of arousal-producing neurochemicals.
Answer: C
Consider This: The most common treatment for insomnia includes changes to sleep hygiene; LO
9.11: Describe the symptoms, treatment, and biological basis of insomnia.
Learning Objective: 9.11: Describe the symptoms, treatment, and biological basis of insomnia.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q9.15
Question: The response of the pupil and retina to the ambient level of light is controlled by:
a. rods, but not cones.
b. cones, but not rods
c. both rods and cones.
d. neither rods nor cones.
Answer: D
Consider This: The axons of melanopsin-sensitive photoreceptors terminate in the SCN and the
midbrain. LO 9.16 Explain how the suprachiasmatic nucleus regulates circadian rhythms.
Learning Objective: 9.16: Explain how the suprachiasmatic nucleus regulates circadian rhythms.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Chapter 10: Reproductive and Parental Behavior


Total Assessment Guide (T.A.G.)

Topic Question Remember the Facts Understand the Apply What You
Type Concepts Know
Sexual Multiple 1-5,9,13,15-17,23, 6-8,10,12,14,18-22, 11
Development Choice 26,28,32,33,35 24,25,27,29-31,34

Fill-In 107-116

Essay 127-130

Control of Multiple 36,38-40,42-46,50,53- 37,41, 47,49,51,52, 48,69


Sexual Choice 55, 57-61,63- 56,62, 66,71,73,77
Behavior by 65,67,68,70,72,74-76
Hormones Fill-In 117-123
and
Pheromones Essay 132 131

Neural Multiple 79,81-86,88-90,92,94 78,80,87,91,93


Control of Choice
Sexual
Behavior Fill-In 124,125

Essay

Sexual Multiple 96-102 95


Orientation Choice

Fill-In 126

Essay 133

Parental Multiple 105-108 103,104


Behavior Choice

Fill-In

Essay 134

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Multiple-Choice Questions

1. All cells of the human body, other than sperm or ova, contain 23

a. pairs of chromosomes.
b. chromosomes.
c. pairs of genes.
d. genes.
e. alleles.

Difficulty Level: Easy


Topic: Production of Gametes and Fertilization
Skill Level: Remember the Facts
Learning Objective: 10.1 Describe gamete production and fertilization.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

2. A person’s genetic sex is determined by

a. the sperm, which can carry either an X or Y chromosome.


b. the egg, which can carry either an X or Y chromosome.
c. the sperm, which can only carry X chromosomes.
d. the egg, which can only carry X chromosomes.
e. the sperm, which can only carry Y chromosomes.

Difficulty Level: Easy


Topic: Production of Gametes and Fertilization
Skill Level: Remember the Facts
Learning Objective: 10.1 Describe gamete production and fertilization.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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3. The genetic sex of a fetus is determined by

a. the hormones produced by the pituitary during fetal development.


b. a single gene on the X chromosome.
c. the gonads.
d. the father’s sperm.
e. the phase of the menstrual cycle during which fertilization occurs.

Difficulty Level: Moderate


Topic: Production of Gametes and Fertilization
Skill Level: Remember the Facts
Learning Objective: 10.1 Describe gamete production and fertilization.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

4. A single egg contributes a(n) ________ chromosome to the developing zygote.

a. XX
b. X
c. Y
d. XY
e. XO

Difficulty Level: Easy


Topic: Production of Gametes and Fertilization
Skill Level: Remember the Facts
Learning Objective: 10.1 Describe gamete production and fertilization.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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5. A typical genetic female would have

a. XY chromosomes.
b. XX chromosomes.
c. XYY chromosomes.
d. XO chromosomes.
e. XXY chromosomes.

Difficulty Level: Moderate


Topic: Production of Gametes and Fertilization
Skill Level: Remember the Facts
Learning Objective: 10.1 Describe gamete production and fertilization.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

6. An observation of the developing gonads of a 4-week-old male fetus would reveal

a. a clearly defined scrotum and penis.


b. a clearly defined Wolffian duct system.
c. gonads that are not differentiated for a male or female.
d. clearly defined ovaries.
e. a clearly defined Müllerian system.

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Understand the Concepts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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7. Which structure is considered to be a human sex organ?

a. ovaries
b. adrenal gland
c. pancreas
d. pituitary
e. thyroid

Difficulty Level: Easy


Topic: Development of the Sex Organs
Skill Level: Understand the Concepts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

8. The factor that determines whether undifferentiated gonads develop into testes is the

a. SRY gene located on the Y chromosome.


b. secretion of testosterone from the adrenals.
c. SRY gene located on the X chromosome.
d. 21st pair of chromosomes.
e. secretion of androgens from the gonads.

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Understand the Concepts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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9. The protein that dictates the conversion of undifferentiated gonads into the testes is
initiated by the

a. ob/ob protein.
b. leptin protein.
c. gene Tny.
d. SRY gene.
e. X chromosome.

Difficulty Level: Easy


Topic: Development of the Sex Organs
Skill Level: Remember the Facts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

10. The formation of the ovaries during prenatal development is controlled by

a. the XXY gene.


b. testosterone.
c. the X chromosome.
d. the Y chromosome.
e. the absence of the SRY gene.

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Understand the Concepts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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11. A female rhesus monkey is exposed to testosterone in utero. As a result, the animal
displays some defeminized behaviors as an adult. In this case, the influence of the hormone
exposure had a(n) _______________ effect.

a. activational
b. organizational
c. instrumental
d. masculinizing
e. feminizing

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Apply What You Know
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

12. The primary distinction between an organizational hormone effect and an activational
hormone effect is that

a. activational effects are permanent.


b. organizational effects are permanent.
c. organizational effects only occur during adulthood.
d. activational effects are mediated by receptors, whereas organizational effects are
due to temporary changes in neurotransmitter secretion.
e. organizational effects only occur in the brain.

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Understand the Concepts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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13. The Müllerian system structures are the precursors to the

a. male internal sex organs.


b. ovaries.
c. female internal sex organs.
d. testes.
e. penis and scrotum.

Difficulty Level: Easy


Topic: Development of the Sex Organs
Skill Level: Remember the Facts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

14. Which pair of terms belongs together?

a. Wolffian system; clitoris


b. Müllerian system; Fallopian tubes
c. Müllerian system; uterus
d. Wolffian system; uterus
e. Müllerian system; vas deferens

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Understand the Concepts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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15. Early in the course of human embryonic development, the internal sex organs are

a. subject to activational effects.


b. bisexual.
c. clearly feminine.
d. clearly masculine.
e. dependent on the XY protein for their growth.

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Remember the Facts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

16. The prenatal development of the internal reproductive structures of the male requires

a. activation of the Müllerian system by anti-Müllerian hormone.


b. secretion of estradiol by the pituitary.
c. secretion of progesterone.
d. secretion of androgens.
e. secretion of lactase.

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Remember the Facts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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17. The prenatal development of the internal reproductive structures of the female

a. requires the suppression of the Müllerian system by anti-Müllerian hormone.


b. requires secretion of estradiol by the pituitary gland.
c. is caused by secretion of progesterone.
d. requires no hormone.
e. requires secretion of androgens.

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Remember the Facts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

18. The hormone ________ exerts a defeminizing action during prenatal development.

a. testosterone
b. dihydrotestosterone
c. estradiol
d. ghrelin
e. anti-Müllerian hormone

Difficulty Level: Easy


Topic: Development of the Sex Organs
Skill Level: Understand the Concepts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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19. A hormone that prevents the prenatal development of the Müllerian system is said to have
a(n)

a. defeminizing effect.
b. activational effect.
c. masculinizing effect.
d. feminizing effect.
e. nonselective action on the undifferentiated gonads.

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Understand the Concepts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

20. A hormone that promotes the prenatal development of the Wolffian system is said to have
a(n)

a. defeminizing effect.
b. activational effect.
c. masculinizing effect.
d. feminizing effect.
e. nonselective action on the undifferentiated gonads.

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Understand the Concepts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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21. A person who suffers from androgen insensitivity syndrome would be expected to

a. show male external genitalia.


b. have ovaries.
c. secrete androgens.
d. lack female internal reproductive structures.
e. lack anti-Mullerian hormone.

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Understand the Concepts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

22. In which disorder would the external genitals of a female develop in conjunction with
testes?

a. adrenogenital syndrome
b. Turner syndrome
c. SRY syndrome
d. persistent Müllerian duct syndrome
e. androgen insensitivity syndrome

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Understand the Concepts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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23. The enzyme ________ converts testosterone into dihydrotestosterone.

a. tyrosine hydroxylase
b. 5α reductase
c. seminal hydroxylase
d. 3Ώ galactase
e. tryptophan hydroxylase

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Remember the Facts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

24. In ________, one might expect to observe both male and female internal reproductive
structures.

a. adrenogenital syndrome
b. Turner syndrome
c. SRY syndrome
d. persistent Müllerian duct syndrome in a genetic male
e. androgen insensitivity syndrome

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Understand the Concepts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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25. The principle demonstrated by Turner syndrome is that

a. male fetuses produce Müllerian-inhibiting substances.


b. female secondary sexual characteristics appear without the ovaries.
c. ovaries are necessary for development of the Müllerian system.
d. different hormones are required to develop or to suppress the development of the
male reproductive organs.
e. ovaries are not necessary for development as a female.

Difficulty Level: Difficult


Topic: Development of the Sex Organs
Skill Level: Understand the Concepts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

26. Individuals with a sex chromosome pair of X0 have

a. Willcox syndrome.
b. androgen insensitivity syndrome.
c. Turner syndrome.
d. persistent Müllerian duct syndrome.
e. 5α reductase deficiency.

Difficulty Level: Easy


Topic: Development of the Sex Organs
Skill Level: Remember the Facts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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27. A genetic male has a hormone receptor deficiency that results in this person having a
penis and both sets of internal sex organs. The most likely explanation for this case is that the
person might

a. lack the Y chromosome.


b. have undergone elective plastic surgery.
c. have persistent Müllerian duct syndrome.
d. have testes that oversecreted anti-Müllerian hormone.
e. have Turner syndrome.

Difficulty Level: Difficul


Topic: Development of the Sex Organs
Skill Level: Understand the Concepts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

28. The prenatal development of the external male genitalia requires the presence of

a. alpha-feto protein.
b. melatonin.
c. estradiol.
d. dihydrotestosterone.
e. anti-Müllerian hormone.

Difficulty Level: Easy


Topic: Development of the Sex Organs
Skill Level: Remember the Facts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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29. An example of a secondary sex characteristic is

a. ovary development.
b. a deep voice.
c. development of a clitoris.
d. development of a vagina.
e. formation of a penis.

Difficulty Level: Easy


Topic: Sexual Maturation
Skill Level: Understand the Concepts
Learning Objective: 10.3 Compare organizational and activational effects of hormones on
primary and secondary sex characteristics.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

30. An example of an activational effect induced by the hormone estradiol would be

a. breast development.
b. growth of axillary hair in females.
c. differentiation of the Wolffian system into the fimbriae, Fallopian tubes, uterus,
and vagina.
d. maturation of the ovaries in a female.
e. alteration of the vocal cords to create a “deep” voice.

Difficulty Level: Easy


Topic: Sexual Maturation
Skill Level: Understand the Concepts
Learning Objective: 10.3 Compare organizational and activational effects of hormones on
primary and secondary sex characteristics.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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31. ________________ is/are found in both males and females.

a. Gonadotropin-releasing hormone
b. Follicle stimulating hormone
c. Gonadotropin-releasing hormone and testosterone
d. Testosterone
e. Gonadotropin-releasing hormone, follicle stimulating hormone, and testosterone

Difficulty Level: Moderate


Topic: Sexual Maturation
Skill Level: Understand the Concepts
Learning Objective: 10.3 Compare organizational and activational effects of hormones on
primary and secondary sex characteristics.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

32. The event that starts sexual maturation at the onset of puberty is that

a. the ovaries and testes release gonadotropic hormones.


b. estradiol and testosterone are released from the hypothalamus.
c. the pituitary gland secretes gonadotropin-releasing hormones.
d. LH and FSH are released from the hypothalamus.
e. the adrenals release adrenaline.

Difficulty Level: Moderate


Topic: Sexual Maturation
Skill Level: Remember the Facts
Learning Objective: 10.3 Compare organizational and activational effects of hormones on
primary and secondary sex characteristics.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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33. The hormone ________ controls the secretion of gonadotropin-releasing hormone.

a. leptin
b. LH
c. ghrelin
d. kisspeptin
e. cortisol

Difficulty Level: Moderate


Topic: Sexual Maturation
Skill Level: Remember the Facts
Learning Objective: 10.3 Compare organizational and activational effects of hormones on
primary and secondary sex characteristics.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

34. Which factor is known to speed up the onset of female puberty?

a. forced exercise and dieting


b. low levels of body fat
c. high levels of leptin in the blood
d. malnutrition
e. consumption of a low-energy diet

Difficulty Level: Easy


Topic: Sexual Maturation
Skill Level: Understand the Concepts
Learning Objective: 10.3 Compare organizational and activational effects of hormones on
primary and secondary sex characteristics.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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35. A secondary sex effect of androgens would be the

a. development of a penis.
b. growth of pubic hair.
c. raising of the voice pitch.
d. growth of head hair.
e. suppression of the ovaries.

Difficulty Level: Easy


Topic: Sexual Maturation
Skill Level: Remember the Facts
Learning Objective: 10.3 Compare organizational and activational effects of hormones on
primary and secondary sex characteristics.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

36. What is the correct order of steps of the menstrual cycle?

a. follicular phase, ovulation, luteal phase, menstruation


b. ovulation, follicular phase, luteal phase, menstruation
c. follicular phase, luteal phase, ovulation, menstruation
d. menstruation, luteal phase, ovulation, follicular phase
e. ovulation, follicular phase, ovulation, menstruation

Difficulty Level: Easy


Topic: Hormonal Control of Female Reproductive Cycles
Skill Level: Remember the Facts
Learning Objective: 10.4 Summarize the roles of hormones in phases of the menstrual cycle.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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37. The primary feature that distinguishes a menstrual cycle from an estrous cycle is that

a. females can engage in sexual behavior at any time during an estrous cycle.
b. females can only engage in sexual behavior around the time of ovulation in a
menstrual cycle.
c. there is no cycle of growth and loss of the uterine lining in an estrous cycle.
d. an estrous cycle does not involve the secretion of estrogens.
e. an estrous cycle is longer than a menstrual cycle.

Difficulty Level: Easy


Topic: Hormonal Control of Female Reproductive Cycles
Skill Level: Understand the Concepts
Learning Objective: 10.4 Summarize the roles of hormones in phases of the menstrual cycle.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

38. Which statement about the rat estrous cycle is correct?

a. The uterine lining is lost on day 4 of the cycle.


b. The estrous cycle is controlled by adrenal hormones.
c. Ovulation is not required for sexual behavior during the estrous cycle.
d. The rat estrous cycle lasts 4 days.
e. Removal of the ovaries does not disrupt the estrous cycle once it has been
established in an adult female.

Difficulty Level: Moderate


Topic: Hormonal Control of Female Reproductive Cycles
Skill Level: Remember the Facts
Learning Objective: 10.4 Summarize the roles of hormones in phases of the menstrual cycle.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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39. Which hormone causes ovulation in humans?

a. luteinizing hormone
b. estradiol
c. progesterone
d. follicle-stimulating hormone
e. testosterone

Difficulty Level: Easy


Topic: Hormonal Control of Female Reproductive Cycles
Skill Level: Remember the Facts
Learning Objective: 10.4 Summarize the roles of hormones in phases of the menstrual cycle.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

40. Ovulation involves a surge in ________, which in turn ________.

a. estrogen; maintains the longevity of the uterine lining


b. estrogen; disrupts the ovarian follicle
c. leptin; promotes the loss of the uterine lining
d. follicle-stimulating hormone; causes the release of luteinizing hormone
e. luteinizing hormone; ruptures the ovarian follicle and releases an ovum

Difficulty Level: Moderate


Topic: Hormonal Control of Female Reproductive Cycles
Skill Level: Remember the Facts
Learning Objective: 10.4 Summarize the roles of hormones in phases of the menstrual cycle.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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41. Menstruation is triggered by

a. reduced production of estradiol and progesterone from the corpus luteum.


b. implantation of a fertilized ovum in the uterus.
c. androgens secreted by the adrenal cortex.
d. estrogens secreted by the adrenal cortex.
e. increased secretion of estradiol and progesterone from the corpus luteum.

Difficulty Level: Moderate


Topic: Hormonal Control of Female Reproductive Cycles
Skill Level: Understand the Concepts
Learning Objective: 10.4 Summarize the roles of hormones in phases of the menstrual cycle.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

42. After successfully mating, a male rat experiences __________ where he does not initiate
sexual behavior again.

a. a refractory period
b. sexual satiety
c. sexual inhibition
d. lordosis
e. the theta-H effect

Difficulty Level: Easy


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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43. In considering male sexual behavior, it is correct to say that

a. orgasm requires intromission.


b. ejaculation refers to the discharge of semen from the penis.
c. intromission refers to a break between bouts of sexual behavior.
d. pelvic thrusting is limited to males.
e. the sexual behavior of human males requires high levels of testosterone.

Difficulty Level: Moderate


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

44. Which is hormone is released in both female and male rats at the time of orgasm?

a. testosterone
b. luteinizing hormone
c. oxytocin
d. uterone
e. estradiol

Difficulty Level: Easy


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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45. What is the correct sequence of the phases of the rat estrous cycle?

a. proestrus, metestrus, diestrus, estrus


b. estrus, proesterus, diestrus, metestrus
c. metestrus, diestrus, proestrus, estrus
d. estrus, metestrus, diestrus, proestrus
e. proestrus, estrus, diestrus, metestrus

Difficulty Level: Moderate


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

46. A receptive female rat will exhibit ____________ when mounted by a male.

a. lordosis
b. lactation
c. darting
d. escaping
e. startle

Difficulty Level: Easy


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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47. Sexual behavior in the male rat requires the presence of

a. testosterone.
b. estrogen.
c. sensory factors.
d. adrenaline.
e. delta2 hormone.

Difficulty Level: Moderate


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Understand the Concepts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

48. Impairment of oxytocin secretion in a ________ would be expected to ________.

a. male rat; reduce ejaculatory force


b. female rat; permanently alter intromission
c. male rat; initiate lordosis
d. male rat; reduce sexual refractory periods
e. female rat; increase sexual desire

Difficulty Level: Moderate


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Apply What You Know
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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49. Which statement about oxytocin is true?

a. Oxytocin is released from the adrenal gland during orgasm.


b. Oxytocin relaxes smooth muscles in the vagina.
c. Oxytocin release can induce the ejection of milk in a lactating female.
d. Orgasm causes the release of oxytocin only in females.
e. Oxytocin release is controlled by the anterior pituitary gland.

Difficulty Level: Difficult


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Understand the Concepts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

50. Sexual receptivity in a female rat is ________ after removal of the ________.

a. absent; medial preoptic area


b. absent; ovaries
c. absent; nucleus accumbens
d. enhanced; ovaries
e. enhanced; nucleus accumbens

Difficulty Level: Moderate


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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51. What does proceptivity mean in the context of rat copulation?

a. a male rat’s first attempts at interomission


b. a female rat’s ability and willingness to copulate
c. a female rat’s visible behaviors that signal attractiveness to a male
d. a female rat’s interest in copulating with a male rate
e. a male rat’s rejuvenation after a refractory period

Difficulty Level: Moderate


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Understand the Concepts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

52. Which sequence of hormone treatment is most likely to restore sexual receptivity in an
ovariectomized female rat?

a. a small dose of estradiol alone


b. a small dose of oxytocin alone
c. an oxytocin dose followed by a progesterone dose
d. a small dose of progesterone alone
e. a small dose of estradiol followed by a progesterone dose

Difficulty Level: Difficult


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Understand the Concepts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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53. Sexual receptivity in a female rat would be reduced or prevented by

a. an ovariectomy.
b. targeted mutations of androgen receptors.
c. targeted deletions of aldosterone receptors.
d. damage to the medial preoptic hypothalamus.
e. damage to the prefrontal cortex.

Difficulty Level: Moderate


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

54. The physiological and behavioral cues in a female rat to which a male rat will respond are
called

a. receptive behaviors.
b. attractiveness.
c. perceptive behaviors.
d. proceptivity behaviors.
e. refractory behaviors.

Difficulty Level: Moderate


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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55. Lordosis is considered to be an example of ________ in the female rat.

a. receptivity
b. perceptivity
c. proceptivity
d. attractivity
e. reactivity

Difficulty Level: Easy


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

56 The difference between receptivity and proceptivity in rat mating is that

a. proceptivity reflects the eagerness of the female to copulate.


b. proceptivity is not subject to change during the estrous cycle.
c. loss of estrogen will reduce receptivity but not proceptivity.
d. receptivity reflects the eagerness of the female to copulate.
e. androgens facilitate receptivity but not proceptivity.

Difficulty Level: Difficult


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Understand the Concepts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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57. A male rat is castrated immediately after birth and then given injections of estradiol and
progesterone in adulthood. This male rat would be expected to

a. exhibit exaggerated inter-male aggression.


b. attempt to copulate with a female in heat.
c. show lordosis to another male.
d. attempt to copulate with a non-estrous female.
e. show maternal aggression.

Difficulty Level: Moderate


Topic: Organizational Effects of Androgens on Behavior: Masculinization and
Defeminization
Skill Level: Remember the Facts
Learning Objective: 10.6 Contrast behavioral masculinization and defeminization in rodents.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

58. If a female rat is ovariectomized and given testosterone at birth, she will not perform
lordosis for a male; instead, she will mount. In this case, the animal has experienced

a. behavioral defeminization.
b. behavioral masculinization.
c. the activational effects of estradiol and progesterone.
d. the organizational effects of estradiol and progesterone.
e. the organizational effects of testosterone.

Difficulty Level: Moderate


Topic: Organizational Effects of Androgens on Behavior: Masculinization and
Defeminization
Skill Level: Remember the Facts
Learning Objective: 10.6 Contrast behavioral masculinization and defeminization in rodents.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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59. If a female rat is ovariectomized and given testosterone at birth, she will not perform
lordosis for a male even when given estradiol and progesterone. In this case, the animal has
experienced

a. behavioral defeminization.
b. behavioral masculinization.
c. activational effects of estradiol and progesterone.
d. organizational effects of estradiol and progesterone.
e. organizational effects of testosterone.

Difficulty Level: Moderate


Topic: Organizational Effects of Androgens on Behavior: Masculinization and
Defeminization
Skill Level: Remember the Facts
Learning Objective: 10.6 Contrast behavioral masculinization and defeminization in rodents.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

60. The principle that best describes an organizational effect of androgens during prenatal
development that enables an animal to engage in male sexual behavior as an adult is

a. feminization.
b. emasculinization.
c. behavioral masculinization.
d. aromatization.
e. behavioral defeminization.

Difficulty Level: Easy


Topic: Organizational Effects of Androgens on Behavior: Masculinization and
Defeminization
Skill Level: Remember the Facts
Learning Objective: 10.6 Contrast behavioral masculinization and defeminization in rodents.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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61. A brain that is exposed to androgen during prenatal development will not show female
sexual behavior in adulthood. This effect is referred to as

a. feminization.
b. emasculinization.
c. behavioral masculinization.
d. martinization.
e. behavioral defeminization.

Difficulty Level: Easy


Topic: Organizational Effects of Androgens on Behavior: Masculinization and
Defeminization
Skill Level: Remember the Facts
Learning Objective: 10.6 Contrast behavioral masculinization and defeminization in rodents.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

62. An adult rodent that was not exposed to prenatal androgens is injected with estrogen and
progesterone as an adult. That rodent would be expected to display

a. female sexual behaviors.


b. male sexual behaviors.
c. signs of behavioral depression.
d. defeminization.
e. a tendency to be timid in social conflict situations.

Difficulty Level: Moderate


Topic: Organizational Effects of Androgens on Behavior: Masculinization and
Defeminization
Skill Level: Understand the Concepts
Learning Objective: 10.6 Contrast behavioral masculinization and defeminization in rodents.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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63. Women are more likely to initiate sex during _______________, suggesting an influence
of hormones on female sexual behavior.

a. ovulation
b. the luteal phase
c. menstruation
d. the follicular phase
e. the day

Difficulty Level: Moderate


Topic: Human Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.7 Compare the activational effects of hormones on sexual behavior in
men and women.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

64. A human female is more likely to initiate sexual activity with her partner

a. when her estradiol levels are lowest.


b. just prior to menstruation.
c. in the winter months.
d. just after a surge in testosterone from her adrenal glands.
e. at a point in the menstrual cycle when estradiol levels are highest.

Difficulty Level: Easy


Topic: Human Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.7 Compare the activational effects of hormones on sexual behavior in
men and women.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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65. Research suggests that ______________ increases sexual activity and rate of orgasm for
women.

a. estradiol
b. progesterone
c. luteinizing hormone
d. follicular hormone
e. testosterone

Difficulty Level: Moderate


Topic: Human Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.7 Compare the activational effects of hormones on sexual behavior in
men and women.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

66. Which conclusion regarding the role of androgens in female sexual activity represents the
current research consensus?

a. Androgens amplify the effects of estradiol.


b. Androgens’ effects in women are no more than a placebo effect.
c. Androgens act to increase genital blood flow in older females.
d. Androgens inhibit the actions of estradiol in female sexual behavior.
e. Androgens and estradiol are interchangeable hormones for stimulating female
sexual behavior.

Difficulty Level: Moderate


Topic: Human Sexual Behavior
Skill Level: Understand the Concepts
Learning Objective: 10.7 Compare the activational effects of hormones on sexual behavior in
men and women.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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67. Administration of a GnRH antagonist to human males is most likely to cause

a. a loss of tactile sensitivity.


b. a decrease in sexual interest and intercourse after two weeks of treatment.
c. a loss of erections during REM sleep, but no change in sex drive.
d. no change in sexual activity because the adrenal glands also secrete testosterone.
e. increased secretion of testosterone.

Difficulty Level: Moderate


Topic: Human Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.7 Compare the activational effects of hormones on sexual behavior in
men and women.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

68. Both women and men appear to show increased secretion of ________ in anticipation of
renewed sexual contact.

a. cortisol
b. kisspeptin
c. leptin
d. estradiol
e. testosterone

Difficulty Level: Moderate


Topic: Human Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.7 Compare the activational effects of hormones on sexual behavior in
men and women.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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69. Dr. Sardonicus has developed a new pheromone that induces males to approach females.
She created a fragrance laced with this pheromone, named it Yearning, and then began her
marketing plan. Which strategy should she take to introduce the pheromone-laced fragrance
to the market?

a. She should introduce her new product in early February.


b. She should advertise this perfume in men’s magazines.
c. She should not distribute free samples during the cold and flu season.
d. Her advertising should suggest that Yearning leads to yearning.
e. She should advertise in hockey and hunting magazines.

Difficulty Level: Difficult


Topic: Effects of Pheromones
Skill Level: Apply What You Know
Learning Objective: 10.8 Describe the roles of pheromones in reproductive behavior.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

70. The ________ effect refers to a situation in which a group of female mice that are housed
together show a slowing down and then a termination of their estrous cycles.

a. Whitten
b. Bruce
c. Bruce-Lee
d. Lee-Boot
e. Vandenbergh

Difficulty Level: Easy


Topic: Effects of Pheromones
Skill Level: Remember the Facts
Learning Objective: 10.8 Describe the roles of pheromones in reproductive behavior.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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71. When a recently impregnated female mouse encounters a male mouse other than the one
with which she mated, the pregnancy may spontaneously abort. This effect of pheromones is
called the ____________ effect.

a. Bruce
b. Lee-Boot
c. Whitten
d. Vandenbergh
e. Lifeson

Difficulty Level: Moderate


Topic: Effects of Pheromones
Skill Level: Understand the Concepts
Learning Objective: 10.8 Describe the roles of pheromones in reproductive behavior.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

72. The ________ effect refers to a situation in which the odor of a male rodent will accelerate
the onset of puberty in a female rodent.

a. Whitten
b. Bruce
c. Bruce-Lee
d. Lee-Boot
e. Vandenbergh

Difficulty Level: Easy


Topic: Effects of Pheromones
Skill Level: Remember the Facts
Learning Objective: 10.8 Describe the roles of pheromones in reproductive behavior.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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73. The Whitten effect and the Vandenbergh effect are induced in a female rodent by
exposure to ________ from a(n) ________.

a. urine; intact male rodent


b. sweat; castrated male rodent
c. urine; intact female rodent
d. ultrasounds; stranger
e. sweat; pregnant female rodent

Difficulty Level: Easy


Topic: Effects of Pheromones
Skill Level: Understand the Concepts
Learning Objective: 10.8 Describe the roles of pheromones in reproductive behavior.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

74. The vomeronasal organ

a. projects to the accessory optic area in the prefrontal cortex.


b. of a human is heavily innervated by dendrites projecting to the olfactory bulb.
c. is a vestigial, nonfunctional organ in humans.
d. is critical for initiating, but not maintaining, sexual behavior in dolphins.
e. is found in all mammals.

Difficulty Level: Moderate


Topic: Effects of Pheromones
Skill Level: Remember the Facts
Learning Objective: 10.8 Describe the roles of pheromones in reproductive behavior.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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75. Which set of abbreviations correctly belongs together in the context of human
pheromones?

a. AMC, SST, TAAR


b. DDT, GBH, DRI
c. LH, FSH, VSO
d. VNO, AND, EST
e. YYZ, SFO, AUS

Difficulty Level: Moderate


Topic: Effects of Pheromones
Skill Level: Remember the Facts
Learning Objective: 10.8 Describe the roles of pheromones in reproductive behavior.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

76. The odor of human female underarm sweat can

a. delay the onset of puberty.


b. synchronize menstrual cycles in women.
c. influence men’s attractiveness to women.
d. enhance sexual activity in men, but not in women.
e. induce the release of corticosterone from the adrenal glands.

Difficulty Level: Easy


Topic: Effects of Pheromones
Skill Level: Remember the Facts
Learning Objective: 10.8 Describe the roles of pheromones in reproductive behavior.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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77. Which statement is true regarding pheromone action in humans?

a. Menstrual cycles are delayed by exposure to human sweat.


b. Women are attracted to the underarm sweat from men.
c. Men rate T-shirts worn by women during their fertile phase as more pleasant than
T-shirts worn during their nonfertile phase.
d. Men and women show decreased sexual behavior after exposure to pheromones.
e. Men are quite attracted to the underarm sweat from women.

Difficulty Level: Moderate


Topic: Effects of Pheromones
Skill Level: Understand the Concepts
Learning Objective: 10.8 Describe the roles of pheromones in reproductive behavior.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

78. A larger sexually dimorphic nucleus of the medial preoptic area is the result of
________________ during fetal development.

a. excess progesterone
b. high levels of androgens
c. absence of androgens
d. high levels of gonadotropin-releasing hormone
e. high levels of luteinizing hormone

Difficulty Level: Easy


Topic: Male Sexual Behavior
Skill Level: Understand the Concepts
Learning Objective: 10.9 Identify the role of spinal and brain mechanisms in male sexual
behavior.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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79. A group of neurons in the __________ may be involved in the pleasurable experience of
orgasm.

a. ventral tegmental area of the brain


b. prefrontal cortex of the brain
c. spinal cord and pons
d. internal reproductive organs
e. entorhinal cortex of the brain

Difficulty Level: Difficult


Topic: Male Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.9 Identify the role of spinal and brain mechanisms in male sexual
behavior.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

80. The connections between the medial preoptic area and the spinal ejaculation generator
travel through which structure?

a. prefrontal cortex of the forebrain


b. periaqueductal gray matter of the midbrain
c. amygdala
d. medulla oblongata of the hindbrain
e. hippocampus

Difficulty Level: Moderate


Topic: Male Sexual Behavior
Skill Level: Understand the Concepts
Learning Objective: 10.9 Identify the role of spinal and brain mechanisms in male sexual
behavior.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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81. Research indicates that the circuit for the ejaculation generator in the male rat is located

a. above the tenth thoracic segment.


b. below the cauda equina.
c. in the sexually dimorphic region of the medial preoptic area.
d. in the lumbar region of the spinal cord.
e. within the thalamus.

Difficulty Level: Moderate


Topic: Male Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.9 Identify the role of spinal and brain mechanisms in male sexual
behavior.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

82. Damage to the cells in the lumbar region of the spinal cord would likely impair

a. erection.
b. ejaculation.
c. erection and ejaculation.
d. intromission.
e. the ability of a male to display lordosis.

Difficulty Level: Easy


Topic: Male Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.9 Identify the role of spinal and brain mechanisms in male sexual
behavior.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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83. Male sexual behavior in the rat is critically dependent on the

a. central nucleus of the amygdala.


b. periaqueductal gray matter.
c. medial preoptic area.
d. rostral medulla.
e. sexually dimorphic nucleus of the preoptic area.

Difficulty Level: Moderate


Topic: Male Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.9 Identify the role of spinal and brain mechanisms in male sexual
behavior.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

84. Electrical stimulation of the ________ would be predicted to enhance sexual behavior in
the ________.

a. medial preoptic area; female rat


b. central nucleus of the amygdala; female rat
c. ventromedial nucleus; male rat
d. medial preoptic area; male rat
e. spinal cord; female rat

Difficulty Level: Moderate


Topic: Male Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.9 Identify the role of spinal and brain mechanisms in male sexual
behavior.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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85. Lesioning of the medial preoptic area (MPA) in rats results in

a. an increase in firing rate of neurons.


b. abolishment of sexual behavior.
c. an increase in sexual behavior.
d. increase in neurotransmitter release.
e. indiscriminate mounting behavior.

Difficulty Level: Moderate


Topic: Male Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.9 Identify the role of spinal and brain mechanisms in male sexual
behavior.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

86. Male rodent sexual behavior can be diminished by damage to the

a. medial preoptic area.


b. medulla.
c. dorsal amygdala.
d. pons.
e. forebrain.

Difficulty Level: Moderate


Topic: Male Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.9 Identify the role of spinal and brain mechanisms in male sexual
behavior.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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87. One region in the medial amygdala is about ___________ larger in male rats than in
female rats.

a. 10 percent
b. 25 percent
c. 50 percent
d. 70 percent
e. 85 percent

Difficulty Level: Difficult


Topic: Male Sexual Behavior
Skill Level: Understand the Concepts
Learning Objective: 10.9 Identify the role of spinal and brain mechanisms in male sexual
behavior.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

88. The ________ directly inhibits the spinal motor neurons that control male sexual reflexes.

a. medial preoptic area


b. medial amygdala
c. nucleus paragigantocellularis (nPGi) of the medulla
d. rostral hypothalamus
e. ventromedial hypothalamus

Difficulty Level: Difficult


Topic: Male Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.9 Identify the role of spinal and brain mechanisms in male sexual
behavior.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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89. The MPA may provide excitatory input to the spinal cord sexual reflexes through the
________ and inhibitory input to the spinal cord through the ________.

a. periaqueductal gray (PAG); nucleus paragigantocellularis (nPGi) of the medulla


b. nPGi; PAG
c. nPGi; rostral thalamus
d. lateral amygdala; medial thalamus
e. lateral amygdala; medial hypothalamus

Difficulty Level: Easy


Topic: Male Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.9 Identify the role of spinal and brain mechanisms in male sexual
behavior.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

90. Stimulation of the ventromedial nucleus of the hypothalamus in female rats results in

a. a decrease in firing rate of neurons in that region.


b. facilitation of sexual behavior.
c. termination of sexual behavior.
d. hyper-lordosis.
e. increased neurotransmitter release in the forebrain.

Difficulty Level: Easy


Topic: Female Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.10 Identify the role of brain mechanisms in female sexual behavior.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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91. How does estradiol prime sensitivity to progesterone?

a. Estradiol binds to progesterone receptors.


b. Estradiol promotes additional production of progesterone.
c. Estradiol does not impact the sensitivity to progesterone.
d. Estradiol increases the production of progesterone receptors.
e. Estradiol disrupts the progesterone recycling processes.

Difficulty Level: Moderate


Topic: Female Sexual Behavior
Skill Level: Understand the Concepts
Learning Objective: 10.10 Identify the role of brain mechanisms in female sexual behavior.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

92. Which sequence accurately represents the neural pathways that control the muscles
responsible for lordosis in female rats?

a. nPGi –> medial preoptic area –> PAG –> ventral horn of the spinal cord
b. VMH –> PAG –> nPGi –> ventral horn motor neurons
c. VMH –> nucleus accumbens –> dorsal horn of the spinal cord
d. medial amygdala –> VMH –> medial preoptic area –> PAG –> nucleus
ambiguous
e. VMH –> amygdala –> nPGi

Difficulty Level: Moderate


Topic: Female Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.10 Identify the role of brain mechanisms in female sexual behavior.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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93. Researchers studying voles have indicated that ___________ appears to be important for
males in pair bonding and _________ appears to be important for females in pair bonding.

a. vasopressin; oxytocin
b. oxytocin; vasopressin
c. testosterone; oxytocin
d. testosterone; vasopressin
e. vasopressin; testosterone

Difficulty Level: Moderate


Topic: Formation of Pair Bonds
Skill Level: Understand the Concepts
Learning Objective: 10.11 Compare the roles of oxytocin and vasopressin in pair bonding.
Answer: a. Vasopressin; oxytocin
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

94. Experimental evidence has demonstrated that a dose of _______________ appears to


increase an individual’s trust in other people.

a. oxytocin
b. vasopressin
c. testosterone
d. estradiol
e. progesterone

Difficulty Level: Easy


Topic: Formation of Pair Bonds
Skill Level: Remember the Facts
Learning Objective: 10.11 Compare the roles of oxytocin and vasopressin in pair bonding.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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95. People with a 5α–reductase deficiency are often raised as girls, and the majority of them
have

a. male gender identity at puberty and are sexually attracted to men.


b. female gender identity at puberty and are sexually attracted to women.
c. female gender identity at puberty and are asexual in their behaviors.
d. female gender identity at puberty and are sexually attracted to men.
e. male gender identity at puberty and are sexually attracted to women.

Difficulty Level: Difficult


Topic: Activational and Organizational Effects of Hormones
Skill Level: Understand the Concepts
Learning Objective: 10.12 Compare activational and organizational effects of hormones in
sexual orientation.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

96. An increased rate of homosexuality or bisexuality is noted in

a. women with congenital adrenal hyperplasia.


b. women with Turner syndrome.
c. men born during the late winter months to mothers who had pregnancy
complications.
d. men with congenital adrenal hyperplasia.
e. men with an X0 chromosomal type.

Difficulty Level: Moderate


Topic: Role of Steroid Hormones
Skill Level: Remember the Facts
Learning Objective: 10.13 Describe examples that indicate a role of prenatal hormone
exposure in sexual orientation.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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97. Individuals with cloacal exstrophy are genetic _____________ who are often sexually
attracted to ____________.

a. males; women
b. females; men
c. males; men
d. females; women
e. males or females; women

Difficulty Level: Difficult


Topic: Role of Steroid Hormones
Skill Level: Remember the Facts
Learning Objective: 10.13 Describe examples that indicate a role of prenatal hormone
exposure in sexual orientation.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

98. Postmortem studies of the brains of gay and heterosexual men and women have shown
differences in the size of the

a. suprachiasmatic nucleus.
b. corpus callosum.
c. cerebral cortex.
d. prefrontal cortex.
e. occipital lobe.

Difficulty Level: Difficult


Topic: Sexual Orientation and the Brain
Skill Level: Remember the Facts
Learning Objective: 10.14 Describe research on sexually dimorphic brain structures and
sexual orientation.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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99. The size of the bed nucleus of the stria terminalis is an indicator of

a. prenatal androgenization.
b. sexual orientation.
c. asexuality.
d. gender identity.
e. postnatal androgenization.

Difficulty Level: Difficult


Topic: Sexual Orientation and the Brain
Skill Level: Remember the Facts
Learning Objective: 10.14 Describe research on sexually dimorphic brain structures and
sexual orientation.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

100. Research on family patterns and sexual orientation indicates that

a. older fathers are more likely to have gay sons.


b. older mothers are more likely to have lesbian daughters.
c. lesbian women have more older brothers than do heterosexual women.
d. gay men tend to have more older sisters than do heterosexual men.
e. gay men tend to have more older brothers than do heterosexual men.

Difficulty Level: Moderate


Topic: Role of Prenatal Environment in Sexual Orientation
Skill Level: Remember the Facts
Learning Objective: 10.15 Summarize the relationships between prenatal environmental
factors and sexual orientation.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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101. Twin studies indicate that

a. there is a genetic basis for sexual orientation in men as well as in women.


b. identical male twins are less likely to be concordant for same-sex sexual
orientation than are fraternal male twins.
c. a male child whose older twin sisters have an opposite-sex sexual orientation is
more likely to have a same-sex sexual orientation.
d. lesbian women are likely to have gay male relatives.
e. early family environment is a more important determinant than are genes for the
development of sexual orientation.

Difficulty Level: Difficult


Topic: Heredity and Sexual Orientation
Skill Level: Remember the Facts
Learning Objective: 10.16 Summarize what is currently known about the role of heredity in
sexual orientation.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

102. Concordance refers to a situation in which

a. neither member of a twin pair shows the same trait.


b. both members of a twin pair show the same trait.
c. an adopted child behaviorally resembles its biological parents.
d. only one member of a twin pair shows the same trait.
e. an adopted child genetically resembles its adopted parents.

Difficulty Level: Difficult


Topic: Heredity and Sexual Orientation
Skill Level: Remember the Facts
Learning Objective: 10.16 Summarize what is currently known about the role of heredity in
sexual orientation.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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103. At birth, rat pups are

a. bisexual in their orientation.


b. capable of reproduction.
c. all genetically female.
d. unable to move their limbs.
e. poikilothermous.

Difficulty Level: Moderate


Topic: Maternal Behavior of Rodents
Skill Level: Understand the Concepts
Learning Objective: 10.17 Describe examples of rodent maternal behavior.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

104. Which outcome is associated with the action of a lactating mother rat licking the
anogenital region of her newly born offspring?

a. The pups develop a strong bond with the mother.


b. The licking induces the release of gonadal hormones in the pup.
c. Pup urine is recycled to form milk in the mother.
d. This stimulation speeds up the onset of puberty in the pups.
e. This stimulation suppresses the release of gonadal hormones in the mother.

Difficulty Level: Moderate


Topic: Maternal Behavior of Rodents
Skill Level: Understand the Concepts
Learning Objective: 10.17 Describe examples of rodent maternal behavior.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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105. Nest-building by a mother rat is facilitated by the administration of

a. progesterone.
b. estradiol.
c. oxytocin.
d. testosterone.
e. vasopressin.

Difficulty Level: Easy


Topic: Hormonal Control of Maternal Behavior
Skill Level: Remember the Facts
Learning Objective: 10.18 Explain the role of hormones in maternal behavior.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

106. Damage to the ________ will disrupt rodent nest-building and pup care, but not female
sexual behavior.

a. medial amygdala
b. stria terminalis
c. medial preoptic area
d. ventromedial hypothalamus
e. reticular formation

Difficulty Level: Easy


Topic: Neural Control of Maternal Behavior
Skill Level: Remember the Facts
Learning Objective: 10.19 Identify brain regions and neural pathways involved in maternal
behavior.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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107. The neural circuits for maternal behavior in rodents involves which set of brain regions?

a. nucleus accumbens, ventral tegmental area, medial preoptic area, ventral pallidum
b. medial amygdala, medial preoptic area, periaqueductal grey, ventromedial
hypothalamus
c. nucleus accumbens, periaqueductal grey, ventral pallidum, anterior hypothalamus
d. ventral tegmental area, corpus callosum, medial preoptic area, dorsal cerebellum
e. ventromedial hypothalamus, anterior hypothalamus, thalamus, medial amygdala

Difficulty Level: Difficult


Topic: Neural Control of Maternal Behavior
Skill Level: Remember the Facts
Learning Objective: 10.19 Identify brain regions and neural pathways involved in maternal
behavior. Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

108. Among male rats, lesions to the MPA result in

a. increased nest-building behavior.


b. severe deficits in paternal behavior.
c. increased prevalence of lordosis.
d. hypersexuality directed toward offspring.
e. decreased testosterone levels.

Difficulty Level: Moderate


Topic: Neural Control of Paternal Behavior
Skill Level: Remember the Facts
Learning Objective: 10.20 Identify brain regions and neural pathways involved in paternal
behavior.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Fill-in-the-Blank Questions

109. The ________ system contains the precursor tissue for the male internal reproductive
structures.

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Remember the Facts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: Wolffian
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

110. Left to its own devices, “Nature’s impulse is to create a ________.”

Difficulty Level: Difficult


Topic: Development of the Sex Organs
Skill Level: Remember the Facts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: female
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

111. A hormone that prevents the prenatal development of the Müllerian system is said to
have a(n) ________ effect.

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Remember the Facts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: defeminizing
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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112. Enlarged breasts in girls during puberty is categorized as a __________.

Difficulty Level: Easy


Topic: Sexual Maturation
Skill Level: Remember the Facts
Learning Objective: 10.3 Compare organizational and activational effects of hormones on
primary and secondary sex characteristics.
Answer: secondary sex characteristic
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

113. ________ involves the presence of a single X chromosome and a missing sex
chromosome.

Difficulty Level: Difficult


Topic: Development of the Sex Organs
Skill Level: Remember the Facts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
Answer: Turner syndrome
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

114. Development of the internal sex organs is an example of a(n) ________ characteristic.

Difficulty Level: Easy


Topic: Sexual Maturation
Skill Level: Remember the Facts
Learning Objective: 10.3 Compare organizational and activational effects of hormones on
primary and secondary sex characteristics.
Answer: primary sex
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

115. High levels of ________ in the blood will accelerate the onset of puberty in girls.

Difficulty Level: Moderate


Topic: Sexual Maturation
Skill Level: Remember the Facts
Learning Objective: 10.3 Compare organizational and activational effects of hormones on
primary and secondary sex characteristics.
Answer: leptin
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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116. The secretion of GNRH is controlled by the peptide ________.

Difficulty Level: Moderate


Topic: Sexual Maturation
Skill Level: Remember the Facts
Learning Objective: 10.3 Compare organizational and activational effects of hormones on
primary and secondary sex characteristics.
Answer: kisspeptin
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

117. The 4-day cycle of sexual receptivity shown by a female rat is known as
the ________ cycle.

Difficulty Level: Moderate


Topic: Hormonal Control of Female Reproductive Cycles
Skill Level: Remember the Facts
Learning Objective: 10.4 Summarize the roles of hormones in phases of the menstrual cycle.
Answer: estrous
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

118. The __________ effect describes when estrous cycles stop in groups of female rodents
living together.

Difficulty Level: Difficult


Topic: Effects of Pheromones
Skill Level: Remember the Facts
Learning Objective: 10.8 Describe the roles of pheromones in reproductive behavior.
Answer: Lee-Boot
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

119. The hormone ________ is released in women and men at the onset of orgasm.

Difficulty Level: Easy


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: oxytocin
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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120. ________ involves an arching of the back of the female rat that facilitates intromission by
the male rat.

Difficulty Level: Easy


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: Lordosis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

121. ________ reflects the eagerness of the female rat to copulate.

Difficulty Level: Easy


Topic: Hormonal Control of Sexual Behavior of Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 10.5 Compare the roles of hormones in sexual behavior of male and
female rodents.
Answer: Proceptivity
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

122. Women dosed with an estradiol drug and a(n) ________ patch showed the largest
increases in sexual activity and rate of orgasm.

Difficulty Level: Difficult


Topic: Human Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.7 Compare the activational effects of hormones on sexual behavior in
men and women.
Answer: testosterone
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

123. The ________ organ is the receptive organ for pheromones in rodents.

Difficulty Level: Moderate


Topic: Effects of Pheromones
Skill Level: Remember the Facts
Learning Objective: 10.8 Describe the roles of pheromones in reproductive behavior.
Answer: vomeronasal
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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124. Electrical stimulation of the ________ enhances sexual behavior in the male rat.

Difficulty Level: Moderate


Topic: Male Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.9 Identify the role of spinal and brain mechanisms in male sexual
behavior.
Answer: medial preoptic area
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

125. Neurons in the ________ portion of the spinal cord are critical for the circuits of
ejaculation but not erection.

Difficulty Level: Moderate


Topic: Male Sexual Behavior
Skill Level: Remember the Facts
Learning Objective: 10.9 Identify the role of spinal and brain mechanisms in male sexual
behavior.
Answer: lumbar
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

126. An increased rate of homosexuality or bisexuality is noted in women with ________.

Difficulty Level: Difficult


Topic: Role of Steroid Hormones
Skill Level: Remember the Facts
Learning Objective: 10.13 Describe examples that indicate a role of prenatal hormone
exposure in sexual orientation.
Answer: congenital adrenal hyperplasia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Essay Questions

127. Describe the events that transpired in the case of John/Joan/Bruce/Brenda/David and
explain how this case has been used to understand the relative contribution of socialization
versus biology to sexual identity.

Difficulty Level: Moderate


Topic: Opening Vignette
Skill Level: Remember the Facts
Learning Objective: 10.7 Compare the activational effects of hormones on sexual behavior in
men and women.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: At 7 months of age, a male child known originally as John’s penis was accidentally
removed during a botched circumcision procedure. He was reassigned as a female (Joan) and
underwent a sex-change operation (removal of the testes and creation of a vagina). For some
time it was thought that he shifted his identity to that of a female, suggesting that social forces
are more powerful than are biological forces in determining gender identity. However, after a
stormy adolescent period in which she grew to believe that she was a boy, it was revealed to
Joan that she was born a boy and the original surgical procedures were reversed. It was
subsequently revealed that the child’s name was Bruce (later Brenda), eventually changed to
David, at a time when his unhappy adult life ended in suicide.

128. Explain the differences between activational and organizational effects of hormones.

Difficulty Level: Easy


Topic: Development of the Sex Organs
Skill Level: Remember the Facts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Hormones exert effects through interactions with receptors. In some instances, those
receptors modulate an ongoing behavior or initiate a cyclic event, typically in an adult
organism (activational effect). Organizational effects tend to be permanent and are often
noted in the developing organism.

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129. Defend the proposition that “Nature’s impulse is to create a female,” used to describe the
developmental process of sex organs.

Difficulty Level: Moderate


Topic: Development of the Sex Organs
Skill Level: Remember the Facts
Learning Objective: 10.2 Explain how gonads, internal sex organs, and external genitalia
develop.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The internal and external genitalia will develop into a female form in the absence of
any hormone stimulation. In order to develop external male genitals, dihydrotestosterone
must be present. Because both male and female precursor tissues exist for the internal
reproductive structures, the female system (Müllerian) must be inhibited by the anti-Müllerian
hormone, and the male Wolffian system must be stimulated by the presence of androgens.

130. Contrast the hormonal basis for sexual maturity in a woman and in a man.

Difficulty Level: Moderate


Topic: Sexual Maturation
Skill Level: Remember the Facts
Learning Objective: 10.3 Compare organizational and activational effects of hormones on
primary and secondary sex characteristics.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Sexual maturity starts at puberty when the hypothalamus secretes releasing
hormones that act on the pituitary to secrete gonadotrophins from the anterior pituitary. The
same two hormones are released in girls and in boys—follicle-stimulating hormone (FSH)
and luteinizing hormone (LH). These hormones induce the gonads (testes—boys; ovaries—
girls) to secrete steroid hormones. For a female, this would be estradiol and for a male, this
would be androgens. Estradiol elicits the secondary sex characteristics of women (breast
development, uterine lining growth, maturation of the genitals), whereas androgens stimulate
genital and muscle growth in men.

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131. Summarize the hormonal events that comprise the human female menstrual cycle.

Difficulty Level: Moderate


Topic: Hormonal Control of Female Reproductive Cycles
Skill Level: Understand the Concepts
Learning Objective: 10.4 Summarize the roles of hormones in phases of the menstrual cycle.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: The anterior pituitary starts the cycle by the secretion of follicle-stimulating
hormone (FSH), which acts on the ovarian follicles to secrete estradiol into the blood stream.
Increasing estradiol levels act on the anterior pituitary to produce a surge of luteinizing
hormone (LH), which causes a follicle to rupture, thereby releasing the ovum. The ruptured
follicle (corpus luteum) secretes estradiol and progesterone, which prepare the uterine lining
for implantation of the ovum (if fertilized). If no implantation occurs, then estradiol and
progesterone secretion stop, and the uterine lining is shed, thus resulting in blood flow
(menstruation).

132. Describe the effects of pheromones in the modulation of the rodent estrous cycle.

Difficulty Level: Moderate


Topic: Effects of Pheromones
Skill Level: Remember the Facts
Learning Objective: 10.8 Describe the roles of pheromones in reproductive behavior.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The rodent estrous cycle is four days in length and involves the secretion of estradiol
followed by progesterone. Exposure of a female mouse to the odor of other female mice can
slow their estrous cycles (Lee-Boot effect), whereas exposure to a male mouse can restart the
cycle (Whitten effect). Moreover, the urine from a male mouse can speed up the onset of
puberty (Vandenbergh effect) or can cause a pregnant female to abort a fetus fathered by
another male mouse (Bruce effect). These effects require an intact vomeronasal organ.

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133. Describe various lines of evidence that support a biological basis for same-sex sexual
orientation.

Difficulty Level: Moderate


Topic: Heredity and Sexual Orientation
Skill Level: Understand the Concepts
Learning Objective: 10.16 Summarize what is currently known about the role of heredity in
sexual orientation.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: Twin studies provide strong evidence for a biological basis for same-sex sexual
orientation, with male identical twins showing higher concordance values than do male
fraternal twins. This effect is noted for lesbian women as well. A second line of evidence is
that androgenization may play a role, because women with congenital adrenal hyperplasia
show increased rates of homosexuality or bisexuality. Additional support comes from studies
in which childhood experiences were not related to sexual orientation.

134. Describe the various stimuli that elicit maternal behavior in rodents, including the role of
hormones.

Difficulty Level: Moderate


Topic: Maternal Behavior of Rodents
Skill Level: Remember the Facts
Learning Objective: 10.18 Explain the role of hormones in maternal behavior.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Birth elicits maternal behaviors (grooming, cleaning, consumption of the placenta),
which may reflect birth canal distention, as well as the stimuli associated with the pups
(olfactory, auditory cues). The latter alone will elicit maternal behavior in a virgin rodent.
Hormones affect maternal behavior but do not organize these, given that males will show
such behaviors, and that maternal behaviors occur in virgin mice.

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Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in
Revel for Physiology of Behavior, 13th Edition.

Assignment: Quiz: Sexual Development


EOM Q10.1.1
Question: All cells of the human body contain 23:
a. pairs of chromosomes.
b. chromosomes.
c. pairs of genes.
d. genes.
Answer: A
Consider This: Eggs and sperm each have 23 chromosomes; LO 10.1: Describe gamete
production and fertilization.
Learning Objective: 10.1: Describe gamete production and fertilization.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q10.1.2
Question: A person’s genetic sex is determined by the _____, which can carry _____
chromosome(s).
a. sperm; either an X or a Y
b. egg; either an X or a Y
c. sperm; only an X
d. egg; only an X
Answer: A
Consider This: Men determine the sex of their children; LO 10.1: Describe gamete production
and fertilization.
Learning Objective: 10.1: Describe gamete production and fertilization.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q10.1.3
Question: If you were to see the developing gonads of a six-week-old male fetus, you would
see:
a. a clearly defined scrotum and penis.
b. a clearly defined Wolffian duct system.
c. gonads that are not differentiated for a male or female.
d. clearly defined ovaries.
Answer: C
Consider This: The Y chromosome triggers the bipotential gonad to develop into a male
system; LO 10.2: Explain how gonads, internal sex organs, and external genitalia develop.
Learning Objective: 10.2: Explain how gonads, internal sex organs, and external genitalia
develop.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q10.1.4
Question: If the SRY gene is present, but there are faulty receptors for testosterone, it is
MOST likely that:
a. the testes will not develop.
b. the testes will develop, but the penis will not develop.
c. ovaries will develop instead of testes.
d. both ovaries and testes will develop.
Answer: C
Consider This: This person would have AIS; LO 10.2: Explain how gonads, internal sex
organs, and external genitalia develop.
Learning Objective: 10.2: Explain how gonads, internal sex organs, and external genitalia
develop.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q10.1.5
Question: Primary sex characteristic is to secondary sex characteristic as ______ is to
______.
a. activational effects; organizational effects
b. facial and axillary hair; genitals
c. puberty; prenatal development
d. organizational effects; activational effects
Answer: D
Consider This: Primary sex characteristics are present at birth; LO 10.3: Compare
organizational and activational effects of hormones on primary and secondary sex
characteristics.
Learning Objective: 10.3: Compare organizational and activational effects of hormones on
primary and secondary sex characteristics.
Difficulty Level: Moderate
Skill Level: Analyze It

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Assignment: Quiz: Control of Sexual Behavior by Hormones and Pheromones


EOM Q10.2.1
Question: In order, the phases of the menstrual cycle are:
a. follicular phase, ovulation, luteal phase, menses
b. ovulation, follicular phase, luteal phase, menses
c. menses, luteal phase, ovulation, follicular phase
d. follicular phase, luteal phase, menses, ovulation
Answer: A
Consider This: The cycle involves the release of an egg, preparation for pregnancy, and
eventual sloughing of the membranes when pregnancy is not achieved; LO 10.4: Summarize
the roles of hormones in phases of the menstrual cycle.
Learning Objective: 10.4: Summarize the roles of hormones in phases of the menstrual cycle.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM Q10.2.2
Question: After a successful mating, a male rat experiences a __________ in which he does
not initiate sexual behavior again.
a. rest period
b. refractory period
c. relative refractory period
d. Coolidge effect
Answer: B
Consider This: We have the same terminology when we discuss action potentials; LO 10.5:
Compare the roles of hormones in sexual behavior of male and female rodents.
Learning Objective: 10.5: Compare the roles of hormones in sexual behavior of male and
female rodents.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q10.2.3
Question: A receptive female rat will perform ______________ when mounted.
a. lordosis
b. ear wiggling
c. darting
d. escaping
Answer: A
Consider This: The behavior helps to promote copulation between the pair; LO 10.5:
Compare the roles of hormones in sexual behavior of male and female rodents.
Learning Objective: 10.5: Compare the roles of hormones in sexual behavior of male and
female rodents.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q10.2.4
Question: If a female rat is ovariectomized and given testosterone at birth, she will not
perform lordosis for a male even when given estradiol and progesterone. In this case, the
animal has experienced:
a. behavioral defeminization.
b. behavioral masculinization.
c. activational effects of estradiol and progesterone.
d. activational effects of testosterone.
Answer: A
Consider This: The early exposure to T results in the animal not responding to the normal
effects of normal hormone exposure in adulthood; LO 10.6: Contrast behavioral
masculinization and defeminization in rodents.
Learning Objective: 10.6: Contrast behavioral masculinization and defeminization in rodents.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q10.2.5
Question: With respect to the menstrual cycle, women report heightened sexual interest
during _____________, suggesting an influence of hormones on female sexual behavior.
a. ovulation
b. the luteal phase
c. the follicular phase
d. menses
Answer: A
Consider This: When would a woman improve her chances of pregnancy?; LO 10.7: Compare
the activational effects of hormones on sexual behavior in men and women.
Learning Objective: 10.7: Compare the activational effects of hormones on sexual behavior in
men and women.
Difficulty Level: Easy
Skill Level: Understand the Concepts

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Assignment: Quiz: Neural Control of Sexual Behavior


EOM Q10.3.1
Question: A group of neurons in a region of the rat spinal cord projects to the posterior
intralaminar thalamus, which may be involved in the pleasurable experience of orgasm. These
neurons are known as ______________ cells.
a. lumbar spinothalamic
b. sacral spinothalamic
c. lumbar spinotectal
d. lumbar spinoreticular
Answer: A
Consider This: Think of the pathway these cells create in their connections; LO 10.9: Identify
the role of spinal and brain mechanisms in male sexual behavior.
Learning Objective: 10.9: Identify the role of spinal and brain mechanisms in male sexual
behavior.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q10.3.2
Question: Lesioning of the medial preoptic area (MPA) in rats results in:
a. an increase in firing rate of neurons.
b. elimination of sexual behavior.
c. an increase of sexual behavior.
d. Fos expression.
Answer: B
Consider This: This region is critical for male sexual behavior; LO 10.9: Identify the role of
spinal and brain mechanisms in male sexual behavior.
Learning Objective: 10.9: Identify the role of spinal and brain mechanisms in male sexual
behavior.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOM Q10.3.3
Question: Stimulation of the ventromedial nucleus of the hypothalamus in female rats results
in:
a. a decrease in firing rate of neurons.
b. promotion of sexual behavior.
c. a decrease of sexual behavior.
d. Fos expression.
Answer: B
Consider This: This region is important to female sexual behavior; LO 10.10: Identify the role
of brain mechanisms in female sexual behavior.
Learning Objective: 10.10: Identify the role of brain mechanisms in female sexual behavior.
Difficulty Level: Easy
Skill Level: Understand the Concepts

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EOM Q10.3.4
Question: If a female rat is ovariectomized and researchers want to artificially reinstate
female sexual behavior, the researchers must administer:
a. estradiol.
b. progesterone.
c. progesterone, followed by estradiol.
d. estradiol, followed by progesterone.
Answer: D
Consider This: To reinstate sexual behavior, the hormonal administration must mirror that
which happens naturally; LO 10.10: Identify the role of brain mechanisms in female sexual
behavior.
Learning Objective: 10.10: Identify the role of brain mechanisms in female sexual behavior.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q10.3.5
Question: The hormone ___________ appears to be important for males in pair bonding, and
the hormone _________ appears to be important for females in pair bonding.
a. vasopressin; oxytocin
b. oxytocin; vasopressin
c. testosterone; oxytocin
d. testosterone; vasopressin
Answer: A
Consider This: Oxytocin is also important for birth and lactation; LO 10.11: Compare the
roles of oxytocin and vasopressin in pair bonding.
Learning Objective: 10.11: Compare the roles of oxytocin and vasopressin in pair bonding.
Difficulty Level: Easy
Skill Level: Analyze It

Assignment: Quiz: Sexual Orientation


EOM Q10.4.1
Question: Studies on adult levels of hormones indicate that:
a. gay and lesbian individuals have higher levels of testosterone.
b. activational effects of hormones are the cause of same-sex sexual attraction.
c. treatment with hormones as an adult can change sexual orientation.
d. activational effects of hormones are not generally responsible for differences in sexual
orientation.
Answer: D
Consider This: Think of instances when adults take hormones. Does this affect sexual
orientation?; LO 10.12: Compare activational and organizational effects of hormones in
sexual orientation.
Learning Objective: 10.12: Compare activational and organizational effects of hormones in
sexual orientation.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q10.4.2
Question: If a female fetus is exposed to high levels of prenatal androgens, she:
a. will develop like a normal female.
b. will develop a penis and identify as a male.
c. may experience masculinization of her genitalia and has a higher likelihood of
identifying as lesbian or bisexual.
d. may experience masculinization of her genitalia but sexual orientation will not be
affected.
Answer: C
Consider This: The prenatal androgens would have organizational effects; LO 10.13 Describe
examples that indicate a role of prenatal hormone exposure in sexual orientation.
Learning Objective: 10.13 Describe examples that indicate a role of prenatal hormone
exposure in sexual orientation.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q10.4.3
Question: If an individual has XY chromosomes but has faulty androgen receptors, the
individual will experience:
a. androgen insensitivity syndrome.
b. congenital adrenal hyperplasia.
c. nonclassical congenital adrenal hyperplasia.
d. cloacal exstrophy.
Answer: A
Consider This: If the androgen receptors are faulty, what does this mean with regards to
development? What will the system begin to develop into?; LO 10.13 Describe examples that
indicate a role of prenatal hormone exposure in sexual orientation.
Learning Objective: 10.13 Describe examples that indicate a role of prenatal hormone
exposure in sexual orientation.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q10.4.4
Question: Individuals with cloacal exstrophy are genetic _________who are often sexually
attracted to ________.
a. males; females
b. females; males
c. males; males
d. females; females
Answer: A
Consider This: The story of Bruce/Brenda would mirror someone with cloacal exstrophy; LO
10.13 Describe examples that indicate a role of prenatal hormone exposure in sexual
orientation.
Learning Objective: 10.13 Describe examples that indicate a role of prenatal hormone
exposure in sexual orientation.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q10.4.5
Question: Research has shown sexual dimorphism in the human brain. One example of this is
that:
a. females have larger brains than males do.
b. males have less hemispheric lateralization than females do.
c. females have less hemispheric lateralization than males do.
d. males have larger brains than females do.
Answer: C
Consider This: If a woman experienced a stroke in the left hemisphere, her language would be
less affected than a similarly afflicted male; LO 10.14: Describe research on sexually
dimorphic brain structures and sexual orientation.
Learning Objective: 10.14: Describe research on sexually dimorphic brain structures and
sexual orientation.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

Assignment: Quiz: Parental Behavior


EOM Q10.5.1
Question: Parturition refers to:
a. nest-building.
b. grooming.
c. bonding.
d. giving birth.
Answer: D
Consider This: Parturition induces a mother rat to care for her pups; LO 10.17: Describe
examples of rodent maternal behavior.
Learning Objective: 10.17: Describe examples of rodent maternal behavior.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q10.5.2
Question: If the birth canal of nonpregnant rats is stretched, the rats will:
a. demonstrate maternal behavior.
b. not demonstrate maternal behavior.
c. only show maternal behavior to their own pups, not ones introduced to them.
d. never demonstrate maternal behavior, even after having their own pups.
Answer: A
Consider This: The act of parturition triggers maternal behavior; LO 10.17: Describe
examples of rodent maternal behavior.
Learning Objective: 10.17: Describe examples of rodent maternal behavior.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q10.5.3
Question: Nest-building behavior is regulated by the hormone ______________ in pregnant
rats.
a. progesterone
b. estradiol
c. prolactin
d. oxytocin
Answer: A
Consider This: This hormone is also a pregnancy hormone; LO 10.18: Explain the role of
hormones in maternal behavior.
Learning Objective: 10.18: Explain the role of hormones in maternal behavior.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q10.5.4
Question: The hormone ____________ is involved in a rat mother’s maternal bond to her
pups.
a. progesterone
b. estradiol
c. prolactin
d. oxytocin
Answer: D
Consider This: This hormone is also involved in uterine contraction; LO 10.18: Explain the
role of hormones in maternal behavior.
Learning Objective: 10.18: Explain the role of hormones in maternal behavior.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q10.5.5
Question: Rat mothers who ignore their babies MOST likely have:
increased activity in the MPA.
high metabolic activity of the MPA
low metabolic activity of the MPA.
excess progesterone.
Answer: C
Consider This: The MPA, though not important for female sexual behavior, is important for
maternal behavior; LO 10.19: Identify brain regions and neural pathways involved in
maternal behavior.
Learning Objective: 10.19: Identify brain regions and neural pathways involved in maternal
behavior.
Difficulty Level: Moderate
Skill Level: Apply What You Know

Assignment: Chapter Quiz: Reproductive and Parental Behavior


EOC Q10.1
Question: A single egg contributes the sex chromosome(s) __________ to the developing
zygote.
a. XX
b. X
c. Y
d. XY
Answer: B
Consider This: Eggs have one sex chromosome to contribute; LO 10.1: LO 10.1: Describe
gamete production and fertilization.
Learning Objective: 10.1: Describe gamete production and fertilization.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q10.2
Question: A female rhesus monkey is exposed to testosterone in utero. As a result, the animal
displays some defeminized behaviors as an adult. In this case, the influence of the hormone
exposure had a(n) _______________ effect.
a. activational
b. organizational
c. instrumental
d. masculinizing
Answer: B
Consider This: The behavior differences are a result of the brain being exposed to testosterone
in development; LO 10.2: Explain how gonads, internal sex organs, and external genitalia
develop.
Learning Objective: 10.2: Explain how gonads, internal sex organs, and external genitalia
develop.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q10.3
Question: Individuals with a sex chromosome pair of X0 have _____ syndrome.
a. Klinefelter
b. androgen insensitivity
c. Turner
d. persistent Müllerian duct
Answer: C
Consider This: These individuals develop as biological females but have no gonads; LO 10.2:
Explain how gonads, internal sex organs, and external genitalia develop.
Learning Objective: 10.2: Explain how gonads, internal sex organs, and external genitalia
develop.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q10.4
Question: Which hormone causes ovulation?
a. LH
b. estradiol
c. progesterone
d. FSH
Answer: A
Consider This: One of these surges right before ovulation; LO 10.4: Summarize the roles of
hormones in phases of the menstrual cycle.
Learning Objective: 10.4: Summarize the roles of hormones in phases of the menstrual cycle.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q10.5
Question: If a female rat is ovariectomized and given T at birth, she will not perform lordosis
for a male. Instead, when given testosterone, she will mount. In this case, the animal has
experienced:
a. behavioral defeminization.
b. behavioral masculinization.
c. activational effects of estradiol and progesterone.
d. organizational effects of testosterone.
Answer: B
Consider This: The animal’s early hormone exposure makes her more responsive to later
adult exposure, allowing her to partake in normal male behaviors; LO 10.6: Contrast
behavioral masculinization and defeminization in rodents.
Learning Objective: 10.6: Contrast behavioral masculinization and defeminization in rodents.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q10.6
Question: When a recently impregnated female mouse encounters a male mouse other than
the one with which she mated, the pregnancy may spontaneously abort. This effect of
pheromones is called the ____________ effect.
a. Bruce
b. Lee-Boot
c. Whitten
d. Vandenbergh
Answer: A
Consider This: Also called the pregnancy block, this effect was documented by Hilda M.
________; LO 10.8: Describe the roles of pheromones in reproductive behavior.
Learning Objective: 10.8: Describe the roles of pheromones in reproductive behavior.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q10.7
Question: A larger sexually dimorphic nucleus of the medial preoptic area of the
hypothalamus is the result of ____________________ in fetal development.
a. excess progesterone
b. high levels of androgens
c. the absence of androgens
d. high levels of gonadotropin releasing hormone
Answer: B
Consider This: The SDN is larger in males; LO 10.9: Identify the role of spinal and brain
mechanisms in male sexual behavior.
Learning Objective: 10.9: Identify the role of spinal and brain mechanisms in male sexual
behavior.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q10.8
Question: To reinstate female sexual behavior in an ovariectomized rat, E is given, followed
by P. How does estradiol prime sensitivity to progesterone?
a. Estradiol binds to progesterone receptors.
b. Estradiol promotes additional production of progesterone.
c. Estradiol does not impact the sensitivity to progesterone.
d. Estradiol increases production of progesterone receptors.
Answer: D
Consider This: Estradiol can affect genetic mechanisms; LO 10.10: Identify the role of brain
mechanisms in female sexual behavior.
Learning Objective: 10.10: Identify the role of brain mechanisms in female sexual behavior.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q10.9
Question: The hormone _______________ increases an individual’s likelihood to trust
another person with their money.
a. oxytocin
b. vasopressin
c. testosterone
d. estradiol
Answer: A
Consider This: This substance also caused relaxation and a reduction of anxiety in human
subjects; LO 10.11: Compare the roles of oxytocin and vasopressin in pair bonding.
Learning Objective: 10.11: Compare the roles of oxytocin and vasopressin in pair bonding.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOC Q10.10
Question: A similarity between CAH and NCAH includes:
a. higher likelihood of identifying as gay, lesbian, or bisexual.
b. masculinization of the genitalia.
c. elongation of the clitoris.
d. high levels of androgen secretion that begin at birth.
Answer: A
Consider This: NCAH means non-classical congenital adrenal hyperplasia, which is a milder
form of CAH; LO 10.13 Describe examples that indicate a role of prenatal hormone exposure
in sexual orientation.
Learning Objective: 10.13 Describe examples that indicate a role of prenatal hormone
exposure in sexual orientation.
Difficulty Level: Moderate
Skill Level: Analyze It

EOC Q10.11
Question: Studies of brains of gay and heterosexual men and women have shown differences
in the size of the:
a. suprachiasmatic nucleus.
b. corpus callosum.
c. cerebral cortex.
d. occipital lobe.
Answer: A
Consider This: This area is involved in the circadian rhythm; LO 10.14: Describe research on
sexually dimorphic brain structures and sexual orientation.
Learning Objective: 10.14: Describe research on sexually dimorphic brain structures and
sexual orientation.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOC Q10.12
Question: The size of the BNST is consistent with ___________, such that
__________________________________.
a. sexual orientation; a gay man will have a smaller BNST than a straight man
b. sexual orientation; a straight man will have a smaller BNST than a gay man
c. gender identity; a lesbian will have a smaller BNST than a gay man
d. gender identity; a straight man will have a smaller BNST than a straight woman
Answer: C
Consider This: Both heterosexual and homosexual females have similarly sized BNSTs; LO
10.14: Describe research on sexually dimorphic brain structures and sexual orientation.
Learning Objective: 10.14: Describe research on sexually dimorphic brain structures and
sexual orientation.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q10.13
Question: If given an antagonist for oxytocin, a female rat will:
a. act maternally toward her pups.
b. make new nests even though her current nest is perfectly fine.
c. ignore her pups.
d. lick the urogenital regions of the pups.
Answer: C
Consider This: Oxytocin is involved in maternal bonding; LO 10.18: Explain the role of
hormones in maternal behavior.
Learning Objective: 10.18: Explain the role of hormones in maternal behavior.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q10.14
Question: The hormone _____________ acts on receptors in the ____________ area of the
hypothalamus, influencing female maternal behavior in rats.
a. prolactin; medial preoptic
b. oxytocin; medial preoptic
c. prolactin; ventromedial
d. oxytocin; ventromedial
Answer: A
Consider This: This area is not responsible for female sexual behavior; LO 10.19: Identify
brain regions and neural pathways involved in maternal behavior.
Learning Objective: 10.19: Identify brain regions and neural pathways involved in maternal
behavior.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q10.15
Question: Fathers with ____________ blood levels of the hormone _______ reported
stronger feelings of sympathy and activation when they heard the cries of infants.
a. higher; prolactin
b. higher; oxytocin
c. lower; prolactin
d. lower; oxytocin
Answer: A
Consider This: This hormone is responsible for milk production (not ejection) in females; LO
10.20: Identify brain regions and neural pathways involved in paternal behavior.
Learning Objective: 10.20: Identify brain regions and neural pathways involved in paternal
behavior.
Difficulty Level: Easy
Skill Level: Remember the Facts

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Chapter 11: Emotion

Total Assessment Guide (T.A.G.)

Topic Question Type Remember the Understand the Apply What


Facts Concepts You Know

Fear Multiple Choice 1,3,5-8,10-12, 2,9,17,18,23,24 4,13-16,26


19-22, 25,27

Fill-In 93-96,98 97

Essay 113-115

Aggression Multiple Choice 32-34,38,41,43-47, 28-31,36,39, 35,37,48


49, 50, 52 40, 42,51,53,54

Fill-In 99-104

Essay 116

Impulse Control Multiple Choice 55-57,61-63,65,66 64,67 58-60,68,69

Fill-In 105,106

Essay 117

Communication Multiple Choice 72,73,75-83,85-88 70,71 74,84


of Emotions
Fill-In 107-110

Essay 118,119

Feeling Multiple Choice 89 90-92


Emotions
Fill-In 111,112

Essay 120

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Multiple-Choice Questions

1. A silverback gorilla beats on his chest in a dominance display when feeling threatened. This
act represents the __________ component of emotion.

a. behavioral
b. autonomic
c. somatic
d. hormonal
e. emotional

Difficulty Level: Easy


Topic: Components of Emotional Response
Skill Level: Remember the Facts
Learning Objective: 11.1 Describe the three components of an emotional response.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

2. Much of the research on the physiology of emotions has concentrated on

a. fear and anger.


b. hostility and aggression.
c. mood states.
d. happiness and surprise.
e. disgust and contempt.

Difficulty Level: Moderate


Topic: Components of Emotional Response
Skill Level: Understand the Concepts
Learning Objective: 11.1 Describe the three components of an emotional response.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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3. From a neuropsychological standpoint, the major components of an emotional response


include

a. feelings, behavior, and cognition.


b. behavior and moods.
c. hormonal secretions, cognition, and attitudes.
d. behavior, autonomic activity, and hormonal secretions.
e. autonomic activity, moods, and behaviors.

Difficulty Level: Easy


Topic: Components of Emotional Response
Skill Level: Remember the Facts
Learning Objective: 11.1 Describe the three components of an emotional response.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

4. Ginger is asked to read her poem aloud in her 6th grade class. As she stands before the class,
her heart starts to thump and her palms get sweaty. These occurrences represent the
____________ component of emotion.

a. behavioral
b. autonomic
c. somatic
d. hormonal
e. emotional

Difficulty Level: Moderate


Topic: Components of Emotional Response
Skill Level: Apply What You Know
Learning Objective: 11.1 Describe the three components of an emotional response.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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5. Which function do hormonal secretions serve in the experience of an emotion?

a. formation of glucose within the muscles


b. decreased blood flow to the muscles
c. formation of glycogen within the muscles
d. increased blood flow to the digestive organs
e. stimulation of defecation

Difficulty Level: Moderate


Topic: Components of Emotional Response
Skill Level: Remember the Facts
Learning Objective: 11.1 Describe the three components of an emotional response.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

6. During the experience of an emotion, hormonal responses tend to reinforce

a. the feeling component of emotion.


b. behavioral responses.
c. cognitive responses.
d. autonomic responses.
e. the communication value of an emotion.

Difficulty Level: Moderate


Topic: Components of Emotional Response
Skill Level: Remember the Facts
Learning Objective: 11.1 Describe the three components of an emotional response.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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7. The components that contribute to the experience of fear are integrated by neurons within the

a. amygdala.
b. medial hypothalamus.
c. orbitofrontal cortex.
d. thalamus.
e. reticular activating system.

Difficulty Level: Easy


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

8. Among the many regions of the amygdala, the basal nucleus receives information from the

a. lateral nucleus.
b. central nucleus.
c. lateral and central nuclei.
d. amygdaloid complex.
e. thalamus.

Difficulty Level: Easy


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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9. Neurons within various nuclei of the amygdala are activated by

a. ascending tactile signals.


b. texture cues within the environment.
c. the detection of emotionally relevant stimuli.
d. motor signals arising from the caudate nucleus.
e. all classes of sensory signals.

Difficulty Level: Easy


Topic: Research with Laboratory Animals
Skill Level: Understand the Concepts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

10. The amygdala is located in the ____________ lobe(s).

a. occipital
b. parietal
c. temporal
d. frontal
e. prefrontal

Difficulty Level: Easy


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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11. Activation of the ________ nucleus of the amygdala elicits an emotional response.

a. medial
b. lateral
c. cortical
d. central
e. postero-lateral

Difficulty Level: Easy


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

12. The ________ amygdaloid nucleus is the single most important part of the brain for enacting
emotional responses to aversive stimuli.

a. cortical
b. lateral
c. medial
d. central
e. postero-lateral

Difficulty Level: Moderate


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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13. If the central nucleus of the amygdala is stimulated in a research animal, a monkey will

a. show fear toward a snake.


b. show signs of fear and agitation.
c. not respond fearfully to a snake.
d. not show fear, regardless of the target.
e. show fear in the presence of another monkey.

Difficulty Level: Difficult


Topic: Research with Laboratory Animals
Skill Level: Apply What You Know
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

14. Given the results of several empirical studies, which brain region would be a primary target
for pharmacological modification to provide relief for a person suffering from overly intense
emotional reactions?

a. the central nucleus of the amygdala


b. the ventromedial hypothalamus
c. the medial nucleus of the thalamus
d. the corpus callosum
e. the entire basal forebrain

Difficulty Level: Moderate


Topic: Research with Laboratory Animals
Skill Level: Apply What You Know
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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15. Following removal of the central nucleus of its amygdala, a research monkey is presented
with a snake, a natural threat in the monkey’s environment. What is the monkey most likely to
do?

a. show indifference to the presence of the snake


b. recoil in fear at the sight of the snake
c. torture the snake slowly
d. attack the snake violently
e. exhibit instinctive parental behaviors toward the snake

Difficulty Level: Difficult


Topic: Research with Laboratory Animals
Skill Level: Apply What You Know
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

16. In a laboratory setting, a rat has experienced shock each time it has been placed inside Red
Sector A. Over time, the rat shows a fear response as soon as it is placed in Red Sector A. After
the destruction of the ____________ of the amygdala, the animal no longer shows a fear
response when placed in Red Sector A.

a. central nucleus
b. lateral nucleus
c. basal nucleus
d. dorsal nucleus
e. medial nucleus

Difficulty Level: Moderate


Topic: Research with Laboratory Animals
Skill Level: Apply What You Know
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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17. A rat experiences a shock paired with the sound of a bell. The animal now experiences fear,
demonstrated by freezing behavior, when it hears a bell. The bell is the

a. unconditioned stimulus.
b. conditioned stimulus.
c. unconditioned response.
d. conditioned response.
e. neutral stimulus.

Difficulty Level: Moderate


Topic: Research with Laboratory Animals
Skill Level: Understand the Concepts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

18. The central nucleus of the amygdala sends output to the locus coeruleus, which in turn leads
to

a. increased respiration.
b. increased vigilance.
c. behavioral arrest (freezing).
d. the formation of ulcers.
e. cortical activation.

Difficulty Level: Difficult


Topic: Research with Laboratory Animals
Skill Level: Understand the Concepts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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19. An intact ________ is required in order for a conditioned emotional response to alter blood
pressure.

a. orbitofrontal cortex
b. lateral hippocampus
c. lateral hypothalamus
d. medial nucleus of the amygdala
e. periaqueductal gray matter

Difficulty Level: Difficult


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

20. In experiments on classically conditioned emotional responses in rats, a conditioned stimulus


would be represented by

a. a loud tone.
b. foot shock.
c. a food pellet.
d. a naturally occurring fear response.
e. behavioral arrest.

Difficulty Level: Moderate


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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21. Rats previously exposed to a tone followed by a brief intense electrical shock will show
________ when subsequently exposed to the tone (without shock).

a. reduced fear
b. an unconditional emotional response
c. reduced plasma levels of stress hormones
d. behavioral arrest (freezing)
e. grooming behavior

Difficulty Level: Easy


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology

22. A species-typical defensive response for a rat would include

a. freezing of motor movements.


b. sniffing the fear stimulus.
c. approaching the feared stimulus.
d. eating.
e. grooming.

Difficulty Level: Easy


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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23. The expression of emotional responses is inhibited by inputs from the

a. lateral amygdala.
b. central nucleus of the amygdala.
c. lateral hypothalamus.
d. ventromedial prefrontal cortex.
e. dorsolateral accumbens.

Difficulty Level: Difficult


Topic: Research with Laboratory Animals
Skill Level: Understand the Concepts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

24. In humans, bilateral degeneration of the amygdala results in

a. increased memory of emotional aspects of a narrated story.


b. increased experiences of fear.
c. increased experiences of aggression.
d. unchanged fear but increased aggression.
e. decreased memory of emotional aspects of a narrated story.

Difficulty Level: Moderate


Topic: Research with Humans
Skill Level: Understand the Concepts
Learning Objective: 11.3 Describe the roles of the amygdala and ventromedial prefrontal cortex
in human emotion.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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25. Humans report feelings of fear upon electrical stimulation of the

a. hypothalamus.
b. ventral tegmental area.
c. periaqueductal gray matter.
d. amygdala.
e. reticular activating system.

Difficulty Level: Easy


Topic: Research with Humans
Skill Level: Remember the Facts
Learning Objective: 11.3 Describe the roles of the amygdala and ventromedial prefrontal cortex
in human emotion.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

26. Some careers involve daily exposure to dangerous situations, which can lead to emotional
burnout. A person with damage to the amygdala would have a selective advantage for a career as
a

a. copy editor for a Nebraska newspaper.


b. mercenary in a war-torn region.
c. university professor.
d. bookkeeper for an insurance company.
e. gardener in a resort hotel in Buenos Aires.

Difficulty Level: Easy


Topic: Research with Humans
Skill Level: Apply What You Know
Learning Objective: 11.3 Describe the roles of the amygdala and ventromedial prefrontal cortex
in human emotion.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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27. People with Alzheimer’s disease who show degeneration of the ________ should be more
likely to forget emotionally traumatic historical events that they lived through.

a. basal ganglia
b. anterior forebrain
c. cingulum bundle
d. amygdala
e. substantia nigra

Difficulty Level: Moderate


Topic: Research with Humans
Skill Level: Remember the Facts
Learning Objective: 11.3 Describe the roles of the amygdala and ventromedial prefrontal cortex
in human emotion.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

28. The neural pathway that leads to defensive behavior in cats is the

a. basal nucleus to the dorsal periaqueductal gray matter.


b. central nucleus to the ventral periaqueductal gray matter.
c. lateral hypothalamus to the ventral periaqueductal gray matter.
d. basal nucleus to the ventral periaqueductal gray matter.
e. central nucleus to the dorsal periaqueductal gray matter.

Difficulty Level: Moderate


Topic: Research with Laboratory Animals
Skill Level: Understand the Concepts
Learning Objective: 11.4 Distinguish the roles of serotonin and neural circuitry in animal models
of aggression and predation.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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29. The _______________ is involved in aggressive attack, predation, and regulation of pain.

a. periaqueductal gray matter


b. parietal lobe
c. superior colliculus
d. inferior colliculus
e. tectum

Difficulty Level: Moderate


Topic: Research with Laboratory Animals
Skill Level: Understand the Concepts
Learning Objective: 11.4 Distinguish the roles of serotonin and neural circuitry in animal models
of aggression and predation.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

30. A serotonin antagonist would produce the likely effect of

a. inhibiting aggression.
b. facilitating aggressive attack.
c. promoting serotonin synthesis.
d. decreasing risk-taking behavior.
e. decreasing depression.

Difficulty Level: Moderate


Topic: Research with Laboratory Animals
Skill Level: Understand the Concepts
Learning Objective: 11.4 Distinguish the roles of serotonin and neural circuitry in animal models
of aggression and predation.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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31. A serotonin agonist would produce the likely effect of

a. promoting aggression.
b. reducing aggressive attack.
c. reducing serotonin synthesis.
d. increasing risk-taking behavior.
e. increasing depression.

Difficulty Level: Easy


Topic: Research with Laboratory Animals
Skill Level: Understand the Concepts
Learning Objective: 11.4 Distinguish the roles of serotonin and neural circuitry in animal models
of aggression and predation.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

32. Elevated brain levels of the neurotransmitter ________ function to inhibit aggression.

a. glutamate
b. GABA
c. dopamine
d. serotonin
e. acetylcholine

Difficulty Level: Easy


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.4 Distinguish the roles of serotonin and neural circuitry in animal models
of aggression and predation.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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33. Electrical stimulation of the ventral periaqueductal gray matter in a cat can produce

a. submissive behavior.
b. defensive behavior.
c. predatory behavior.
d. starvation.
e. threat displays.

Difficulty Level: Easy


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.4 Distinguish the roles of serotonin and neural circuitry in animal models
of aggression and predation.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

34. Electrical stimulation of the dorsal periaqueductal gray matter in a cat produces

a. submissive behavior.
b. defensive rage behavior.
c. predatory behavior.
d. prey behavior.
e. threat behaviors.

Difficulty Level: Easy


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.4 Distinguish the roles of serotonin and neural circuitry in animal models
of aggression and predation.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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35. Dr. Hernandez tested all the students in her neuropsychology class to determine each
person’s level of the serotonin metabolite 5-HIAA in their cerebrospinal fluid. What should Dr.
Hernandez predict based on this information?

a. Male students with low 5-HIAA levels are likely to engage in profoundly risky
behaviors.
b. Low 5-HIAA levels should be associated with improved exam performance.
c. High 5-HIAA levels should be associated with poor sleep patterns in men.
d. Male students with high 5-HIAA levels will not be alive 10 years from now.
e. Those with low 5-HIAA levels will be the thinnest students in the class.

Difficulty Level: Difficult


Topic: Research with Humans
Skill Level: Apply What You Know
Learning Objective: 11.5 Evaluate the roles of heredity and serotonin in human aggression.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

36. Drugs that act as __________ for ____________ might help to reduce aggressive behavior.

a. agonists; serotonin
b. antagonists; serotonin
c. agonists; dopamine
d. antagonists; dopamine
e. agonists; epinephrine

Difficulty Level: Moderate


Topic: Research with Humans
Skill Level: Understand the Concepts
Learning Objective: 11.5 Evaluate the roles of heredity and serotonin in human aggression.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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37. Sebastian, who has a long criminal record of assault, arson, and manslaughter, would be
expected to show ________ levels of ________ in his cerebrospinal fluid.

a. elevated; GABA
b. reduced; GABA
c. elevated; 5-HIAA
d. reduced; 5-HIAA
e. elevated; opiates

Difficulty Level: Moderate


Topic: Research with Humans
Skill Level: Apply What You Know
Learning Objective: 11.5 Evaluate the roles of heredity and serotonin in human aggression.
Answer: D

38. APA Learning Objective: 1.3 Describe applications of psychology.

Aggressive behavior is most strongly related to

a. feeding.
b. reproduction.
c. termination of pain.
d. pleasure.
e. anxiety.

Difficulty Level: Easy


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Remember the Facts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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39. Aggressiveness is reduced in adult rodents by castration, whereas injections of testosterone


reinstate adult male rodent aggression. These effects are an example of a(n) ________ hormone
effect.

a. activational
b. defeminization
c. organizational
d. subcortical
e. biphasic

Difficulty Level: Easy


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Understand the Concepts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

40. The capacity of early testosterone exposure to sensitize brain circuits for aggression is an
example of a(n) ________ hormone effect.

a. activational
b. feminization
c. organizational
d. subcortical
e. biphasic

Difficulty Level: Easy


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Understand the Concepts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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41. Intermale aggression will be reinstated in castrated male rats after implants of testosterone
into the

a. ventromedial hypothalamus.
b. substantia nigra.
c. medial preoptic area.
d. lateral geniculate nucleus.
e. spinal cord.

Difficulty Level: Easy


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Remember the Facts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

42. A male mouse housed alone in a home cage will readily attack another male mouse placed
into the home cage, but will not attack a female mouse. Which reason correctly summarizes how
the resident male mouse decides to attack?

a. Male mice are smaller than female mice (thus size is the primary variable).
b. The mouse uses ultrasound to distinguish male from female mice.
c. Female mice show a hop-dart movement that male mice do not.
d. The mouse must be able to detect male pheromones.
e. The coat color of a female mouse is lighter than that of a male mouse.

Difficulty Level: Moderate


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Understand the Concepts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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43. Intermale aggression in mice was _____________ by cutting the ________________.

a. increased; vomeronasal nerve


b. decreased; trigeminal nerve
c. abolished; vomeronasal nerve
d. increased; trigeminal nerve
e. increased; vagus nerve

Difficulty Level: Easy


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Remember the Facts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

44. Prenatal androgenization increases aggressive behavior in

a. monkeys.
b. all primates.
c. rats.
d. cats.
e. all species studied to date.

Difficulty Level: Easy


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Remember the Facts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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45. A female mouse given daily injections of ________ for two weeks is more likely than a
placebo-treated female to fight with a strange female mouse.

a. estradiol
b. progesterone
c. prolactin
d. testosterone
e. leptin

Difficulty Level: Moderate


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Remember the Facts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

46. A female mouse given daily injections of ________ for two weeks is NOT more likely than a
placebo-treated female to fight with a strange female mouse.

a. estradiol
b. progesterone
c. prolactin
d. testosterone
e. leptin

Difficulty Level: Moderate


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Remember the Facts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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47. A ___________ female mouse is more likely to exhibit interfemale aggression.

a. 0M
b. 1M
c. 2M
d. 3M
e. 4M

Difficulty Level: Moderate


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Remember the Facts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

48. Cindi, a female baboon studied in the wild by primatologists, is approaching the time of
ovulation. What behavior would the primatologists be likely to observe?

a. nest-building behavior
b. staggering
c. isolation from the troop
d. increased likelihood of engaging in fights
e. prolonged periods of staring intently at her offspring

Difficulty Level: Easy


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Apply What You Know
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

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49. Female rhesus monkeys are more likely to engage in fights with other female monkeys

a. just prior to menstruation.


b. just after menstruation.
c. only when threatened by the arrival of a new female in the social group.
d. when potential mates are plentiful.
e. during menopause.

Difficulty Level: Easy


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Remember the Facts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

50. Which outcome correctly summarizes the impact of testosterone on aggressive behavior in
males?

a. Prenatal androgenization decreases aggressiveness in primates.


b. Androgens have organizational effects after puberty.
c. Castration of sex-offenders may reduce aggressive sexual attacks.
d. Testosterone exerts effects on muscles before puberty.
e. Physical castration does not conclusively or uniformly alter aggression.

Difficulty Level: Moderate


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Remember the Facts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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51. Given the complexity of research findings regarding hormones and aggression, it is safest to
conclude that the primary social effect of androgens on behavior is to enhance

a. aggressiveness.
b. sexual attractiveness.
c. dominance.
d. reproductive fitness.
e. cooperation.

Difficulty Level: Difficult


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Understand the Concepts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

52. Studies of hormone status and antisocial behavior in U.S. military veterans indicated that
higher levels of antisocial activity were present in

a. low socioeconomic status men with high testosterone levels.


b. women with low estrogen levels.
c. men with high socioeconomic status but low testosterone levels.
d. women with high estrogen levels.
e. veterans with the longest service records.

Difficulty Level: Easy


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Remember the Facts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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53. An example of an environmental effect on testosterone secretion would be when

a. castration reduces sexual aggression.


b. female prisoners with low testosterone levels behave more aggressively.
c. increasing blood levels of testosterone produces greater displays of aggression.
d. increasing blood levels of testosterone suppresses aggressive behavior.
e. losing a tennis match results in lowered blood levels of testosterone.

Difficulty Level: Moderate


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Understand the Concepts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

54. Studies of primates indicate that consumption of alcohol promotes aggression, but only

a. in submissive male monkeys.


b. in dominant male monkeys during the mating season when testosterone levels are
high.
c. in female monkeys at the time of ovulation.
d. in female monkeys just prior to menstruation.
e. when testosterone levels were at their lowest level.

Difficulty Level: Moderate


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Understand the Concepts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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55. The ________ cortical region plays a central role in the analysis of appropriate emotional
responses to social situations.

a. occipital
b. parietal
c. ventromedial prefrontal
d. temporal
e. cingulate

Difficulty Level: Moderate


Role of the vmPFC
Skill Level: Remember the Facts
Learning Objective: 11.7 Describe the role of the ventromedial prefrontal cortex in impulse
control.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

56. In a fear inducing situation, individuals who show courage are likely experiencing activation
of the

a. subgenual anterior cingulate cortex.


b. orbitofrontal cortex.
c. frontal cortex.
d. posterior cingulate cortex.
e. anterior cingulate cortex.

Difficulty Level: Moderate


Role of the vmPFC
Skill Level: Remember the Facts
Learning Objective: 11.7 Describe the role of the ventromedial prefrontal cortex in impulse
control.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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57. Phineas Gage, a railroad worker who was injured when a steel rod was accidentally driven
through his skull, exhibited capricious, emotional behavior (in part) as a result of widespread
damage to his

a. occipital cortex.
b. ventromedial prefrontal cortex.
c. cingulate cortex.
d. primary motor cortex.
e. primary sensory cortex.

Difficulty Level: Easy


Role of the vmPFC
Skill Level: Remember the Facts
Learning Objective: 11.7 Describe the role of the ventromedial prefrontal cortex in impulse
control.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

58. Edgar, a 2-year-old child, yells all day. He yells if someone gets near him. He yells if his
train falls off the wooden track. He is angry, seemingly, all day. Given his developmental stage,
his continuous anger probably comes from a fully developed _________ and an underdeveloped
___________.

a. amygdala; prefrontal cortex


b. prefrontal cortex; amygdala
c. amygdala; granular frontal cortex
d. granular frontal cortex; prefrontal cortex
e. granular frontal cortex; amygdala

Difficulty Level: Moderate


Topic: Brain Development and Impulse Control
Skill Level: Apply What You Know
Learning Objective: 11.8 Provide evidence for a developmental factor in impulse control.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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59. The combination of inadequate activation of the ________ and enhanced activation of the
________ may result in excessive anger that results in harm to other persons.

a. cortex; reticular activating system


b. prefrontal cortex; hypothalamus
c. prefrontal cortex; amygdala
d. amygdala; prefrontal cortex
e. noradrenergic system; serotonergic systems

Difficulty Level: Moderate


Topic: Brain Development and Impulse Control
Skill Level: Apply What You Know
Learning Objective: 11.8 Provide evidence for a developmental factor in impulse control.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

60. The _____________ plays an important role in provoking anger and violent emotional
reactions, and the ____________ plays an important role in suppressing such behavior by
making us see its negative consequences.

a. amygdala; prefrontal cortex


b. prefrontal cortex; amygdala
c. amygdala; granular frontal cortex
d. granular frontal cortex; prefrontal cortex
e. granular frontal cortex; amygdala

Difficulty Level: Moderat


Topic: Brain Development and Impulse Control
Skill Level: Apply What You Know
Learning Objective: 11.8 Provide evidence for a developmental factor in impulse control.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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61. People with antisocial personality disorder have an 11 percent reduction in volume of the
gray matter of the

a. amygdala.
b. prefrontal cortex.
c. cingulate gyrus.
d. granular frontal cortex.
e. periaqueductal gray.

Difficulty Level: Moderate


Topic: Role of the vmPFC
Skill Level: Remember the Facts
Learning Objective: 11.7 Describe the role of the ventromedial prefrontal cortex in impulse
control.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

62. Research suggests that impulsive behavior is caused by decreased __________ activation in
the ____________ prefrontal cortex.

a. serotonergic; medial
b. serotonergic; lateral
c. dopaminergic; medial
d. dopaminergic; lateral
e. cholinergic; medial

Difficulty Level: Moderate


Topic: Serotonin and Impulse Control
Skill Level: Remember the Facts
Learning Objective: 11.9 Explain the role of serotonin in impulse control regulation.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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63. Research indicates that _____________ input to the prefrontal cortex activates this region.

a. serotonergic
b. cholinergic
c. dopaminergic
d. adrenergic
e. serotonergic and dopaminergic

Difficulty Level: Easy


Topic: Serotonin and Impulse Control
Skill Level: Remember the Facts
Learning Objective: 11.9 Explain the role of serotonin in impulse control regulation.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

64. Impulsive aggression may reflect ________, which can be treated with reuptake inhibitors
such as ________.

a. overactivity of prefrontal neurons; fluoxetine


b. amygdaloid damage; GABA releasers
c. impaired serotonin prefrontal activity; fluoxetine
d. serotonin hypothalamic activity; fluoxetine
e. amygdaloid damage; glutamate releasers

Difficulty Level: Difficult


Topic: Serotonin and Impulse Control
Skill Level: Understand the Concepts
Learning Objective: 11.9 Explain the role of serotonin in impulse control regulation.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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65. Research suggests that emotions may play the most important role in the formation of

a. moral judgments.
b. feelings of empathy.
c. career decisions.
d. religious adherence.
e. gambling habits.

Difficulty Level: Easy


Topic: Moral Decision Making
Skill Level: Remember the Facts
Learning Objective: 11.10 Describe the brain regions involved in emotional aspects of moral
decision making involving impulse control.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

66. Functional imaging studies of the brain during decision making indicate that grappling with
moral dilemmas strongly activates the

a. hypothalamus.
b. hippocampus.
c. ventromedial prefrontal cortex.
d. amygdala.
e. nucleus accumbens.

Difficulty Level: Difficult


Topic: Moral Decision Making
Skill Level: Remember the Facts
Learning Objective: 11.10 Describe the brain regions involved in emotional aspects of moral
decision making involving impulse control.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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67. ________ is an example of a personal moral dilemma.

a. Stealing a bus in order to drive people to safety during a hurricane


b. Allowing a lifeboat to sink to save your own life
c. Stealing a drug to feed your addiction
d. Throwing a switch that diverts a train into a crowd of people
e. Throwing another person onto a grenade in order to save a larger group

Difficulty Level: Difficult


Topic: Moral Decision Making
Skill Level: Understand the Concepts
Learning Objective: 11.10 Describe the brain regions involved in emotional aspects of moral
decision making involving impulse control.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

68. People with lesions to the vmPFC are

a. less likely to feel strong emotional responses in moral judgments.


b. more likely to feel strong emotional responses in moral judgments.
c. less likely to choose sacrificing one person to save five.
d. more likely to find personally killing one person to save five people morally
reprehensible.
e. less likely to partake in moral judgments at all.

Difficulty Level: Moderate


Topic: Moral Decision Making
Skill Level: Apply What You Know
Learning Objective: 11.10 Describe the brain regions involved in emotional aspects of moral
decision making involving impulse control.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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69. When presented with the moral dilemma of whether to physically push Person A onto a
trolley track to stop a trolley car from killing five other people, people with damage to the
____________ will choose to push Person A and stop the trolley, demonstrating no moral
dilemma with this choice.

a. ventromedial prefrontal cortex


b. amygdala
c. subgenual anterior cingulate cortex
d. orbitofrontal cortex
e. prefrontal cortex

Difficulty Level: Moderate


Topic: Moral Decision Making
Skill Level: Apply What You Know
Learning Objective: 11.10 Describe the brain regions involved in emotional aspects of moral
decision making involving impulse control.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

70. The conclusion that facial expressions of basic emotions have an innate display is supported
by the observation that

a. blind children show different facial emotional expressions than do sighted persons.
b. facial expressions of basic emotions vary across cultural contexts.
c. the same facial expression for a given emotion is observed across a variety of
cultures.
d. facial expressions of emotion change over time within a given culture.
e. some facial emotional expressions are only expressed during adulthood.

Difficulty Level: Easy


Topic: Facial Expression of Emotions: Innate Responses
Skill Level: Understand the Concepts
Learning Objective: 11.11 Describe evidence in support of emotional expressions as innate
responses.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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71. A child who is born blind will

a. never learn how to smile properly.


b. have to be told how to move the facial features necessary to elicit a smile.
c. smile in a manner similar to that of sighted children.
d. smile as sighted children do, but will have to be taught how to facially express
sadness.
e. show evidence of smiling at birth.

Difficulty Level: Easy


Topic: Facial Expression of Emotions: Innate Responses
Skill Level: Understand the Concepts
Learning Objective: 11.11 Describe evidence in support of emotional expressions as innate
responses.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

72. Charles Darwin argued that the expression of emotion in humans

a. varies greatly across individuals.


b. is learned during an early critical period.
c. is unique to each culture.
d. evolved from similar expressions in other animals.
e. involves muscle movements of the hands but not the face.

Difficulty Level: Easy


Topic: Facial Expression of Emotions: Innate Responses
Skill Level: Remember the Facts
Learning Objective: 11.11 Describe evidence in support of emotional expressions as innate
responses.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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73. A central function of the right hemisphere is

a. the use of visual cues to recognize emotions.


b. the comprehension of emotions.
c. the capacity to recognize the emotional content of hand gestures.
d. the ability to discriminate among different facial expressions of emotion.
e. control of vocal emotional pitch.

Difficulty Level: Easy


Topic: Neural Basis of the Communication of Emotions: Recognition
Skill Level: Remember the Facts
Learning Objective: 11.12 Summarize the neural basis of emotional recognition, including
laterality, direction of gaze, imitation, and disgust.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

74. The ability to comprehend emotions expressed by others is most likely to be impaired after
damage to the

a. left hemisphere.
b. basal ganglia.
c. right hemisphere.
d. cerebellum.
e. dorsal horn of the spinal cord.

Difficulty Level: Easy


Topic: Neural Basis of the Communication of Emotions: Recognition
Skill Level: Apply What You Know
Learning Objective: 11.12 Summarize the neural basis of emotional recognition, including
laterality, direction of gaze, imitation, and disgust.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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75. PET studies indicate that the comprehension of emotion from tone of voice increased the
activity of the

a. left frontal cortex.


b. left hemisphere.
c. right hemisphere.
d. anterior potion of the corpus callosum.
e. right frontal cortex.

Difficulty Level: Easy


Topic: Neural Basis of the Communication of Emotions: Recognition
Skill Level: Remember the Facts
Learning Objective: 11.12 Summarize the neural basis of emotional recognition, including
laterality, direction of gaze, imitation, and disgust.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

76. Pure word deafness is produced by damage to the ________ cortex.

a. left temporal
b. right orbitofrontal
c. left parietal
d. right temporal
e. right parietal

Difficulty Level: Moderate


Topic: Neural Basis of the Communication of Emotions: Recognition
Skill Level: Remember the Facts
Learning Objective: 11.12 Summarize the neural basis of emotional recognition, including
laterality, direction of gaze, imitation, and disgust.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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77. The observation that a person with ________ cannot understand speech but can infer emotion
from ________ suggests that word recognition and emotional vocal recognition are independent
functions.

a. pure word deafness; body posture


b. Broca’s aphasia; use of emotional words
c. affective blindsight; body posture
d. pure word deafness; tone of voice
e. word deafness; use of emotional words

Difficulty Level: Difficult


Topic: Neural Basis of the Communication of Emotions: Recognition
Skill Level: Remember the Facts
Learning Objective: 11.12 Summarize the neural basis of emotional recognition, including
laterality, direction of gaze, imitation, and disgust.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

78. Which statement about the role of the amygdala in the recognition of emotion is correct?

a. Amygdala damage impairs the ability to use tone of voice cues during emotion
recognition.
b. Amygdala damage impairs the ability to decode facial expressions of emotion.
c. The amygdala receives input from the visual cortex via the hypothalamus.
d. Conscious awareness is required for producing facial expressions of emotion.
e. Activation of the amygdala increases the experience of positive mood.

Difficulty Level: Moderate


Topic: Neural Basis of the Communication of Emotions: Recognition
Skill Level: Remember the Facts
Learning Objective: 11.12 Summarize the neural basis of emotional recognition, including
laterality, direction of gaze, imitation, and disgust.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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79. Because the amygdala receives input from cortical and subcortical sources, a person made
blind by cortical damage

a. can recognize body posture.


b. is unable to infer emotion from tone of voice.
c. can recognize object movement.
d. is unable to express emotions using tone of voice.
e. can recognize facial emotional expressions.

Difficulty Level: Moderate


Topic: Neural Basis of the Communication of Emotions: Recognition
Skill Level: Remember the Facts
Learning Objective: 11.12 Summarize the neural basis of emotional recognition, including
laterality, direction of gaze, imitation, and disgust.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

80. Damage to the amygdala can impair recognition of ________ but not ________.

a. body posture; tone of voice


b. word meaning; the ability to speak a word
c. object identity; object movement
d. facial emotion expression; recognition of emotion using tone of voice
e. tone of voice; facial emotional expressions

Difficulty Level: Moderate


Topic: Neural Basis of the Communication of Emotions: Recognition
Skill Level: Remember the Facts
Learning Objective: 11.12 Summarize the neural basis of emotional recognition, including
laterality, direction of gaze, imitation, and disgust.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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81. Rapid recognition of facial emotional expression is mediated by signals carried by the
________ system.

a. koniocellular
b. magnocellular
c. retino-striatal
d. parvocellular
e. retino-tectal

Difficulty Level: Easy


Topic: Neural Basis of the Communication of Emotions: Recognition
Skill Level: Remember the Facts
Learning Objective: 11.12 Summarize the neural basis of emotional recognition, including
laterality, direction of gaze, imitation, and disgust.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

82. The emotion of disgust involves activation of neurons within the

a. hypothalamus.
b. left hemisphere.
c. insular cortex.
d. substantia nigra.
e. corpus callosum.

Difficulty Level: Moderate


Topic: Neural Basis of the Communication of Emotions: Recognition
Skill Level: Remember the Facts
Learning Objective: 11.12 Summarize the neural basis of emotional recognition, including
laterality, direction of gaze, imitation, and disgust.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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83. People with volitional facial paresis are unable to

a. voluntarily move the facial muscles.


b. cry in response to fearful or sad events.
c. comprehend other people’s emotions.
d. recognize facial expressions.
e. use tone of voice to communicate their emotional states.

Difficulty Level: Easy


Topic: Neural Basis of the Communication of Emotions: Expression
Skill Level: Remember the Facts
Learning Objective: 11.13 Summarize the neural basis of emotional expression, including
laterality, laughter, and humor.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

84. Hidalgo is asked by his physician to raise the corners of his mouth, and he does so readily.
The physician then tells Hidalgo a joke, which causes him to laugh, but he only raises the left
side of his mouth in a smile. Hidalgo most likely suffers from

a. damage to his primary motor cortex.


b. volitional facial paresis.
c. unilateral damage to his cerebellum.
d. emotional facial paresis.
e. damage to his occipital lobe.

Difficulty Level: Moderate


Topic: Neural Basis of the Communication of Emotions: Expression
Skill Level: Apply What You Know
Learning Objective: 11.13 Summarize the neural basis of emotional expression, including
laterality, laughter, and humor.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

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85. With regard to facial emotional expression,

a. the sides of the face are equivalent during emotional expression.


b. positive emotions are more strongly displayed on the right side of the face.
c. negative emotions are more strongly displayed on the right side of the face.
d. positive emotions are more strongly expressed than are negative emotions.
e. negative emotional expressions are more intensely expressed on the left side of the
face.

Difficulty Level: Moderate


Topic: Neural Basis of the Communication of Emotions: Expression
Skill Level: Remember the Facts
Learning Objective: 11.13 Summarize the neural basis of emotional expression, including
laterality, laughter, and humor.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

86. The muscular movements that are involved in laughter are controlled by neurons within the

a. hypothalamus.
b. anterior cingulate cortex.
c. insular cortex.
d. substantia nigra.
e. corpus callosum.

Difficulty Level: Moderate


Topic: Neural Basis of the Communication of Emotions: Expression
Skill Level: Remember the Facts
Learning Objective: 11.13 Summarize the neural basis of emotional expression, including
laterality, laughter, and humor.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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87. The unique aspect of Patient S.P. is that after removal of her right amygdala, she

a. was unable to recognize individual faces of her family members.


b. was unable to recognize her own facial emotional expressions.
c. could accurately judge the age of other persons based solely on their facial features.
d. lost the ability to convey emotion in her facial expressions.
e. could not perceive individual facial elements, such as eyes and mouths.

Difficulty Level: Easy


Topic: Neural Basis of the Communication of Emotions: Expression
Skill Level: Remember the Facts
Learning Objective: 11.13 Summarize the neural basis of emotional expression, including
laterality, laughter, and humor.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

88. A chimeric face

a. is another term for being deceptive.


b. is a happy face that lacks the complete features of a smile.
c. results from having volitional facial paresis.
d. is created by duplicating halves of a facial expression.
e. displays rapid shifts in emotional states.

Difficulty Level: Moderate


Topic: Neural Basis of the Communication of Emotions: Expression
Skill Level: Remember the Facts
Learning Objective: 11.13 Summarize the neural basis of emotional expression, including
laterality, laughter, and humor.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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89. According to the James-Lange theory, feelings of emotions are

a. dependent upon the genetic makeup of an individual.


b. the causes of physiological reactions to events.
c. produced by feedback from the behaviors and physiological responses caused by
emotion-producing situations.
d. culturally determined responses to stimuli.
e. produced by activity within the thalamus in response to sensory cues.

Difficulty Level: Moderate


Topic: The James-Lange Theory
Skill Level: Remember the Facts
Learning Objective: 11.14 Summarize the evidence for and against the James-Lange theory of
emotion.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

90. Which statement best illustrates the James-Lange theory of emotion?

a. Feeling happy causes you to laugh.


b. Laugh and you will be happy.
c. Happiness is the result of excessive release of endorphins.
d. Your frontal lobe causes you to feel happy; your motor cortex causes you to laugh.
e. Feeling happy induces the species-typical reaction we call laughter.

Difficulty Level: Easy


Topic: The James-Lange Theory
Skill Level: Understand the Concepts
Learning Objective: 11.14 Summarize the evidence for and against the James-Lange theory of
emotion.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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91. According to the James-Lange theory of emotion, which component is most important for the
subjective experience of an emotion?

a. changes in hormone levels provoked by the stimulus


b. the cultural context in which an emotion-eliciting event occurs
c. one’s own self-report of what is being experienced
d. sensory feedback from muscles and internal organs
e. that the person has an intact thalamus

Difficulty Level: Moderate


Topic: The James-Lange Theory
Skill Level: Understand the Concepts
Learning Objective: 11.14 Summarize the evidence for and against the James-Lange theory of
emotion.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

92. Studies by Paul Ekman and colleagues demonstrate that

a. posed facial expressions of prototypical emotions change sympathetic activity.


b. fear and happiness produce similar changes in the autonomic nervous system.
c. posed facial expressions of prototypical emotions change parasympathetic activity.
d. different emotions are expressed in similar ways by the facial muscles.
e. emotions and their expression on the face are determined solely by culture.

Difficulty Level: Easy


Topic: Feedback from Emotional Expressions
Skill Level: Understand the Concepts
Learning Objective: 11.15 Critique evidence for the facial feedback hypothesis.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

Fill-in-the-Blank Questions

93. Most studies of emotion have focused on ________ emotions.

Difficulty Level: Easy


Topic: Components of Emotional Response
Skill Level: Remember the Facts
Learning Objective: 11.1 Describe the three components of an emotional response.
Answer: negative
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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94. The ________ nucleus of the amygdala is the most important region of the brain for the
expression of emotional responses provoked by aversive stimuli.

Difficulty Level: Moderate


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: central
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

95. Outputs from the ________ mediate the increased vigilance noted during fear.

Difficulty Level: Difficult


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: locus coeruleus
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

96. Lesions of the periaqueductal gray matter interfere with the ________ in rats.

Difficulty Level: Difficult


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: freezing response
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

97. Damage to the ________ cortex impairs the extinction of a conditioned emotional response.

Difficulty Level: Difficult


Topic: Research with Laboratory Animals
Skill Level: Understand the Concepts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Answer: ventromedial prefrontal
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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98. Feelings of fear in humans can be produced by electrical stimulation of the ________.

Difficulty Level: Moderate


Topic: Research with Humans
Skill Level: Remember the Facts
Learning Objective: 11.3 Describe the roles of the amygdala and ventromedial prefrontal cortex
in human emotion.
Answer: amygdala
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

99. ________ is one type of behavior that serves to prevent an attack by another animal.

Difficulty Level: Moderate


Topic: Aggression
Skill Level: Remember the Facts
Learning Objective: 11.4 Distinguish the roles of serotonin and neural circuitry in animal models
of aggression and predation.
Answer: Submission
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

100. The neurotransmitter serotonin typically ________ aggression.

Difficulty Level: Moderate


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.4 Distinguish the roles of serotonin and neural circuitry in animal models
of aggression and predation.
Answer: inhibits (or suppresses)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

101. Low levels of ________ in the brain are correlated with the enactment of risky behavior in
males.

Difficulty Level: Moderate


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.4 Distinguish the roles of serotonin and neural circuitry in animal models
of aggression and predation.
Answer: 5-HIAA
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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102. ________ is a drug that can reduce symptoms of irritability and aggressiveness.

Difficulty Level: Moderate


Topic: Research with Humans
Skill Level: Remember the Facts
Learning Objective: 11.5 Evaluate the roles of heredity and serotonin in human aggression.
Answer: Fluoxetine (or any serotonin agonist)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

103. The fact that early androgen exposure in rats increases the likelihood of adult aggressive
behavior is an example of a(n) ________ hormone effect.

Difficulty Level: Difficult


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Remember the Facts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: organizational
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

104. Aggression levels in both males and females are increased by exposure to ________.

Difficulty Level: Difficult


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Remember the Facts
Learning Objective: 11.6 Critique the role of hormones in aggression.
Answer: androgen
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

105. Damage to the vmPFC caused by a railroad accident caused ________ to be childish,
irresponsible, and whimsical.

Difficulty Level: Moderate


Topic: Impulse Control: Role of the vmPFC
Skill Level: Remember the Facts
Learning Objective: 11.7 Describe the role of the ventromedial prefrontal cortex in impulse
control.
Answer: Phineas Gage
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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106. Deciding whether to throw a person onto a railroad track to save others is an example of
a(n) ________ moral dilemma.

Difficulty Level: Difficult


Topic: Moral Decision Making
Skill Level: Remember the Facts
Learning Objective: 11.10 Describe the brain regions involved in emotional aspects of moral
decision making involving impulse control.
Answer: personal
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

107. ________ argued that human emotional expression evolved from similar expressions in
other animals.

Difficulty Level: Difficult


Topic: Facial Expression of Emotions: Innate Responses
Skill Level: Remember the Facts
Learning Objective: 11.11 Describe evidence in support of emotional expressions as innate
responses.
Answer: Darwin
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

108. Disgusting stimuli activate the cells in the ________.

Difficulty Level: Moderate


Topic: Neural Basis of the Communication of Emotions: Recognition
Skill Level: Remember the Facts
Learning Objective: 11.12 Summarize the neural basis of emotional recognition, including
laterality, direction of gaze, imitation, and disgust.
Answer: insular cortex
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

109. Individuals who have ________ have difficulty moving their facial muscles voluntarily.

Difficulty Level: Moderate


Topic: Neural Basis of the Communication of Emotion: Expression
Skill Level: Remember the Facts
Learning Objective: 11.13 Summarize the neural basis of emotional expression, including
laterality, laughter, and humor.
Answer: volitional facial paresis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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110. The ________ half of the face is more expressive than the other half.

Difficulty Level: Moderate


Topic: Neural Basis of the Communication of Emotion: Expression
Skill Level: Remember the Facts
Learning Objective: 11.13 Summarize the neural basis of emotional expression, including
laterality, laughter, and humor.
Answer: left
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

111. The prominent physiologist ________ strongly criticized the James-Lange theory of
emotion.

Difficulty Level: Moderate


Topic: The James-Lange Theory
Skill Level: Remember the Facts
Learning Objective: 11.14 Summarize the evidence for and against the James-Lange theory of
emotion.
Answer: Walter Cannon
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

112. Injections of ________ can inhibit facial muscle movement and facial emotional expression.

Difficulty Level: Moderate


Topic: Feedback from Emotional Expressions
Skill Level: Remember the Facts
Learning Objective: 11.15 Critique evidence for the facial feedback hypothesis.
Answer: Botox
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Essay Questions

113. Describe the three components of an emotional response.

Difficulty Level: Easy


Topic: Components of Emotional Response
Skill Level: Remember the Facts
Learning Objective: 11.1 Describe the three components of an emotional response.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Feelings are distinct from the responses that accompany an emotion. The three
components of an emotional response are behavioral, autonomic, and hormonal. Behavioral
responses include motor movements, facial expressions, posture, and tone of voice. Autonomic
responses include specific changes in the sympathetic nervous system that provide energy for
responding. Hormonal responses (that reinforce the autonomic responses) include release of
norepinephrine and epinephrine as well as glucocorticoids.

114. Describe evidence supporting the involvement of the amygdala in emotional behavior.

Difficulty Level: Moderate


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Stimuli that convey threat activate the central nucleus (CE) of the amygdala. Electrical
stimulation of the CE induces signs of fear and anxiety and can induce ulcers. Damage to the CE
diminishes the behavioral and hormonal responses to fear stimuli. The CE appears to integrate
the behavioral, autonomic, and hormonal components of fear.

115. Describe the types of emotional stimuli that activate cells within the amygdala.

Difficulty Level: Moderate


Topic: Research with Laboratory Animals
Skill Level: Remember the Facts
Learning Objective: 11.2 Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Amygdala cells change their firing rate in response to the presentation of emotionally
relevant stimuli. These responses cut across sensory domains (vision, audition) and can be
conditioned (the sight of a syringe that was previously used to inject bitter substances in the
mouth of the subject).

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116. Identify two species-typical forms of aggression and the hormones that modulate these
behaviors.

Difficulty Level: Moderate


Topic: Hormonal Control of Aggressive Behavior
Skill Level: Remember the Facts
Learning Objective: 11.6 Critique the role of hormones in aggression.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Intermale aggression occurs between two male members of the same sex and species. It
is dependent on early testosterone exposure and later adulthood levels of testosterone.
Interfemale aggression is less common but can occur in primates just prior to menstruation.

117. Describe the changes in personality in Phineas Gage that occurred after his brain injury.

Difficulty Level: Easy


Topic: Impulse Control: Role of the vmPFC
Skill Level: Remember the Facts
Learning Objective: 11.7 Describe the role of the ventromedial prefrontal cortex in impulse
control.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Prior to the injury of his frontal lobes, Gage was a railway track supervisor. His injury
involved the passage of an iron rod through his cheek, thus damaging his ventromedial prefrontal
cortex bilaterally. After his injury, Gage was thoughtless and irresponsible, and prone to
outbursts of temper. He was unable to make or carry out plans, and was unable to continue
working as a supervisor.

118. Defend the proposition that facial expressions of basic emotions are innate.

Difficulty Level: Moderate


Topic: Facial Expression of Emotions: Innate Responses
Skill Level: Understand the Concepts
Learning Objective: 11.11 Describe evidence in support of emotional expressions as innate
responses.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Charles Darwin argued that human facial expressions evolved from the similar
expressions of other animals. Paul Ekman showed that there is a limited set of common facial
expressions of emotion and that the same expressions are found in inhabitants of visually isolated
cultures. Young blind children show the same facial expressions of basic emotions as do young
sighted children.

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119. Describe the role of the right hemisphere in the recognition of emotions. Identify two
strategies that have been used to study this topic.

Difficulty Level: Moderate


Topic: Neural Basis of the Communication of Emotions: Recognition
Skill Level: Understand the Concepts
Learning Objective: 11.13 Summarize the neural basis of emotional expression, including
laterality, laughter, and humor.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Facial displays of emotion are more intense on the left side of the face, suggesting an
important role of the right hemisphere for producing emotional displays. to investigate this, one
strategy is to compare the ability of persons with right hemisphere damage to judge facial
expressions for emotional content (they are impaired). Another is to examine the changes in
brain activity within the hemispheres using a PET scanner as people judge the emotional content
of words (right hemisphere is more activated).

120. Discuss the James-Lange theory of emotion and cite evidence that supports this theory.

Difficulty Level: Easy


Topic: The James-Lange Theory
Skill Level: Remember the Facts
Learning Objective: 11.14 Summarize the evidence for and against the James-Lange theory of
emotion.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The James-Lange theory argues that environmental events trigger patterns of visceral
response and that our brains subsequently decode the pattern to arrive at an emotional
experience. A key piece of evidence in support of the theory comes from studies of the impact of
spinal cord injury on emotional experience. The higher the level of the transection of the cord,
the greater the interruption of sensory information to the brain and the greater the decrement in
the intensity of experienced emotion.

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Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in Revel
for Physiology of Behavior, 13th Edition.

Assignment: Quiz: Fear


EOM 11.1.1
Question: A gorilla beats on its chest in a dominance display when threatened. This act reflects
the __________ component of emotion.
a. behavioral
b. autonomic
c. somatic
d. hormonal
Answer: A
Consider This: This is the aspect that is visible or overt; LO 11.1: Describe the three components
of an emotional response.
Learning Objective: 11.1: Describe the three components of an emotional response.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM 11.1.2
Question: When it is your turn to read your poem aloud in class, your heart starts to thump in
your chest and your palms get sweaty. This act reflects the __________ component of emotion.
a. behavioral
b. autonomic
c. somatic
d. hormonal
Answer: B
Consider This: This component governs the fight, flight, or freeze reflex; 11.1: Describe the
three components of an emotional response
Learning Objective: 11.1: Describe the three components of an emotional response.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOM 11.1.3
Question: In the amygdala, the basal nucleus receives information from:
a. the lateral nucleus, but not the central nucleus.
b. the central nucleus, but not the lateral nucleus.
c. both the lateral and central nuclei.
d. neither the lateral nor the central nucleus.
Answer: A
Consider This: This area of the amygdala would be considered “to the side”; LO 11.2: Outline
evidence for the roles of the amygdala and ventromedial prefrontal cortex in animal models of
emotion.
Learning Objective: 11.2: Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 11.1.4
Question: If the central nucleus of the amygdala is stimulated, a monkey will:
a. show fear toward a snake.
b. show fear, regardless of the target.
c. not respond fearfully to a snake.
d. not show fear, regardless of the target.
Answer: B
Consider This: Activation through stimulation causes behavior that does not rely on an
environmental stimulus; LO 11.2: Outline evidence for the roles of the amygdala and
ventromedial prefrontal cortex in animal models of emotion.
Learning Objective: 11.2: Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 11.1.5
Question: A rat experiences a shock paired with the sound of a bell. The animal now
experiences fear, demonstrated by freezing behavior, when it hears a bell. In the terms of
classical conditioning, the sound of the bell is the:
a. conditioned stimulus.
b. unconditioned stimulus.
c. conditioned response.
d. unconditioned response.
Answer: A
Consider This: The term “conditioned” could be replaced with “learned”; LO 11.2: Outline
evidence for the roles of the amygdala and ventromedial prefrontal cortex in animal models of
emotion.
Learning Objective: 11.2: Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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Assignment: Quiz: Aggression


EOM 11.2.1
Question: The _______________ in the brain is involved in aggressive attack, predation, and
regulation of pain.
a. periaqueductal gray matter
b. parietal lobe
c. superior colliculus
d. tectum
Answer: A
Consider This: This area of the brain is located in the midbrain; LO 11.4: Distinguish the roles of
serotonin and neural circuitry in animal models of aggression and predation.
Learning Objective: 11.4: Distinguish the roles of serotonin and neural circuitry in animal
models of aggression and predation.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM 11.2.2
Question: A serotonin antagonist would:
a. inhibit aggression.
b. facilitate aggressive attack.
c. promote serotonin synthesis.
d. decrease risk-taking behavior.
Answer: B
Consider This: Serotonin is considered a mood regulator; LO 11.4: Distinguish the roles of
serotonin and neural circuitry in animal models of aggression and predation.
Learning Objective: 11.4: Distinguish the roles of serotonin and neural circuitry in animal
models of aggression and predation.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 11.2.3
Question: Drugs that act as __________ for _________ might help to reduce aggressive
behavior.
a. agonists; serotonin
b. antagonists; serotonin
c. agonists; dopamine
d. antagonists; dopamine
Answer: A
Consider This: Serotonin is considered a mood regulator; LO 11.5: Evaluate the roles of heredity
and serotonin in human aggression.
Learning Objective: 11.5: Evaluate the roles of heredity and serotonin in human aggression.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM 11.2.4
Question: A _____ female mouse is ______ likely to exhibit interfemale aggression.
a. 1M; more
b. 1M; less
c. 2M; more
d. 2M; less
Answer: C
Consider This: The level of androgen exposure increases with proximity to more brothers; LO
11.6: Critique the role of hormones in aggression.
Learning Objective: 11.6: Critique the role of hormones in aggression.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 11.2.5
Question: Prenatal androgenization increases aggressive behavior in:
a. most mammals, but not higher primates and humans.
b. higher primates and humans only.
c. humans only.
d. all species that have been studied.
Answer: D
Consider This: Prenatal androgens have an organizational effect; LO 11.6: LO 11.6: Critique the
role of hormones in aggression.
Learning Objective: 11.6: Critique the role of hormones in aggression.
Difficulty Level: Easy
Skill Level: Remember the Facts

Assignment: Quiz: Impulse Control


EOM 11.3.1
Question: In a fear-inducing situation, individuals who show courage are likely experiencing
activation of the _____________ cortex.
a. subgenual anterior cingulate
b. orbitofrontal
c. frontal
d. posterior cingulate
Answer: A
Consider This: This area of the vmPFC is located toward the front; LO 11.7: Describe the role of
the ventromedial prefrontal cortex in impulse control.
Learning Objective: 11.7: Describe the role of the ventromedial prefrontal cortex in impulse
control.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM 11.3.2
Question: Research shows people with antisocial personality disorder have an 11 percent
reduction in volume of the gray matter of the:
a. amygdala.

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b. prefrontal cortex.
c. cingulate gyrus.
d. periaqueductal gray matter.
Answer: B
Consider This: This area of the brain controls impulsive behavior; LO 11.7: Describe the role of
the ventromedial prefrontal cortex in impulse control.
Learning Objective: 11.7: Describe the role of the ventromedial prefrontal cortex in impulse
control.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM 11.3.3
Question: The ______________ plays an important role in provoking anger and violent
emotional reactions, whereas the ___________ plays an important role in suppressing such
behavior by making us see its negative consequences.
a. amygdala; prefrontal cortex
b. prefrontal cortex; amygdala
c. amygdala; granular frontal cortex
d. granular frontal cortex; prefrontal cortex
Answer: A
Consider This: Which area would cause emotions and which would control it?; LO 11.8: Provide
evidence for a developmental factor in impulse control.
Learning Objective: 11.8: Provide evidence for a developmental factor in impulse control.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM 11.3.4
Question: Research suggests impulsive behavior reflects decreased ___________ activation in
the _________ prefrontal cortex.
a. serotonergic; medial
b. serotonergic; lateral
c. dopaminergic; medial
d. dopaminergic; lateral
Answer: A
Consider This: This neurotransmitter is considered a mood regulator; LO 11.9: Explain the role
of serotonin in impulse control regulation.
Learning Objective: 11.9: Explain the role of serotonin in impulse control regulation.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM 11.3.5
Question: When presented with the moral dilemma of whether to physically push Person A onto
a trolley track to stop a trolley car from killing five other people, individuals with damage to the
____________ will choose to push Person A and stop the trolley, demonstrating no moral
dilemma with this choice.
a. ventromedial prefrontal cortex
b. amygdala
c. subgenual anterior cingulate cortex
d. orbitofrontal cortex
Answer: A
Consider This: This area would be considered lower and in the middle; LO 11.10: Describe the
brain regions involved in emotional aspects of moral decision making involving impulse control.
Learning Objective: 11.10: Describe the brain regions involved in emotional aspects of moral
decision making involving impulse control.
Difficulty Level: Moderate
Skill Level: Apply What You Know

Assignment: Quiz: Communication of Emotions


EOM 11.4.1
Question: The fact that different cultures use the same facial expressions to communicate
emotional states indicates that emotional facial expressions:
a. are innate.
b. are learned.
c. are culture-specific.
d. have to be demonstrated by parents to be acquired.
Answer: A
Consider This: Blind babies who have never seen a smile, smile to show happiness; LO 11.11:
Describe evidence in support of emotions as innate responses.
Learning Objective: 11.11: Describe evidence in support of emotions as innate responses.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 11.4.2
Question: If an individual born and raised in New Guinea overheard a conversation in which a
Westerner was crying, the New Guinean would assume the Westerner was feeling:
a. happiness.
b. surprise.
c. anger.
d. sadness.
Answer: D
Consider This: Emotions appear to be innate; LO 11.11: Describe evidence in support of
emotions as innate responses.
Learning Objective: 11.11: Describe evidence in support of emotions as innate responses.
Difficulty Level: Easy
Skill Level: Understand the Concepts

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EOM 11.4.3
Question: Jean suffered a stroke last year. Since the incident, she is unable to recognize a
person’s emotions from his or her tone of voice. It is MOST likely that her _____________
was/were damaged by the stroke.
a. right prefrontal cortex
b. left prefrontal cortex
c. left temporal cortex
d. right and left temporal lobes
Answer: A
Consider This: The left temporal cortex affects speech comprehension, not reading of emotional
tone; LO 11.12: Summarize the neural basis of emotional recognition, including laterality,
direction of gaze, imitation, and disgust.
Learning Objective: 11.12: Summarize the neural basis of emotional recognition, including
laterality, direction of gaze, imitation, and disgust.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM 11.4.4
Question: Bilateral lesion of the amygdala interferes with the ability to recognize facial
expressions of emotion. Individuals with this damage have an especially difficult time
recognizing:
a. happiness.
b. sadness.
c. fear.
d. disgust.
Answer: C
Consider This: Which of the listed emotions would be controlled by the amygdala?; LO 11.12:
Summarize the neural basis of emotional recognition, including laterality, direction of gaze,
imitation, and disgust.
Learning Objective: 11.12: Summarize the neural basis of emotional recognition, including
laterality, direction of gaze, imitation, and disgust.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM 11.4.5
Question: Several studies have found that damage to the insular cortex and basal ganglia impairs
people’s ability to recognize facial expressions of a very specific emotion, namely:
a. sadness.
b. happiness.
c. anger.
d. disgust.
Answer: D
Consider This: The insula contains the primary gustatory cortex; LO 11.12: Summarize the
neural basis of emotional recognition, including laterality, direction of gaze, imitation, and
disgust.
Learning Objective: 11.12: Summarize the neural basis of emotional recognition, including
laterality, direction of gaze, imitation, and disgust.
Difficulty Level: Easy
Skill Level: Remember the Facts

Assignment: Quiz: Feeling Emotions


EOM 11.5.1
Question: The ______ theory of emotion asserts that physiological changes come before
emotional experiences.
a. James-Lange
b. Cannon-Bard
c. cognitive appraisal
d. two-factor
Answer: A
Consider This: Where feelings of emotions are concerned, we are self-observers; LO 11.14:
Summarize the evidence for and against the James-Lange theory of emotion.
Learning Objective: 11.14: Summarize the evidence for and against the James-Lange theory of
emotion.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM 11.5.2
Question: Interfering with the muscular movement associated with the expression of a particular
emotion ____________ people’s ability to experience that emotion.
a. decreases
b. increases
c. has no effect on
d. augments
Answer: A
Consider This: If people were unable to fully move their facial muscles, their moods reflected
this; LO 11.15: Critique evidence for the facial feedback hypothesis.
Learning Objective: 11.15: Critique evidence for the facial feedback hypothesis.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM 11.5.3
Question: Consistent with the James-Lange theory, investigators found that recalling emotions
activates the _____________ cortex, as well as the upper brain stem nuclei involved in the
control of internal organs and the detection of sensations received from them.
a. frontal
b. occipital
c. parietal
d. temporal
Answer: C
Consider This: Home of somatosensation; LO 11.15: Critique evidence for the facial feedback
hypothesis.
Learning Objective: 11.15: Critique evidence for the facial feedback hypothesis.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 11.5.4
Question: Infants can imitate facial expressions:
a. at birth.
b. by the time they are 1 month old.
c. by the age of 3 months.
d. by the age of 6 months.
Answer: A
Consider This: Tendency to imitate expressions is innate; LO 11.15: Critique evidence for the
facial feedback hypothesis.
Learning Objective: 11.15: Critique evidence for the facial feedback hypothesis.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM 11.5.5
Question: Research has shown that the level of activation of the frontal mirror neuron system
was _______________ correlated with measures of empathetic behavior and interpersonal skills.
a. positively
b. negatively
c. not
d. inversely
Answer: A
Consider This: The feedback from our own expression helps to put us in the other person’s place
and makes us more likely to respond with solace or assistance; LO 11.15: Critique evidence for
the facial feedback hypothesis.
Learning Objective: 11.15: Critique evidence for the facial feedback hypothesis.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Assignment: Chapter Quiz: Emotion


EOC 11.1
Question: The amygdala is located in the ___________ lobe(s).
a. occipital
b. parietal
c. temporal
d. frontal
Answer: C
Consider This: This lobe would be considered ventral on the brain; LO 11.2: Outline evidence
for the roles of the amygdala and ventromedial prefrontal cortex in animal models of emotion.
Learning Objective: 11.2: Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC 11.2
Question: In a laboratory setting, a rat has experienced shock each time it is placed inside
Chamber A. Over time, the rat shows a fear response as soon as it is placed in the chamber. After
the destruction of the ______________ nucleus of the amygdala, the animal no longer shows a
fear response when placed in the chamber.
a. central
b. lateral
c. basal
d. dorsal
Answer: A
Consider This: This nucleus would be considered medial; LO 11.2: Outline evidence for the
roles of the amygdala and ventromedial prefrontal cortex in animal models of emotion.
Learning Objective: 11.2: Outline evidence for the roles of the amygdala and ventromedial
prefrontal cortex in animal models of emotion.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC 11.3
Question: In humans, bilateral lesioning of the amygdala results in:
a. increased memory of the emotional aspects of a narrated story.
b. increased experiences of fear.
c. increased experiences of aggression.
d. decreased memory of the emotional aspects of a narrated story.
Answer: D
Consider This: Lesioning would remove the effect of the amygdala; LO 11.3: Describe the roles
of the amygdala and ventromedial prefrontal cortex in human emotion.
Learning Objective: 11.3: Describe the roles of the amygdala and ventromedial prefrontal cortex
in human emotion.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC 11.4
Question: The pathway that leads to defensive behavior is:
a. basal nucleus to dorsal PAG.
b. central nucleus to ventral PAG.
c. lateral hypothalamus to ventral PAG.
d. basal nucleus to ventral PAG
Answer: A
Consider This: The connections from the amygdala enter the “toward the top” area of the PAG;
LO 11.4: Distinguish the roles of serotonin and neural circuitry in animal models of aggression
and predation.
Learning Objective: 11.4: Distinguish the roles of serotonin and neural circuitry in animal
models of aggression and predation.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC 11.5
Question: A serotonin agonist would:
a. promote aggression.
b. reduce aggressive attack.
c. reduce serotonin synthesis.
d. increase risk-taking behavior.
Answer: B
Consider This: Serotonin is considered a mood regulator; LO 11.4: Distinguish the roles of
serotonin and neural circuitry in animal models of aggression and predation.
Learning Objective: 11.4: Distinguish the roles of serotonin and neural circuitry in animal
models of aggression and predation.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC 11.6
Question: Intermale aggression was ____________ in mice by cutting the ______________
nerve.
a. increased; vomeronasal
b. decreased; trigeminal
c. abolished; vomeronasal
d. increased; trigeminal
Answer: C
Consider This: Male aggression is largely driven by smell; LO 11.6: Critique the role of
hormones in aggression.
Learning Objective: 11.6: Critique the role of hormones in aggression.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC 11.7
Question: Michael, a two-year-old, yells all day. He yells if someone gets near him. He yells if
his train falls off the wooden track. He is angry, seemingly, all day. Given his developmental
stage, his continuous anger probably comes from a fully developed _____________ and an
underdeveloped ______________.
a. amygdala; prefrontal cortex
b. prefrontal cortex; amygdala
c. amygdala; granular frontal cortex
d. granular frontal cortex; prefrontal cortex
Answer: A
Consider This: Which area would cause emotions and which would control it?; LO 11.8: Provide
evidence for a developmental factor in impulse control.
Learning Objective: 11.8: Provide evidence for a developmental factor in impulse control.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC 11.8
Question: Research indicates that _______________ input activates the prefrontal cortex.
a. serotonergic
b. adrenergic
c. cholinergic
d. dopaminergic
Answer: A
Consider This: This neurotransmitter is involved in mood regulation; LO 11.9: Explain the role
of serotonin in impulse control regulation.
Learning Objective: 11.9: Explain the role of serotonin in impulse control regulation.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC 11.9
Question: Individuals with lesions to the vmPFC are:
a. less likely to feel strong emotional responses in moral judgments.
b. more likely to feel strong emotional responses in moral judgments.
c. less likely to pick sacrificing one person to save five.
d. more likely to find personally killing one individual to save five morally reprehensible.
Answer: A
Consider This: Without this area, judgements are made based on expected utility or outcome; LO
11.10: Describe the brain regions involved in emotional aspects of moral decision making
involving impulse control.
Learning Objective: 11.10: Describe the brain regions involved in emotional aspects of moral
decision making involving impulse control.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC 11.10
Question: A child who is born blind will:
a. never learn how to smile.
b. have to be told how to move the facial features to elicit a smile.
c. learn to smile on a similar trajectory as sighted children.
d. will smile as sighted children do, but will have to be taught how to facially express
sadness.
Answer: C
Consider This: Emotions appear to be innate; LO 11.11: Describe evidence in support of
emotional expressions as innate responses.
Learning Objective: 11.11: Describe evidence in support of emotional expressions as innate
responses.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOC 11.11
Question: The ____________, located in the visual association cortex, receives information
from the parvocellular system.
a. fusiform face area
b. amygdala
c. superior colliculus
d. pulvinar
Answer: A
Consider This: Which system would be based on more complex visual processing?; LO 11.12:
Summarize the neural basis of emotional recognition, including laterality, direction of gaze,
imitation, and disgust.
Learning Objective: 11.12: Summarize the neural basis of emotional recognition, including
laterality, direction of gaze, imitation, and disgust.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC 11.12
Question: In ___________________ facial paresis, a patient cannot voluntarily move the facial
muscles but will express a genuine emotion with those muscles.
a. volitional
b. automatic
c. emotional
d. total
Answer: A
Consider This: The term means “facial paresis of voluntary movements”; LO 11.13: Summarize
the neural basis of emotional expression, including laterality, laughter, and humor.
Learning Objective: 11.13: Summarize the neural basis of emotional expression, including
laterality, laughter, and humor.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOC 11.13
Question: In ___________________ facial paresis, a patient can voluntarily move the facial
muscles but is unable to express a genuine emotion with those muscles.
a. volitional
b. automatic
c. emotional
d. total
Answer: C
Consider This: The term means “facial paresis of emotional movements”; LO 11.13: Summarize
the neural basis of emotional expression, including laterality, laughter, and humor.
Learning Objective: 11.13: Summarize the neural basis of emotional expression, including
laterality, laughter, and humor.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC 11.14
Question: The James-Lange theory of emotions states:
a. we have a physiological response that occurs prior to the experience of emotion.
b. we have a physiological response that occurs simultaneously with the experience of
emotion.
c. we have an experience of emotion prior to a physiological response.
d. we must cognitively label our physiological response in order to feel emotion.
Answer: A
Consider This: Where feelings of emotions are concerned, we are self-observers; LO 11.14:
Summarize the evidence for and against the James-Lange theory of emotion.
Learning Objective: 11.14: Summarize the evidence for and against the James-Lange theory of
emotion.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC 11.15
Question: The James-Lange theory of emotion is supported by the fact that people with spinal
cord injury _______ on the spine report ___________ intense experiences of emotion.
a. high; less
b. high; more
c. low; less
d. low; more
Answer: A
Consider This: The James-Lange theory says that physiological responses drive our emotional
ones; LO 11.14: Summarize the evidence for and against the James-Lange theory of emotion.
Learning Objective: 11.14: Summarize the evidence for and against the James-Lange theory of
emotion.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Chapter 12: Ingestive Behavior

Total Assessment Guide (T.A.G.)

Topic Question Type Remember the Understand Apply What


Facts the Concepts You Know

Drinking Multiple Choice 1,3,8-11,17,18, 4-7,12-16, 2,19,25


20,21,23,24, 22,26,27
28-30
Fill-In 103-111
Essay 121-123
What Is Multiple Choice 33-35,39, 31,32,36-
Metabolism? 40,43,45 38,41,42,44
Fill-In 112
Essay 124,125
What Starts a Multiple Choice 47,51, 46, 48-50,52,54 56
Meal? 53,55
Fill-In 113,114
Essay 126,127
What Stops a Multiple Choice 62-64,67,68 57-59,61, 60
Meal? 65,66
Fill-In 115-117
Essay 126,127
Brain Multiple Choice 69-72,74-76, 73,77,78,
Mechanisms 79,84 80-83,85
Fill-In 118
Essay 129 128
Obesity Multiple Choice 88,93,94 86,87,89-92,
95-97
Fill-In
Essay 130
Eating Disorders Multiple Choice 98,101,102 99,100

Fill-In 119,120
Essay

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Multiple-Choice Questions

1. The process of ________ is involved in the regulation of the nutrient and water balance that
bathes our cells.

a. allostasis
b. homeostasis
c. hemostasis
d. negative feedback
e. hypovolemia

Difficulty Level: Easy


Topic: Physiological Regulatory Mechanisms
Skill Level: Remember the Facts
Learning Objective: 12.1 Explain the characteristics of a physiological regulatory mechanism.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

2. Casey feels warm in her room and prefers the temperature to be about 5 degrees cooler.
Casey’s ideal temperature would be her

a. system variable.
b. detector.
c. set point.
d. correctional mechanism.
e. homeostatic variable.

Difficulty Level: Moderate


Topic: Physiological Regulatory Mechanisms
Skill Level: Apply What You Know
Learning Objective: 12.1 Explain the characteristics of a physiological regulatory mechanism.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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3. The optimal value of the system variable in a homeostatic system is termed the

a. thermostat.
b. detector.
c. set point.
d. correctional mechanism.
e. homeostatic variable.

Difficulty Level: Moderate


Topic: Physiological Regulatory Mechanisms
Skill Level: Remember the Facts
Learning Objective: 12.1 Explain the characteristics of a physiological regulatory mechanism.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

4. When neurotransmitter is released and is detected by an autoreceptor, the autoreceptor triggers


the cessation of neurotransmitter release. In terms of a regulatory system, this process represents

a. positive feedback.
b. negative feedback.
c. the correctional mechanism.
d. the system variable.
e. the set point.

Difficulty Level: Moderate


Topic: Physiological Regulatory Mechanisms
Skill Level: Understand the Concepts
Learning Objective: 12.1 Explain the characteristics of a physiological regulatory mechanism.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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5. Which element best represents the system variable in a regulatory system such as a kitchen
oven?

a. the timer mechanism


b. the thermostat within the oven
c. the oven light
d. the air temperature inside the oven
e. the highest temperature achieved by the oven

Difficulty Level: Moderate


Topic: Physiological Regulatory Mechanisms
Skill Level: Understand the Concepts
Learning Objective: 12.1 Explain the characteristics of a physiological regulatory mechanism.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

6. If the detector in a physiological system were to fail, one would expect

a. that the regulatory system would work, but more slowly than usual.
b. that positive feedback would spin the system out of control.
c. no change in the system variable.
d. that the set point would increase.
e. that the system variable would not be constant.

Difficulty Level: Difficult


Topic: Physiological Regulatory Mechanisms
Skill Level: Understand the Concepts
Learning Objective: 12.1 Explain the characteristics of a physiological regulatory mechanism.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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7. When depleted of water, individuals only drink a certain amount before stopping; they do not
drink until their cells have received the needed fluid. Satiety mechanisms monitor ___________
and stop the behavior in anticipation of replenishment to occur later.

a. the set point


b. the system variable
c. the detector
d. the negative feedback
e. the activity of the correctional mechanism

Difficulty Level: Moderate


Topic: Physiological Regulatory Mechanisms
Skill Level: Understand the Concepts
Learning Objective: 12.1 Explain the characteristics of a physiological regulatory mechanism.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8. Nearly two-thirds of the body’s water is contained within the ________ fluid.

a. interstitial
b. intracellular
c. extracellular
d. intravascular
e. transvascular

Difficulty Level: Easy


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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9. Which fluid compartments must be precisely regulated within certain limits?

a. interstitial; intracellular
b. intracellular; cerebrospinal
c. extracellular; intracellular
d. intravascular; intracellular
e. transvascular; interstitial

Difficulty Level: Difficult


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

10. _____________ thirst is caused by loss of blood volume, whereas __________ thirst is
caused by loss of cellular fluids.

a. Volumetric; osmometric
b. Osmometric; volumetric
c. Volumetric; isometric
d. Isometric; osmometric
e. Isometric; volumetric

Difficulty Level: Easy


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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11. Intracellular fluid includes

a. interstitial fluid.
b. cell cytoplasm.
c. intravascular fluid.
d. cerebrospinal fluid.
e. extracellular fluid.

Difficulty Level: Easy


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

12. One important reason why the volume of blood must be regulated within certain limits is that

a. reduced blood volume causes water to move out of cells.


b. reduced blood volume causes water to move into cells.
c. low blood volume leads to better pumping action in the heart.
d. low blood volume leads to heart failure.
e. high blood volume leads to low blood pressure.

Difficulty Level: Easy


Topic: Two Types of Thirst
Skill Level: Understand the Concepts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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13. A correctional mechanism for low blood volume involves

a. the movement of urine into the blood through the kidneys.


b. movement of water into cells.
c. a fast pumping action in the heart.
d. a slower pumping action in the heart.
e. contracting the muscles in smaller arteries and veins.

Difficulty Level: Moderate


Topic: Two Types of Thirst
Skill Level: Understand the Concepts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14. To maintain proper fluid balance, the body contains two sets of receptors, one that measures
the volume of the ________ and the other that records the volume of the

a. cerebrospinal fluid; cells.


b. extracellular fluid; cells.
c. blood; cells.
d. interstitial fluid; intravascular.
e. sodium ions; blood.

Difficulty Level: Moderate


Topic: Two Types of Thirst
Skill Level: Understand the Concepts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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15. Thirsty people have continued activation of the lamina terminalis after drinking, but the
signals from the _____________ return to baseline levels.

a. anterior cingulate cortex


b. posterior cingulate cortex
c. parietal cortex
d. frontal cortex
e. primary somatosensory cortex

Difficulty Level: Moderate


Topic: Two Types of Thirst
Skill Level: Understand the Concepts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

16. Water loss from the body through evaporation results in

a. a loss of only interstitial fluid.


b. an increased solute concentration within the interstitial fluid.
c. movement of water into the cells.
d. gain of water into the plasma.
e. loss of sodium from inside the cells.

Difficulty Level: Difficult


Topic: Two Types of Thirst
Skill Level: Understand the Concepts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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17. Osmoreceptors are specialized neurons that detect

a. changes in solute concentration of the interstitial fluid around the cell.


b. the concentration of renin within the blood.
c. angiotensin concentration in blood.
d. osmotic pressure within the blood plasma.
e. blood plasma solute concentration.

Difficulty Level: Moderate


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

18. Osmoreceptors change their firing rate in response to

a. the angiotensin concentration in blood measured at two points in time.


b. the concentration of renin within the blood.
c. movement of water out of the osmoreceptor as the interstitial fluid becomes
hypertonic.
d. reduced osmotic pressure within the blood plasma.
e. increased blood plasma volume as it circulates through the heart.

Difficulty Level: Moderate


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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19. A potent stimulus for producing osmometric thirst would be

a. evaporation of vapor from the lungs during the winter months.


b. vomiting during periods of prolonged illness.
c. loss of blood after a traumatic automobile accident.
d. digesting a full bag of salted potato chips.
e. perspiration.

Difficulty Level: Moderate


Topic: Two Types of Thirst
Skill Level: Apply What You Know
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

20. The primary brain region of osmoreceptors is the

a. zone incerta.
b. area postrema.
c. amygdala
d. nucleus accumbens.
e. lamina terminalis.

Difficulty Level: Easy


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

21. The ________ regions of the lamina terminalis contain osmoreceptors.

a. medial and dorsal


b. organum vasculum and subfornical organ
c. area postrema and organum vasculum
d. commissural
e. posterior

Difficulty Level: Easy


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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22. Activation of the anterior cingulate cortex would be expected to

a. blunt fluid intake in response to a hypotonic fluid challenge.


b. lower blood pressure.
c. produce overeating to the point of obesity.
d. reflect the thirst state of a person.
e. result in a hypotonic blood volume.

Difficulty Level: Easy


Topic: Two Types of Thirst
Skill Level: Understand the Concepts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

23. ________ are mechanoreceptors that transduce

a. Volumetric receptors; spike discharges into action potentials.


b. Osmoreceptors; changes in the volume of a cell into changes in membrane potential.
c. Volumetric receptors; changes in the volume of a cell into changes in the number of
cells in a brain region.
d. Osmoreceptors; changes in membrane potential into changes in sodium concentration.
e. Osmoreceptors; hyperpolarization into anti-polarization.

Difficulty Level: Moderate


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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24. Imaging studies in humans given a hypertonic thirst indicate that the ________ is involved in
the unpleasantness of osmometric thirst, while the ________ detects the concentration of solutes
in the blood plasma.

a. anterior cingulate cortex; lamina terminalis


b. insular cortex; medial amygdala
c. lamina terminalis; anterior cingulate cortex
d. subfornical fornical organ; area postrema
e. medial amygdala; insular cortex

Difficulty Level: Difficult


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

25. Which occurrence would activate the volumetric thirst system without an action on
osmometric thirst?

a. evaporation of water from the lungs


b. severe constipation lasting more than three days
c. loss of blood after a traumatic automobile accident
d. digesting a family-size bag of salted potato chips
e. evaporation of water from the skin during unseasonably warm weather

Difficulty Level: Moderate


Topic: Two Types of Thirst
Skill Level: Apply What You Know
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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26. An important physiological effect of angiotensin is to

a. end the consumption of water after a thirst episode.


b. release hormones that cause the kidneys to excrete water and sodium.
c. decrease blood pressure.
d. promote the consumption of salt.
e. suppress food intake.

Difficulty Level: Moderate


Topic: Two Types of Thirst
Skill Level: Understand the Concepts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

27 The primary stimulus that evokes volumetric thirst is

a. increased blood flow.


b. loss of intracellular water.
c. loss of interstitial water.
d. reduced blood flow.
e. lack of renin in the blood.

Difficulty Level: Difficult


Topic: Two Types of Thirst
Skill Level: Understand the Concepts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: D.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

28. Angiotensin within the blood stimulates drinking by acting on cells within the

a. subfornical organ.
b. nucleus of the solitary tract.
c. lateral hypothalamus.
d. kidney.
e. atria of the heart.

Difficulty Level: Easy


Topic: Neural Mechanisms of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.3 Outline the neural mechanisms of thirst.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
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29. The median preoptic nucleus

a. plays a role in feeding regulation in humans.


b. integrates most thirst-related stimuli.
c. is sensitive to neural signals generated by stomach stretch receptors.
d. is sensitive to information from the amygdala.
e. mediates the aversive aspect of intense thirst.

Difficulty Level: Moderate


Topic: Neural Mechanisms of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.3 Outline the neural mechanisms of thirst.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

30. Brain damage in humans that involves the lamina terminalis

a. produces an intense feeling of thirst that cannot be satisfied.


b. impairs the capacity of a person to experience thirst after injection of hypertonic
saline.
c. blocks the neural signals generated by the atrial baroreceptors.
d. leads to increased water consumption past the point of satiety.
e. leads to overconsumption of salt.

Difficulty Level: Difficult


Topic: Neural Mechanisms of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.3 Outline the neural mechanisms of thirst.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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31. Cells of the liver convert ____________ into _____________.

a. glucose; glycogen
b. glucagon; glucose
c. glucagon; glycogen
d. glucose; glucagon
e. glycogen; glucagon

Difficulty Level: Easy


Topic: The Short-Term Reservoir
Skill Level: Understand the Concepts
Learning Objective: 12.4 Describe the function, location, and contents of the short-term
reservoir.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

32. A fall in glucose levels causes the secretion of glucagon, which converts ____________ into
_____________.

a. glucose; glycogen
b. glycogen; glucose
c. glucagon; glycogen
d. glucose; glucagon
e. glycogen; glucagon

Difficulty Level: Easy


Topic: The Short-Term Reservoir
Skill Level: Understand the Concepts
Learning Objective: 12.4 Describe the function, location, and contents of the short-term
reservoir.Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

33. The storage of glucose into glycogen in the short-term reservoir is stimulated by

a. glucagon.
b. glycine.
c. fatty acids.
d. insulin.
e. glycerol.

Difficulty Level: Easy


Topic: The Short-Term Reservoir
Skill Level: Remember the Facts
Learning Objective: 12.4 Describe the function, location, and contents of the short-term
reservoir.Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
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34. The carbohydrate reservoir in the liver is primarily reserved for use

a. by the central nervous system.


b. by the liver.
c. by the muscles.
d. in the support of nonshivering thermogenesis.
e. in general metabolism.

Difficulty Level: Easy


Topic: The Short-Term Reservoir
Skill Level: Remember the Facts
Learning Objective: 12.4 Describe the function, location, and contents of the short-term
reservoir.Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

35. The human body’s long-term fuel reservoir contains ________ and is located in ________.

a. glycogen; the liver


b. glycogen; the brain
c. triglycerides; fat cells
d. insulin; the pancreas
e. triglycerides; the liver

Difficulty Level: Easy


Topic: The Long-Term Reservoir
Skill Level: Remember the Facts
Learning Objective: 12.5 Describe the function, location, and contents of the long-term reservoir.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

36. The only bodily cells that do not require insulin in order to transport glucose across the cell
membranes are

a. liver cells.
b. cells of the brain.
c. muscle cells.
d. pancreatic cells.
e. adipose cells.

Difficulty Level: Easy


Topic: The Long-Term Reservoir
Skill Level: Understand the Concepts
Learning Objective: 12.5 Describe the function, location, and contents of the long-term reservoir.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
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37. When insulin is not present, glucose can be utilized by

a. liver cells.
b. cells of the brain.
c. muscle cells.
d. pancreatic cells.
e. adipose cells.

Difficulty Level: Moderate


Topic: The Long-Term Reservoir
Skill Level: Understand the Concepts
Learning Objective: 12.5 Describe the function, location, and contents of the long-term reservoir.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

38. When insulin is present, glucose can be utilized by

a. liver cells.
b. cells of the brain.
c. muscle cells.
d. neither the brain nor the body.
e. both the brain and the body.

Difficulty Level: Moderate


Topic: The Long-Term Reservoir
Skill Level: Understand the Concepts
Learning Objective: 12.5 Describe the function, location, and contents of the long-term reservoir.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

39. When a person continues to fast beyond the capacity of the short-term reservoir, the fat in the
long-term reservoir is broken down into glycerol and fatty acids. Fatty acids can be metabolized
by

a. the cells of the body.


b. the cells of the brain.
c. pancreatic cells.
d. neither the body or the brain.
e. both the body and the brain.

Difficulty Level: Easy


Topic: The Long-Term Reservoir
Skill Level: Remember the Facts
Learning Objective: 12.5 Describe the function, location, and contents of the long-term reservoir.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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40. ________ is secreted by pancreatic cells in response to ________.

a. Insulin; a fall in blood glucose


b. Glucagon; a rise in blood glucose
c. Amylin; entry of fat into the duodenum
d. Glucagon; a fall in blood glucose
e. Leptin; a fall in blood glucose

Difficulty Level: Moderate


Topic: Fasting Phase
Skill Level: Remember the Facts
Learning Objective: 12.6 Compare pathways for using glucose, fat, and amino acids in the
fasting phase.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

41. It is a bad idea to skip breakfast because

a. eating breakfast releases leptin, which is a necessary component for the activation of
brain cells.
b. fuel absorption is faster in the morning than in the afternoon.
c. the minerals eaten in a typical breakfast are important for energy metabolism.
d. the carbohydrate reserve of the liver can only be refilled during the first four hours
after waking.
e. the liver holds a limited amount of glucose for use by the brain, and this supply can
be depleted after an overnight fast.

Difficulty Level: Difficult


Topic: The Fasting Phase
Skill Level: Understand the Concepts
Learning Objective: 12.6 Compare pathways for using glucose, fat, and amino acids in the
fasting phase.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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42. During the fasting phase of metabolism,

a. blood glucose levels are increased.


b. body cells are able to use glucose.
c. the pancreas secretes ghrelin rather than insulin.
d. the liver converts glucose to glycogen.
e. the pancreas secretes glucagon rather than insulin.

Difficulty Level: Moderate


Topic: Fasting Phase
Skill Level: Understand the Concepts
Learning Objective: 12.6 Compare pathways for using glucose, fat, and amino acids in the
fasting phase.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

43. The absorptive phase of metabolism is mostly controlled by release of

a. glucagon.
b. leptin.
c. cholecystokinin.
d. insulin.
e. glycerol.

Difficulty Level: Moderate


Topic: Absorptive Phase
Skill Level: Remember the Facts
Learning Objective: 12.7 Compare pathways for using glucose, fat, and amino acids in the
absorptive phase.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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44. During the absorptive phase of metabolism,

a. blood glucose levels are lowered.


b. it has been some time since the person last ate food.
c. the pancreas secretes glucagon rather than insulin.
d. the liver converts glycogen to glucose.
e. blood glucose levels rise, which triggers the release of insulin by the pancreas.

Difficulty Level: Moderate


Topic: Absorptive Phase
Skill Level: Understand the Concepts
Learning Objective: 12.7 Compare pathways for using glucose, fat, and amino acids in the
absorptive phase.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

45. The primary hormone associated with the absorptive phase of metabolism is

a. glucagon.
b. cholecystokinin.
c. ghrelin.
d. insulin.
e. cortisol.

Difficulty Level: Moderate


Topic: Absorptive Phase
Skill Level: Remember the Facts
Learning Objective: 12.7 Compare pathways for using glucose, fat, and amino acids in the
absorptive phase.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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46. How did the evolutionary history of humans contribute to a reliance on environmental factors
in the regulation of eating?

a. Biologically, the stomach is the organ that took the longest to evolve to its present
size and form.
b. The isolation of nomadic early humans meant that social cues to eating (such as the
presence of others) had little impact on eating behavior.
c. Harsh living conditions and the possibility of starvation compelled people to overeat
when food was plentiful in the environment.
d. Hunger pangs originating in the stomach conveyed a social message to others,
thereby establishing a system of communal eating.
e. Humans evolved to synchronize their biological clocks with the rhythm of eating
meals early and late in the day.

Difficulty Level: Moderate


Topic: Environmental Factors
Skill Level: Understand the Concepts
Learning Objective: 12.8 Summarize the signals from the environment that help start a meal.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

47. Plasma levels of ghrelin are highest _______ and lead to ________.

a. at the start of the morning; a craving for caffeine


b. after a meal; a craving for a cigarette
c. at the end of the evening; sleepiness
d. when the digestive system is empty; eating
e. after a meal; consumption of a snack

Difficulty Level: Moderate


Topic: Gastric Factors
Skill Level: Remember the Facts
Learning Objective: 12.9 Describe ghrelin’s role as a signal to start a meal.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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48. If ghrelin levels remain high continuously, an individual would likely experience

a. continuous eating behavior.


b. cessation of eating behavior.
c. normal eating behavior with appropriate food intake.
d. binge eating followed by purging.
e. starvation.

Difficulty Level: Easy


Topic: Gastric Factors
Skill Level: Understand the Concepts
Learning Objective: 12.9 Describe ghrelin’s role as a signal to start a meal.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

49. One explanation for why it is hard to maintain a low-calorie diet is that

a. food restriction elevates insulin release, which triggers feeding.


b. we are fundamentally too lazy to exercise.
c. starvation releases dopamine, which makes us happy.
d. food restriction elevates ghrelin release, which triggers hunger.
e. low calorie foods suppress ghrelin secretion.

Difficulty Level: Difficult


Topic: Gastric Factors
Skill Level: Understand the Concepts
Learning Objective: 12.9 Describe ghrelin’s role as a signal to start a meal.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

50. Hypoglycemia induced by an injection of ________ results in _______.

a. ghrelin; satiety
b. 2-DG; drinking
c. fenfluramine; conditioned satiety
d. insulin; eating
e. cholecystokinin; eating

Difficulty Level: Moderate


Topic: Metabolic Signals
Skill Level: Understand the Concepts
Learning Objective: 12.10 Describe how metabolic signals play a role in starting a meal.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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51. Which pair correctly matches a behavior with the condition that precedes it?

a. drinking; glucoprivation
b. drinking; insulin reduction
c. sexual behavior; insulin cessation
d. eating; glucoprivation
e. drinking; lipoprivation

Difficulty Level: Moderate


Topic: Metabolic Signals
Skill Level: Remember the Facts
Learning Objective: 12.10 Describe how metabolic signals play a role in starting a meal.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

52. Which statement regarding the role of the liver in the regulation of eating is correct?

a. Lipoprivation within the kidney after 2-DG infusion leads to eating.


b. Cutting the inputs of the liver abolishes the effects of 2-DG on eating.
c. Deprivation of lipid metabolism within the liver after injection of mercaptoacetate
leads to eating.
d. Infusion of sodium chloride into the hepatic portal vein increases the activity of the
afferent fibers arising from the liver.
e. The liver senses the level of ghrelin in the blood and acts to reduce eating.

Difficulty Level: Moderate


Topic: Metabolic Signals
Skill Level: Understand the Concepts
Learning Objective: 12.10 Describe how metabolic signals play a role in starting a meal.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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53. Detectors for glucose are located within the

a. liver.
b. duodenum.
c. gut.
d. colon.
e. kidney.

Difficulty Level: Moderate


Topic: Metabolic Signals
Skill Level: Remember the Facts
Learning Objective: 12.10 Describe how metabolic signals play a role in starting a meal.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

54. Which chemical or combination of chemicals would be most likely to stimulate eating
behavior?

a. 2-DG
b. insulin and 2-DG
c. mercaptoacetate
d. 2-DG and glucagon
e. 2-DG and mercaptoacetate

Difficulty Level: Moderate


Topic: Metabolic Signals
Skill Level: Understand the Concepts
Learning Objective: 12.10 Describe how metabolic signals play a role in starting a meal.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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55. Nutrient detectors in the brain are sensitive to

a. decreasing levels of fatty acids.


b. glucoprivation.
c. lipoprivation.
d. both glucoprivation and lipoprivation.
e. lack of food in the digestive tract.

Difficulty Level: Moderate


Topic: Metabolic Signals
Skill Level: Remember the Facts
Learning Objective: 12.10 Describe how metabolic signals play a role in starting a meal.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

56. Ingo suffered damage to his hippocampus and amygdala, which in turn affected his short-
term memory. After finishing his lunch one day, he watched as his roommate sat down a little
later to enjoy her own lunch. What is Ingo most likely to say to his roommate?

a. “Boy, those artichokes look really good.”


b. “We need to add mayonnaise to the grocery list.”
c. “Hey, where’s my lunch? Why don’t I get to eat too?”
d. “Leftovers again, huh?
e. “That looks almost as tasty as my sandwich was.”

Difficulty Level: Easy


Topic: Short-Term Satiety
Skill Level: Apply What You Know
Learning Objective: 12.11 Describe the function of short-term satiety signals.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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57. Which list contains ONLY environmental factors that influence satiety?

a. appearance, temperature, and taste of food


b. portion size, the presence of others, tactile properties of food
c. insulin levels in the blood, the smell of food, the sight of food
d. odor, texture, and temperature of food
e. tactile properties of food, glucose levels in the stomach

Difficulty Level: Easy


Topic: Environmental Factors
Skill Level: Understand the Concepts
Learning Objective: 12.12 Identify examples of environmental factors that contribute to satiety.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

58. Sensory factors that can influence satiety include

a. the presence of other people at mealtime.


b. the shape of the dishes on which food is presented.
c. the temperature of the food presented.
d. the presence or absence of cutlery.
e. watching television while eating.

Difficulty Level: Moderate


Topic: Sensory Factors
Skill Level: Understand the Concepts
Learning Objective: 12.13 Identify sensory factors that contribute to satiety.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

59. Jerry reported feelings of increased fullness and reduced hunger when a glucose solution was
infused into his

a. liver.
b. brain.
c. large intestine.
d. small intestine.
e. stomach.

Difficulty Level: Difficult


Topic: Gastric Factors
Skill Level: Understand the Concepts
Learning Objective: 12.14 Explain how the stomach can provide satiety signals.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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60. The greatest degree of satiety would be expected in a situation involving

a. placing an amount of food directly into the stomach.


b. swallowing a mouthful of food that then exits via the esophagus.
c. swallowing a mouthful of food that is restricted to the stomach.
d. chewing a bite of food and then spitting it out.
e. distension of the stomach by an inflatable bag, in combination with infusion of
nutrients directly into the duodenum.

Difficulty Level: Difficult


Topic: Intestinal Factors
Skill Level: Apply What You Know
Learning Objective: 12.15 Describe how the intestines can provide satiety signals.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

61. Cholecystokinin (CCK)

a. inhibits gastric contractions.


b. acts to stimulate eating via the ventromedial hypothalamus.
c. stimulates contraction of the gallbladder and pylorus.
d. inhibits eating.
e. blood levels are related to the sugar content of a meal.

Difficulty Level: Moderate


Topic: Intestinal Factors
Skill Level: Understand the Concepts
Learning Objective: 12.15 Describe how the intestines can provide satiety signals.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

62. Which substance would trigger hunger?

a. ghrelin
b. peptide YY3-36
c. cholecystokinin
d. leptin
e. melatonin

Difficulty Level: Easy


Topic: Intestinal Factors
Skill Level: Remember the Facts
Learning Objective: 12.15 Describe how the intestines can provide satiety signals.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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63. The entry of ingested food into the duodenum can suppress further eating via

a. the inhibition of gastric emptying.


b. the suppression of ghrelin secretion from the stomach.
c. activation of sympathetic nerve fibers that innervate the liver.
d. the secretion of insulin from the duodenum.
e. suppression of cholecystokinin release from the stomach.

Difficulty Level: Moderate


Topic: Intestinal Factors
Skill Level: Remember the Facts
Learning Objective: 12.15 Describe how the intestines can provide satiety signals.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

64. Experimental evidence confirms that reduced eating in a hungry rat occurred after

a. infusions of glucose or fructose into the hepatic portal vein.


b. removal of nutrients from the stomach.
c. the investigators cut the hepatic branch of the vagus nerve.
d. placement of nutrients directly into the stomach.
e. 2-DG was injected into the hepatic portal vein.

Difficulty Level: Moderate


Topic: Liver Factors
Skill Level: Remember the Facts
Learning Objective: 12.16 Explain how the liver provides late-stage satiety signals.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

65. The brain interprets increased blood levels of insulin as a(n)

a. hunger signal.
b. indicator of the entry of fat into the duodenum.
c. indicator that the body is in the fasting e phase of metabolism.
d. satiety signal.
e. indicator that the stomach is full.

Difficulty Level: Easy


Topic: Insulin
Skill Level: Understand the Concepts
Learning Objective: 12.17 Describe how insulin can function as a satiety signal.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
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66. A targeted mutation was introduced in mice that prevented the production of insulin
receptors in the brain without affecting their production elsewhere in the body. This resulted in
mice that

a. experienced diabetes.
b. lost a great deal of weight.
c. showed behavior similar to posttraumatic stress disorder.
d. maintained body weight for an extended period of time.
e. became obese.

Difficulty Level: Moderate

Topic: Insulin
Skill Level: Understand the Concepts
Learning Objective: 12.17 Describe how insulin can function as a satiety signal.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

67. The ob mouse is obese because it lacks the gene that normally produces

a. cholecystokinin.
b. leptin.
c. insulin.
d. peptide YYZ.
e. glucagon.

Difficulty Level: Easy


Topic: Adipose Tissue Factors
Skill Level: Remember the Facts
Learning Objective: 12.18 Contrast the function of satiety signals from adipose tissue with short-
term satiety signals.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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68. Ob mice lack which chemical satiety signal?

a. cholecystokinin
b. leptin
c. insulin
d. peptide Y2K
e. glucagon

Difficulty Level: Easy


Topic: Adipose Tissue Factors
Skill Level: Remember the Facts
Learning Objective: 12.18 Contrast the function of satiety signals from adipose tissue with short-
term satiety signals.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

69. Studies of feeding activity among decerebrate rats indicate that

a. the feeding circuits for chewing are contained within the forebrain.
b. cholecystokinin acts on the frontal cortex to stimulate eating.
c. the brain stem contains circuits that allow a rat to chew and to swallow.
d. decerebrate rats are unable to chew, swallow, or distinguish tastes.
e. the circuits controlling ingestion lie forward to the brain stem.

Difficulty Level: Difficult


Topic: Brain Stem
Skill Level: Remember the Facts
Learning Objective: 12.19 Identify the functions of the brain stem involved in eating regulation.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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70. Which behavioral capacity is retained in the decerebrate rat?

a. the capacity to approach food


b. the capacity to seek out and eat solid food
c. the capacity to respond to hunger and satiety signals
d. the capacity to swallow large bits of solid food
e. the preference to reject sweet-tasting foods

Difficulty Level: Easy


Topic: Brain Stem
Skill Level: Remember the Facts
Learning Objective: 12.19 Identify the functions of the brain stem involved in eating regulation.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

71. Electrical stimulation of the lateral hypothalamus would result in

a. eliciting eating and drinking.


b. inhibiting food intake.
c. producing sham feeding.
d. eliciting repetitive chewing movements.
e. displaying sham rage.

Difficulty Level: Easy


Topic: Hypothalamus
Skill Level: Remember the Facts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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72. Lesions of the ventromedial hypothalamus ________, whereas electrical stimulation


________.

a. impair sexual behavior; elicits repetitive bouts of copulation


b. inhibit eating; produces overeating
c. elicit repetitive bouts of copulation; impairs sexual behavior
d. produce overeating to obesity; inhibits eating
e. activate thermogenesis; induces shivering

Difficulty Level: Moderate


Topic: Hypothalamus
Skill Level: Remember the Facts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

73. Which pair of terms is synonymous?

a. orexin; hypocretin
b. insulin; glucagon
c. adrenaline; noradrenaline
d. NPY; CCK
e. satiety; hunger

Difficulty Level: Easy


Topic: Hypothalamus
Skill Level: Understand the Concepts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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74. The peptides ________ and ________ act in the hypothalamus to increase eating in a rat.

a. insulin; cholecystokinin
b. serotonin; cholecystokinin
c. neuropeptide Y; leptin
d. orexin; melanin-concentrating hormone
e. cholecystokinin; ghrelin

Difficulty Level: Moderate


Topic: Hypothalamus
Skill Level: Remember the Facts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

75. The effects of neuropeptide Y on ________ are localized within the ________.

a. eating; lateral hypothalamus


b. metabolism; lateral hypothalamus
c. eating; amygdala
d. eating; paraventricular hypothalamus
e. metabolism; arcuate hypothalamus

Difficulty Level: Moderate


Topic: Hypothalamus
Skill Level: Remember the Facts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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76. There are many substances in the brain and body that trigger hunger. This substance,
however, triggers hunger even if giving into that hunger involves eating bitter foods or receiving
shocks to the mouth during eating.

a. melanin-concentrating hormone
b. orexin
c. ghrelin
d. peptide YY-3
e. neuropeptide Y

Difficulty Level: Easy


Topic: Hypothalamus
Skill Level: Remember the Facts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

77. Which pair of substances acts as orexigens?

a. NPY; insulin
b. ghrelin; CART
c. CCK; ghrelin
d. CART; alpha-MSH
e. NPY; AGRP

Difficulty Level: Easy


Topic: Hypothalamus
Skill Level: Understand the Concepts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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78. Ghrelin acts on ________ neurons to stimulate feeding.

a. neuropeptide Y
b. angiotensin
c. MC4 receptors
d. leptin
e. agouti-related peptide

Difficulty Level: Moderate


Topic: Hypothalamus
Skill Level: Understand the Concepts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

79. Administration of endocannabinoids, substances related to THC, stimulates eating by

a. inactivating ghrelin receptors.


b. blocking cholinergic receptors in the brain stem.
c. increasing the release of MCH and orexin.
d. activating MC4-receptors.
e. decreasing the release of MCH and orexin.

Difficulty Level: Moderate


Topic: Hypothalamus
Skill Level: Remember the Facts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

80. Habitual marijuana smokers often experience bouts of hunger cravings due to the THC in
marijuana being chemically related to

a. NPY.
b. CART.
c. endocannabinoids.
d. ghrelin.
e. leptin.

Difficulty Level: Moderate


Topic: Hypothalamus
Skill Level: Understand the Concepts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
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81. Leptin inhibits eating via

a. blockade of the entry of insulin into brain.


b. activation of CCK receptors in brain.
c. inhibition of NPY, AGRP, and orexin neurons within the hypothalamus.
d. increasing the release of NPY in the hypothalamus.
e. inducing the stomach to release more ghrelin.

Difficulty Level: Difficult

Topic: Hypothalamus
Skill Level: Understand the Concepts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

82. _____________ inhibit(s) NPY and AGRP which, in turn, results in lowered orexin and
MCH release.

a. Endocannabinoids
b. CART
c. Ghrelin
d. Peptide Y3α-Y
e. Leptin

Difficulty Level: Moderate


Topic: Hypothalamus
Skill Level: Understand the Concepts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

83. The ability of leptin to inhibit eating can be viewed as a dual action in the brain that involves
the activation of ________ and the inhibition of ________.

a. CART/alpha-MSH neurons; NPY/AGRP neurons


b. insulin receptors; CCK receptors
c. ghrelin cells in the stomach; CART/alpha-MSH neurons
d. CCK-A receptors; serotonin neurons
e. PYY cells; MCH/orexin neurons

Difficulty Level: Difficult


Topic: Hypothalamus
Skill Level: Understand the Concepts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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84. Which statement is true regarding the peptide cocaine- and amphetamine-regulated transcript
(CART)?

a. CART activates eating of palatable foods.


b. CART is a peptide localized within the area posterma.
c. Infusion of an antibody to CART increases feeding.
d. CART activates MCH/orexin neurons.
e. Ghrelin stimulates CART neurons.

Difficulty Level: Moderate


Topic: Hypothalamus
Skill Level: Remember the Facts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

85. Which pair of peptides acts as anorexigens?

a. CCK; ghrelin
b. ghrelin; CART
c. NPY; insulin
d. CART; alpha-MSH
e. NPY; AGRP

Difficulty Level: Easy


Topic: Hypothalamus
Skill Level: Understand the Concepts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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86. The increase in the incidence of obesity in the population over a few decades is unlikely to be
due to

a. some innate aberration of metabolism.


b. increased exercise awareness within populations.
c. rapid changes in the gene pool.
d. smaller portions provided by fast-food restaurants.
e. the fact that humans require fewer calories as they get older.

Difficulty Level: Moderate


Topic: Possible Causes
Skill Level: Understand the Concepts
Learning Objective: 12.21 Compare the roles of environment, physical activity, and genetics in
obesity.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

87. Which factor is of central importance in contributing to obesity?

a. physical exertion at work and during leisure time


b. learning to eat food slowly
c. the fact that some persons are inefficient at storing ingested calories as fat
d. the generous portions of high-calorie foods provided by fast-food restaurants
e. oversecretion of leptin

Difficulty Level: Easy


Topic: Possible Causes
Skill Level: Understand the Concepts
Learning Objective: 12.21 Compare the roles of environment, physical activity, and genetics in
obesity.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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88. ___________ does not stimulate insulin secretion or enhance leptin production, so it is less
likely to trigger the body’s satiety mechanisms.

a. Fructose
b. Glucose
c. Galactose
d. Lactose
e. Actose

Difficulty Level: Easy


Topic: Possible Causes
Skill Level: Remember the Facts
Learning Objective: 12.21 Compare the roles of environment, physical activity, and genetics in
obesity.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

89. What does NEAT stand for in the context of obesity?

a. never engaged in active treatment


b. negative evaluation of alternative trends
c. nonexercise activity thermogenesis
d. nearly evasive addressing tonnage
e. non-evaluative anorexia therapy

Difficulty Level: Moderate


Topic: Possible Causes
Skill Level: Understand the Concepts
Learning Objective: 12.21 Compare the roles of environment, physical activity, and genetics in
obesity.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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90. ________ is a potent dietary factor for inducing obesity.

a. Saccharin
b. Aspartame
c. Amphetamine
d. High-fructose corn syrup
e. Protein

Difficulty Level: Moderate


Topic: Possible Causes
Skill Level: Understand the Concepts
Learning Objective: 12.21 Compare the roles of environment, physical activity, and genetics in
obesity.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

91. Which statement about leptin is true?

a. Leptin is a by-product of protein metabolism.


b. Leptin levels are decreased during overeating and obesity.
c. Mutations of the leptin gene are the most common cause of obesity.
d. Plasma leptin levels are related to body fat content only in obese persons.
e. Obese humans have high blood leptin levels.

Difficulty Level: Moderate


Topic: Possible Causes
Skill Level: Understand the Concepts
Learning Objective: 12.21 Compare the roles of environment, physical activity, and genetics in
obesity.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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92. In what sense could a fall in leptin levels be considered as a hunger signal?

a. Reduced leptin levels remove an inhibitory influence on NPY/AGRP neurons.


b. Leptin normally excites NPY/AGRP neurons.
c. Reduced leptin levels remove an inhibitory influence on CART/alpha-MSH neurons.
d. Leptin normally inhibits CART/alpha-MSH neurons.
e. Leptin increases the production of ghrelin.

Difficulty Level: Moderate


Topic: Possible Causes
Skill Level: Understand the Concepts
Learning Objective: 12.21 Compare the roles of environment, physical activity, and genetics in
obesity.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

93. Which substances contribute to relapse in food- and drug-seeking behavior?

a. acetylcholine and corticotrophin-releasing hormone


b. dopamine and corticotrophin-releasing hormone
c. acetylcholine and GABA
d. dopamine and acetylcholine
e. acetylcholine and glutamate

Difficulty Level: Moderate


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 12.22 Evaluate the roles of reinforcement, stress, surgery, pharmacology,
and behavioral interventions in treating obesity.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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94. The Roux-en-Y gastric bypass procedure produces weight loss by

a. diverting food intake directly to the duodenum.


b. attaching a small pouch to the lower portion of the intestine.
c. scraping the inner lining of the stomach to remove receptors.
d. attaching a small pouch to the upper portion of the intestine.
e. diverting food intake directly to the descending colon.

Difficulty Level: Difficult


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 12.22 Evaluate the roles of reinforcement, stress, surgery, pharmacology,
and behavioral interventions in treating obesity.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

95. Drugs such as fenfluramine that were used to treat obesity exerted an inhibition of appetite
by

a. altering serotonin activity in the paraventricular nucleus.


b. causing the release of neuropeptide Y from cells in the arcuate nucleus.
c. activating cocaine- and amphetamine-related transcript receptors.
d. blocking serotonin receptor activity in the paraventricular nucleus..
e. acting as a serotonin agonist in the brain.

Difficulty Level: Moderate


Topic: Treatment
Skill Level: Understand the Concepts
Learning Objective: 12.22 Evaluate the roles of reinforcement, stress, surgery, pharmacology,
and behavioral interventions in treating obesity.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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96. _________ chemicals tend to decrease metabolic rate, and _________ chemicals tend to
increase it.

a. Orexigenic; anorexigenic
b. Anorexigenic; orexigenic
c. Aerogenic; anorexigenic
d. Aerogenic; orexigenic
e. Orexigenic; aerogenic

Difficulty Level: Easy


Topic: Treatment
Skill Level: Understand the Concepts
Learning Objective: 12.22 Evaluate the roles of reinforcement, stress, surgery, pharmacology,
and behavioral interventions in treating obesity.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

97. Which drug regimen would be expected to be useful for the treatment of obesity?

a. a drug that activates leptin, CCK, CART, or MC4 receptors


b. a drug that activates NPY or ghrelin receptors
c. a drug that promotes fat absorption
d. fenfluramine
e. a drug that induces more sleep per day

Difficulty Level: Moderate


Topic: Treatment
Skill Level: Understand the Concepts
Learning Objective: 12.22 Evaluate the roles of reinforcement, stress, surgery, pharmacology,
and behavioral interventions in treating obesity.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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98. The distinction between bulimia and anorexia nervosa is that

a. anorexia (but not bulimia) is a metabolic disorder.


b. anorexia (but not bulimia) can be associated with weight gain.
c. bulimia (but not anorexia) reflects an obsession with weight loss.
d. anorexia nervosa involves weight loss, whereas bulimia involves binging.
e. bulimia is a metabolic disorder whereas anorexia is not.

Difficulty Level: Easy


Topic: Eating Disorders
Skill Level: Remember the Facts
Learning Objective: 12.23 Compare the roles of brain changes, starvation, excessive exercise,
and genetic factors in eating disorders.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

99. A central feature of anorexia nervosa is

a. an intense fear of gaining weight.


b. the binging and subsequent purging of food.
c. an intolerance for exercise.
d. an understimulation of NPY and ghrelin receptors.
e. a defect in insulin metabolism.

Difficulty Level: Easy


Topic: Possible Causes
Skill Level: Understand the Concepts
Learning Objective: 12.23 Compare the roles of brain changes, starvation, excessive exercise,
and genetic factors in eating disorders.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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100. The obsession with food noted in anorexia nervosa may be related to

a. a failure of menstruation brought on by excessive exercise.


b. a deficiency of neuropeptide Y in the brain.
c. an effect of starvation.
d. excessive consumption of protein, which is highly satiating.
e. elevated levels of CCK in the brain.

Difficulty Level: Moderate


Topic: Possible Causes
Skill Level: Understand the Concepts
Learning Objective: 12.23 Compare the roles of brain changes, starvation, excessive exercise,
and genetic factors in eating disorders.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

101. Which statement is true regarding therapy for anorexia nervosa?

a. Administering drugs that increase appetite has shown significant promise in treating
anorexia.
b. Lisdexamfetamine (LDX) is the pharmacological treatment of choice for addressing
anorexia nervosa.
c. Eating more slowly is a simple behavioral intervention for reducing anorexic
behavior.
d. Bulimia nervosa has proven more difficult to treat successfully than anorexia nervosa.
e. Cognitive behavioral therapy has a success rate less than 50 percent.

Difficulty Level: Easy


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 12.24 List strategies used in eating disorder interventions.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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102. The serotonin agonist fluoxetine may be useful for the treatment of the eating disorder
known as

a. psychosis.
b. bulimia.
c. anorexia.
d. mania.
e. night-time-sleep eating.

Difficulty Level: Easy


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 12.24 List strategies used in eating disorder interventions.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Fill-in-the-Blank Questions

103. A(n) ________ restores a system variable to the set point.

Difficulty Level: Easy


Topic: Physiological Regulatory Mechanisms
Skill Level: Remember the Facts
Learning Objective: 12.1 Explain the characteristics of a physiological regulatory mechanism.
Answer: correctional mechanism
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

104. A(n) ________ variable is controlled by a regulatory mechanism.

Difficulty Level: Easy


Topic: Physiological Regulatory Mechanisms
Skill Level: Remember the Facts
Learning Objective: 12.1 Explain the characteristics of a physiological regulatory mechanism.
Answer: system
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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105. Nearly two-thirds of the body’s water is contained within the ________.

Difficulty Level: Moderate


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: intracellular fluid
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

106. ____________ thirst refers to an increase in pressure on intracellular fluid that occurs when
a cell is dehydrated.

Difficulty Level: Easy


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: Osmometric
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

107. ________ thirst refers to drinking provoked by the loss of blood plasma.

Difficulty Level: Moderate


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: Volumetric
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

108. ________ change their firing rate in response to movement of water out of the neuron.

Difficulty Level: Moderate


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: Osmoreceptors
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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109. Brain osmoreceptors are located within the ________.

Difficulty Level: Moderate


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: lamina terminalis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

110. The aversive aspects of osmometric thirst reflect activation of neurons within the ________
cortex.

Difficulty Level: Moderate


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: cingulate
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

111. Angiotensin within the blood stimulates drinking by acting on cells within the ________.

Difficulty Level: Difficult


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
Answer: subfornical organ
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

112. ________ are stored in our long-term fuel reservoir.

Difficulty Level: Moderate


Topic: The Long-Term Reservoir
Skill Level: Remember the Facts
Learning Objective: 12.5 Describe the function, location, and contents of the long-term reservoir.
Answer: Triglycerides
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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113. During the absorptive phase of metabolism, blood glucose levels rise, which triggers the
release of ________ by the pancreas.

Difficulty Level: Moderate


Topic: Metabolic Signals
Skill Level: Remember the Facts
Learning Objective: 12.10 Describe how metabolic signals play a role in starting a meal.
Answer: 2-deoxyglucose
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

114. Detectors for glucose are located within the liver as well as the ________.

Difficulty Level: Moderate


Metabolic Signals
Skill Level: Remember the Facts
Learning Objective: 12.10 Describe how metabolic signals play a role in starting a meal.
Answer: hindbrain
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

115. The suppression of blood ghrelin levels by food reflects an action of food on the ________.

Difficulty Level: Difficult


Topic: Intestinal Factors
Skill Level: Remember the Facts
Learning Objective: 12.15 Describe how the intestines can provide satiety signals.
Answer: intestines
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

116. Appetite is ________ by secretion of CCK from the gut.

Difficulty Level: Moderate


Topic: Intestinal Factors
Skill Level: Remember the Facts
Learning Objective: 12.15 Describe how the intestines can provide satiety signals.
Answer: inhibited (suppressed)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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117. The ob mouse is obese because it lacks the gene that normally produces ________.

Difficulty Level: Moderate


Topic: Adipose Tissue Factors
Skill Level: Remember the Facts
Learning Objective: 12.18 Contrast the function of satiety signals from adipose tissue with short-
term satiety signals.
Answer: leptin
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

118. ________ is another name for hypocretin.

Difficulty Level: Easy


Topic: Hypothalamus
Skill Level: Remember the Facts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
Answer: Orexin
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

119. Avoidance of eating food is a central feature of ________.

Difficulty Level: Moderate


Topic: Possible Causes
Skill Level: Remember the Facts
Learning Objective: 12.23 Compare the roles of brain changes, starvation, excessive exercise,
and genetic factors in eating disorders.
Answer: anorexia nervosa
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

120. Bulimia can be treated using the serotonin agonist ________.

Difficulty Level: Moderate


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 12.24 List strategies used in eating disorder interventions.
Answer: fluoxetine
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Essay Questions

121. Describe the four core components of a regulatory system.

Difficulty Level: Moderate


Topic: Physiological Regulatory Mechanisms
Skill Level: Remember the Facts
Learning Objective: 12.1 Explain the characteristics of a physiological regulatory mechanism.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The system variable is the characteristic to be regulated; the set point is the optimal
value of the system variable; a detector monitors the system value; and a correctional mechanism
restores the system variable to the set-point value.

122. Describe the stimuli that produce osmometric thirst and cite evidence indicating the location
of osmoreceptors in the brain.

Difficulty Level: Moderate


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Cells must maintain a constant volume within their membranes. Changes in solute
concentration outside the cell will produce movements of water through the cell membrane. A
decrease in solutes outside the cell will result in water moving into the cell, whereas an increase
in solutes will draw water from the cell and lead to cell shrinkage. The latter would occur if
water is lost through evaporation or if the organism consumes a salty meal. Osmoreceptors are
located in the lamina terminalis (contain the OVLT and the SFO). Scans of the human brain
show activation of OVLT tissue during a thirst state induced by intravenous infusions of
hypertonic saline.

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123. Describe the stimuli that induce volumetric thirst.

Difficulty Level: Moderate


Topic: Two Types of Thirst
Skill Level: Remember the Facts
Learning Objective: 12.2 Compare osmometric and volumetric thirst.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Two sets of detectors initiate volumetric thirst. The first are detectors within the kidney
that are sensitive to blood flow. Upon activation, these cells secrete renin, which starts a
sequence of catalytic events relating to angiotensin, which in turn initiates drinking and
consumption of salt. The second set of detectors is located within the atria; these detectors are
sensitive to stretching of the atrial walls. These receptors report reduced atrial pressure to the
brain, which initiates drinking. Evaporation will reduce the plasma compartment, leading to
volumetric thirst. Other volumetric stimuli are loss of blood, vomiting, or diarrhea.

124. Contrast the short- and long-term energy stores of the body.

Difficulty Level: Moderate


Topic: Short-Term Reservoir
Skill Level: Remember the Facts
Learning Objective: 12.4 Describe the function, location, and contents of the short-term reservoir
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Answer: Liver cells convert glucose to glycogen, which is then stored within the liver and the
muscles. This short-term store is used to fuel the brain and is rapidly depleted. Glucagon
secretion catalyzes the conversion of glycogen to glucose. The long-term energy store is within
fat cells and is composed of triglycerides. Glycerol is a major product of triglyceride metabolism
and is converted to glucose within the liver.

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125. Contrast the hormonal events that take place during the absorptive and fasting phases of
metabolism.

Difficulty Level: Moderate


Topic: Fasting Phase
Skill Level: Remember the Facts
Learning Objective: 12.6 Compare the pathways for using glucose, fat, and amino acidsin the
fasting phase.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: In the absorptive phase, the release of insulin promotes the entry of glucose into cells
and into the short-term store as glycogen. As glucose is used for fuel, plasma levels decline, and
glucagon is secreted, which in turn enhances the conversion of glycogen to glucose. After the
glycogen store is depleted, triglycerides are broken down from the long-term fat store forming
glycerol, which the liver can use to create glucose.

126. Describe the role of the stomach in food intake and its importance in producing hunger and
satiety.

Difficulty Level: Moderate


Topic: Gastric Factors
Skill Level: Remember the Facts
Learning Objective: 12.14 Explain how the stomach can provide satiety signals.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The stomach plays a role in satiety in that nutrient sensors are located within the
stomach and that removal of a meal from the stomach during a period of satiety will result in an
organism consuming sufficient food to replace the withdrawn food. The stomach releases
ghrelin, which induces eating.

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127. Contrast the roles of ghrelin and of cholecystokinin (CCK) for the control of eating.

Difficulty Level: Moderate


Topic: Intestinal Factors
Skill Level: Remember the Facts
Learning Objective: 12.15 Describe how the intestines can provide satiety signals.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Ghrelin is released from the stomach when it and the duodenum are empty of food.
Injection of ghrelin stimulates eating, whereas food intake suppresses ghrelin levels. CCK is
released into blood upon the entry of fats into the duodenum. CCK is thus in a position to
provide a satiety cue to the brain. Injection of CCK reduces eating in the short-term. Obesity is
noted in rats for which a genetic mutation impairs the production of CCK receptors.

128. Describe the general neural framework for the control of eating in terms of feeding-
facilitory and feeding-inhibitory circuits.

Difficulty Level: Difficult


Topic: Brain Mechanisms
Skill Level: Understand the Concepts
Learning Objective: 12.19 Identify the functions of the brain stem involved in eating regulation.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: No one brain or body area is the final controller of eating. Sensory and motor
information from the gut is sent to the brain stem, where basic feeding reflexes are controlled.
Forebrain circuits arising from the lateral hypothalamus can act via MCH and orexins to
facilitate eating, and this region appears to be sensitive to the orexigenic effects of NPY. Cells
within the arcuate nucleus secrete both NPY as well as agouti-related peptide (AGRP), which
acts as an antagonist at MC4- receptors that normally function to inhibit eating. Thus NPY and
AGRP stimulate eating. A common finding is that a specific neuropeptide may exert dual
actions; namely, facilitating actions in one pathway (e.g., MCH/orexin) and inhibiting activity in
the other pathway (e.g., NPY/AGRP). Leptin can inhibit NPY activity and can activate cells that
express CART.

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129. Contrast the roles of the lateral hypothalamus (LH) and ventromedial hypothalamus (VMH)
for the modulation of eating.

Difficulty Level: Difficult


Topic: Hypothalamus
Skill Level: Remember the Facts
Learning Objective: 12.20 Identify functions of the hypothalamus involved in eating regulation.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Ablation of the LH produces reduced eating and drinking, whereas e lectrical
stimulation of the LH elicits eating. Cells within the LH secrete MCH as well as orexin, two
neuropeptides that induce eating. Damage to the VMH produces overeating to the point of
obesity, whereas stimulation of the VMH suppresses eating.

130. Summarize evidence from studies of humans and rats that indicates that obesity is related to
the availability of high-energy foods.

Difficulty Level: Moderate


Topic: Possible Causes
Skill Level: Remember the Facts
Learning Objective: 12.21 Compare the roles of environment, physical activity, and genetics in
obesity.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The research literature suggests that there is a strong heritability factor for obesity and
that family environment, which would be expected to transmit eating habits, has a remarkably
small effect. Although no simple genetic defect has been found for obesity, it is clear that there
are important differences in metabolism that result in some persons easily gaining weight during
periods of access to a high-energy diet, whereas others appear to be resistant to gaining weight.
The rate of obesity in the worldwide population has increased rapidly, faster than could be
explained by a genetic mechanism. The use of high- fructose corn syrup as a sweetener in foods
(especially caloric fast-food meals) has facilitated weight gain.

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Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in Revel
for Physiology of Behavior, 13th Edition.

Assignment: Quiz: Drinking


EOM 12.1.1
Question: Joni feels too warm in her room and would prefer the temperature to be about 5
degrees cooler. Joni’s ideal temperature is called her:
a. system variable.
b. set point.
c. detector.
d. correctional mechanism.
Answer: B
Consider this: Optimal value of the variable in question; LO 12.1: Explain the characteristics of a
physiological regulatory mechanism.
Learning Objective: 12.1 Explain the characteristics of a physiological regulatory mechanism.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM 12.1.2
Question: When a neurotransmitter is released and then detected by an autoreceptor, the
autoreceptor triggers the cessation of neurotransmitter release. In terms of a regulatory system,
this process exemplifies:
a. positive feedback.
b. negative feedback.
c. the correctional mechanism.
d. the system variable.
Answer: B
Consider This: A process whereby the effect produced by an action serves to diminish or
terminate the action; LO 12.1: Explain the characteristics of a physiological regulatory
mechanism.
Learning Objective: 12.1 Explain the characteristics of a physiological regulatory mechanism.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM 12.1.3
Question: When depleted of water, individuals drink only a certain amount before stopping; they
do not drink until their cells have received the needed fluid. Satiety mechanisms monitor
____________ and stop the behavior in anticipation of replenishment to occur later.
a. the set point
b. the system variable
c. the activity of the correctional mechanism
d. the detector
Answer: C
Consider This: These mechanisms ensure that individuals do not overhydrate themselves when

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thirsty; LO 12.1: Explain the characteristics of a physiological regulatory mechanism.


Learning Objective: 12.1 Explain the characteristics of a physiological regulatory mechanism.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 12.1.4
Question: Intracellular fluid includes:
a. interstitial fluid.
b. cell cytoplasm.
c. intravascular fluid.
d. cerebrospinal fluid.
Answer: B
Consider This: Intracellular refers to fluid within the cell itself; LO 12.2: Compare osmometric
and volumetric thirst.
Learning Objective: 12.2: Compare osmometric and volumetric thirst.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM 12.1.5
Question: Research has shown that thirsty individuals have continued activation of the lamina
terminalis after drinking, but the signals from the _____________ cortex return to baseline
levels.
a. anterior cingulate
b. posterior cingulate
c. parietal
d. primary somatosensory
Answer: A
Consider This: Activity in this region is correlated with people’s perception of the
unpleasantness of painful stimuli; LO 12.2: Compare osmometric and volumetric thirst.
Learning Objective: LO 12.2: Compare osmometric and volumetric thirst.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

Assignment: Quiz: What Is Metabolism?


EOM 12.2.1
Question: Cells of the liver convert ______________ into _____________.
a. glucose; glycogen
b. glycogen; glucose
c. glucagon; glycogen
d. glucose; glucagon
Answer: A
Consider This: A simple, soluble carbohydrate is stored as a polysaccharide; LO 12.4: Describe
the function, location, and contents of the short-term reservoir.
Learning Objective: 12.4: Describe the function, location, and contents of the short-term
reservoir.
Difficulty Level: Moderate

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Skill Level: Remember the Facts

EOM 12.2.2
Question: A fall in glucose levels causes the secretion of glucagon, which converts
___________ into _____________.
a. glucose; glycogen
b. glycogen; glucose
c. glucagon; glycogen
d. glucose; glucagon
Answer: B
Consider This: Glucagon has the opposite effect of insulin; LO 12.4: Describe the function,
location, and contents of the short-term reservoir.
Learning Objective: 12.4: Describe the function, location, and contents of the short-term
reservoir.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 12.2.3
Question: When a person continues to fast beyond the short-term reservoir, the fat in the long-
term reservoir is broken down into glycerol and fatty acids. Fatty acids can be metabolized by:
a. the cells of the body, but not those of the brain.
b. the cells of the brain, but not those of the body.
c. neither brain cells nor body cells.
d. not only the cells of the body, but also those of the brain.
Answer: A
Consider This: Glucose is the only thing one of these can consume; LO 12.5: Describe the
function, location, and contents of the long-term reservoir.
Learning Objective: 12.5: Describe the function, location, and contents of the long-term
reservoir.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM 12.2.4
Question: During the ________ phase, the pancreas secretes ____________ to ensure that only
the brain can use glucose.
a. fasting; glucagon
b. fasting; insulin
c. absorptive; glucagon
d. absorptive; insulin
Answer: A
Consider this: Cells of the body have glucose transporters that contain insulin receptors; LO
12.6: Compare pathways for using glucose, fat, and amino acids in the fasting phase.
Learning Objective: 12.6: Compare pathways for using glucose, fat, and amino acids in the
fasting phase.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM 12.2.5
Question: During the ________ phase, the pancreas secretes ____________ to ensure that both
the body and the brain can utilize glucose.
a. fasting; glucagon
b. fasting; insulin
c. absorptive; glucagon
d. absorptive; insulin
Answer: D
Consider this: Cells of the body have glucose transporters that contain insulin receptors; LO
12.7: Compare pathways for using glucose, fat, and amino acids in the absorptive phase.
Learning Objective: 12.7: Compare pathways for using glucose, fat, and amino acids in the
absorptive phase.
Skill Level: Understand the Concepts
Difficulty Level: Moderate

Assignment: Quiz: What Starts a Meal?


EOM 12.3.1
Question: Ghrelin is a peptide hormone that:
a. serves as an antagonist to hunger.
b. decreases eating behavior.
c. stimulates eating behavior
d. stimulates satiety.
Answer: C
Consider This: This hormone is released in the fasting phase; LO 12.9: Describe ghrelin’s role as
a signal to start a meal.
Learning Objective: 12.9: Describe ghrelin’s role as a signal to start a meal.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM 12.3.2
Question: Ghrelin is released from the:
a. hypothalamus.
b. pituitary.
c. stomach.
d. liver.
Answer: C
Consider This: This hormone monitors when the digestive tract is empty; LO 12.9: Describe
ghrelin’s role as a signal to start a meal.
Learning Objective: 12.9: Describe ghrelin’s role as a signal to start a meal.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM 12.3.3
Question: Which chemical or combination of chemicals would MOST stimulate eating
behavior?

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a. 2-DG
b. insulin and 2-DG
c. mercaptoacetate
d. 2-DG and mercaptoacetate
Answer: D
Consider This: The most severe hunger comes from depletion of both glucose and fatty acids;
LO 12.10: Describe how metabolic signals play a role in starting a meal.
Learning Objective: 12.10: Describe how metabolic signals play a role in starting a meal.
Difficulty Level: Difficult
Skill Level: Understand the Concepts

EOM 12.3.4
Question: Nutrient detectors in the brain are sensitive to:
a. an excess of fatty acids.
b. glucoprivation.
c. lipoprivation.
d. both glucoprivation and lipoprivation.
Answer: B
Consider This: The brain only monitors its primary food source; LO 12.10: Describe how
metabolic signals play a role in starting a meal.
Learning Objective: 12.10: Describe how metabolic signals play a role in starting a meal.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 12.3.5
Question: The liver sends information about available glucose and fatty acids levels to the brain
via the ___________ nerve.
a. trigeminal
b. glossopharyngeal
c. vagus
d. hypoglossal
Answer: C
Consider This: This nerve is the 10th cranial nerve; LO 12.10: Describe how metabolic signals
play a role in starting a meal.
Learning Objective: 12.10: Describe how metabolic signals play a role in starting a meal.
Difficulty Level: Easy
Skill Level: Remember the Facts

Assignment: Quiz: What Stops A Meal?


EOM 12.4.1
Question: Short-term satiety signals stop ingestion before nutrients are processed. This
phenomenon means that these satiety mechanisms monitor:
a. the correctional mechanism.
b. the set point.
c. the system variable.
d. the detector.

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Answer: A
Consider This: These mechanisms ensure that individuals do not overeat when eating; LO 12.11:
Describe the function of short-term satiety signals.
Learning Objective: 12.11: Describe the function of short-term satiety signals.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 12.4.2
Question: Research has shown that ___________________ can increase the amount of ingestion
at a single meal.
a. eating alone
b. being provided a smaller portion
c. eating earlier in the day
d. eating later in the day
Answer: D
Consider This: Satiety signals are often overridden by environmental factors; which would cause
you to eat more in a sitting?; LO 12.12: Identify examples of environmental factors that
contribute to satiety.
Learning Objective: 12.12: Identify examples of environmental factors that contribute to satiety.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM 12.4.3
Question: If rats, presented with a nutritive liquid, are allowed to eat until satiated and 5 ml of
the liquid is then removed via syringe and replaced with 5 ml of saline, the rats will:
a. not eat any more nutritive liquid.
b. eat continuously.
c. eat 5 ml of nutritive liquid.
d. eat 10ml of nutritive liquid.
Answer: C
Consider This: There are nutrient receptors in the stomach; LO 12.14: Explain how the stomach
can provide satiety signals.
Learning Objective: 12.14: Explain how the stomach can provide satiety signals.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM 12.4.4
Question: When food enters the duodenum _____________ increases and __________ eating
behavior.
a. CCK; suppresses
b. CCK; stimulates
c. ghrelin; suppresses
d. ghrelin; stimulates
Answer: A
Consider This: This substance causes the gallbladder to contract; LO 12.15: Describe how the
intestines can provide satiety signals.

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Learning Objective: 12.15: Describe how the intestines can provide satiety signals.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 12.4.5
Question: The last stage of satiety signaling appears to originate in the:
a. stomach.
b. small intestine.
c. large intestine.
d. liver.
Answer: D
Consider This: This is the first organ to learn that food is finally being received from the
digestive tract; LO 12.16: Explain how the liver provides late-stage satiety signals.
Learning Objective: 12.16: Explain how the liver provides late-stage satiety signals.
Difficulty Level: Easy
Skill Level: Remember the Facts

Assignment: Quiz: Brain Mechanisms


EOM 12.5.1
Question: The ______________medulla includes the AP/NST that receives taste information
from the tongue and signals from detectors in the stomach, duodenum, and liver.
a. dorsal
b. ventral
c. rostral
d. caudal
Answer: A
Consider This: This area would be considered “toward the top”; LO 12.19: Identify the functions
of the brain stem involved in eating regulation.
Learning Objective: 12.19: Identify the functions of the brain stem involved in eating regulation.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM 12.5.2
Question: Early studies indicated that the _________ hypothalamus regulates hunger, whereas
the ______________ hypothalamus regulates satiety.
a. lateral; ventromedial
b. ventromedial; lateral
c. dorsomedial; ventromedial
d. ventromedial; dorsomedial
Answer: A
Consider This: The area that stimulates hunger is “toward the sides”; LO 12.20: Identify
functions of the hypothalamus involved in eating regulation.
Learning Objective: 12.20: Identify functions of the hypothalamus involved in eating regulation.
Difficulty Level: Moderate
Skill Level: Analyze It

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EOM 12.5.3
Question: ____________ stimulates hunger.
a. Leptin
b. CART
c. α-MSH
d. MCH
Answer: D
Consider This: This substance is secreted from the lateral hypothalamus; LO 12.20: Identify
functions of the hypothalamus involved in eating regulation.
Learning Objective: 12.20: Identify functions of the hypothalamus involved in eating regulation.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 12.5.4
Question: ___________ suppresses hunger.
a. MCH
b. Orexin
c. NPY
d. CART
Answer: D
Consider This: Can be found in the arcuate nucleus; LO 12.20: Identify functions of the
hypothalamus involved in eating regulation.
Learning Objective: 12.20: Identify functions of the hypothalamus involved in eating regulation.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 12.5.5
Question: _______________ inhibits NPY and AGRP, which, in turn, results in less orexin and
MCH release.
a. Endocannabinoids
b. CART
c. Leptin
d. Ghrelin
Answer: C
Consider This: This substance is secreted by adipose tissue; LO 12.20: Identify functions of the
hypothalamus involved in eating regulation.
Learning Objective: 12.20: Identify functions of the hypothalamus involved in eating regulation.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

Assignment: Quiz: Obesity


EOM 12.6.1
Question: ____________ does not stimulate insulin secretion or enhance leptin production, so it
is less likely to trigger satiety mechanisms.
a. Fructose
b. Glucose

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c. Galactose
d. Lactose
Answer: A
Consider This: Found in many high-sugar processed foods and soft drinks; LO 12.21: Compare
the roles of environment, physical activity, and genetics in obesity.
Learning Objective: 12.21: Compare the roles of environment, physical activity, and genetics in
obesity.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 12.6.2
Question: Jimmy has a high NEAT level. It is MOST likely that he:
a. is obese.
b. lives a predominantly sedentary lifestyle.
c. is relatively lean.
d. has low nonexercise activity thermogenesis.
Answer: C
Consider This: Amount of fat tissue is inversely related to a person’s NEAT level; LO 12.21:
Compare the roles of environment, physical activity, and genetics in obesity.
Learning Objective: 12.21: Compare the roles of environment, physical activity, and genetics in
obesity.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 12.6.3
Question: Individuals who have a tendency to gain weight have a ___________ phenotype.
a. thrifty
b. spendthrift
c. greedy
d. frugal
Answer: A
Consider This: In terms of phenotypes, having additional calories to store is a benefit to survival;
LO 12.21: Compare the roles of environment, physical activity, and genetics in obesity.
Learning Objective: 12.21: Compare the roles of environment, physical activity, and genetics in
obesity.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 12.6.4
Question: ___________________________ is involved in _____________ (in) both food
seeking and drug seeking.
a. Dopamine; relapse
b. Serotonin; relapse
c. Dopamine; avoiding
d. Serotonin; avoiding
Answer: A

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Consider This: Which neurotransmitter is involved in drug reinforcement?; LO 12.22: Evaluate


the roles of reinforcement, stress, surgery, pharmacology, and behavioral interventions in
treating obesity.
Learning Objective: 12.22: Evaluate the roles of reinforcement, stress, surgery, pharmacology,
and behavioral interventions in treating obesity.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM 12.6.5
Question: The success of Roux-en-Y gastric bypass is that it disrupts:
a. MCH.
b. orexin.
c. ghrelin.
d. leptin.
Answer: C
Consider This: Which substance is secreted from the stomach?; LO 12.22: Evaluate the roles of
reinforcement, stress, surgery, pharmacology, and behavioral interventions in treating obesity.
Learning Objective: 12.22: Evaluate the roles of reinforcement, stress, surgery, pharmacology,
and behavioral interventions in treating obesity.
Difficulty Level: Easy
Skill Level: Remember the Facts

Assignment: Quiz: Eating Disorders


EOM 12.7.1
Question: With respect to gender, the prevalence of anorexia and bulimia is higher in
___________ but for binge eating disorder, prevalence is _____________________.
a. males; no different between males and females
b. males; higher in females
c. females; higher in males
d. females; no different between males and females
Answer: D
Consider This: Societal pressures on females may promote thinness; LO 12.23: Compare the
roles of brain changes, starvation, excessive exercise, and genetic factors in eating disorders.
Learning Objective: 12.23: Compare the roles of brain changes, starvation, excessive exercise,
and genetic factors in eating disorders.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM 12.7.2
Question: The primary difference between anorexia and bulimia is that:
a. anorexia is less harmful to the body.
b. people with anorexia exert tremendous control over intake, whereas those with bulimia
lose control.
c. individuals with anorexia never purge.
d. people with anorexia take in more calories.
Answer: B

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Consider This: Purging calories can come in many forms, not just vomiting; LO 12.23: Compare
the roles of brain changes, starvation, excessive exercise, and genetic factors in eating disorders.
Learning Objective: 12.23: Compare the roles of brain changes, starvation, excessive exercise,
and genetic factors in eating disorders.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM 12.7.3
Question: Blood levels of ___________ are ___________ in patients with anorexia. This
phenomenon may be responsible for increased activity levels in these individuals.
a. NPY; decreased
b. PYY; decreased
c. NPY; increased
d. PYY; increased
Answer: C
Consider This: This substance typically increases feeding behavior; LO 12.23: Compare the roles
of brain changes, starvation, excessive exercise, and genetic factors in eating disorders.
Learning Objective: 12.23: Compare the roles of brain changes, starvation, excessive exercise,
and genetic factors in eating disorders.
Difficulty Level: Moderate
Skill Level: Remember the Concepts

EOM 12.7.4
Question: Anorexia appears to be largely determined by:
a. societal pressures to be thin.
b. genetic predisposition.
c. reinforcement parents used to ensure kids ate their dinners.
d. parental punishment for wasting food when growing up.
Answer: B
Consider This: Prevalence for twins is suggestive; LO 12.23: Compare the roles of brain
changes, starvation, excessive exercise, and genetic factors in eating disorders.
Learning Objective: 12.23: Compare the roles of brain changes, starvation, excessive exercise,
and genetic factors in eating disorders.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM 12.7.5
Question: Cognitive behavioral therapy, with a success rate of _____________ than 50 percent,
is considered the ______________ effective approach for treating anorexia.
a. less; most
b. less; least
c. more; most
d. more; least
Answer: A
Consider This: Researchers are still actively trying to find better means of treatment; LO 12.24:
List strategies used in eating disorder interventions.

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Learning Objective: 12.24: List strategies used in eating disorder interventions.


Difficulty Level: Easy
Skill Level: Remember the Facts

Assignment: Chapter Quiz: Ingestive Behavior


EOC 12.1
Question: _____________ thirst is caused by loss of blood volume whereas __________ thirst
is caused by loss of cellular fluids.
a. Volumetric; osmometric
b. Osmometric; volumetric
c. Volumetric; isometric
d. Isometric; osmometric
Answer: A
Consider This: Cells can experience osmotic pressure when dehydrated; LO 12.2: Compare
osmometric and volumetric thirst.
Learning Objective: 12.2: Compare osmometric and volumetric thirst.
Difficulty Level: Moderate
Skill Level: Analyze It

EOC 12.2
Question: The storage of glucose into glycogen in the short-term reservoir is stimulated by:
a. glucagon.
b. insulin.
c. glycine.
d. fatty acids.
Answer: B
Consider This: Lack of this substance causes a form of diabetes; LO 12.4: Describe the function,
location, and contents of the short-term reservoir.
Learning Objective: 12.4: Describe the function, location and contents of the short-term
reservoir.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOC 12.3
Question: When insulin is present, glucose can be utilized by:
a. the cells of the body, but not those of the brain.
b. the cells of the brain, but not those of the body.
c. neither the cells of the body nor those of the brain.
d. both the cells of the body and those of the brain.
Answer: D
Consider This: Cells of the body have glucose transporters that contain insulin receptors; LO
12.5: Describe the function, location, and contents of the long-term reservoir.
Learning Objective: 12.5: Describe the function, location, and contents of the long-term
reservoir.
Difficulty Level: Moderate
Skill Level: Analyze It

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EOC 12.4
Question: If ghrelin levels remain high continuously, an individual would MOST likely
experience:
a. continuous eating behavior.
b. cessation of eating behavior.
c. normal eating behavior, neither too much nor too little intake.
d. binge eating followed by purging.
Answer: A
Consider This: This hormone is released in the fasting phase; LO 12.9: Describe ghrelin’s role as
a signal to start a meal.
Learning Objective: 12.9: Describe ghrelin’s role as a signal to start a meal.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC 12.5
Question: Nutrient detectors in the liver are sensitive to:
a. neither glucoprivation nor lipoprivation.
b. glucoprivation, but not lipoprivation.
c. lipoprivation, but not glucoprivation.
d. both glucoprivation and lipoprivation.
Answer: D
Consider This: The liver monitors fuel sources for both body and brain; LO 12.10: Describe how
metabolic signals play a role in starting a meal.
Learning Objective: 12.10: Describe how metabolic signals play a role in starting a meal.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC 12.6
Question: With respect to sensory factors, satiety is influenced by:
a. texture.
b. taste.
c. Temperature.
d. both temperature and taste.
Answer: B
Consider This: Which of these factors might influence you to feel more full?; LO 12.13: Identify
sensory factors that contribute to satiety.
Learning Objective: 12.13: Identify sensory factors that contribute to satiety.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC 12.7
Question: Participants had an infusion of a glucose solution. Participants reported increased
fullness and reduced hunger when the solution was infused into the:
a. stomach.
b. large intestine.

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c. small intestine.
d. liver.
Answer: A
Consider This: This infusion would cause the release of ghrelin, which is released from…; LO
12.14: Explain how the stomach can provide satiety signals.
Learning Objective: 12.14: Explain how the stomach can provide satiety signals.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC 12.8
Question: Which of these substances triggers hunger?
a. ghrelin
b. PYY
c. CCK
d. leptin
Answer: A
Consider This: This substance is released from the stomach; LO 12.15: Describe how the
intestines can provide satiety signals.
Learning Objective: 12.15: Describe how the intestines can provide satiety signals.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC 12.9
Question: A targeted mutation in mice that prevented the production of insulin receptors in the
brain without affecting their production elsewhere in the body resulted in mice that:
a. experienced diabetes.
b. became obese.
c. lost a great deal of weight.
d. showed behavior similar to posttraumatic stress disorder.
Answer: B
Consider This: The theory is that insulin serves as a satiety signal; LO 12.17: Describe how
insulin can function as a satiety signal.
Learning Objective: 12.17: Describe how insulin can function as a satiety signal.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC 12.10
Question: Which satiety signal do Ob mice lack?
a. CCK
b. leptin
c. PYY
d. ghrelin
Answer: B
Consider This: This substance is normally secreted by well-nourished fat cells; LO 12.18:
Contrast the function of satiety signals from adipose tissue with short-term satiety signals.
Learning Objective: 12.18: Contrast the function of satiety signals from adipose tissue with

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short-term satiety signals.


Difficulty Level: Easy
Skill Level: Remember the Facts

EOC 12.11
Question: There are many substances in the brain and body that trigger hunger. This substance,
however, triggers hunger even if giving into that hunger involves eating bitter foods or receiving
shocks to the mouth during eating.
a. MCH
b. Orexin
c. Ghrelin
d. NPY
Answer: A
Consider This: Can be found in the arcuate nucleus; LO 12.20: Identify functions of the
hypothalamus involved in eating regulation.
Learning Objective: 12.20: Identify functions of the hypothalamus involved in eating regulation.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC 12.12
Question: Habitual marijuana smokers often experience “the munchies” due to THC being an
agonist for:
a. NPY.
b. CART.
c. endocannabinoids.
d. ghrelin.
Answer: C
Consider This: This substance stimulates MCH and orexin to cause eating behavior; LO 12.20:
Identify functions of the hypothalamus involved in eating regulation.
Learning Objective: 12.20: Identify functions of the hypothalamus involved in eating regulation.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC 12.13
Question: Providing obese individuals with leptin:
a. will return these individuals to a leaner stature.
b. will return these individuals to a leaner stature for a limited duration.
c. will not reduce obesity because these individuals likely have high levels of leptin already.
d. will not reduce obesity initially but will begin to reduce fat accumulation with continued
treatment.
Answer: C
Consider This: If leptin worked in humans as it does in mice, we would have no issue with
obesity; LO 12.21: Compare the roles of environment, physical activity, and genetics in obesity.
Learning Objective: 12.21: Compare the roles of environment, physical activity, and genetics in
obesity.
Difficulty Level: Moderate

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Skill Level: Understand the Concepts

EOC 12.14
Question: ______________ chemicals tend to decrease metabolic rate, whereas _____________
chemicals tend to increase it.
a. Orexigenic; anorexigenic
b. Anorexigenic; orexigenic
c. Aerobigenic; anorexigenic
d. Anorexigenic; aerobigenic
Answer: A
Consider This: What is the role of orexin?; LO 12.22: Evaluate the roles of reinforcement, stress,
surgery, pharmacology, and behavioral interventions in treating obesity.
Learning Objective: 12.22: Evaluate the roles of reinforcement, stress, surgery, pharmacology,
and behavioral interventions in treating obesity.
Difficulty Level: Moderate
Skill Level: Analyze It

EOC 12.15
Question: Individuals with anorexia often experience damage to the brain, including:
a. enlarged ventricles.
b. excitotoxic lesions in the hippocampus.
c. enlarged cortices.
d. excitotoxic lesions in the hypothalamus.
Answer: A
Consider This: They experience a shrinkage of tissue; LO 12.23: Compare the roles of brain
changes, starvation, excessive exercise, and genetic factors in eating disorders.
Learning Objective: 12.23: Compare the roles of brain changes, starvation, excessive exercise,
and genetic factors in eating disorders.
Difficulty Level: Easy
Skill Level: Remember the Facts

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Chapter 13: Learning and Memory

Total Assessment Guide (T.A.G.)

Topic Question Type Remember the Understand Apply What


Facts the Concepts You Know

Overview of Multiple Choice 5,7,10,12,17,18 1,4,6,8, 2,3,9,16,19


Learning and 11,13-15
Memory Fill-In 96-102

Essay 117
Stimulus- Multiple Choice 20,22-24,29, 21,25,30,33,38 26-28,31
Response 32,34-37,39,40
Learning Fill-In 103-105

Essay 118
Motor Learning Multiple Choice 41,44 42,43

Fill-In

Essay
Perceptual Multiple Choice 46,50,53,55,56 45,48,49, 47,51,58
Learning 52,54,57
Fill-In 106-107

Essay

Relational Multiple Choice 59,61,62 60,63


Learning
Fill-In

Essay

Amnesia Multiple Choice 64,68,70,71,73 65-67,69 72

Fill-In 108,109

Essay 119-123

Long-Term Multiple Choice 74-77,79,80,83-87, 78,81,82,88,93


Potentiation 89-92,94,95
Fill-In 110-116

Essay 124,125

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Multiple-Choice Questions

1. New drivers learn to stop when they see a traffic light changing from yellow to red.
This form of learning is best characterized as ___________ learning.

a. stimulus-response
b. motor
c. perceptual
d. relational
e. conditioned

Difficulty Level: Easy


Topic: Types of Learning
Skill Level: Understand the Concepts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

2. The nurse says, “This won’t hurt a bit!” before jabbing Dee Dee with a needle for his
vaccinations. Now, whenever someone says, “This won’t hurt a bit!” Dee Dee cringes in
fear. The initial jab with the needle in this example would be an

a. unconditioned response.
b. unconditioned stimulus.
c. conditioned response.
d. conditioned stimulus.
e. neutral stimulus.

Difficulty Level: Moderate


Topic: Types of Learning
Skill Level: Apply What You Know
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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3. As a mother nurses her infant, she gently strokes the side of his head. Over time, gently
stroking the side of his head, in the absence of nursing, causes the baby to calm down
when upset. In this case, the stroking of the side of the head in the absence of nursing is
the

a. unconditioned response.
b. unconditioned stimulus.
c. conditioned response.
d. conditioned stimulus.
e. neutral stimulus.

Difficulty Level: Moderate


Topic: Types of Learning
Skill Level: Apply What You Know
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

4. Stanislaus was shown a collection of photographs last month, and was then shown a
larger collection of photographs yesterday. He was able to identify the photos in the
current group that he had seen a month previously. This type of learning is an example of

a. extinction.
b. stimulus-response learning.
c. classical conditioning.
d. intermodal learning.
e. perceptual learning.

Difficulty Level: Easy


Topic: Types of Learning
Skill Level: Understand the Concepts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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5. The primary function of perceptual learning is to

a. identify and categorize objects and situations.


b. construct an association between two stimuli.
c. learn to adjust behavior according to its consequences.
d. exhibit a specific behavior in the presence of a specific stimulus.
e. train a sensory system to detect accurately the location of a stimulus.

Difficulty Level: Easy


Topic: Types of Learning
Skill Level: Remember the Facts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

6. Boris is played the opening notes of “In a Gadda Da Vida” and is able to correctly
name that tune based on the snippet of sounds. Boris’s response is an example of
________ that likely involves the ________.

a. intermodal learning; corpus callosum


b. perceptual learning; auditory association cortex
c. stimulus-response learning; frontal cortex
d. perceptual learning; visual association cortex
e. musical learning; left hemisphere

Difficulty Level: Moderate


Topic: Types of Learning
Skill Level: Understand the Concepts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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7. Compared to operant conditioning, classical conditioning

a. involves new behaviors that have been learned.


b. involves forming an association between a stimulus and a response.
c. involves forming an association between two stimuli.
d. was discovered later than operant conditioning.
e. involves operating on the environment in some way.

Difficulty Level: Easy


Topic: Types of Learning
Skill Level: Remember the Facts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

8. In classical conditioning, an organism

a. learns the consequences of a specific behavior.


b. identifies and categorizes objects.
c. shows a species-typical behavior in response to a previously unimportant
stimulus.
d. is able to recognize objects by the sounds they make.
e. forms an association between a response and a stimulus.

Difficulty Level: Easy


Topic: Types of Learning
Skill Level: Understand the Concepts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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9. Assunta is listening to music while doing her homework. “Are You Experienced?”
happens to be playing when Assunta’s mother telephones to say that their family just won
a free weekend stay at a resort, which makes Assunta feel very happy. Three months later
Assunta hears “Are You Experienced?” again and spontaneously breaks into a smile. In
this example, the unconditioned response is

a. Assunta’s mother’s voice as she relays the good news.


b. the ringing of the telephone.
c. Assunta’s liking for Jimi Hendrix prior to the phone call.
d. Assunta’s feelings about a resort vacation before receiving the phone call.
e. feeling happy when first hearing about the good news of the free weekend.

Difficulty Level: Difficult


Topic: Types of Learning
Skill Level: Apply What You Know
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

10. Classical conditioning is considered to be a form of

a. perceptual learning.
b. operant learning.
c. stimulus-response learning.
d. intra-modal learning.
e. relational learning.

Difficulty Level: Easy


Topic: Types of Learning
Skill Level: Remember the Facts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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11. The main function of operant conditioning is to allow an organism to

a. adjust behavior according to its consequences.


b. learn new species-typical behaviors.
c. recognize familiar objects.
d. acquire new physical skills.
e. understand the relationship between stimuli.

Difficulty Level: Moderate


Topic: Types of Learning
Skill Level: Understand the Concepts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

12. An instrumental response that produces a favorable consequence

a. will be immediately suppressed.


b. will occur more frequently in the future.
c. will produce a species-typical response.
d. weakens adjacent circuits in the brain.
e. is said to involve the process of punishment.

Difficulty Level: Moderate


Topic: Types of Learning
Skill Level: Remember the Facts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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13. Which statement is true of motor learning?

a. Motor learning can occur in the absence of sensory feedback.


b. Motor learning involves changes in brain and body motor pathways.
c. Motor learning is a form of perceptual learning.
d. Motor learning is a component of operant learning.
e. Motor learning involves temporary changes in motor performance.

Difficulty Level: Moderate


Topic: Types of Learning
Skill Level: Understand the Concepts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

14. Relational learning involves changes in

a. connections between different regions of association cortex.


b. a single sensory system.
c. connections between a sensory system and a motor system.
d. a motor system.
e. contingencies between a response and a subsequent stimulus.

Difficulty Level: Easy


Topic: Types of Learning
Skill Level: Understand the Concepts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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15. ________ is an example of motor learning.

a. Spatial learning
b. Learning to swing a golf club
c. Episodic learning
d. Observational learning
e. Perceptual learning

Difficulty Level: Easy


Topic: Types of Learning
Skill Level: Understand the Concepts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

16. An example of relational learning is

a. recognizing a familiar stimulus.


b. salivating in response to the presentation of a favorite food.
c. forming a mental map of a room based on prior experience with the room.
d. practicing a golf swing repeatedly to achieve more accurate strokes.
e. failing to respond to a loud sound given repeatedly.

Difficulty Level: Moderate


Topic: Types of Learning
Skill Level: Apply What You Know
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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17. Echoic memory, the ability to “hear” what was just said for a second after it was
actually said, is part of

a. iconic memory.
b. sensory memory.
c. short-term memory.
d. long-term memory.
e. semantic memory.

Difficulty Level: Easy


Topic: Types of Memory
Skill Level: Remember the Facts
Learning Objective: 13.2 Contrast characteristics of sensory, short-term, and long-term
memory.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

18. The ability to recall a series of events that were witnessed is an example of

a. serial memory.
b. spatial learning.
c. perceptual learning.
d. episodic learning.
e. observational learning.

Difficulty Level: Easy


Topic: Types of Memory
Skill Level: Remember the Facts
Learning Objective: 13.2 Contrast characteristics of sensory, short-term, and long-term
memory.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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19. Jules experiences a stroke that affects his ability to remember information about his
family and friends. However, he still remembers how to play the piano although he has no
memory of ever learning how to play. It appears that Jules’s ___________ memory is still
intact.

a. serial
b. declarative
c. episodic
d. semantic
e. implicit

Difficulty Level: Moderate


Topic: Types of Memory
Skill Level: Apply What You Know
Learning Objective: 13.2 Contrast characteristics of sensory, short-term, and long-term
memory.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

20. Receptors for ________ are involved in long-term potentiation.

a. serotonin
b. NMDA and AMPA
c. acetylcholine
d. dopamine
e. GABA

Difficulty Level: Easy


Topic: Classical Conditioning
Skill Level: Remember the Facts
Learning Objective: 13.3 Describe the roles of the amygdala, AMPA receptors, and
NMDA receptors in classical conditioning.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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21. In classical conditioning, a neutral stimulus

a. is termed the unconditioned stimulus.


b. reliably produces a response.
c. becomes inactive over repeated presentations.
d. must always be presented after the unconditioned response.
e. is paired repeatedly with a stimulus that evokes a reflexive response.

Difficulty Level: Moderate


Topic: Classical Conditioning
Skill Level: Understand the Concepts
Learning Objective: 13.3 Describe the roles of the amygdala, AMPA receptors, and
NMDA receptors in classical conditioning.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

22. In a conditioned emotional response (CER) study, a tone is paired with a foot shock
for a rat. After several trials, the tone alone is a conditioned stimulus that can elicit fear
emotional responses. Which conclusion is correct regarding the anatomy of this fear
response?

a. The central nucleus of the amygdala integrates the pairing of the tone and the
shock information.
b. Tone information is relayed directly to the central nucleus of the amygdala.
c. The lateral nucleus of the amygdala integrates the pairing of the tone and the
shock information.
d. Damage to the lateral nucleus of the amygdala impairs perceptual learning, but
not CER learning.
e. Damage to the central nucleus of the amygdala impairs perceptual learning,
but not CER learning.

Difficulty Level: Moderate


Topic: Classical Conditioning
Skill Level: Remember the Facts
Learning Objective: 13.3 Describe the roles of the amygdala, AMPA receptors, and
NMDA receptors in classical conditioning.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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23. In a conditioned emotional response (CER) study, a tone is paired with a foot shock
for a rat. After several trials, the tone alone is a conditioned stimulus that can elicit fear
emotional responses. Which conclusion is true regarding the physiology of this fear
response?

a. Damage to the lateral nucleus of the amygdala impairs CER learning.


b. Tone-shock pairings rapidly decrease the electrical activity of the lateral
nucleus of the amygdala.
c. Damage to the central nucleus of the prefrontal cortex impairs CER learning.
d. Inactivation of the ventral nucleus of the amygdala during CER training
blocked the formation of the CER.
e. Damage to the amygdala facilitates emotional responding.

Difficulty Level: Moderate


Topic: Classical Conditioning
Skill Level: Remember the Facts
Learning Objective: 13.3 Describe the roles of the amygdala, AMPA receptors, and
NMDA receptors in classical conditioning.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

24. The conclusion that learning a conditioned emotional response (CER) to a tone
involves long-term potentiation is supported by evidence that

a. activation of NMDA receptors impairs CER learning.


b. electrical stimulation of neurons that project to the amygdala produces less
overall neural firing in the amygdala.
c. CER learning is blocked when a drug prevents the insertion of AMPA
receptors into dendritic spines.
d. cells of the amygdala do not show evidence of long-term potentiation.
e. few NMDA receptors are found in the amygdala.

Difficulty Level: Easy


Topic: Classical Conditioning
Skill Level: Remember the Facts
Learning Objective: 13.3 Describe the roles of the amygdala, AMPA receptors, and
NMDA receptors in classical conditioning.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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25. Operant conditioning involves strengthening connections between

a. the dorsal and ventral streams.


b. the lateral and central nuclei of the amygdala.
c. two stimuli.
d. a neutral stimulus and a stimulus that produces a reflexive response.
e. circuits that detect a stimulus and motor control circuits that produce a
response.

Difficulty Level: Easy


Topic: Operant Conditioning
Skill Level: Understand the Concepts
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

26. Alan has been playing the drums for over 50 years, and no longer has to think about
which tom, cymbal, or snare to hit with which arm or foot. Which neural pathway is
involved in this behavior?

a. retinogeniculostriatal pathway
b. transcortical pathway
c. spinothalamic pathway
d. basal ganglia pathway
e. spinoreticular pathway

Difficulty Level: Difficult


Topic: Operant Conditioning
Skill Level: Apply What You Know
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

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27. When Marcello was first learning to play the drums, he was likely to use which neural
pathway?

a. retinogeniculostriatal pathway
b. transcortical pathway
c. spinothalamic pathway
d. basal ganglia pathway
e. spinoreticular pathway

Difficulty Level: Moderate


Topic: Operant Conditioning
Skill Level: Apply What You Know
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

28. Damage to the ________ would be expected to impair operant learning in rats.

a. amygdala
b. hypothalamus
c. frontal cortex
d. basal ganglia
e. nucleus accumbens

Difficulty Level: Easy


Topic: Operant Conditioning
Skill Level: Apply What You Know
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

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29. The neostriatum is composed of the

a. nucleus accumbens and the caudate nucleus.


b. caudate nucleus and the putamen.
c. lateral hypothalamus and the cingulum.
d. globus pallidus and the cingulum.
e. amygdala and hippocampus.

Difficulty Level: Difficult


Topic: Operant Conditioning
Skill Level: Remember the Facts
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

30. The flow of information into and from the basal ganglia is

a. sensory signals –> primary motor cortex –> premotor cortex –> basal ganglia
b. sensory signals –> globus pallidus –> caudate nucleus/putamen –> primary
motor cortex
c. sensory signals –> caudate nucleus/putamen –> globus pallidus –>primary
motor cortex
d. sensory signals –> lateral amygdala –> primary motor cortex
e. sensory signals –> central amygdala –> caudate nucleus/putamen –> primary
motor cortex

Difficulty Level: Difficult


Topic: Operant Conditioning
Skill Level: Understand the Concepts
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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31. Damage to the caudate nucleus/putamen in rats would be expected to specifically

a. impair the acquisition of a stimulus-response relationship.


b. promote the formation of new motor memories.
c. impair episodic memory.
d. impair operant conditioning.
e. impair spatial memory.

Difficulty Level: Easy


Topic: Operant Conditioning
Skill Level: Apply What You Know
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

32. The behavior of an animal is strongly reinforced by electrical stimulation of the

a. medial forebrain bundle.


b. substantia nigra.
c. central nucleus of the amygdala.
d. premotor cortex.
e. caudate nucleus.

Difficulty Level: Moderate


Topic: Operant Conditioning
Skill Level: Remember the Facts
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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33. A rat learns to press a lever when it receives a reinforcing item, such as a food pellet,
after each press. To learn the connection between the lever press and the receipt of the
food pellet, the neurotransmitter ___________ is involved.

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

Difficulty Level: Moderate


Topic: Operant Conditioning
Skill Level: Understand the Concepts
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

34. When an individual _____________ to receive reinforcement, such as money, neurons


in the ventral tegmental area are __________.

a. expects; inactive
b. expects; active
c. does not expect; inactive
d. does not expect; active
e. does not expect; depressed

Difficulty Level: Moderate


Topic: Operant Conditioning
Skill Level: Remember the Facts
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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35. James Olds and Peter Milner reported that electrical stimulation of the rat brain

a. could have reinforcing effects.


b. acted as an aversive stimulus.
c. altered waking levels of arousal.
d. delayed memory processing.
e. can induce eating and drinking.

Difficulty Level: Easy


Topic: Operant Conditioning
Skill Level: Remember the Facts
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

36. Which outcome is related to the discovery by James Olds and Peter Milner of the
effects of stimulating the reticular formation in the brain?

a. Their discovery was mostly ignored by other scientists.


b. The effects of reinforcing brain stimulation are similar to those of naturally
occurring reinforcers.
c. Federal authorities routinely use reticular stimulation to control the behavior of
incarcerated felons.
d. Male rats consistently prefer copulation over electrical brain stimulation.
e. The rewarding effects of electrical stimulation wane within minutes.

Difficulty Level: Difficult


Topic: Operant Conditioning
Skill Level: Remember the Facts
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: B.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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37. The ________ pathway connects the ventral tegmental area with the nucleus
accumbens.

a. mesocortical
b. medial forebrain bundle
c. nigrostriatal
d. corticofugal
e. spinothalamic

Difficulty Level: Moderate


Topic: Operant Conditioning
Skill Level: Remember the Facts
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

38. Reinforcing effects of electrical brain stimulation and of drugs such as amphetamine
reflect an action on ________ projections of the ________.

a. leptin; mesocortical pathway


b. norepinephrine; nigrostriatal pathway
c. dopamine; nigrostriatal pathway
d. dopamine; mesolimbic pathway
e. GABA; mesocortical pathway

Difficulty Level: Difficult


Topic: Operant Conditioning
Skill Level: Understand the Concepts
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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39. An example of a natural reinforcer is

a. cocaine.
b. amphetamine.
c. dopamine.
d. GABA.
e. food for a hungry rat.

Difficulty Level: Easy


Topic: Operant Conditioning
Skill Level: Remember the Facts
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

40. Studies by Wolfram Schultz and colleagues indicate that release of dopamine within
the nucleus accumbens

a. does not occur for an expected reinforcing stimulus (such as fruit juice).
b. is automatically produced during stimulus delivery.
c. is greatest when ingesting ketamine.
d. is greatest for natural reinforcers.
e. can occur when a stimulus is aversive.

Difficulty Level: Easy


Topic: Operant Conditioning
Skill Level: Remember the Facts
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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41. The __________________ controls the behaviors of walking, writing, and dancing.
This area is also organized such that areas of the body that require greater innervation are
represented to a greater extent cortically.

a. primary motor cortex


b. primary visual cortex
c. primary somatosensory cortex
d. cerebellum
e. orbitofrontal cortex

Difficulty Level: Easy


Topic: Role of the Cortex
Skill Level: Remember the Facts
Learning Objective: 13.5 List the contributions of various cortical regions to motor
learning.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

42. Renaldo has been playing the piano since he was five years old. When asked to play a
relatively easy piece, like “Chopsticks,” he does so with very little effort. During this
performance, Renaldo’s _____________would be active.

a. supplementary motor area


b. premotor cortex
c. ventral premotor cortex
d. dorsal premotor cortex
e. orbitofrontal cortex

Difficulty Level: Moderate


Topic: Role of the Cortex
Skill Level: Apply What You Know
Learning Objective: 13.5 List the contributions of various cortical regions to motor
learning.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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43. Video gamers often find that they are able to beat difficult stages that require accurate
timing of button pushes after taking a break from the game. This phenomenon supports
the observation that

a. motor learning is instantaneous.


b. memory of motor behavior is formed during the first three motoric attempts.
c. memory of motor behavior is improved through consolidation.
d. REM and slow wave sleep are not associated with enhanced motor learning.
e. memory of motor behavior is formed during the first seven motoric attempts.

Difficulty Level: Moderate


Topic: Role of the Cortex
Skill Level: Apply What You Know
Learning Objective: 13.5 List the contributions of various cortical regions to motor
learning.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

44. The _____________ deficits that accompany Parkinson’s disease result in impairment
of learning a visually cued operant conditioning task.

a. substantia nigra
b. globus pallidus
c. basal ganglia
d. hypothalamus
e. cerebellum

Difficulty Level: Easy


Topic: Role of the Basal Ganglia
Skill Level: Remember the Facts
Learning Objective: 13.6 Explain the role of the basal ganglia in motor learning.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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45. Which example best illustrates perceptual learning?

a. realizing that your friend colored her hair blue


b. remembering how to play the piano
c. knowing how to calculate a math problem in your head
d. understanding your relationship to your cousins
e. recalling the lyrics of your favorite song

Difficulty Level: Easy


Topic: Role of the Cortex
Skill Level: Understand the Concepts
Learning Objective: 13.7 Explain the roles of cortical regions in perceptual learning.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

46. When looking at an automobile, the ability to label it as a car is the responsibility of
the __________ stream, which terminates in the inferior temporal cortex.

a. dorsal
b. ventral
c. rostral
d. caudal
e. anterior

Difficulty Level: Easy


Topic: Role of the Cortex
Skill Level: Remember the Facts
Learning Objective: 13.7 Explain the roles of cortical regions in perceptual learning.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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47. When looking at pictures of her daughter playing soccer, Martha’s ___________ is
active, indicating that Martha has memory of the motions that went along with the
photographs.

a. fusiform gyrus
b. MT/MST
c. posterior parietal cortex
d. inferior temporal cortex
e. anterior cingulate cortex

Difficulty Level: Moderate


Topic: Role of the Cortex
Skill Level: Apply What You Know
Learning Objective: 13.7 Explain the roles of cortical regions in perceptual learning.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

48. Jhang was in a car accident and suffered damage to his posterior parietal cortex. When
tested across numerous trials, he is able to identify objects but is unable to locate them in
space. Jhang most likely suffered damage to his _________ stream of perceptual learning.

a. dorsal
b. ventral
c. rostral
d. caudal
e. anterior

Difficulty Level: Easy


Topic: Role of the Cortex
Skill Level: Understand the Concepts
Learning Objective: 13.7 Explain the roles of cortical regions in perceptual learning.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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49. Lionel Standing conducted a landmark study in which participants were shown 10,000
slides and then tested for recognition at various times thereafter. The major finding of this
research was that

a. object recognition was rapidly forgotten within minutes.


b. participants demonstrated good recognition of the slides during the first 72
hours, after which recognition fell to chance levels.
c. people were able to recognize most of the slides after a time interval of weeks
had elapsed.
d. participants showed better recall when a stressor was introduced just prior to
the recognition test.
e. the results of this study call into question the accuracy of eyewitness
testimony.

Difficulty Level: Moderate


Topic: Role of the Cortex
Skill Level: Understand the Concepts
Learning Objective: 13.7 Explain the roles of cortical regions in perceptual learning.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

50. The ventral stream of the visual association cortex continues into the ________ and
carries information relating to ________.

a. inferior temporal cortex; object location


b. posterior parietal cortex; object location
c. posterior parietal cortex; object recognition
d. inferior temporal cortex; object recognition
e. primary visual cortex; object shape and color

Difficulty Level: Easy


Topic: Role of the Cortex
Skill Level: Remember the Facts
Learning Objective: 13.7 Explain the roles of cortical regions in perceptual learning.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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51. Damage to the human visual association cortex would be expected to impair the
ability to

a. sense changes in the color of objects.


b. detect movement.
c. differentiate between two tones.
d. recognize familiar objects.
e. detect changes in binocular depth cues.

Difficulty Level: Moderate


Topic: Role of the Cortex
Skill Level: Apply What You Know
Learning Objective: 13.7 Explain the roles of cortical regions in perceptual learning.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

52. In a delayed matching-to-sample task, participants were shown a face and then were
asked to identify which face had been seen previously. In this case, the ____________
was activated in order to choose the correct face.

a. parahippocampal place area


b. fusiform face area
c. inferior temporal cortex
d. posterior parietal cortex
e. anterior cingulate cortex

Difficulty Level: Moderate


Topic: Retaining Perceptual Information in Short-Term Memory
Skill Level: Understand the Concepts
Learning Objective: 13.8 Contrast the roles of cortical regions in retaining perceptual
information in short-term memory.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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53. Memories for a stimulus or an event can be retained in ________, which lasts for
________.

a. the ventral stream; weeks


b. short-term memory; a few seconds
c. the dorsal stream; days
d. perceptual memory; milliseconds
e. long-term memory; days

Difficulty Level: Moderate


Topic: Retaining Perceptual Information in Short-Term Memory
Skill Level: Remember the Facts
Learning Objective: 13.8 Contrast the roles of cortical regions in retaining perceptual
information in short-term memory.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

54. Transcranial magnetic stimulation (TMS) can disrupt neural circuits in awake humans.
The notion that short-term memory (STM) for a visual stimulus involves continued
activation of the appropriate visual association cortex is supported by studies in which

a. TMS applied to the ventral stream disrupted STM for a visual location.
b. TMS can be used to elicit perceptual memories.
c. TMS applied to the ventral stream disrupted STM for a visual pattern.
d. persistent amnesia is noted after chronic TMS application in depressed people.
e. TMS of the motor cortex disrupts visual STM.

Difficulty Level: Moderate


Topic: Retaining Perceptual Information in Short-Term Memory
Skill Level: Understand the Concepts
Learning Objective: 13.8 Contrast the roles of cortical regions in retaining perceptual
information in short-term memory.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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55. The ________ plays a central role in short-term memory for all sensory systems.

a. superior temporal cortex


b. cingulate cortex
c. dorsal parietal cortex
d. prefrontal cortex
e. inferior temporal cortex

Difficulty Level: Moderate


Topic: Retaining Perceptual Information in Short-Term Memory
Skill Level: Remember the Facts
Learning Objective: 13.8 Contrast the roles of cortical regions in retaining perceptual
information in short-term memory.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

56. Stroke patients with damage to the _____________ had difficulty filtering irrelevant
information, and patients with damage to the _______________ had difficulty retaining
more than a few pieces of information in short-term memory.

a. left basal ganglia; right prefrontal cortex


b. right basal ganglia; right prefrontal cortex
c. left basal ganglia; left prefrontal cortex
d. right basal ganglia; left prefrontal cortex
e. right basal ganglia; anterior cingulate cortex

Difficulty Level: Easy


Topic: Retaining Perceptual Information in Short-Term Memory
Skill Level: Remember the Facts
Learning Objective: 13.8 Contrast the roles of cortical regions in retaining perceptual
information in short-term memory.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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57. In a delayed matching-to-sample task, participants were shown an image of a


particular place (such as a famous landmark) and were later asked to select from a variety
of landmarks which one had been seen previously. In this case, the _______________ was
activated in order to choose the correct place.

a. parahippocampal place area


b. fusiform face area
c. inferior temporal cortex
d. posterior parietal cortex
e. anterior cingulate cortex

Difficulty Level: Moderate


Topic: Retaining Perceptual Information in Short-Term Memory
Skill Level: Understand the Concepts
Learning Objective: 13.8 Contrast the roles of cortical regions in retaining perceptual
information in short-term memory.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

58. Activation of the fusiform face area is involved in

a. learning a new person’s face and then recognizing it later when you see her
again.
b. recognizing a friend’s face and remembering that she is still in the room when
not directly in the visual field.
c. recognizing a friend’s face.
d. recognizing a friend’s face and recognizing it later.
e. learning a new person’s face, recognizing it later, and remembering that she is
still in the room when not directly in the visual field.

Difficulty Level: Moderate


Topic: Retaining Perceptual Information in Short-Term Memory
Skill Level: Apply What You Know
Learning Objective: 13.8 Contrast the roles of cortical regions in retaining perceptual
information in short-term memory.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

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59. The conclusion that perceptual memories are distinct from semantic memories is
supported by studies in which

a. damage to the amygdala impairs semantic but not perceptual memory.


b. anoxia facilitates perceptual memory but not semantic memory.
c. anoxia facilitates semantic memory but not perceptual memory.
d. persons with semantic dementia show loss of the anterolateral temporal lobe
but not the hippocampal formation.
e. hippocampal subjects had poor vocabulary skills but good recall of their daily
conversations.

Difficulty Level: Moderate


Topic: Role of the Hippocampus
Skill Level: Remember the Facts
Learning Objective: 13.9 Describe the role of the hippocampus in relational learning.
Answer: D.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

60. A person with semantic dementia would be expected to exhibit

a. damage of the medial parietal lobe.


b. difficulty in recalling episodic information.
c. damage of the hippocampus.
d. difficulty in recalling factual information.
e. deficits in episodic emotional memory.

Difficulty Level: Moderate


Topic: Role of the Hippocampus
Skill Level: Understand the Concepts
Learning Objective: 13.9 Describe the role of the hippocampus in relational learning.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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61. The _____________ of the neocortex appears to be where semantic memories are
stored.

a. anterolateral temporal lobe


b. posterolateral temporal lobe
c. ventromedial temporal lobe
d. hippocampus
e. thalamus

Difficulty Level: Easy


Topic: Role of the Cortex
Skill Level: Remember the Facts
Learning Objective: 13.10 Describe the role of the cortex in semantic memory.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

62. Neurogenesis is stimulated within the ______ for tasks that involve relational
learning.

a. amygdala
b. medial forebrain bundle
c. hypothalamus
d. nucleus accumbens
e. hippocampus

Difficulty Level: Easy


Topic: Role of the Hippocampus
Skill Level: Remember the Facts
Learning Objective: 13.9 Describe the role of the hippocampus in relational learning.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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63. The Morris water maze can be viewed as a test of ________ when rats are _______.

a. semantic learning; released from the same point in the maze on each trial
b. relational learning; released from the same point in the maze on each trial
c. relational learning; released from a different point of the maze on each trial
d. nonrelational learning; released from a different point of the maze on each trial
e. perceptual memory; placed directly onto the platform

Difficulty Level: Difficult


Topic: Role of the Hippocampus
Skill Level: Understand the Concepts
Learning Objective: 13.9 Describe the role of the hippocampus in relational learning.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

64. Patient R.B., who sustained brain damage while in cardiac arrest, exhibited profound
anterograde amnesia. Which region of his brain was injured?

a. field CA1 of the hippocampal formation


b. the perihinal cortex
c. the parahippocampal cortex
d. the amygdala
e. the central nucleus of the amygdala

Difficulty Level: Easy


Topic: Role of the Hippocampus
Skill Level: Remember the Facts
Learning Objective: 13.11 Compare the role of the hippocampus in memory consolidation
and retrieval.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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65. Which explanation of hippocampal damage produced by anoxia is correct?

a. Anoxia reduces the release of glutamate.


b. Glycine terminals are found in the hippocampus.
c. Field CA3 of the hippocampus is rich in NMDA receptors.
d. Stimulation of NMDA receptors produces an accumulation of calcium ions,
which is toxic to the neuron.
e. Anoxia releases glycine, a toxic neurotransmitter.

Difficulty Level: Difficult


Topic: Role of the Hippocampus
Skill Level: Understand the Concepts
Learning Objective: 13.11 Compare the role of the hippocampus in memory consolidation
and retrieval.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

66. Based on the study of Patient H.M., it has been concluded that

a. sensory memories are stored within the hippocampus.


b. the hippocampus is required for retrieval of long-term memories.
c. long-term memories are stored within the hippocampus.
d. the role of the hippocampal formation is converting short-term memories to
long-term memories.
e. damage to the hippocampus results in permanent retrograde amnesia.

Difficulty Level: Difficult


Topic: Role of the Hippocampus
Skill Level: Understand the Concepts
Learning Objective: 13.11 Compare the role of the hippocampus in memory consolidation
and retrieval.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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67. Based on the study of Patient H.M., it has been concluded that the hippocampus is

a. where sensory memories are stored.


b. not required for retrieval of long-term memories.
c. where long-term memories are stored.
d. the location of short-term memory.
e. the area of the brain that causes severe retrograde amnesia when damaged.

Difficulty Level: Difficult


Topic: Role of the Hippocampus
Skill Level: Understand the Concepts
Learning Objective: 13.11 Compare the role of the hippocampus in memory consolidation
and retrieval.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

68. ________ is the process by which immediate memories are transformed into long-
term memories.

a. Synaptogenesis
b. Confabulation
c. Consolidation
d. Potentiation
e. Hebbian reverberation

Difficulty Level: Moderate


Topic: Role of the Hippocampus
Skill Level: Remember the Facts
Learning Objective: 13.11 Compare the role of the hippocampus in memory consolidation
and retrieval.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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69. Patient H.M. was able to perform all of the following tasks quite well EXCEPT

a. mirror drawing.
b. recognizing broken drawings.
c. recalling childhood events that occurred prior to the age of 9 years.
d. consolidating information from short-term memory to long-term memory
using rehearsal.
e. making a classically-conditioned eyeblink response.

Difficulty Level: Easy


Topic: Role of the Hippocampus
Skill Level: Understand the Concepts
Learning Objective: 13.11 Compare the role of the hippocampus in memory consolidation
and retrieval.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

70. One striking aspect of H.M.’s memory deficit is that he

a. reversed word order in repeated sentences.


b. only remembered recent facts.
c. could learn some new tasks, but is unaware of having learned them.
d. indicated he remembered things he had never seen.
e. showed signs of confabulation.

Difficulty Level: Moderate


Topic: Perceptual Learning
Skill Level: Remember the Facts
Learning Objective: 13.14 Describe the perceptual learning ability of patients with
hippocampal damage.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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71. During a PET scan, a seasoned London taxi driver is asked to describe the route she
would take from Chalk Farm to Knightsbridge. Her description would be associated with

a. reduced activity of the left hippocampal formation.


b. increased activity of the right hippocampal formation.
c. reduced activity of the right hippocampal formation.
d. increased activity of the left hippocampal formation.
e. an increase in the activity of the amygdala, but not the hippocampus.

Difficulty Level: Easy


Topic: Relational Learning
Skill Level: Remember the Facts
.Learning Objective: 13.15 Describe the role of the hippocampus in relational learning.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

72. In which case would you expect to observe an enlarged hippocampal formation?

a. a London taxi driver who has 30 years of experience


b. a pigeon that wanders from roost to roost
c. a bird that only eats from one specific backyard feeder
d. a person who has just started training as a New York subway operator
e. a chickadee tested in the early summer months

Difficulty Level: Difficult


Topic: Relational Learning
Skill Level: Apply What You Know
Learning Objective: 13.15 Describe the role of the hippocampus in relational learning.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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73. Damage to the ________ disrupts ________ in homing pigeons.

a. amygdala; stimulus-response learning


b. hippocampus; implicit memory
c. amygdala; explicit memory
d. hippocampus; spatial navigation
e. frontal cortex; spatial navigation

Difficulty Level: Easy


Topic: Relational Learning
Skill Level: Remember the Facts
Learning Objective: 13.15 Describe the role of the hippocampus in relational learning.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

74. Intense electrical stimulation of axons within the hippocampal formation results in

a. long-term potentiation of postsynaptic neurons.


b. axoaxonic inhibition of presynaptic neurons.
c. recurrent inhibition of the stimulated axons.
d. long-term potentiation of presynaptic neurons.
e. conditioned taste aversion.

Difficulty Level: Easy


Topic: Induction of Long-Term Potentiation
Skill Level: Remember the Facts
Learning Objective: 13.16 Identify the events required for LTP to occur.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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75. The perforant pathway

a. interconnects the CA1 and CA3 fields of the hippocampus.


b. interconnects the entorhinal cortex with the granule cells of the dentate gyrus.
c. is the major output of the hippocampus.
d. is another name for the fornix.
e. interconnects the granule cells of the dentate gyrus with the amygdala.

Difficulty Level: Moderate


Topic: Induction of Long-Term Potentiation
Skill Level: Remember the Facts
Learning Objective: 13.16 Identify the events required for LTP to occur.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

76. The primary input to the hippocampus is from the

a. granule cells of field CA2.


b. nucleus accumbens.
c. pyramidal cells of field CA1.
d. granule cells of the dentate gyrus.
e. entorhinal cortex.

Difficulty Level: Moderate


Topic: Induction of Long-Term Potentiation
Skill Level: Remember the Facts
Learning Objective: 13.16 Identify the events required for LTP to occur.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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77. In a typical long-term potentiation (LTP) study, a stimulating electrode is inserted into
the perforant path, while a recording electrode is inserted into the dentate gyrus. LTP is
produced by delivering a(n) ________ via the stimulating electrode.

a. single high-intensity electrical pulse


b. single low-intensity electrical pulse
c. electrical pulse every 7 minutes for 2 to 3 hours
d. long-duration but low-intensity pulse
e. burst of 100 electrical pulses in a few seconds

Difficulty Level: Moderate


Topic: Induction of Long-Term Potentiation
Skill Level: Remember the Facts
Learning Objective: 13.16 Identify the events required for LTP to occur.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

78. Associative long-term potentiation requires ________ occur about the same time as
________.

a. activation of a strong input to a given synapse to; a weak input is activated


b. that a single electrical pulse; a recording is made of the presynaptic axon
c. that a conditional stimulus; a reinforcing stimulus
d. that a reinforcing stimulus; a response
e. that a low-frequency train of electrical pulse; the postsynaptic neuron is
hyperpolarized

Difficulty Level: Moderate


Topic: Role of NMDA Receptors
Skill Level: Understand the Concepts
Learning Objective: 13.17 Compare the relationship between NMDA and AMPA
receptors in LTP.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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79. The NMDA receptor is unusual in that it is ________-dependent and ________-


dependent.

a. Ca2+; R1β
b. neurotransmitter; hormone
c. voltage; neurotransmitter
d. Na+; Mg2+
e. ligand; ion

Difficulty Level: Moderate


Topic: Role of NMDA Receptors
Skill Level: Remember the Facts
Learning Objective: 13.17 Compare the relationship between NMDA and AMPA
receptors in LTP.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

80. The NMDA receptor controls ________ and is normally blocked by ________.

a. a chloride channel; sodium ions


b. a potassium channel; magnesium ions
c. the presynaptic membrane potential; GABA
d. a calcium channel; magnesium ions
e. the inputs to the hippocampus; presynaptic inhibition

Difficulty Level: Moderate


Topic: Role of NMDA Receptors
Skill Level: Remember the Facts
Learning Objective: 13.17 Compare the relationship between NMDA and AMPA
receptors in LTP.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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81. The induction of long-term potentiation in the hippocampus would be blocked by

a. a drug such as AP5 that blocks NMDA receptors.


b. using high-frequency electrical pulses.
c. a drug that activates NMDA receptors.
d. injection into the postsynaptic cell of a drug that activates calcium ions.
e. infusion of glutamate into the hippocampus.

Difficulty Level: Difficult

Topic: Role of NMDA Receptors


Skill Level: Understand the Concepts
Learning Objective: 13.17 Compare the relationship between NMDA and AMPA
receptors in LTP.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

82. The pyramidal cells of hippocampal field CA1 are unique in that

a. axon firing results in action potentials along the dendrites.


b. dendrite depolarization results in action potentials in the axon.
c. the dendritic spikes are always hyperpolarizations.
d. the threshold of activation of the pyramidal cell is quite low.
e. these cells do not conduct action potentials.

Difficulty Level: Moderate


Topic: Role of NMDA Receptors
Skill Level: Understand the Concepts
Learning Objective: 13.17 Compare the relationship between NMDA and AMPA
receptors in LTP.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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83. An action potential that occurs in a dendritic branch after an action potential in a
pyramidal cell is termed

a. the perforant potential.


b. a dendritic spike.
c. a population postsynaptic potential.
d. an axon potential.
e. a presynaptic potential.

Difficulty Level: Easy


Topic: Role of NMDA Receptors
Skill Level: Remember the Facts
Learning Objective: 13.17 Compare the relationship between NMDA and AMPA
receptors in LTP.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

84. Associative long-term potentiation reflects increased ________ produced by changes in


________.

a. calcium entry; NMDA receptors


b. chloride efflux; AMPA receptors
c. calcium entry; D2 receptors
d. calcium efflux; D1 receptors
e. calcium immobilization; NMDA receptors

Difficulty Level: Moderate


Topic: Role of NMDA Receptors
Skill Level: Remember the Facts
Learning Objective: 13.17 Compare the relationship between NMDA and AMPA
receptors in LTP.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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85. Which factor normally prevents the calcium channel of the NMDA receptor from
opening in response to only glutamate?

a. The channel is blocked by Mg2+ ions.


b. Glutamate requires the presence of glycine in order to open the channel.
c. The channel is blocked by sodium ions.
d. Glutamate requires the presence of GABA in order to open the channel.
e. Glutamate inhibits glycine activity.

Difficulty Level: Moderate


Topic: Role of NMDA Receptors
Skill Level: Remember the Facts
Learning Objective: 13.17 Compare the relationship between NMDA and AMPA
receptors in LTP.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

86. The increase in synaptic strength that occurs in long-term potentiation is due to a
modification of the cell that includes

a. more postsynaptic GABA contacts.


b. more postsynaptic AMPA receptors.
c. fewer synaptic connections.
d. more postsynaptic NMDA receptors.
e. fewer presynaptic GABA contacts.

Difficulty Level: Easy


Topic: Role of AMPA Receptors
Skill Level: Remember the Facts
Learning Objective: 13.18 Describe how AMPA receptors contribute to LTP.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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87. Long-term potentiation is associated with the movement of ________ to the _______.

a. NMDA receptors; interior of the dendritic shaft


b. AMPA receptors; base of dendritic spines
c. AMPA receptors; dendritic shaft
d. NMDA receptors; base of dendritic spines
e. Kappa receptors; dendritic shaft

Difficulty Level: Easy


Topic: Role of AMPA Receptors
Skill Level: Remember the Facts
Learning Objective: 13.18 Describe how AMPA receptors contribute to LTP.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

88. Inactivation of type II calcium-calmodulin kinase would be expected to

a. facilitate the initiation of long-term potentiation.


b. promote the formation of new memories.
c. block the entry of calcium into the postsynaptic cell.
d. block the formation of long-term potentiation.
e. promote the creation of new NMDA receptors.

Difficulty Level: Difficult


Topic: Role of AMPA Receptors
Skill Level: Understand the Concepts
Learning Objective: 13.18 Describe how AMPA receptors contribute to LTP.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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89. A major structural change that accompanies long-term potentiation is the

a. decreased size of dendritic spines.


b. projection of a spinule into the presynaptic element.
c. formation of two segments of axon.
d. formation of new synaptic contacts.
e. loss of synaptic contacts.

Difficulty Level: Difficult


Topic: Role of Synaptic Changes
Skill Level: Remember the Facts
Learning Objective: 13.19 List the synaptic changes that accompany LTP.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

90. Long-term potentiation may involve the formation of ________ within the postsynaptic
dendrite.

a. nitric oxide
b. nitrous oxide synthase
c. aspartate
d. glycine
e. new NMDA receptors

Difficulty Level: Difficult


Topic: Role of Synaptic Changes
Skill Level: Remember the Facts
Learning Objective: 13.19 List the synaptic changes that accompany LTP.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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91. ________ is a strong candidate to act as a retrograde messenger from the dendrite to
the terminal button.

a. Norepinephrine
b. Nitric oxide
c. Nitrous oxide
d. Glutamate
e. NMDA

Difficulty Level: Easy


Topic: Role of Synaptic Changes
Skill Level: Remember the Facts
Learning Objective: 13.19 List the synaptic changes that accompany LTP.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

92. Long-lasting, long-term potentiation

a. does not depend on protein synthesis.


b. involves synaptic changes that occur over a four-minute period after initial
stimulation.
c. requires protein synthesis.
d. involves changes in protein synthesis in the presynaptic terminal.
e. is not dependent on stimulation of the presynaptic element.

Difficulty Level: Easy


Topic: Role of Synaptic Changes
Skill Level: Remember the Facts
Learning Objective: 13.19 List the synaptic changes that accompany LTP.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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93. Persistence of long-term potentiation for more than an hour requires

a. formation of new axonal spines.


b. presynaptic inhibition of glutamate release.
c. increased protein synthesis within the postsynaptic dendrite.
d. insertion of GABA receptors into the postsynaptic membrane.
e. destruction of AMPA receptors in the postsynaptic membrane.

Difficulty Level: Moderate


Topic: Role of Synaptic Changes
Skill Level: Understand the Concepts
Learning Objective: 13.19 List the synaptic changes that accompany LTP.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

94. The formation of long-term potentiation requires the production of the protein

a. PKA.
b. PK-C.
c. PKM-zeta.
d. C-AMP.
e. PKN-alpha.

Difficulty Level: Easy


Topic: Role of Synaptic Changes
Skill Level: Remember the Facts
Learning Objective: 13.19 List the synaptic changes that accompany LTP.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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95. Which observation about long-term depression is true?

a. It can be produced by high-frequency stimulation of CA1 neurons.


b. It reflects a gradual strengthening of synaptic connections.
c. Long-term depression is associated with a decrease in the number of AMPA
receptors in the postsynaptic neuron.
d. It is associated with an increase in the number of AMPA receptors in the
postsynaptic neurons.
e. Long-term depression is not an associative phenomenon.

Difficulty Level: Moderate


Topic: Role of Synaptic Changes
Skill Level: Remember the Facts
Learning Objective: 13.19 List the synaptic changes that accompany LTP.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

Fill-in-the-Blank Questions

96. In ______________ conditioning, the individual receives a consequence that either


increases or decreases the likelihood of the preceding behavior.

Difficulty Level: Easy


Topic: Types of Learning
Skill Level: Remember the Facts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: operant
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

97. Your cat has associated getting on the counter with getting sprayed by a water bottle.
This form of learning is an example of _____________ conditioning.

Difficulty Level: Easy


Topic: Types of Learning
Skill Level: Remember the Facts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: classical
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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98. Your ability to recognize a series of photos that you looked at a month ago is an
example of ________.

Difficulty Level: Easy


Topic: Types of Learning
Skill Level: Remember the Facts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: perceptual learning
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

99. ________ learning involves the ability to exhibit a specific behavior in the presence of
a specific stimulus.

Difficulty Level: Easy


Topic: Types of Learning
Skill Level: Remember the Facts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: Stimulus-response
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

100. Learning to modify your golf swing is an example of ________ learning.

Difficulty Level: Moderate


Topic: Types of Learning
Skill Level: Remember the Facts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: motor
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

101. ________ learning involves the recognition of particular stimuli or categories of


stimuli.

Difficulty Level: Easy


Topic: Types of Learning
Skill Level: Remember the Facts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Answer: Perceptual
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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102. ________ memory refers to a person’s ability to recall a series of events she or he has
witnessed.

Difficulty Level: Easy


Topic: Types of Memory
Skill Level: Remember the Facts
Learning Objective: 13.2 Contrast characteristics of sensory, short-term, and long-term
memory.
Answer: Episodic
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

103. Induction of long-term potentiation involves activation of receptors for ________.

Difficulty Level: Moderate


Topic: Classical Conditioning
Skill Level: Remember the Facts
Learning Objective: 13.3 Describe the roles of the amygdala, AMPA receptors, and
NMDA receptors in classical conditioning.
Answer: glutamate
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

104. The caudate nucleus and the putamen form the ________.

Difficulty Level: Moderate


Topic: Operant Conditioning
Skill Level: Remember the Facts
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: neostriatum
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

105. Food for a hungry rat is an example of a(n) ________ reinforcer.

Difficulty Level: Easy


Topic: Operant Conditioning
Skill Level: Remember the Facts
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
Answer: natural
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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106. ________ cortex neurons play a central role in short-term memory for all sensory
systems.

Difficulty Level: Difficult


Topic: Retaining Perceptual Information in Short-Term Memory
Skill Level: Remember the Facts
Learning Objective: 13.8 Contrast the roles of cortical regions in retaining perceptual
information in short-term memory.
Answer: Prefrontal
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

107. ________ memory lasts on the order of seconds.

Difficulty Level: Easy


Topic: Retaining Perceptual Information in Short-Term Memory
Skill Level: Remember the Facts
Learning Objective: 13.8 Contrast the roles of cortical regions in retaining perceptual
information in short-term memory.
Answer: Short-term
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

108. The _____________ is involved in converting short-term memories into long-term


memories.

Difficulty Level: Easy


Topic: Role of the Hippocampus
Skill Level: Remember the Facts
Learning Objective: 13.11 Compare the role of the hippocampus in memory consolidation
and retrieval.
Answer: hippocampus
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

109. Functional-imaging studies have shown that the ________ hippocampal formation
becomes active when a person is remembering or performing a navigational task.

Difficulty Level: Difficult


Topic: Amnesia: Relational Learning
Skill Level: Remember the Facts
Learning Objective: 13.15 Describe the role of the hippocampus in relational learning.
Answer: right
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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110. The ________ pathway interconnects the entorhinal cortex with the granule cells of
the dentate gyrus.

Difficulty Level: Moderate


Topic: Induction of Long-Term Potentiation
Skill Level: Remember the Facts
Learning Objective: 13.16 Identify the events required for LTP to occur.
Answer: perforant
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

111. The ________ receptor is required to establish long-term potentiation.

Difficulty Level: Difficult


Topic: Role of NMDA Receptors
Skill Level: Remember the Facts
Learning Objective: 13.17 Compare the relationship between NMDA and AMPA
receptors in LTP.
Answer: NMDA
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

112. The chemical ________ blocks NMDA receptors and the formation of LTP.

Difficulty Level: Difficult


Topic: Role of NMDA Receptors
Skill Level: Remember the Facts
Learning Objective: 13.17 Compare the relationship between NMDA and AMPA
receptors in LTP.
Answer: AP5
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

113. ________ are action potentials that occur along the dendrites of a pyramidal cell in
the hippocampus.

Difficulty Level: Difficult


Topic: Role of NMDA Receptors
Skill Level: Remember the Facts
Learning Objective: 13.17 Compare the relationship between NMDA and AMPA
receptors in LTP.
Answer: Dendritic spikes
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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114. Long-term potentiation is associated with the movement of ________ receptors along
a dendrite.

Difficulty Level: Moderate


Topic: Role of AMPA Receptors
Skill Level: Remember the Facts
Learning Objective: 13.18 Describe how AMPA receptors contribute to LTP.
Answer: AMPA
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

115. Nitric oxide is produced following the activity of an enzyme known as __________.

Difficulty Level: Moderate


Topic: Role of Synaptic Changes
Skill Level: Remember the Facts
Learning Objective: 13.19 List the synaptic changes that accompany LTP.
Answer: nitric oxide synthase
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

116. Long-lasting LTP requires the formation of the protein _______.

Difficulty Level: Easy


Topic: Role of Synaptic Changes
Skill Level: Remember the Facts
Learning Objective: 13.19 List the synaptic changes that accompany LTP.
Answer: PKM-zeta
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.

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Essay Questions

117. Describe the four basic forms of learning: (a) perceptual learning, (b) stimulus-
response learning, (c) motor learning, and (d) relational learning. Provide a brief example
of each type.

Difficulty Level: Moderate


Topic: Types of Learning
Skill Level: Remember the Facts
Learning Objective: 13.1 Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: Perceptual learning allows us to recognize stimuli. An example would be
knowing that a photo is that of your Aunt Norma. Stimulus-response learning involves
connections between perceptual and motor systems. Classical conditioning would be an
example of a form of this type of learning (which involves a neutral stimulus taking on the
capacity to elicit a reflexive response). Motor learning involves changes in neural circuits
that control the muscles. An example would be the changes that occur when a person first
learns to drive a car. Relational learning is the most complex form and can include the
ability to recognize a stimulus using different sensory modalities or to recognize the
relative location of an object among other objects in an environment.

118. Describe the role of dopamine in reinforcing brain stimulation.

Difficulty Level: Moderate


Topic: Operant Conditioning
Skill Level: Remember the Facts
Learning Objective: 13.4 Outline the neural mechanisms of operant conditioning.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: The ventral tegmental area (VTA) projects to the nucleus accumbens (NAcc) via
the mesolimbic dopamine pathway. Increases of dopamine within the NAcc are
reinforcing. Natural reinforcers (such as food for a hungry rat) will elicit this increase in
dopamine, as will drugs such as amphetamine or cocaine that are also reinforcing.

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119. Compare the memory problems that occur in anterograde amnesia with those in
retrograde amnesia.

Difficulty Level: Easy


Topic: Amnesia
Skill Level: Remember the Facts
Learning Objective: 13.11 Compare the role of the hippocampus in consolidation and
retrieval of memories.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: Anterograde amnesia refers to the inability to recall events or information
experienced after a trauma to the brain. The person is conscious after the trauma, but is
unable to store memories for events that occur after the trauma. In contrast, retrograde
amnesia refers to the inability to recall events that occurred prior to the trauma. Typically,
events near the trauma are more likely to be lost than are remote events.

120. Describe the major memory deficits experienced by Patient H.M. following bilateral
temporal lobectomy. Describe two specific abilities that were retained by Patient H.M.

Difficulty Level: Difficult


Topic: Amnesia
Skill Level: Remember the Facts
Learning Objective: 13.14 Describe the perceptual learning ability of patients with
hippocampal damage.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: Surgeons removed portions of the medial temporal lobe of Patient H.M. (the late
Henry Molaison) in 1953 in order to treat his severe epilepsy. H.M. showed a severe case
of anterograde amnesia; he was unable to learn new information, but could recall
information he had learned prior to the surgery. Subsequent research indicated that the
anterograde amnesia reflected bilateral damage to the hippocampus. No impairments were
noted in him for perceptual memory, motor memory, or sensory-motor memory.

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121. Describe learning tasks that assess the capacity for perceptual learning, motor
learning, and stimulus-response learning.

Difficulty Level: Moderate


Topic: Stimulus-Response Learning
Skill Level: Remember the Facts
Learning Objective: 13.12 Describe the stimulus-response learning ability of patients with
hippocampal damage.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: Perceptual learning can be assessed by having a subject examine a set of broken
drawings that are successively more complete. The task is to learn to recognize a figure
using the least amount of information (the most incomplete figure). Motor learning can be
assessed by having a subject trace a figure while viewing that figure through a mirror.
Stimulus-response learning can be assessed using a classically conditioned eyeblink
response.

122. Explain how relational learning is distinct from other forms of learning, and explain
the role of the hippocampus in relational learning.

Difficulty Level: Easy


Topic: Amnesia: Relational Learning
Skill Level: Remember the Facts
Learning Objective: 13.15 Describe the role of the hippocampus in relational learning.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: Damage to the hippocampus does not alter perceptual learning, motor learning,
or stimulus-response learning. Hippocampal damage does impair declarative memory,
which involves the ability to talk about personal events that have occurred (also termed
relational learning).

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123. Explain what is meant by a place cell and discuss the role of these cells in spatial
memory.

Difficulty Level: Moderate


Topic: Amnesia: Relational Learning
Skill Level: Remember the Facts
Learning Objective: 13.15 Describe the role of the hippocampus in relational learning.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: The ability to navigate requires an intact hippocampus, which helps explain why
Patient H.M. had difficulties in spatial navigation. The firing rate of individual
hippocampal cells is a function of the spatial location as an organism (such as a research
animal) wanders around a maze. The external cues of the environment can control the
firing rate of hippocampal cells, particularly of cells in the dorsal hippocampus. The
entorhinal cortex, which is an important input zone for the hippocampus, is also important
for spatial navigation.

124. Describe the typical experimental setup and procedure that would be used to produce
long-term potentiation (LTP), and explain how LTP would be assessed using this
procedure.

Difficulty Level: Moderate


Topic: Induction of Long-Term Potentiation
Skill Level: Remember the Facts
Learning Objective: 13.16 Identify the events required for LTP to occur.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: A stimulating electrode would be inserted into the axons of the perforant path
and a recording electrode inserted into the dentate gyrus. A population EPSP is recorded
from the dentate cells to a single electrical pulse of the path. A burst of high-frequency
stimulation is given and followed periodically by a single pulse. LTP is indicated by an
increase in the size of the subsequent EPSPs following the burst treatment.

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125. Describe the changes that occur in the synapses of the hippocampus that may provide
a physiological basis for long-term potentiation (LTP).

Difficulty Level: Difficult


Topic: Role of NMDA Receptors
Skill Level: Remember the Facts
Learning Objective: 13.17 Compare the relationship between NMDA and AMPA
receptors in LTP.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes
in psychology.
Answer: LTP is an increased EPSP recorded from dentate cells to a single electrical pulse,
when that pulse was preceded by high-frequency electrical stimulation of axons that
connect with the dentate gyrus cells. There is evidence that more glutamate may be
released from the presynaptic terminal button (perhaps due to the influence of nitric
oxide). On the postsynaptic side, LTP is accompanied by physical reorganization of the
dendrite, which includes the insertion of AMPA receptors into the dendrite (which
produces greater sensitivity to glutamate) and the formation of new dendritic spines,
which would serve to increase the postsynaptic response to glutamate.

Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in
Revel for Physiology of Behavior, 13th Edition.

Assignment: Quiz: Overview of Learning and Memory


EOM 13.1.1
Question: New drivers learn to stop at red lights. This form of learning is called
____________ learning.
a. stimulus-response
b. motor
c. perceptual
d. relational
Answer: A
Consider This: Involves the establishment of connections between circuits involved in
perception and those involved in movement; LO 13.1: Compare characteristics of
stimulus-response, motor, perceptual, and relational learning.
Learning Objective: 13.1: Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM 13.1.2
Question: The nurse says, “This won’t hurt a bit!” before jabbing Joey with a needle for
his vaccinations. Now, whenever someone says, “This won’t hurt a bit!” Joey cringes in
fear. In the terms of classical conditioning, the initial jab with the needle is the:
a. unconditioned stimulus.

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b. unconditioned response.
c. conditioned stimulus.
d. conditioned response.
Answer: A
Consider This: This aspect does not have to be learned; LO 13.1: Compare characteristics
of stimulus-response, motor, perceptual, and relational learning.
Learning Objective: 13.1: Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM 13.1.3
Question: In contrast to operant conditioning, classical conditioning:
a. involves brand new behaviors that have been learned.
b. involves an association between a stimulus and a response.
c. involves an association between two stimuli.
d. was discovered only recently.
Answer: C
Consider This: CC is a form of learning in which an unimportant stimulus acquires the
properties of an important one; LO 13.1: Compare characteristics of stimulus-response,
motor, perceptual, and relational learning.
Learning Objective: 13.1: Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM 13.1.4
Question: _____ memory includes echoic memory, the ability to “hear” what was just
said for a second after it was actually said.
a. Iconic
b. Sensory
c. Short-term
d. Long-term
Answer: B
Consider This: How long is the duration of this experience?; LO 13.2: Contrast
characteristics of sensory, short-term, and long-term memory.
Learning Objective: 13.2: Contrast characteristics of sensory, short-term, and long-term
memory.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM 13.1.5
Question: Jules experiences a stroke that affects his ability to remember his family and
friends. However, he still remembers how to play the piano, although he has no memory
of ever learning how to play. It appears that Jules’s _________ memory is still intact.
a. declarative

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b. episodic
c. semantic
d. implicit
Answer: D
Consider This: Playing the piano would be considered a skill; LO 13.2: Contrast
characteristics of sensory, short-term, and long-term memory.
Learning Objective: 13.2: Contrast characteristics of sensory, short-term, and long-term
memory.
Difficulty Level: Moderate
Skill Level: Apply What You Know

Assignment: Quiz: Stimulus-Response Learning


EOM 13.2.1
Question: In emotional response conditioning, a tone is paired with a shock. After
repeated pairings, the tone alone elicits fear. In this case, the fear elicited by the tone is
the:
a. unconditioned stimulus.
b. unconditioned response.
c. conditioned stimulus.
d. conditioned response.
Answer: D
Consider This: This action was learned; LO 13.3: Describe the roles of the amygdala,
AMPA receptors, and NMDA receptors in classical conditioning.
Learning Objective: 13.3: Describe the roles of the amygdala, AMPA receptors, and
NMDA receptors in classical conditioning.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM 13.2.2
Question: During the acquisition of a classically conditioned response, the
______________ nucleus of the amygdala receives information about the CS and US.
a. lateral
b. central
c. medial
d. posterior
Answer: A
Consider This:“To the side”; LO 13.3: Describe the roles of the amygdala, AMPA
receptors, and NMDA receptors in classical conditioning..
Learning Objective: 13.3: Describe the roles of the amygdala, AMPA receptors, and
NMDA receptors in classical conditioning.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOM 13.2.3
Question: If LTP is experienced in a fear conditioning situation, it is likely that:
a. additional NMDA receptors have been inserted into the postsynaptic cell.

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b. additional AMPA receptors have been inserted into the postsynaptic cell.
c. there are increased IPSPs in the postsynaptic cell.
d. the animal will not display fear conditioning.
Answer: B
Consider This: LTP is the neural basis for learning; LO 13.3: Describe the roles of the
amygdala, AMPA receptors, and NMDA receptors in classical conditioning.
Learning Objective: 13.3: Describe the roles of the amygdala, AMPA receptors, and
NMDA receptors in classical conditioning.
Difficulty Level: Difficult
Skill Level: Apply What You Know

EOM 13.2.4
Question: When one first learns how to drive a manual transmission vehicle, one is
MOST likely relying on the _____ pathway.
a. retinogeniculostriatal
b. transcortical
c. basal ganglion
d. spinothalamic
Answer: B
Consider This: Driving a stick shift involves a lot of unfamiliar procedural steps; LO 13.4:
Outline the neural mechanisms of operant conditioning.
Learning Objective: 13.4: Outline the neural mechanisms of operant conditioning.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM 13.2.5
Question: A rat learns to press a lever when it receives a reinforcing item, such as a food
pellet, after each press. The neurotransmitter _______ is involved in learning the
connection between the lever press and receiving the food pellet.
a. serotonin
b. norepinephrine
c. dopamine
d. epinephrine
Answer: C
Consider This: L-DOPA has been shown to improve learning of words; LO 13.4: Outline
the neural mechanisms of operant conditioning.
Learning Objective: 13.4: Outline the neural mechanisms of operant conditioning.
Difficulty Level: Moderate
Skill Level: Apply What You Know

Assignment: Quiz: Motor Learning


EOM 13.3.1
Question: The __________________ controls the behaviors of walking, writing, and
dancing. This area is also organized such that areas of the body that require greater
innervation are more represented.
a. primary motor cortex

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b. primary visual cortex


c. primary somatosensory cortex
d. cerebellum
Answer: A
Consider This: This area contains a somatotopic map of the body; LO 13.5: List the
contributions of various cortical regions to motor learning.
Learning Objective: 13.5: List the contributions of various cortical regions to motor
learning.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM 13.3.2
Question: Eriko has been playing the piano since she was five years old. When she is
asked to play a relatively easy piece, like “Chopsticks,” she does so with very little effort.
During such a performance, Eriko’s _____________ is active.
a. supplementary motor area
b. premotor cortex
c. ventral premotor cortex
d. dorsal premotor cortex
Answer: A
Consider This: This area is responsible for performing previously learned, automatic
behaviors; LO 13.5: List the contributions of various cortical regions to motor learning.
Learning Objective: 13.5: List the contributions of various cortical regions to motor
learning.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM 13.3.3
Question: Enhanced motor learning and long-term potentiation are associated with
______ sleep.
a. Stage 1
b. only REM
c. both REM and slow-wave
d. only slow-wave
Answer: C
Consider This: Consolidating motor memories is important for motor learning; LO 13.5:
List the contributions of various cortical regions to motor learning.
Learning Objective: 13.5: List the contributions of various cortical regions to motor
learning.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM 13.3.4
Question: The ________________ deficits in Parkinson’s disease result in impaired
learning in a visually cued operant conditioning task.
a. substantia nigra

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b. globus pallidus
c. basal ganglia
d. hypothalamus
Answer: C
Consider This: This area plays an important role in stimulus-response and motor learning;
LO 13.6: Explain the role of the basal ganglia in motor learning.
Learning Objective: 13.6: Explain the role of the basal ganglia in motor learning.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM 13.3.5
Question: The degeneration of which brain area is involved in both Parkinson’s disease
and Huntington’s disease?
a. substantia nigra
b. globus pallidus
c. basal ganglia
d. hypothalamus
Answer: C
Consider This: This area plays an important role in stimulus-response and motor learning;
LO 13.6: Explain the role of the basal ganglia in motor learning.
Learning Objective: 13.6: Explain the role of the basal ganglia in motor learning.
Difficulty Level: Moderate
Skill Level: Analyze It

Assignment: Quiz: Perceptual Learning


EOM 13.4.1
Question: Which is an example of perceptual learning?
a. realizing that your friend colored her hair blue
b. remembering how to play the piano
c. knowing how to calculate a math problem in your head
d. understanding your relationship to your parents
Answer: A
Consider This: Involves learning to recognize things; LO 13.7: Explain the roles of
cortical regions in perceptual learning.
Learning Objective: 13.7: Explain the roles of cortical regions in perceptual learning.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM 13.4.2
Question: When one looks at an automobile, one’s ability to label it as a car is the
responsibility of the __________ stream in one’s brain, which is made up of the inferior
temporal cortex.
a. dorsal
b. ventral
c. rostral
d. caudal

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Answer: B
Consider This: Where is the inferior temporal cortex located?; LO 13.7: Explain the roles
of cortical regions in perceptual learning.
Learning Objective: 13.7: Explain the roles of cortical regions in perceptual learning.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM 13.4.3
Question: Peter was in a car accident and suffered from damage to his posterior parietal
cortex. In numerous trials, he is able to identify objects, but unable to locate them in
space. Peter probably suffered damage to his brain’s _________ stream.
a. dorsal
b. ventral
c. rostral
d. caudal
Answer: A
Consider This: Where is the posterior parietal cortex located?; LO 13.7: Explain the roles
of cortical regions in perceptual learning.
Learning Objective: 13.7: Explain the roles of cortical regions in perceptual learning.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM 13.4.4
Question: In a delayed matching-to-sample task, participants are shown a face and later
asked to identify which face they had seen previously. Participants’ success at this task
depends on activation of the brain’s:
a. parahippocampal place area.
b. fusiform face area.
c. inferior temporal cortex.
d. posterior parietal cortex.
Answer: B
Consider This: This area is in the ventral stream and is involved in recognition of faces;
LO 13.8: Contrast the roles of cortical regions in retaining perceptual information in
short-term memory.
Learning Objective: 13.8: Contrast the roles of cortical regions in retaining perceptual
information in short-term memory.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM 13.4.5
Question: Stroke patients with damage to the _____________ basal ganglia have
difficulty filtering out irrelevant information, whereas patients with damage to the
_______________ prefrontal cortex have difficulty retaining more than a few pieces of
information in short-term memory.
a. left; right
b. right; right

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c. left; left
d. right; left
Answer: A
Consider This: The role of the prefrontal cortex is to manipulate and organize to-be-
remembered information; LO 13.8: Contrast the roles of cortical regions in retaining
perceptual information in short-term memory.
Learning Objective: 13.8: Contrast the roles of cortical regions in retaining perceptual
information in short-term memory.
Difficulty Level: Moderate
Skill Level: Analyze It

Assignment: Quiz: Relational Learning


EOM 13.5.1
Question: The MOST important input to the hippocampal formation is the
___________________ cortex.
a. perirhinal
b. entorhinal
c. parahippocampal
d. associational
Answer: B
Consider This: This area receives its inputs from the amygdala, various regions of the
limbic cortex, and all association regions of the neocortex; LO 13.9: Describe the role of
the hippocampus in relational learning.
Learning Objective: 13.9: Describe the role of the hippocampus in relational learning.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM 13.5.2
Question: ______________ dementia is caused by degeneration of the neocortex of the
anterolateral temporal lobe.
a. Semantic
b. Vascular
c. Frontotemporal
d. Mixed
Answer: A
Consider This: This is a progressive neurodegenerative disorder that affects verbal and
nonverbal memory; LO 13.9: Describe the role of the hippocampus in relational learning.
Learning Objective: 13.9: Describe the role of the hippocampus in relational learning.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOM 13.5.3
Question: As we experience events in life, we often have to revise our memories of
people, places, or things. For example, if your neighbor paints his house bright yellow,
you essentially have to change your memory of what his house looks like in order to have
an accurate representation of your neighborhood. This process is called:

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a. memory revision.
b. reconsolidation.
c. alteration.
d. adaptation.
Answer: B
Consider This: The initial memory trace is consolidated; LO 13.9: Describe the role of the
hippocampus in relational learning.
Learning Objective: 13.9: Describe the role of the hippocampus in relational learning.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM 13.5.4
Question: The Morris water maze is a test of _____________ learning in which rats are
placed in _______________________ area(s) of the maze on each trial.
a. relational; different
b. relational; the same
c. semantic; different
d. perceptual; different
Answer: A
Consider This: Rats would have to use landmarks to solve the maze in this case; LO 13.9:
Describe the role of the hippocampus in relational learning.
Learning Objective: 13.9: Describe the role of the hippocampus in relational learning.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 13.5.5
Question: The _____________ of the neocortex appears to be where semantic memories
are stored.
a. anterolateral temporal lobe
b. posterolateral temporal lobe
c. ventromedial temporal lobe
d. hippocampus
Answer: A
Consider This: “Toward the front”; LO 13.10: Describe the role of the cortex in semantic
memory.
Learning Objective: 13.10: Describe the role of the cortex in semantic memory.
Difficulty Level: Easy
Skill Level: Remember the Facts

Assignment: Quiz: Amnesia


EOM 13.6.1
Question: The case of Henry Molaison (H.M.) demonstrates that the hippocampus is:
a. the location of long-term memories.
b. the location of short-term memories.
c. involved in converting short-term memories to long-term memories.
d. necessary for retrieval of long-term memories.

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Answer: C
Consider This: H.M. was able to remember his childhood, hold a conversation, and think
about new information in the moment; LO 13.11: Compare the role of the hippocampus in
memory consolidation and retrieval.
Learning Objective: 13.11: Compare the role of the hippocampus in memory
consolidation and retrieval.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 13.6.2
Question: The fact that the CA1 region of the hippocampus has many ______________
receptors is both a blessing and a curse. These receptors allow LTP and the ability to learn
quickly, but they also can allow too much calcium into cells when activated by excess
glutamate.
a. NMDA
b. AMPA
c. MGluR
d. serotonin
Answer: A
Consider This: This receptor is both voltage gated and chemically gated; LO 13.11:
Compare the role of the hippocampus in consolidation and retrieval of memories.
Learning Objective: 13.11: Compare the role of the hippocampus in consolidation and
retrieval of memories.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 13.6.3
Question: Functional imaging of the brain indicates that recollection of older memories
activates the _____________, whereas recollection of newer memories activates the
________________.
a. hippocampus; frontal cortex
b. frontal cortex; hippocampus
c. hippocampus; temporal cortex
d. temporal cortex; hippocampus
Answer: B
Consider This: Removal of the hippocampus does not abolish all long-term memories; LO
13.11: Compare the role of the hippocampus in consolidation and retrieval of memories.
Learning Objective: 13.11: Compare the role of the hippocampus in consolidation and
retrieval of memories.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM 13.6.4
Question: Further experiments with H.M. indicated that he still had the ability to learn
new information, although this information was limited. Specifically, H.M. was able to
experience:

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a. eyeblink conditioning.
b. relational learning.
c. perceptual learning.
d. stimulus-response and perceptual learning.
Answer: D
Consider This: Even when H.M. did learn new aspects, he could not remember the
experience of having learned them; LO 13.15: Describe the role of the hippocampus in
relational learning.
Learning Objective: 13.15: Describe the role of the hippocampus in relational learning.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOM 13.6.5
Question: Imaging studies of London taxi drivers reveal that these individuals, who
undergo intense training regarding London streets, have larger __________ than nontaxi
drivers.
a. right hippocampal formations
b. left hippocampal formations
c. parietal lobes
d. temporal lobes
Answer: A
Consider This: In brain lateralization, which hemisphere is responsible for spatial ability?;
LO 13.15: Describe the role of the hippocampus in relational learning.
Learning Objective: 13.15: Describe the role of the hippocampus in relational learning.
Difficulty Level: Moderate
Skill Level: Remember the Facts

Assignment: Quiz: Long-Term Potentiation


EOM 13.7.1
Question: Long-term potentiation is demonstrated when electrical stimulation of axons
leading to the _____ strengthens _____ postsynaptic potentials.
a. dentate gyrus; excitatory
b. gyrus; inhibitory
c. entorhinal cortex; excitatory
d. entorhinal cortex; inhibitory
Answer: A
Consider This: Population EPSPs are recorded to measure LTP; LO 13.16: Identify the
events required for LTP to occur.
Learning Objective: 13.16: Identify the events required for LTP to occur.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM 13.7.2
Question: Evidence that long-term potentiation has occurred is obtained by periodically
delivering single pulses to the perforant path and recording the response in the dentate
gyrus. If the response is _____________ what it was before the burst of pulses was

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delivered, long-term potentiation has occurred.


a. greater than
b. less than
c. equal to
d. This is not how you test for long-term potentiation.
Answer: A
Consider This: TLTP is the basis for learning; LO 13.16: Identify the events required for
LTP to occur.
Learning Objective: 13.16: Identify the events required for LTP to occur.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM 13.7.3
Question: __________________ has/have to happen for long-term potentiation.
a. Activation of synapses
b. Depolarization of the postsynaptic neuron
c. Binding of a neurotransmitter
d. Both activation of synapses and depolarization of the postsynaptic neuron
Answer: D
Consider This: LTP serves as a coincidence detector; LO 13.17: Compare the relationship
between NMDA and AMPA receptors in LTP.
Learning Objective: 13.17: Compare the relationship between NMDA and AMPA
receptors in LTP.
Difficulty Level: Difficult
Skill Level: Analyze It

EOM 13.7.4
Question: NMDA receptors:
a. are neither neurotransmitter- nor voltage-dependent.
b. are a type of dopamine receptor.
c. control a calcium ion channel.
d. are found in the hippocampal formation.
Answer: D
Consider This: The entry of ions through the channels controlled by NMDA receptors is
an essential step in long-term potentiation. LO 13.17: Compare the relationship between
NMDA and AMPA receptors in LTP.
Learning Objective: 13.17: Compare the relationship between NMDA and AMPA
receptors in LTP.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOM 13.7.5
Question: Presynaptic changes due to LTP include:
a. insertion of AMPA receptors into the membrane.
b. enlargement of dendritic spines.
c. growth of new dendritic spines.

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d. increases in the amount of glutamate that is released.


Answer: D
Consider This: Which of these would be occurring in the presynaptic cell?; LO 13.19: List
the synaptic changes that accompany LTP.
Learning Objective: 13.19: List the synaptic changes that accompany LTP.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

Assignment: Chapter Quiz: Learning and Memory


EOC 13.1
Question: As a mother nurses her infant, she gently strokes the side of his head. Over
time, gently stroking the side of his head, in the absence of nursing, causes him to calm
down when upset. In this case, the stroking of the side of his head in the absence of
nursing is the:
a. unconditioned stimulus.
b. unconditioned response.
c. conditioned stimulus.
d. conditioned response.
Answer: C
Consider This: This aspect has to be learned; LO 13.1: Compare characteristics of
stimulus-response, motor, perceptual, and relational learning.
Learning Objective: 13.1: Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC 13.2
Question: Over time, an infant learns to recognize its mother’s face. The type of learning
that this example BEST fits is _______ learning.
a. stimulus-response
b. motor
c. perceptual
d. relational
Answer: C
Consider This: This example refers specifically to a visual experience; LO 13.1: Compare
characteristics of stimulus-response, motor, perceptual, and relational learning.
Learning Objective: 13.1: Compare characteristics of stimulus-response, motor,
perceptual, and relational learning.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC 13.3
Question: If LTP is prevented or blocked:
a. additional NMDA receptors have been inserted into the postsynaptic cell.
b. additional AMPA receptors have been inserted into the postsynaptic cell.
c. there are increased EPSPs in the postsynaptic cell.

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d. the animal will not display fear conditioning.


Answer: D
Consider This: LTP is the neural basis for learning; LO 13.3: Describe the roles of the
amygdala, AMPA receptors, and NMDA receptors in classical conditioning.
Learning Objective: 13.3: Describe the roles of the amygdala, AMPA receptors, and
NMDA receptors in classical conditioning.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC 13.4
Question: You have been driving a manual transmission vehicle for five years and no
longer need to think about what you are doing in order to drive. Your driving in this
example reflects the operation of the brain’s ________ pathway.
a. retinogeniculostriatal
b. transcortical
c. basal ganglia
d. spinothalamic
Answer: C
Consider This: This task is now routine and automatic; LO 13.4: Outline the neural
mechanisms of operant conditioning.
Learning Objective: 13.4: Outline the neural mechanisms of operant conditioning.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC 13.5
Question: When an individual _________ to receive reinforcement, such as money,
neurons in the VTA are _____________.
a. expects; inactive
b. expects; active
c. does not expect; inactive
d. does not expect; firing at a rate similar to baseline
Answer: B
Consider This: The VTA appears to be involved in learning about reinforcement; LO
13.4: Outline the neural mechanisms of operant conditioning.
Learning Objective: 13.4: Outline the neural mechanisms of operant conditioning.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC 13.6
Question: When looking at pictures of her daughter playing soccer, Martha’s
___________ is active, indicating that Martha has memory of the motions that went along
with the photographs.
a. fusiform gyrus
b. MT/MST
c. posterior parietal cortex
d. inferior temporal cortex

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Answer: B
Consider This: This area plays an essential role in perception of movement; LO 13.7:
Explain the roles of cortical regions in perceptual learning.
Learning Objective: 13.7: Explain the roles of cortical regions in perceptual learning.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC 13.7
Question: In a delayed matching-to-sample task, participants were shown an image of a
famous landmark and were then asked to choose from various landmarks which one had
been seen previously. In this case, the _______________ was activated in order to choose
the correct landmark.
a. parahippocampal place area
b. fusiform face area
c. inferior temporal cortex
d. posterior parietal cortex
Answer: A
Consider This: This area is in the ventral stream and is involved in recognition of places;
LO 13.8: Contrast the roles of cortical regions in retaining perceptual information in
short-term memory.
Learning Objective: 13.8: Contrast the roles of cortical regions in retaining perceptual
information in short-term memory.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOC 13.8
Question: Activation of the fusiform face area is involved in:
a. recognizing a friend’s face.
b. learning a new person’s face and then recognizing it later when you see her again.
c. recognizing a friend’s face and remembering that she is still in the room when not
directly in the visual field.
d. learning a new person’s face, recognizing it later, and remembering that she is still
in the room when not directly in the visual field.
Answer: D
Consider This: The perceptual learning changes are involved in multiple aspects of this
process; LO 13.8: Contrast the roles of cortical regions in retaining perceptual information
in short-term memory.
Learning Objective: 13.8: Contrast the roles of cortical regions in retaining perceptual
information in short-term memory.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC 13.9

Question: The _______________________________ cortices make up the limbic cortex


of the medial temporal lobe.

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a. perirhinal, parahippocampal, and association


b. perirhinal, parahippocampal, and entorhinal
c. perirhinal, medial temporal, and inferior temporal
d. parahippocampal, entorhinal, and inferior temporal
Answer: B
Consider This: These areas are adjacent to each other and have pathways leading to the
hippocampus; LO 13.9: Describe the role of the hippocampus in relational learning.
Learning Objective: 13.9: Describe the role of the hippocampus in relational learning.
Difficulty Level: Difficult
Skill Level: Analyze It

EOC 13.10
Question: When rats were required to use __________ learning through the use of
landmarks to solve the Morris water maze, they had ___________ neurogenesis in the
dentate gyrus.
a. stimulus-response; more
b. relational; more
c. relational; less
d. perceptual; more
Answer: B
Consider This: Neurogenesis occurred when the hippocampus was required to solve the
task; LO 13.9: Describe the role of the hippocampus in relational learning.
Learning Objective: 13.9: Describe the role of the hippocampus in relational learning.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC 13.11
Question: Lou-Ellen sustained brain damage in a car accident. Since the time of the
accident, she has been unable to learn any new information. She has _____________
amnesia.
a. retrograde
b. anterograde
c. dissociative
d. transient global
Answer: B
Consider This: The patient has “forward moving” amnesia; LO 13.11: Compare the role
of the hippocampus in memory consolidation and retrieval.
Learning Objective: 13.11: Compare the role of the hippocampus in memory
consolidation and retrieval.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC 13.12
Question: The fact that retrograde amnesia from hippocampal damage usually affects a
limited duration of time rather than an entire childhood suggests:
a. the hippocampus is responsible for all long-term memories.

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b. hippocampal damage affects memory consolidation and older memories are more
likely to have completed that process at the time of damage.
c. the hippocampus is responsible for all short-term and long-term memories.
d. hippocampal damage severs the bridge between old memories and the current
ability to verbalize them.
Answer: B
Consider This: H.M had severe anterograde amnesia and 2 years of retrograde amnesia
after his hippocampus was removed; LO 13.11: Compare the role of the hippocampus in
memory consolidation and retrieval.
Learning Objective: 13.11: Compare the role of the hippocampus in memory
consolidation and retrieval.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC 13.13
Question: Grid, head direction, and border cells are ALL found in the region of the
brain’s:
a. cerebellum.
b. hippocampus.
c. amygdala.
d. thalamus.
Answer: B
Consider This: These cells underlie performance in spatial tasks; LO 13.15: Describe the
role of the hippocampus in relational learning.
Learning Objective: 13.15: Describe the role of the hippocampus in relational learning.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC 13.14
Question: ________________ receptors are unique in that they have a Mg 2+ plug that
prevents calcium ions from entering the cell.
a. AMPA
b. MGluR
c. NMDA
d. Kainate
Answer: C
Consider This: These receptors are involved in LTP; LO 13.17: Compare the relationship
between NMDA and AMPA receptors in LTP.
Learning Objective: 13.17: Compare the relationship between NMDA and AMPA
receptors in LTP.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOC 13.15
Question: After long-term potentiation, the strengthening of an individual synapse is
caused by:

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a. NMDA receptors being activated by glutamate.


b. NMDA receptors causing a calcium channel to open.
c. the addition of more AMPA receptors into the post-synaptic membrane.
d. AMPA receptors responding to serotonin.
Answer: C
Consider This: AMPA receptors are glutamate receptors that are not plugged by Mg 2+;
LO 13.18: Describe how AMPA receptors contribute to LTP.
Learning Objective: 13.18: Describe how AMPA receptors contribute to LTP.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Chapter 14: Human Communication

Total Assessment Guide (T.A.G.)

Topic Question Remember the Facts Understand the Apply What


Type Concepts You Know

Language Multiple 1,4,9,14-16, 2,3,5-7,12, 8,10,11,19


Production and Choice 18,20-22,25 13,17,23,24
Comprehension:
Brain
Mechanisms

Fill-In 92-97

Essay 113,114 112

Disorders of Multiple 26,27,32-36, 38- 28-31,37,41,49, 45,51,57,65,


Language Choice 40,42-44,46- 54,56,58-61,69, 67,80,81
Production and 48,50,52,53,55, 73,76,77,79
Comprehension 62-64, 66,68,70-
72,74,75,78

Fill-In 98-107

Essay 117 115,116

Disorders of Multiple 82-91


Reading and Choice
Writing

Fill-In 108-111

Essay 118-121

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Multiple-Choice Questions

1. To determine the relationship between handedness and speech lateralization while performing
a verbal task, hemispheric dominance can be determined by

a. changes in cerebral blood flow identified by brain imaging.


b. accumulation of GABA in a pre-task blood sample.
c. levels of dopamine in a post-task blood sample.
d. participant self-reports.
e. EOG activity prior to the onset of the task.

Difficulty Level: Moderate


Topic: Lateralization
Skill Level: Remember the Facts
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

2. If a left-handed person who had a stroke had a resulting language impairment, it is most likely
that the ____________ was damaged.

a. left hemisphere
b. right hemisphere
c. corpus callosum
d. left frontal lobe
e. right frontal lobe

Difficulty Level: Easy


Topic: Lateralization
Skill Level: Understand the Concepts
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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3. When we tell a story and organize the flow of information with specific patterns and
sentences, we are using our ___________ to accomplish this task.

a. left hemisphere
b. right hemisphere
c. corpus callosum
d. left frontal lobe
e. right frontal lobe

Difficulty Level: Easy


Topic: Lateralization
Skill Level: Understand the Concepts
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

4. With regard to handedness and hemispheric speech dominance,

a. approximately 90 percent of the population shows right-hemisphere dominance for


speech.
b. left-hemisphere speech dominance is noted in 50 percent of right-handed people.
c. left-hemisphere speech dominance is noted in 50 percent of ambidextrous people.
d. approximately 90 percent of the population shows left-hemisphere dominance for
speech.
e. right hemisphere speech dominance does not occur in left-handed people.

Difficulty Level: Difficult


Topic: Lateralization
Skill Level: Remember the Facts
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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5. Verbal behavior is said to be a lateralized function of the left hemisphere in that

a. electrical stimulation of the left hemisphere has less of an effect on language than
does similar stimulation of the right hemisphere.
b. language problems are more likely to be noted after damage to the left rather than the
right hemisphere.
c. right-handed people are more likely to have their language center located within the
right hemisphere.
d. most language problems are noted after damage to the right rather than the left
hemisphere.
e. the right hemisphere is most active during speech production, listening, and
comprehension.

Difficulty Level: Easy


Topic: Lateralization
Skill Level: Understand the Concepts
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

6. The left hemisphere is better than the right hemisphere at

a. perceiving spatial relationships.


b. analysis of events and objects that occur at the same time.
c. recognizing the emotional tone of a voice.
d. analyzing sequences of stimuli.
e. integrating spatial information, as when reading a map.

Difficulty Level: Moderate


Topic: Lateralization
Skill Level: Understand the Concepts
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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7. The left hemisphere is better than the right hemisphere at

a. recognizing the emotional tone in a voice.


b. analysis of events and objects that occur at the same time.
c. perceiving spatial relationships.
d. producing language.
e. analyzing geometric objects.

Difficulty Level: Moderate


Topic: Lateralization
Skill Level: Understand the Concepts
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
Answer D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8. Damage to the right hemisphere would most likely impair our capacity to

a. control the movements of our right hand.


b. understand speech.
c. produce speech.
d. read instructions aloud.
e. read a map.

Difficulty Level: Easy


Topic: Lateralization
Skill Level: Apply What You Know
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

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9. The normal rhythm and stress of speech is called

a. prosody.
b. aural intonation.
c. circumlocution.
d. syntax.
e. grammatical flow.

Difficulty Level: Easy


Topic: Lateralization
Skill Level: Remember the Facts
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

10. Damage to the right hemisphere would result in problems in

a. spelling unfamiliar words or technical jargon.


b. understanding the emotional content of a verbal message.
c. producing speech.
d. reading complex written instructions.
e. controlling the right hand when performing skilled movements.

Difficulty Level: Easy


Topic: Lateralization
Skill Level: Apply What You Know
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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11. Damage to the right hemisphere would most likely result in problems in

a. spelling simple words.


b. analyzing complex geometric objects.
c. producing speech.
d. reading complex written instructions.
e. moving the right hand.

Difficulty Level: Easy


Topic: Lateralization
Skill Level: Apply What You Know
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

12. Ingo is telling his friends a story about last year’s holiday gathering, when his grandmother
nearly burned the house down when she attempted to deep-fry a turkey. As he retells this story, it
is likely that Ingo’s _____________ is/are activated.

a. occipital lobe
b. temporal lobes
c. parietal lobe
d. occipital and temporal lobes
e. occipital, temporal, and parietal lobes

Difficulty Level: Moderate


Topic: Language Production and Comprehension in the Brain
Skill Level: Understand the Concepts
Learning Objective: 14.2 Identify brain regions involved in language production and
comprehension.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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13. The brain regions that allow us to talk about our current or past perceptions are located

a. within the hippocampus.


b. on either side of the corpus callosum.
c. in the posterior portions of the cerebral hemispheres.
d. in the primary and secondary motor cortex.
e. in the anterior portions of the cerebral hemispheres.

Difficulty Level: Easy


Topic: Language Production and Comprehension in the Brain
Skill Level: Understand the Concepts
Learning Objective: 14.2 Identify brain regions involved in language production and
comprehension.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14. Aesop’s fable “The Tortoise and the Hare” has a moral that working slowly but steadily can
benefit a person. The ____________ would be primarily involved in the ability to understand
this moral.

a. left hemisphere
b. right hemisphere
c. corpus callosum
d. left frontal lobe
e. right frontal lobe

Difficulty Level: Easy


Topic: Language Production and Comprehension in the Brain
Skill Level: Remember the Facts
Learning Objective: 14.2 Identify brain regions involved in language production and
comprehension.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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15. Making judgments about the meaning of a phrase such as “time flies like the wind, but fruit
flies like bananas” activates the neurons of

a. the right superior temporal lobe.


b. the orbitofrontal cortex.
c. Wernicke’s area.
d. the posterior language area.
e. the left superior temporal lobe.

Difficulty Level: Easy


Topic: Language Production and Comprehension in the Brain
Skill Level: Remember the Facts
Learning Objective: 14.2 Identify brain regions involved in language production and
comprehension.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

16. Wernicke’s area and the association cortex in the left temporal lobe are responsible for

a. comprehension of speech.
b. comprehension of tone.
c. understanding prosody.
d. comprehension of metaphors.
e. understanding emotions.

Difficulty Level: Moderate


Topic: Language Production and Comprehension in the Brain
Skill Level: Remember the Facts
Learning Objective: 14.2 Identify brain regions involved in language production and
comprehension.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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17. Brain-imaging studies have demonstrated that the density of the_________________ in


bilingual individuals is increased compared to monolingual individuals.

a. right parietal cortex


b. left parietal cortex
c. corpus callosum
d. right frontal cortex
e. left frontal cortex

Difficulty Level: Moderate


Topic: Bilingualism
Skill Level: Understand the Concepts
Learning Objective: 14.3 Compare common and language-specific brain regions for bilingual
language processing.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

18. Meaningful components of speech primarily activate the __________________, and the
prosodic components of speech primarily activate the __________________.

a. left hemisphere; right hemisphere


b. right hemisphere; left hemisphere
c. right hemisphere; right hemisphere
d. left hemisphere; left hemisphere
e. corpus callosum; left hemisphere

Difficulty Level: Easy


Topic: Prosody
Skill Level: Remember the Facts
Learning Objective: 14.4 Identify brain structures and functions involved in prosody.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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19. When answering the question as to whether the man or the woman went to the grocery store,
Stanley says, “The man went to the grocery store” with extra emphasis on the word “the.” This
disruption in prosody would most likely be due to damage to the

a. left hemisphere.
b. right hemisphere.
c. left frontal lobe.
d. right frontal lobe.
e. corpus callosum.

Difficulty Level: Moderate


Topic: Prosody
Skill Level: Apply What You Know
Learning Objective: 14.4 Identify brain structures and functions involved in prosody.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

20. Which occurrence is NOT a cue related to prosody?

a. variation of voice pitch


b. variation in the loudness of speech
c. using an active rather than a passive verb
d. variation in voice tone
e. changes in speech rhythm

Difficulty Level: Moderate


Topic: Prosody
Skill Level: Remember the Facts
Learning Objective: 14.4 Identify brain structures and functions involved in prosody.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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21. Which statement about prosody is true?

a. Prosody often serves as a vehicle for conveying intention of actions.


b. The left hemisphere plays a role in the production and perception of prosody.
c. Prosody is unaffected in people with Wernicke’s aphasia.
d. Prosody is impaired in fluent aphasias.
e. Prosody is altered in anomia.

Difficulty Level: Moderate


Topic: Prosody
Skill Level: Remember the Facts
Learning Objective: 14.4 Identify brain structures and functions involved in prosody.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

22. Which statement about prosody is correct?

a. It does not serve as a vehicle for conveying emotion.


b. The left hemisphere plays a key role in the production and perception of prosody.
c. It is normal in people with Broca’s aphasia.
d. Prosody is disrupted in Wernicke’s aphasia.
e. It adds rhythmic and melodic aspects to speech.

Difficulty Level: Easy


Topic: Prosody
Skill Level: Remember the Facts
Learning Objective: 14.4 Identify brain structures and functions involved in prosody.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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23. Damage to the right hemisphere impairs the production of prosody because

a. prosody uses spatial cues to communicate meaning.


b. the right hemisphere controls the vocal cords.
c. prosody involves spatial perception.
d. that’s where prosodic elements of speech are processed.
e. the right hemisphere is specialized for the analysis of word meaning.

Difficulty Level: Moderate


Topic: Prosody
Skill Level: Understand the Concepts
Learning Objective: 14.4 Identify brain structures and functions involved in prosody.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

24. Newborn infants

a. have difficulty recognizing the voice of their mothers.


b. are unable to hear voices in the womb.
c. are unable to differentiate their mothers’ voice from the voice of a stranger until 6
months of age.
d. can recognize the voices of their parents.
e. can comprehend simple elements of speech at birth.

Difficulty Level: Easy


Topic: Voice Recognition
Skill Level: Understand the Concepts
Learning Objective: 14.5 Identify the brain regions involved in recognizing voices.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

25. ____________ refers to a difficulty recognizing voices.

a. Prosopagnosia
b. Broca’s aphasia
c. Phonagnosia
d. Wernicke’s aphasia
e. Visual agnosia

Difficulty Level: Easy


Topic: Voice Recognition
Skill Level: Remember the Facts
Learning Objective: 14.5 Identify the brain regions involved in recognizing voices.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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26. Broca’s aphasia involves damage localized within the

a. arcuate fasciculus.
b. left posterior cerebral cortex.
c. inferior occipital lobe.
d. dorsal portions of the planum temporale.
e. frontal lobe.

Difficulty Level: Easy


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

27. The primary difficulty noted in Broca’s aphasia involves

a. understanding speech.
b. spelling simple words.
c. saying content words.
d. producing speech.
e. recognizing the emotional content of speech.

Difficulty Level: Easy


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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28. ________ are examples of function words, whereas ________ are examples of content words.

a. “Some,” “the” / “apple,” “fail”


b. “Throw,” “heave” / “some,” “the”
c. “Apple,” “fail” / “some,” “the”
d. “Person,” “difficult” / “a,” “in”
e. “Some,” “the” / “a,” “in”

Difficulty Level: Difficult


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

29. A person with Broca’s aphasia would have the most difficulty in

a. spelling content words.


b. saying function words.
c. understanding speech.
d. recognizing complex geometrical forms.
e. saying content words.

Difficulty Level: Moderate


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

30. A ________ word is important for grammar, whereas ________ words convey meaning.

a. contextual; function
b. function; content
c. content; phonological
d. content; function
e. phonological; function

Difficulty Level: Moderate


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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31. The hypothesis that aphasia involves structures other than Broca’s area comes from studies in
which

a. damage to the corpus callosum produces aphasia.


b. CAT scans show decreased blood flow in structures located in the right posterior
cortex when people read words aloud.
c. damage to the head of the caudate nucleus can produce a Broca-like aphasia.
d. CAT scans show increased blood flow in structures located in the right posterior
cortex when people read words aloud.
e. hippocampal damage produces aphasia.

Difficulty Level: Moderate


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

32. Kate Watkins and her colleagues studied language patterns among three generations of a
family and found that _______________ caused severe speech and language disorders.

a. a single gene on chromosome 7


b. the use of recreational drugs, such as ketamine
c. a single gene on chromosome 23
d. abnormal neural development of the posterior association cortex
e. abnormal neural development of the right frontal cortex

Difficulty Level: Easy


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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33. A person with Broca’s aphasia would be expected to

a. show great difficulty in articulating words.


b. easily articulate words such as “cigarette.”
c. show fluent articulate speech.
d. be unable to answer “yes or no” questions about object functions.
e. easily name objects.

Difficulty Level: Moderate


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

34. Damage to the left frontal association cortex, just anterior to the “face” region of the primary
motor cortex, would produce

a. averbia.
b. pure word deafness.
c. difficulty in spelling.
d. Wernicke’s aphasia.
e. Broca’s aphasia.

Difficulty Level: Easy


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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35. The primary deficit noted in Broca’s aphasia involves

a. pure word deafness.


b. articulation difficulties.
c. difficulty in spelling.
d. averbia.
e. agrammatism.

Difficulty Level: Easy


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

36. A person with Broca’s aphasia would be expected to

a. pronounce words correctly, but slowly.


b. be unaware of her or his speech difficulties.
c. produce fluent, but meaningless speech.
d. experience difficulty in speech comprehension based on word order.
e. have sustained damage to the right frontal lobe.

Difficulty Level: Difficult


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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37. A difficulty in the use of word order, use of function words, and selection of appropriate
word endings is termed

a. apraxia.
b. anosmia.
c. agrammatism.
d. articulation disorder.
e. anomia.

Difficulty Level: Easy


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

38. The speech deficit of ________ is a common feature of all forms of aphasia.

a. agrammatism
b. alexia
c. averbia
d. anomia
e. pure word deafness

Difficulty Level: Moderate


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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39. When Rudy speaks, his speech pattern is stilted and stalled. He pauses for long periods of
time to find the word that he wants to use, sometimes generating nothing. Which language
disruption is Rudy exhibiting?

a. agrammatism
b. anomia
c. articulation difficulties
d. anosmia
e. aguesia

Difficulty Level: Easy


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

40. Carefully mapping the lesions of patients with and without apraxia of speech identified that
difficulty of speech articulation involves damage to the

a. postcentral insular cortex.


b. right precentral gyrus of the insula.
c. right posterior association cortex.
d. left precentral gyrus of the insula.
e. anterior temporal lobe.

Difficulty Level: Moderate


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: d. left precentral gyrus of the insula.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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41. Damage to the left precentral gyrus of the insula would be expected to result in

a. impairment in the spelling of function words.


b. apraxia of speech.
c. an inability to use prosody to communicate emotion to others.
d. problems in understanding abstract speech.
e. problems in asking for help from a stranger.

Difficulty Level: Moderate


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

42. Imaging studies indicate that word pronunciation induces activation of the

a. right anterior insula.


b. periaqueductal gray matter.
c. left anterior insula.
d. reticular formation.
e. dorsal pons.

Difficulty Level: Moderate


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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43. Transcranial magnetic stimulation (TMS) of the ________ caused research participants to
________.

a. primary motor cortex; experience difficulty in getting their words out


b. central nucleus of the amygdala; feel as if they could not control their facial muscles
c. right posterior association cortex; feel as if they could not control their facial muscles
d. Broca’s area; have difficulty in getting their words out
e. primary motor cortex; experience agrammatism

Difficulty Level: Difficult


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

44. The tip-of-the-tongue (TOT) phenomenon is most likely to occur in a person with reduced
volume of

a. the right frontal cortex.


b. the white matter of the fornix.
c. gray matter in the left insular cortex.
d. the left temporal cortex.
e. the periaqueductal gray matter.

Difficulty Level: Moderate


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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45. A person with Broca’s aphasia would be less likely to use which word?

a. right
b. quickly
c. about
d. apple
e. drove

Difficulty Level: Moderate


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Apply What You Know
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

46. An important feature of Wernicke’s aphasia involves difficulty in

a. using function words.


b. understanding speech.
c. using prepositions.
d. recognizing one’s own deficits in speech.
e. articulating words.

Difficulty Level: Moderate


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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47. Wernicke’s aphasia could be described as

a. effortless production of meaningless speech.


b. mutism.
c. labored and nonfluent speech.
d. speech that lacks rhythm and tone.
e. fumbling for the right word.

Difficulty Level: Easy


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

48. Wernicke’s area is located in

a. the inferior insular gyrus of the right hemisphere.


b. the superior parietal lobe.
c. the superior temporal gyrus of the left hemisphere.
d. the inferior occipital cortex.
e. the frontal association cortex of the right hemisphere.

Difficulty Level: Easy


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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49. The speech disorder known as ________ is characterized as a receptive aphasia.

a. Broca’s aphasia
b. ortho-apraxia
c. alexia
d. Wernicke’s aphasia
e. dysgraphia

Difficulty Level: Easy


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

50. A person with pure word deafness is unable to

a. understand speech.
b. read lips.
c. speak.
d. understand nonspeech sounds.
e. hear.

Difficulty Level: Moderate


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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51. Damage to the ________ induces ________.

a. hippocampus; averbia
b. right temporal lobe; pure word deafness
c. amygdala; alexia
d. left temporal lobe; pure word deafness
e. hippocampus; alexia

Difficulty Level: Moderate


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Apply What You Know
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

52. The area of the brain posited to contain the memories of the sequences of sounds that
constitute words is

a. Broca’s area.
b. the transcortical area.
c. Wernicke’s area.
d. the auditory association area.
e. the arcuate fasciculus.

Difficulty Level: Moderate


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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53. Speech ________ is facilitated by mirror neurons that are activated by the sounds of words.

a. articulation
b. comprehension
c. prosody
d. production
e. grammar

Difficulty Level: Moderate


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

54. “I can hear you talking, I just can’t understand what you’re saying.” This statement was
likely made by someone who has

a. Wernicke’s aphasia.
b. anomia.
c. transcortical sensory aphasia.
d. pure word deafness.
e. damage to the right insular cortex.

Difficulty Level: Moderate


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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55. Transcortical sensory aphasia results from damage to

a. Broca’s area.
b. Wernicke’s area.
c. the primary auditory cortex.
d. the posterior language area.
e. the prefrontal cortex.

Difficulty Level: Easy


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

56. An ability that is retained among people with transcortical sensory aphasia is the capacity to

a. understand speech.
b. repeat back words heard from others.
c. produce one’s own spontaneous speech.
d. answer questions.
e. follow verbal commands.

Difficulty Level: Easy


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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57. Consider this exchange between a hospital intern and an admitted patient:

Intern: Can you lick your lips?


Patient: Can you lick your lips? Lick, like, fahkt.
Intern: Don’t repeat what I say, do what I’m asking. Can you lick your lips?

The patient likely has which deficit?

a. Wernicke’s aphasia
b. anomia
c. transcortical sensory aphasia
d. pure word deafness
e. damage to the right insular cortex.

Difficulty Level: Moderate


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Apply What You Know
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

58. An important conclusion based on investigations of transcortical sensory aphasia is that

a. the periaqueductal gray matter is required for speech production.


b. the lateral temporal lobe is wholly responsible for speech repetition.
c. speech recognition occurs after speech comprehension.
d. speech recognition and comprehension are different processes.
e. damage to the frontopolar cortex can induce aphasia.

Difficulty Level: Difficult


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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59. The anecdotal case of speech deficits induced in a woman by carbon monoxide poisoning
from a faulty water heater suggests that

a. the right hemisphere can take over language function after damage to the left
hemisphere.
b. she could understand speech but was not able to repeat words.
c. speech comprehension and speech recognition involve different circuits.
d. the left hemisphere can take over language function after damage to the right
hemisphere.
e. speech comprehension and speech recognition share a common circuit.

Difficulty Level: Moderate


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

60. One way to think about Wernicke’s aphasia is that this syndrome is

a. a mixture of pure word deafness and alexia.


b. a mixture of Broca’s aphasia and alexia.
c. a mixture of pure word deafness and transcortical sensory aphasia.
d. primarily transcortical sensory aphasia without pure word deafness.
e. produced by damage to the connections of the anterior language area.

Difficulty Level: Difficult


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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61. One way to think about transcortical aphasia is that this syndrome is

a. a mixture of pure word deafness and alexia.


b. a mixture of Broca’s disorder and alexia.
c. Wernicke’s aphasia without pure word deafness.
d. mainly transcortical sensory aphasia with no indicators of pure word deafness.
e. produced by damage to the connections of the anterior language area.

Difficulty Level: Difficult


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

62. The meaning of a particular word is most likely stored in

a. the association cortex.


b. Wernicke’s area.
c. the primary auditory cortex.
d. Broca’s area.
e. the lateral temporal cortex.

Difficulty Level: Moderate


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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63. Making judgments about the plausibility of a verbal passage activates

a. the left inferior temporal pole.


b. the posterior language area.
c. portions of the corpus callosum.
d. parts of the right hemisphere.
e. Broca’s area.

Difficulty Level: Easy


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

64. The ________ forms a direct neural connection between Broca’s area and Wernicke’s area.

a. corpus callosum
b. anterior commissure
c. fornix
d. stria terminalis
e. arcuate fasciculus

Difficulty Level: Moderate


Topic: Conduction Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.8 Identify the symptoms and biological basis of conduction aphasia.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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65. A person who is able to repeat “automobile” and “passenger train” but is unable to repeat
“sompninge” and “frungbyl” likely has which deficit?

a. conduction aphasia
b. anomia
c. transcortical sensory aphasia
d. pure word deafness
e. Broca’s aphasia

Difficulty Level: Moderate


Topic: Conduction Aphasia
Skill Level: Apply What You Know
Learning Objective: 14.8 Identify the symptoms and biological basis of conduction aphasia.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

66. The arcuate fasciculus is the connection between

a. Wernicke’s area and the posterior language area.


b. posterior language area and Broca’s area.
c. superior temporal cortex and Wernicke’s area.
d. superior temporal cortex and Broca’s area.
e. Wernicke’s area and Broca’s area.

Difficulty Level: Easy


Topic: Conduction Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.8 Identify the symptoms and biological basis of conduction aphasia.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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67. A person who sustains damage to the ________ will be unable to ________.

a. right temporal pole; name objects


b. arcuate fasciculus; repeat nonwords
c. posterior commissure; name objects
d. right temporal pole; produce fluent spontaneous speech
e. arcuate fasciculus; comprehend speech

Difficulty Level: Difficult


Topic: Conduction Aphasia
Skill Level: Apply What You Know
Learning Objective: 14.8 Identify the symptoms and biological basis of conduction aphasia.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

68. The central deficit noted in conduction aphasia is the inability to

a. produce fluent spontaneous speech.


b. repeat nonwords.
c. repeat words that have familiar meanings.
d. name objects.
e. identify proper nouns.

Difficulty Level: Easy


Topic: Conduction Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.8 Identify the symptoms and biological basis of conduction aphasia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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69. Studies of patients with conduction aphasia have led to which conclusion about the neural
control of language?

a. The parietal lobe analyzes the sounds of words.


b. Wernicke’s aphasia is not a form of receptive aphasia.
c. There are different neural paths for sounds and for meanings of words.
d. The meanings of words are stored in the right parietal cortex.
e. The arcuate fasciculus sends information about the meaning of words to the frontal
lobes.

Difficulty Level: Moderate


Topic: Conduction Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.8 Identify the symptoms and biological basis of conduction aphasia.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

70. Damage to the direct pathway between ________ and Broca’s area conveys information about
________.

a. the posterior language area; spatial language meaning


b. the frontal cortex; verb meaning
c. the temporal cortex; word meaning
d. Wernicke’s area; speech sounds
e. the temporal cortex; spatial language meaning

Difficulty Level: Moderate


Topic: Conduction Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.8 Identify the symptoms and biological basis of conduction aphasia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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71. The central deficit in pure anomia involves a difficulty in

a. speech comprehension.
b. producing fluent speech.
c. repeating words.
d. choosing the correct words to express an idea.
e. repeating nonwords.

Difficulty Level: Easy


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

72. Anomia for verbs is

a. an example of a fluent anomia.


b. a common symptom of Wernicke’s aphasia.
c. a symptom noted after damage to the right posterior language area.
d. produced by damage to the arcuate fasciculus.
e. caused by damage to frontal cortex tissue in and around Broca’s area.

Difficulty Level: Easy


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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73. Which sequence correctly represents the flow of information for speech comprehension?

a. Wernicke’s area –> posterior language area –> sensory and motor association cortex
b. posterior language area –> sensory memory cortex
c. sensory and motor association cortex –> posterior language area –> Broca’s area
d. sensory memory cortex –> Broca’s area
e. Broca’s area –> sensory motor cortex

Difficulty Level: Easy


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

74. Which sequence correctly represents the flow of information for speech production?

a. Wernicke’s area –> posterior language area –> sensory and motor association cortex
b. posterior language area –> sensory memory cortex
c. sensory and motor association cortex –> posterior language area –> Broca’s area
d. sensory memory cortex –> Broca’s area
e. Broca’s area –> sensory motor cortex

Difficulty Level: Easy


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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75. ________ is activated when a person observes or imitates the finger movements of another
person.

a. Wernicke’s area
b. The arcuate fasciculus
c. Broca’s area
d. The anterior cingulated cortex
e. The primary motor cortex

Difficulty Level: Easy


Topic: Aphasia in People Who Are Deaf
Skill Level: Remember the Facts
Learning Objective: 14.9 Describe the symptoms and biological basis of aphasia in people who
are deaf.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

76. American Sign Language (ASL) is similar to spoken language in that

a. the left hemisphere is activated during the interpretation of signs.


b. damage to the left hemisphere does not alter sign language comprehension or
expression.
c. damage to the right hemisphere greatly impairs sign language comprehension and
expression.
d. spoken language can easily be translated into ASL on a word-for-word basis.
e. left-handed persons show better sign and language expression than comprehension.

Difficulty Level: Moderate


Topic: Aphasia in People Who Are Deaf
Skill Level: Understand the Concepts
Learning Objective: 14.9 Describe the symptoms and biological basis of aphasia in people who
are deaf.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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77. As Maria, who is deaf, watches an interpreter translate speech into ASL, Maria’s
____________ becomes activated.

a. Wernicke’s area
b. the arcuate fasciculus
c. Broca’s area
d. the posterior language area
e. the transcortical area

Difficulty Level: Moderate


Topic: Aphasia in People Who Are Deaf
Skill Level: Understand the Concepts
Learning Objective: 14.9 Describe the symptoms and biological basis of aphasia in people who
are deaf.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

78. Which observation is true of stuttering?

a. Stuttering is more common in women than men.


b. Wernicke’s area is overactive in stuttering.
c. Delayed auditory feedback improves the speech of a stutterer.
d. Stuttering is worsened when a stutterer sings along with a crowd.
e. Prosody is normal in stuttering.

Difficulty Level: Difficult


Topic: Stuttering
Skill Level: Remember the Facts
Learning Objective: 14.10 Describe the biological basis of and treatment strategies for stuttering.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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79. People who stutter have been found to have __________ of Broca’s area and ____________
of auditory regions of the temporal lobe.

a. overactivation; underactivation
b. underactivation; overactivation
c. overactivation; overactivation
d. underactivation; underactivation
e. no activation; overactivation

Difficulty Level: Moderate


Topic: Stuttering
Skill Level: Understand the Concepts
Learning Objective: 14.10 Describe the biological basis of and treatment strategies for stuttering.
Answer: a. overactivation; underactivation
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

80. When it comes to repeating words, individuals with ____________ will perform the best.

a. conduction aphasia
b. Wernicke’s aphasia
c. pure word deafness
d. transcortical sensory aphasia
e. Broca’s aphasia

Difficulty Level: Difficult


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Apply What You Know
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

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81. When it comes to comprehending speech, a patient with ___________ would perform the
best.

a. conduction aphasia
b. Wernicke’s aphasia
c. pure word deafness
d. transcortical sensory aphasia
e. Broca’s aphasia

Difficulty Level: Difficult


Topic: Conduction Aphasia
Skill Level: Apply What You Know
Learning Objective: 14.8 Describe the symptoms and biological basis of conduction aphasia.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

82. A person diagnosed with pure alexia

a. would also have agraphia.


b. suffers from a pure form of aphasia.
c. cannot read, but can recognize words spelled aloud.
d. is usually unable to choose appropriate words.
e. is unable to write.

Difficulty Level: Easy


Topic: Pure Alexia
Skill Level: Remember the Facts
Learning Objective: 14.11 Identify the symptoms and biological basis of pure alexia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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83. Pure alexia refers to

a. difficulties in spelling.
b. the inability to visually perceive words.
c. word deafness.
d. the inability to write.
e. pure word blindness.

Difficulty Level: Easy


Topic: Pure Alexia
Skill Level: Remember the Facts
Learning Objective: 14.11 Identify the symptoms and biological basis of pure alexia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

84. Another name for pure alexia is

a. pure word blindness.


b. agraphia.
c. pure word deafness.
d. apraxia of speech.
e. agrammatism.

Difficulty Level: Easy


Topic: Pure Alexia
Skill Level: Remember the Facts
Learning Objective: 14.11 Identify the symptoms and biological basis of pure alexia.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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85. Pure alexia is produced by damage to pathways that carry ________ information to ________.

a. auditory; the right striate cortex


b. visual; the right visual word-form area
c. visual; the left visual word-form area
d. auditory; Broca’s area
e. auditory; Wernicke’s area

Difficulty Level: Difficult


Topic: Pure Alexia
Skill Level: Remember the Facts
Learning Objective: 14.11 Identify the symptoms and biological basis of pure alexia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

86. Dyslexia refers to

a. word blindness.
b. poor penmanship.
c. an inability to communicate via sign language.
d. faulty reading.
e. a speech impediment.

Difficulty Level: Easy


Topic: Toward an Understanding of Reading
Skill Level: Remember the Facts
Learning Objective: 14.12 Describe the biological basis of acquired and developmental dyslexia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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87. Acquired dyslexia refers to a reading difficulty that

a. is produced by unsupportive or abusive parents.


b. is caused by nutritional deficits, mainly in iron and vitamin A.
c. results from brain damage after the person has learned to read.
d. involves genetic changes in brain circuitry.
e. develops in utero.

Difficulty Level: Easy


Topic: Toward an Understanding of Reading
Skill Level: Remember the Facts
Learning Objective: 14.12 Describe the biological basis of acquired and developmental dyslexia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

88. A person who suffers from surface dyslexia

a. cannot recognize individual letters.


b. is unable to use whole-word reading.
c. cannot understand the meaning of words.
d. cannot read.
e. cannot sound out words.

Difficulty Level: Easy


Topic: Toward an Understanding of Reading
Skill Level: Remember the Facts
Learning Objective: 14.12 Describe the biological basis of acquired and developmental dyslexia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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89. Individuals with phonological dyslexia have difficulty

a. reading aloud.
b. in silent reading.
c. reading unfamiliar words.
d. reading for comprehension.
e. in using whole word reading, but can sound out familiar words.

Difficulty Level: Easy


Topic: Toward an Understanding of Reading
Skill Level: Remember the Facts
Learning Objective: 14.12 Describe the biological basis of acquired and developmental dyslexia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

90. Which statement is true of the Japanese language?

a. Kanji symbols are a visual representation of a vowel or syllable.


b. Kana symbols are a visual representation of a concept.
c. Kanji symbols follow precise pronunciation rules.
d. Kanji symbols are a visual representation of a concept.
e. Difficulty in reading kana symbols is analogous to surface dyslexia.

Difficulty Level: Moderate


Topic: Toward an Understanding of Reading
Skill Level: Remember the Facts
Learning Objective: 14.12 Describe the biological basis of acquired and developmental dyslexia.
Answer: D.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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91. The general term used to refer to an impairment of writing is

a. dysgraphia.
b. dystypia.
c. orthographia.
d. dyslexia.
e. alexia.

Difficulty Level: Easy


Topic: Toward an Understanding of Writing
Skill Level: Remember the Facts
Learning Objective: 14.13 Explain the biological basis of phonological and orthographic
dysgraphia.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Fill-in-the-Blank Questions

92. The circuits involved in language comprehension and production are primarily located in the
__________ hemisphere.

Difficulty Level: Easy


Topic: Lateralization
Skill Level: Remember the Facts
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
Answer: left
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

93. The vast majority of the population shows ________-hemisphere dominance for speech.

Difficulty Level: Easy


Topic: Lateralization
Skill Level: Remember the Facts
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
Answer: left
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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94. The normal rhythm and stress of speech is called ________.

Difficulty Level: Moderate


Topic: Prosody
Skill Level: Remember the Facts
Learning Objective: 14.4 Identify brain structures and functions involved in prosody.
Answer: prosody
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

95. ________ involves those aspects of speech (such as tone of voice) that communicate emotion.

Difficulty Level: Moderate


Topic: Prosody
Skill Level: Remember the Facts
Learning Objective: 14.4 Identify brain structures and functions involved in prosody.
Answer: Prosody
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

96. Damage to the ________ hemisphere impairs the production of prosody.

Difficulty Level: Easy


Topic: Prosody
Skill Level: Remember the Facts
Learning Objective: 14.4 Identify brain structures and functions involved in prosody.
Answer: right
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

97. ________ refers to a syndrome in which a person cannot recognize a familiar voice.

Difficulty Level: Difficult


Topic: Voice Recognition
Skill Level: Remember the Facts
Learning Objective: 14.5 Identify the brain regions involved in recognizing voices.
Answer: Phonagnosia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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98. ________, a deficit characterized by slow, nonfluent speech, involves damage localized
within the frontal lobe.

Difficulty Level: Moderate

Topic: Disorders of Language Production: Broca’s Aphasia


Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: Broca’s aphasia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

99. A function word is important for grammar, whereas ________ words convey meaning.

Difficulty Level: Moderate


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: content
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

100. A difficulty in the use of word order, use of function words, and selection of appropriate
word endings is termed ________.

Difficulty Level: Easy


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: agrammatism
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

101. The speech deficit of ________ is a common feature of all forms of aphasia.

Difficulty Level: Moderate


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: anomia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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102. _______ involves an impairment of the ability to program tongue, lip, and throat
movements to produce speech sounds.

Difficulty Level: Moderate


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: Apraxia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

103. ________ involves a difficulty in choosing the right words to express an idea.

Difficulty Level: Moderate


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
Answer: Anomia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

104. ________ aphasia results in fluent production of meaningless speech.

Difficulty Level: Moderate


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: Wernicke’s
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

105. Transcortical sensory aphasia results from damage to the ________.

Difficulty Level: Difficult


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: posterior language area
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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106. ________ aphasia can be thought of as Wernicke’s aphasia without the characteristics that
define pure word deafness.

Difficulty Level: Moderate


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: Transcortical
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

107. ________ involves a difficulty in choosing the correct word or phrase.

Difficulty Level: Moderate


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
Answer: Anomia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

108. ________ refers to the inability to visually perceive words.

Difficulty Level: Moderate


Topic: Pure Alexia
Skill Level: Remember the Facts
Learning Objective: 14.11 Identify the symptoms and biological basis of pure alexia.
Answer: Pure alexia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

109. ________ would help a person to figure out words that have never been encountered before.

Difficulty Level: Moderate


Topic: Toward an Understanding of Reading
Skill Level: Remember the Facts
Learning Objective: 14.12 Describe the biological basis of acquired and developmental dyslexia.
Answer: Phonetic reading
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

110. A person who has difficulty in sounding out a word would suffer from ________ dyslexia.

Difficulty Level: Moderate


Topic: Toward an Understanding of Reading
Skill Level: Remember the Facts

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Learning Objective: 14.12 Describe the biological basis of acquired and developmental dyslexia.
Answer: phonological
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

111. ________ dysgraphia involves a problem in visually-based reading.

Difficulty Level: Moderate


Topic: Toward an Understanding of Writing
Skill Level: Remember the Facts
Learning Objective: 14.13 Explain the biological basis of phonological and orthographic
dysgraphia.
Answer: Orthographic
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Essay Questions

112. What sources of information have formed the basis of our understanding of the physiology
of language?

Difficulty Level: Moderate


Topic: Language Production and Comprehension in the Brain
Skill Level: Understand the Concepts
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Language mechanisms can be studied using electrical stimulation of brain tissue
accomplished using depth electrodes under local anesthesia for seizure patients. Functional
imaging devices allow for the study of language processes in normal and brain-damaged persons.
Transcranial magnetic stimulation allows for the temporary inactivation of brain areas to assess
impact on speech production and comprehension as well as writing. Evidence from people who
have undergone a split-brain operation also sheds light on the neural basis of language.

113. Explain why verbal behavior is considered to be lateralized within the brain.

Difficulty Level: Moderate


Topic: Lateralization
Skill Level: Remember the Facts
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Damage to the left hemisphere is more likely to produce language disturbance than is
similar damage to the right hemisphere. In general, the right hemisphere appears to be adept at
spatial analysis, whereas the left hemisphere is adept at sequential analyses; language represents
a series of auditory changes that occur over time.

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114. Define the elements of prosody and provide evidence that suggests that prosody is a
function of the right hemisphere.

Difficulty Level: Easy


Topic: Prosody
Skill Level: Remember the Facts
Learning Objective: 14.4 Identify brain structures and functions involved in prosody.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Prosody refers to the rhythmic, emphatic, and melodic aspects of speech that are used to
communicate emotional information. Prosody is greatly disrupted by damage to Broca’s area, but
not by damage to Wernicke’s area. Damage to the right hemisphere impairs the recognition of
prosody as well as the production of prosody. Prosody reflects longer-duration sounds that form
rhythms, whereas the right hemisphere is important for musical skills and the detection and
production of emotional content.

115. Define aphasia and explain why anomia is a key symptom of all forms of aphasia.

Difficulty Level: Moderate


Topic: Disorders of Language Production: Broca’s Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.6 Describe the symptoms and biological basis of Broca’s aphasia.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Aphasia is a disturbance in the comprehension or production of language, caused by
brain damage. Anomia refers to a word-finding difficulty. Because all people with aphasia omit
words or use inappropriate ones, anomia is a feature of all aphasias. These difficulties can take
different forms, however. Damage to Wernicke’s area and to the posterior language area
produces an aphasia syndrome that includes poor speech comprehension, poor repetition, and the
production of fluent—but meaningless—speech. Damage to the posterior language area only
produces poor speech comprehension and poor speech production.

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116. Contrast the symptoms noted in Broca’s aphasia and Wernicke’s aphasia.

Difficulty Level: Moderate


Topic: Disorders of Language
Comprehension: Wernicke’s Aphasia
Skill Level: Understand the Concepts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: A person with Broca’s aphasia has difficulty in speech articulation, word choice
(anomia), and using grammar. Such a person is able to comprehend speech better than she or he
can produce speech. In contrast, Wernicke’s aphasia is characterized by fluent speech that is
meaningless, and this form of aphasia, unlike Broca’s, is characterized by poor speech
comprehension. Moreover, a person with Wernicke’s aphasia seems unaware of her or his speech
deficits. Broca’s aphasia is produced by damage to tissue in and around Broca’s area, whereas
Wernicke’s aphasia is produced by damage to the superior temporal lobe of the left hemisphere.

117. Describe the symptoms of pure word deafness and transcortical sensory aphasia. How are
they related to Wernicke’s aphasia?

Difficulty Level: Moderate


Topic: Disorders of Language Comprehension: Wernicke’s Aphasia
Skill Level: Remember the Facts
Learning Objective: 14.7 Describe the symptoms and biological basis of Wernicke’s aphasia.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Pure word deafness is a syndrome produced by damage to the left temporal lobe in
which a person can hear but is unable to recognize or understand the words that are heard. A
person with pure word deafness can read and write and is able to recognize the emotional content
of speech even if she or he cannot understand the meaning of the words. Damage to the posterior
language area only produces poor speech comprehension and poor speech production. Damage
to Wernicke’s area and to the posterior language area produces an aphasia syndrome that
includes poor speech comprehension, poor repetition, and the production of fluent (but
meaningless) speech. In short, Wernicke’s aphasia is a combination of the two syndromes.

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118. Define what is meant by pure alexia and explain how this syndrome relates to pure word
deafness.

Difficulty Level: Easy


Topic: Pure Alexia
Skill Level: Remember the Facts
Learning Objective: 14.11 Identify the symptoms and biological basis of pure alexia.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Pure alexia involves the loss of the ability to read, but not the ability to recognize words
that are spelled out. Pure alexia is produced by damage to the brain that prevents visual
information from reaching the extrastriate cortex of the left hemisphere. The syndrome is similar
to that of pure word deafness, in which a patient cannot recognize words that are conveyed by
audition.

119. Describe three major types of dyslexias.

Difficulty Level: Difficult


Topic: Toward an Understanding of Reading
Skill Level: Remember the Facts
Learning Objective: 14.12 Describe the biological basis of acquired and developmental dyslexia.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Surface dyslexia refers to a deficit in whole-word reading, whereas phonological
dyslexia involves the inability to sound out words while retaining the ability to read whole
words. The final form of dyslexia, developmental dyslexia, is a hereditary condition that involves
early abnormal development of brain regions involved in language. Developmental dyslexia
reflects problems in phonological processing of written and spoken words.

120. Differentiate between whole-word and phonetic reading.

Difficulty Level: Difficult


Topic: Toward an Understanding of Reading
Skill Level: Remember the Facts
Learning Objective: 14.12 Describe the biological basis of acquired and developmental dyslexia.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: In phonetic reading, a person uses her or his knowledge of individual letters (and their
associated sounds) to sound out an unfamiliar word. After considerable experience with a word,
the brain perceives the word as a unit that is readily pronounced. This would result in whole-
word reading, in which a person typically recognizes and pronounces a familiar word as an
identifiable unit.

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121. Compare the difficulties in writing that appear in persons with phonological dysgraphia
versus orthographic dysgraphia.

Difficulty Level: Moderate


Topic: Toward an Understanding of Writing
Skill Level: Remember the Facts
Learning Objective: 14.13 Explain the biological basis of phonological and orthographic
dysgraphia.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Dysgraphia refers to a difficulty in writing. Phonological dysgraphia refers to a
difficulty in sounding out and writing new words. Such a person, however, can imagine and
write familiar words. In contrast, in orthographic dysgraphia, the person can sound out a word
but has difficulty with visually-based writing.

Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in Revel
for Physiology of Behavior, 13th Edition.

Assignment: Quiz: Language Production and Comprehension: Brain Mechanisms


EOM Q14.1.1
Question: Lamar suffers a stroke that damages his left frontal lobe. It is MOST likely that Lamar
will experience _____ aphasia.
a. Broca’s
b. Wernicke’s
c. global
d. anomic
Answer: A
Consider This: This type of aphasia includes difficulty in speech production; LO 14.1: Contrast
language-related functions of the left and right hemispheres,
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOM Q14.1.2
Question: If a left-handed individual has a stroke that results in language impairment, it is
MOST likely that the _____________ was damaged in the incident.
a. left hemisphere
b. right hemisphere
c. left frontal lobe
d. right frontal lobe
Answer: A
Consider This: Handedness does not seem to dictate lateralization of language; LO 14.1 Contrast
language-related functions of the left and right hemispheres.
Learning Objective: 14.1 Contrast language-related functions of the left and right hemispheres.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q14.1.3
Question: The right superior ______ lobe(s) contribute(s) critically to our understanding of
novel metaphors.
a. occipital
b. temporal
c. parietal
d. occipital, temporal, and parietal
Answer: D
Consider This: Recall the results of the studies using metaphors like “green lung of the city” and
“conscience storm”; LO 14.2: Identify brain regions involved in language production and
comprehension.
Learning Objective: 14.2: Identify brain regions involved in language production and
comprehension.
Difficulty Level: Easy
Skill Level: Understand the Facts

EOM Q14.1.4
Question: Aesop’s “The Tortoise and the Hare” suggests that working slowly but steadily can
benefit the individual. The ________________ is involved in the ability to understand this
moral.
a. left hemisphere
b. right hemisphere
c. left frontal lobe
d. right frontal lobe
Answer: B
Consider This: The ability to understand the words and the message are separate in the brain; LO
14.2: Identify brain regions involved in language production and comprehension.
Learning Objective: 14.2: Identify brain regions involved in language production and
comprehension.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOM Q14.1.5
Question: Meaningful components of speech primarily activate the __________________
hemisphere, whereas the prosodic components primarily activate the __________________
hemisphere.
a. left; right
b. right; left
c. right; right
d. left; left
Answer: A
Consider This: The ability to understand the meaning of the words and the inflection of the words
are separate in the brain; LO 14.4: Identify brain structures and functions involved in prosody.
Learning Objective: 14.4: Identify brain structures and functions involved in prosody.
Difficulty Level: Moderate
Skill Level: Analyze It

Assignment: Quiz: Disorders of Language Production and Comprehension


EOM Q14.2.1
Question: An individual with Broca’s aphasia would be LEAST likely to use which word?
a. quickly
b. about
c. apple
d. drive
Answer: B
Consider This: Individuals with Broca’s aphasia are less likely to use function words; LO 14.6:
Describe the symptoms and biological basis of Broca’s aphasia.
Learning Objective: 14.6: Describe the symptoms and biological basis of Broca’s aphasia.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOM Q14.2.2
Question: When Thomas speaks, his speech pattern is lilting and stalled. He pauses for long
periods of time to find the word that he wants to use, sometimes coming up empty. Thomas
displays symptoms of:
a. agrammatism.
b. anomia.
c. articulation difficulties.
d. anosmia.
Answer: B
Consider This: This is a primary symptom of all forms of aphasia; LO 14.6: Describe the
symptoms and biological basis of Broca’s aphasia.
Learning Objective: 14.6: Describe the symptoms and biological basis of Broca’s aphasia.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOM Q14.2.3
Question: “I can hear you talking, I just can’t understand what you’re saying.” This statement
was MOST likely made by someone who has:
a. Wernicke’s aphasia.
b. anomia,
c. transcortical sensory aphasia.
d. pure word deafness.
Answer: D
Consider This: These individuals perceive speech but cannot understand the words; LO 14.7:
Describe the symptoms and biological basis of Wernicke’s aphasia.
Learning Objective: 14.7: Describe the symptoms and biological basis of Wernicke’s aphasia.
Difficulty Level: Difficult
Skill Level: Apply What You Know

EOM Q14.2.4
Question: The arcuate fasciculus is the connection between:
a. Wernicke’s area and the posterior language area.
b. posterior language area and Broca’s area.
c. superior temporal cortex and Broca’s area.
d. Wernicke’s area and Broca’s area.
Answer: D
Consider This: Damage to the arcuate fasciculus results in the inability to repeat unfamiliar
words; LO 14.8: Describe the symptoms and biological basis of conduction aphasia.
Learning Objective: 14.8: Describe the symptoms and biological basis of conduction aphasia.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q14.2.5
Question: A functional-imaging study found that _________ was activated when people
observed and imitated finger movements.
a. Wernicke’s area
b. the arcuate fasciculus
c. Broca’s area
d. the posterior language area
Answer: C
Consider This: Located in the frontal lobe; LO 14.9: Describe the symptoms and biological basis
of aphasia in people who are deaf.
Learning Objective: 14.9: Describe the symptoms and biological basis of aphasia in people who
are deaf.
Difficulty Level: Easy
Skill Level: Remember the Facts

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Assignment: Quiz: Disorders of Reading and Writing


EOM Q14.3.1
Question: Which statement is true of individuals with pure alexia?
a. These individuals can read.
b. These individuals are unable to recognize words that are spelled aloud to them.
c. These individuals have lost their memories of how words are spelled.
d. These individuals are able to recognize words that are spelled aloud to them.
Answer: D
Consider This: Pure alexia is known as pure word blindness and is a perceptual disorder; LO
14.11: Identify the symptoms and biological basis of pure alexia.
Learning Objective: 14.11: Identify the symptoms and biological basis of pure alexia.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q14.3.2
Question: In a case of “sign blindness,” a woman is able to sign coherently in ASL but is now
unable to comprehend the signs from someone else. In this instance, the woman suffers from a
deficit similar to:
a. pure alexia.
b. transcortical sensory aphasia.
c. Broca’s aphasia.
d. Wernicke’s aphasia.
Answer: A
Consider This: This would be similar to pure word blindness; LO 14.11: Identify the symptoms
and biological basis of pure alexia.
Learning Objective: 14.11: Identify the symptoms and biological basis of pure alexia.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q14.3.3
Question: Individuals with surface dyslexia have an impairment of _____ reading.
a. whole-word
b. phonetic
c. meaning
d. experiential
Answer: A
Consider This: Individuals with this deficit have no issue reading pronounceable nonwords; LO
14.12: Describe the biological basis of acquired and developmental dyslexia.
Learning Objective: 14.12: Describe the biological basis of acquired and developmental
dyslexia.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q14.3.4
Question: Individuals with phonological dyslexia have an impairment of _______________
reading.
a. whole-word
b. phonetic
c. meaning
d. experiential
Answer: B
Consider This: Individuals with this deficit have no issue reading words they are familiar with;
LO 14.12: Describe the biological basis of acquired and developmental dyslexia.
Learning Objective: 14.12: Describe the biological basis of acquired and developmental
dyslexia.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q14.3.5
Question: ______ is to dyslexia as ______ is to dysgraphia.
a. Writing; speaking
b. Speaking; spelling
c. Reading; writing
d. Writing; reading
Answer: C
Consider This: Dystypia and dystextia are specific forms of dysgraphia; LO 14.13: Explain the
biological basis of phonological and orthographic dysgraphia.
Learning Objective: 14.13 Explain the biological basis of phonological and orthographic
dysgraphia.
Difficulty Level: Difficult
Skill Level: Analyze It

Assignment: Chapter Quiz: Human Communication


EOC Q14.1
Question: A stroke damages Chau’s left temporal gyrus. Chau is MOST likely to experience
______ aphasia.
a. Broca’s
b. Wernicke’s
c. global
d. anomic
Answer: B
Consider This: This type of aphasia includes difficulty in speech comprehension; LO 14.1:
Contrast language-related functions of the left and right hemispheres.
Learning Objective: 14.1: Contrast language-related functions of the left and right hemispheres.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q14.2
Question: When we tell a story and construct sentences with specific word order patterns, we
use our _______________ to accomplish the task.
a. left hemisphere
b. right hemisphere
c. left frontal lobe
d. right frontal lobe
Answer: B
Consider This: Which part of the brain is more responsible for sequencing? LO 14.1: Contrast
language-related functions of the left and right hemispheres.
Learning Objective: 14.1: Contrast language-related functions of the left and right hemispheres.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q14.3
Question: Wernicke’s area and the association cortex in the left temporal lobe are responsible
for:
a. comprehension of speech.
b. comprehension of tone.
c. understanding prosody.
d. comprehension of metaphors.
Answer: A
Consider This: Those with this type of aphasia are unable to understand that they are not
speaking meaningfully; LO 14.2: Identify brain regions involved in language production and
comprehension.
Learning Objective: 14.2: Identify brain regions involved in language production and
comprehension.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOC Q14.4
Question: Imaging studies have shown that the density of the_________________ cortex among
bilingual individuals is higher than that among monolingual individuals.
a. right parietal
b. left parietal
c. right frontal
d. left frontal
Answer: B
Consider This: This area of the brain deals with bodily sensations in addition to this aspect of
language; LO 14.3: Compare common and language-specific brain regions for bilingual language
processing.
Learning Objective: 14.3: Compare common and language-specific brain regions for bilingual
language processing.
Difficulty: Moderate
Skill: Understand the Concepts

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EOC Q14.5
Question: When answering a question as to whether a man or a woman went to the grocery
store, Stanley says, “The man went to the grocery store” with extra emphasis on the word “the.”
This disruption in prosody is due to damage to the:
a. left hemisphere.
b. right hemisphere.
c. left frontal lobe.
d. right frontal lobe.
Answer: B
Consider This: This area of the brain is also responsible for word order and sequencing; LO 14.4:
Identify brain structures and functions involved in prosody.
Learning Objective: 14.4: Identify brain structures and functions involved in prosody.
Skill Level: Apply What You Know

EOC Q14.6
Question: Lucio has Broca’s aphasia. Often, it seems as if Lucio is looking for a word he cannot
find. In these instances, Lucio will utter phrases such as “um . . . er . . . em . . .” and look as if
he is concentrating intensely. Lucio’s example BEST illustrates:
a. apraxia of speech.
b. anomia.
c. agrammatism.
d. pure alexia.
Answer: B
Consider This: Words can be thought of as the names for things. LO 14.6: Describe the
symptoms and biological basis of Broca’s aphasia.
Learning Objective: 14.6: Describe the symptoms and biological basis of Broca’s aphasia.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q14.7
Question: In the brain, _____ area is posited to contain the memories of the sequences of sounds
that constitute words.
a. Broca’s
b. the transcortical
c. Wernicke’s
d. the auditory association
Answer: C
Consider This: Individuals with this deficit have difficulty with comprehension of language; LO
14.7: Describe the symptoms and biological basis of Wernicke’s aphasia.
Learning Objective: 14.7: Describe the symptoms and biological basis of Wernicke’s aphasia.
Difficulty Level: Moderate
Skill Level: Remember the Facts

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EOC Q14.8
Question: Observer: Can you lick your lips?
Patient: Can you lick your lips? Lick, like, fahkt.
Observer: Don’t repeat what I say, do what I’m asking. Can you lick your lips?
The patient likely has which deficit?
a. Wernicke’s aphasia
b. anomia
c. transcortical sensory aphasia
d. pure word deafness
Answer: C
Consider This: This deficit is caused by damage to the posterior language area; LO 14.7:
Describe the symptoms and biological basis of Wernicke’s aphasia.
Learning Objective: 14.7: Describe the symptoms and biological basis of Wernicke’s aphasia.
Skill: Apply What You Know
Difficulty: Difficult
Objective: 14.7: Describe the symptoms and biological basis of Wernicke’s aphasia.

EOC Q14.9
Question: A person who is able to repeat “automobile” and “passenger train” but unable to
repeat “synagull” and “chopinhos” likely has which deficit?
a. conduction aphasia
b. anomia
c. transcortical sensory aphasia
d. pure word deafness
Answer: A
Consider This: This deficit is caused by a damaged arcuate fasciculus; LO 14.8: Describe the
symptoms and biological basis of conduction aphasia.
Learning Objective: 14.8: Describe the symptoms and biological basis of conduction aphasia.
Difficulty Level: Difficult
Skill Level: Apply What You Know

EOC Q14.10
Question: Individuals who stutter have been found to have __________ of Broca’s area and
______________ of auditory regions of the temporal lobe.
a. overactivation; underactivation
b. underactivation; overactivation
c. overactivation; overactivation
d. underactivation; underactivation
Answer: A
Consider This: Stuttering is caused by issues with planning and initiation of speech and seems to
involve faulty auditory feedback; LO 14.10: Describe the biological basis of and treatment
strategies for stuttering.
Learning Objective: 14.10: Describe the biological basis of and treatment strategies for
stuttering.
Difficulty Level: Moderate
Skill Level: Analyze It

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EOC Q14.11
Question: When it comes to repeating words, individuals with ____________ will perform the
BEST.
a. conduction aphasia
b. Wernicke’s aphasia
c. pure word deafness
d. transcortical sensory aphasia
Answer: D
Consider This: This deficit is caused by damage to the posterior language area; LO 14.10:
Describe the biological basis of and treatment strategies for stuttering.
Learning Objective: 14.10: Describe the biological basis of and treatment strategies for
stuttering.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q14.12
Question: A patient with ___________ would perform the BEST at comprehending speech.
a. conduction aphasia
b. transcortical sensory aphasia
c. Wernicke’s aphasia
d. pure word deafness
Answer: A
Consider This: This deficit is caused by a damaged arcuate fasciculus; LO 14.10: Describe the
biological basis of and treatment strategies for stuttering.
Learning Objective: 14.10: Describe the biological basis of and treatment strategies for
stuttering.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q14.13
Question: Pure alexia demonstrates:
a. reading and writing are so intertwined that one cannot exist without the other.
b. reading and writing are controlled by different brain areas.
c. deficits of reading only apply to writing by others, not the self.
d. deficits of writing only affect printing, not cursive writing.
Answer: B
Consider This: This deficit is also referred to as pure word blindness; LO 14.11: Identify the
symptoms and biological basis of pure alexia.
Learning Objective: 14.11: Identify the symptoms and biological basis of pure alexia.
Skill: Analyze It
Difficulty: Moderate
Objective: 14.11: Identify the symptoms and biological basis of pure alexia.

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EOC Q14.14
Question: Patients with ______________ are able to read aloud even though they cannot
understand the words they are saying.
a. surface dyslexia
b. pure alexia
c. direct dyslexia
d. phonological dyslexia
Answer: C
Consider This: This deficit resembles transcortical sensory aphasia, except that the words in
question are written, not spoken; LO 14.12: Describe the biological basis of acquired and
developmental dyslexia.
Learning Objective: 14.12: Describe the biological basis of acquired and developmental
dyslexia.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q14.15
Question: Most studies that investigate the nature of impairments in developmental dyslexia
demonstrate that ____________ impairments are MOST common.
a. auditory
b. motor
c. visual
d. phonological
Answer: D
Consider This: The ability to process the sounds of language seems to be at the root of dyslexia;
LO 14.12: Describe the biological basis of acquired and developmental dyslexia.
Learning Objective: 14.12: Describe the biological basis of acquired and developmental
dyslexia.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Chapter 15: The Developing Nervous System

Total Assessment Guide (T.A.G.)

Topic Question Type Remember the Understand the Apply What


Facts Concepts You Know

Development of the Multiple Choice 1-9, 13, 14, 16- 10-12, 15, 19, 25, 32, 33, 35
Nervous System 18, 20-24, 26, 27-29, 31, 34, 38,
30, 36, 37, 39, 41-44
40
Fill-In 96-102
Essay 117 116
Disorders of Multiple Choice 45-47, 49-54, 48, 63-66, 74 55, 56
Development 57-62, 67-73,
75, 76
Fill-In 103-109
Essay 119 118
Autism Spectrum Multiple Choice 77-80,85 81,82,84,86 83
Disorder Fill-In 110-113
Essay 120
Attention- Multiple Choice 88,90,94,95 87,89,91 92,93
Deficit/Hyperactivity Fill-In 114-115
Disorder Essay 121

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Multiple-Choice Questions

1. The human nervous system begins to develop approximately _____ days after conception.

a. 7
b. 10
c. 18
d. 21
e. 28

Difficulty Level: Moderate


Topic: An Overview of Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.1 Summarize the process of human brain development from
ectoderm plate, to neural tube, to three interconnected chambers.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

2. Which term is used to describe the outer layer of the back of a developing human embryo?

a. neural tube
b. endoderm
c. mesoderm
d. ectoderm
e. telencephalon

Difficulty Level: Difficult


Topic: An Overview of Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.1 Summarize the process of human brain development from
ectoderm plate, to neural tube, to three interconnected chambers.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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3. Between 18 and 21 days after conception, ridges along the ectoderm plate fuse to form
which structure?

a. endoderm
b. neural tube
c. ventricles
d. spinal cord
e. mesoderm

Difficulty Level: Moderate


Topic: An Overview of Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.1 Summarize the process of human brain development from
ectoderm plate, to neural tube, to three interconnected chambers.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

4. During the course of prenatal development, the neural tube will eventually form the

a. brain
b. heart and lungs
c. spinal cord
d. heart
e. brain and spinal cord

Difficulty Level: Easy


Topic: An Overview of Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.1 Summarize the process of human brain development from
ectoderm plate, to neural tube, to three interconnected chambers.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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5. The rostral end of the neural tube at 28 days will eventually form three interconnected
channels known as the

a. telencephalon.
b. cerebral cortex.
c. mesencephalon.
d. myelencephalon.
e. ventricles.

Difficulty Level: Moderate


Topic: An Overview of Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.1 Summarize the process of human brain development from
ectoderm plate, to neural tube, to three interconnected chambers.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

6. During prenatal development, the tissues that surround the three interconnected chambers
of the neural tube eventually develop into

a. a single spinal cord.


b. the major parts of the brain.
c. the heart, kidneys, and liver.
d. the lungs.
e. four chambers of the heart.

Difficulty Level: Easy


Topic: An Overview of Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.1 Summarize the process of human brain development from
ectoderm plate, to neural tube, to three interconnected chambers.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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7. Which term is synonymous with “end brain?”

a. telencephalon
b. diencephalon
c. mesencephalon
d. myelencephalon
e. metencephalon

Difficulty Level: Moderate


Topic: An Overview of Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.1 Summarize the process of human brain development from
ectoderm plate, to neural tube, to three interconnected chambers.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

8. What name is given to the region of tissue that develops around the third ventricle?

a. telencephalon
b. diencephalon
c. mesencephalon
d. myelencephalon
e. metencephalon

Difficulty Level: Moderate


Topic: An Overview of Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.1 Summarize the process of human brain development from
ectoderm plate, to neural tube, to three interconnected chambers.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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9. The cerebral aqueduct forms from the chamber inside the

a. telencephalon.
b. diencephalon.
c. mesencephalon.
d. myelencephalon.
e. metencephalon.

Difficulty Level: Difficult


Topic: An Overview of Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.1 Summarize the process of human brain development from
ectoderm plate, to neural tube, to three interconnected chambers.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

10. How does a 24-day-old embryo differ from a 20-day-old embryo?

a. Regions that form the spinal cord and future ganglia of the autonomic nervous
system are present.
b. The neural fold has just begun to form at the 24-day mark.
c. Identifiable structures in the brain, such as the amygdala and hippocampus, have
already formed.
d. The ectoderm begins to thicken.
e. The neural crest has just emerged from the embryonic ridge.

Difficulty Level: Difficult


Topic: An Overview of Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.1 Summarize the process of human brain development from
ectoderm plate, to neural tube, to three interconnected chambers.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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11. Which statement about embryonic neuron formation is correct?

a. New neurons are formed near the pia mater.


b. A progenitor cell forms four founder cells during symmetrical division.
c. A progenitor cell forms a brain cell and another progenitor cell during
asymmetrical division.
d. Progenitor cells produce new glial cells.
e. The cerebral cortex develops from the outside in.

Difficulty Level: Moderate


Topic: Prenatal Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

12. Which principle governs the development of the cerebral cortex?

a. Cells develop in clusters, then migrate to a region in a random fashion.


b. The cerebral cortex develops from the inside out.
c. The last cells to be produced migrate from the sixth to the first layer of the cortex.
d. The cerebral cortex develops from the outside in.
e. Cells develop in sheets, then twist and fold over one another to form the cortex.

Difficulty Level: Moderate


Topic: Prenatal Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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13. Stem cells that give rise to the cells of the brain are known as

a. ectoderm.
b. progenitor cells.
c. neurons.
d. pia mater.
e. origin cells.

Difficulty Level: Easy


Topic: Prenatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

14. The _______ is the origin of the cells that form the central nervous system.

a. basal plate
b. ventricular zone
c. cerebral cortex
d. mesoderm
e. arachnoid layer

Difficulty Level: Moderate


Topic: Prenatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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15. How does symmetrical division differ from asymmetrical division during the process of
prenatal development of the cerebral cortex?

a. Symmetrical division produces a progenitor cell and a brain cell, whereas


asymmetrical division produces two new progenitor cells.
b. Asymmetrical division always precedes symmetrical division.
c. Symmetrical division produces a neuron and a glial cell, in pairs, whereas
asymmetrical division produces any combination of brain cells.
d. Asymmetrical division produces neurons, whereas symmetrical division produces
glial cells.
e. Symmetrical division produces two new progenitor cells, whereas asymmetrical
division produces a progenitor cell and a brain cell.

Difficulty Level: Moderate


Topic: Prenatal Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

16. ___________ allow(s) newly formed neurons to migrate from the ventricular zone to
their final locations.

a. Dura mater cells


b. Progenitor cells
c. Radial glia
d. Astrocytes
e. Stem cells

Difficulty Level: Easy


Topic: Prenatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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17. How long does the period of asymmetrical division last?

a. 1 week
b. 3 weeks
c. 1 month
d. 3 months
e. 6 months

Difficulty Level: Easy


Topic: Prenatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

18. Approximately __________ neurons migrate along radial glial fibers on any given day
during prenatal development of the cerebral cortex.

a. 4 million
b. 500 million
c. 1 billion
d. 12 billion
e. 50 billion

Difficulty Level: Easy


Topic: Prenatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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19. The primary purpose of apoptosis is to

a. form new neurons.


b. guide new neurons to their final position in the brain.
c. spur the growth of dendritic branches.
d. terminate the action of progenitor cells.
e. mold an adult nerve cell.

Difficulty Level: Easy


Topic: Prenatal Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

20. The growing ends of axons are called

a. radial glia.
b. dendrites.
c. growth cones.
d. terminal buttons.
e. astrocytes.

Difficulty Level: Easy


Topic: Prenatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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21. After apoptosis has taken place, radial glial cells involved in new neuron formation are
transformed into

a. progenitor cells.
b. oligodendroglia.
c. microglial cells.
d. visual sensory neurons.
e. astrocytes.

Difficulty Level: Difficult


Topic: Prenatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

22. As the ventricular zone produces neurons, it does so by

a. producing more neurons than are needed.


b. transforming glial cells into neurons.
c. producing a standardized set of 112 billion neurons.
d. migrating cells from the outer to the inner layers of the cortex.
e. producing exactly the right number of each type of neuron.

Difficulty Level: Moderate


Topic: Prenatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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23. Approximately __________ of neurons cannot establish connections with vacant


postsynaptic cells, and therefore die through the process of __________, sometimes called
__________.

a. 1 percent; pruning; cell death


b. 25 percent; asymmetrical division; deterioration
c. 13 percent; neurodegeneration; pruning
d. 50 percent; apoptosis ; pruning
e. 70 percent; symmetric division; apoptosis

Difficulty Level: Moderate


Topic: Prenatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

24. Human brains are about three times larger than chimpanzee brains when corrected for

a. birth order.
b. age.
c. body size.
d. number of nerve cells.
e. gender.

Difficulty Level: Easy


Topic: Prenatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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25. Which observation is true of the evolution of the human brain?

a. The human brain is smaller than that of any other primate.


b. Comparisons of brain size within the primate family require an adjustment for
body size.
c. The size of primate brains has shrunk over the course of evolutionary history.
d. Primate brain size increases depended on the elimination of duplicate master
genes.
e. Inactivation of the ghrelin gene likely makes chimpanzee brains larger than
human brains.

Difficulty Level: Moderate


Topic: Prenatal Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.2 Explain how prenatal development contributes to the development
of complex human brains.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

26. The human brain contains __________ any other large animal, when corrected for body
size.

a. more neurons than


b. larger neurons compared to
c. the same number of neurons as
d. smaller neurons compared to
e. many fewer neurons than

Difficulty Level: Easy


Topic: Prenatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.2 Explain how prenatal development contributes to the development
of complex human brains.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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27. What benefit results from genetic duplication?

a. Life expectancy of the individual organism possessing the duplication is


extended.
b. Harmful mutations are silenced due to the presence of the duplicated gene.
c. A duplication passed to offspring provides a functional gene and an
“experimental” gene.
d. Duplication of genes leads to duplication of cells, which accounts for the larger
volume of neurons found in the human brain.
e. Asymmetrical division can proceed at a much slower pace.

Difficulty Level: Difficult


Topic: Prenatal Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.2 Explain how prenatal development contributes to the development
of complex human brains.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

28. The increased size of the human brain can be attributed to

a. early termination of symmetrical and asymmetrical periods of development.


b. delays in the onset of symmetrical and asymmetrical periods of development.
c. rapid cell division within a limited period of one week of prenatal development.
d. delays in the termination of symmetrical and asymmetrical periods of
development.
e. gains made during postnatal, rather than prenatal, development.

Difficulty Level: Moderate


Topic: Prenatal Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.2 Explain how prenatal development contributes to the development
of complex human brains.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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29. What benefit results from having a convoluted surface of the brain?

a. Many more neurons can be contained in the same amount of space.


b. The eventual smoothing of the brain can take place at a slower rate.
c. Neural connections can be established with greater simplicity.
d. Neurons are “hidden” from mutating agents and are therefore protected.
e. Skull size can expand to keep pace with body size.

Difficulty Level: Easy


Topic: Prenatal Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.2 Explain how prenatal development contributes to the development
of complex human brains.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

30. For approximately how long does the human brain continue to develop after birth?

a. 5 years
b. 10 years
c. 20 years
d. 40 years
e. 60 years

Difficulty Level: Easy


Topic: Postnatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.3 Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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31. Which line of evidence best supports the observation that brain development can be
modified by experiences?

a. The motor cortex of a blind person is enlarged relative to that of a sighted person.
b. The somatosensory cortex in the cortical regions devoted to control of the fingers
is smaller in expert guitar players relative to novice players.
c. The visual cortex is larger in blind persons.
d. Apoptosis trims the number of dendritic branches in the brain.
e. The development of the neural circuits for depth perception requires input from
both eyes during a critical period.

Difficulty Level: Difficult


Topic: Postnatal Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.3 Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

32. If a cat is raised in an environment consisting solely of vertical lines, its brain will
develop without the capacity to process horizontal lines. This development illustrates the
role of __________ in postnatal development.

a. genetics
b. individuation
c. experience
d. mutagenesis
e. neurogenesis

Difficulty Level: Moderate


Topic: Postnatal Brain Development
Skill Level: Apply What You Know
Learning Objective: 15.3 Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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33. Manolo was born with crossed eyes that were eventually corrected when he was 12 years
old. Manolo’s __________ was likely to be affected before the correction, and his
__________ is likely to be impaired after the correction.

a. quantitative skill; stereoscopic vision


b. stereoscopic vision; near-reading ability
c. neurogenesis; ventricular zone
d. stereoscopic vision; stereoscopic vision
e. verbal fluency; stereoscopic vision

Difficulty Level: Moderate


Topic: Postnatal Brain Development
Skill Level: Apply What You Know
Learning Objective: 15.3 Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

34. Which type of brain development occurs into adulthood?

a. myelination
b. synapse formation
c. neural tube development
d. neural migration
e. neural proliferation

Difficulty Level: Moderate


Topic: Postnatal Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.3 Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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35. Jethro has been playing the guitar since he was a child. We’d expect his cortical region
associated with __________ to be __________ compared to non-guitar players.

a. visual processing; smaller


b. the left hand; smaller
c. abstract reasoning; larger
d. the left hand; larger
e. visual processing; larger

Difficulty Level: Easy


Topic: Postnatal Brain Development
Skill Level: Apply What You Know
Learning Objective: 15.3 Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

36. Which aspect of brain development is solely a prenatal event?

a. broad apoptosis
b. synapse formation
c. neural migration
d. myelination
e. neural tube development

Difficulty Level: Easy


Topic: Postnatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.3 Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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37. Which aspect of brain development tends to subside around the time of adolescence?

a. broad apoptosis
b. synapse formation
c. neural migration
d. myelination
e. neural tube development

Difficulty Level: Easy


Topic: Postnatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.3 Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

38. Rockne is showing signs of asymmetric division in his brain development. Rockne is
most likely to be

a. in the uterus.
b. 2 years old
c. 7 years old
d. 12 years old
e. 43 years old

Difficulty Level: Easy


Topic: Postnatal Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.3 Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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39. The process of _______ refers to the production of new neurons.

a. apoptosis
b. neurogenesis
c. mitogenesis
d. mutagenesis
e. killer gene activation

Difficulty Level: Easy


Topic: Postnatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.3 Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

40. Neurogenesis in the adult hippocampus is stimulated by

a. the experience of behavioral depression.


b. a learning experience.
c. the experience of prolonged stress.
d. the ingestion of drugs that induce stress.
e. the blockade of glutamate receptors.

Difficulty Level: Moderate


Topic: Postnatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.3 Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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41. Research evidence has shown that neurogenesis

a. occurs only in the adult brain.


b. occurs only in the prenatal brain.
c. occurs in the hippocampus of the adult brain.
d. occurs in the hippocampus and olfactory bulb of the adult brain.
e. never occurs.

Difficulty Level: Moderate


Topic: Postnatal Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.3 Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

42. Based on our current understanding of neurogenesis, what conclusion can correctly be
reached?

a. Neurogenesis is the basis for memory consolidation in the frontal cortex.


b. Neurogenesis is simply a variation on the process of apoptosis.
c. There is no evidence that growth of new neurons can repair the effects of brain
damage.
d. Neurogenesis holds promise for restoring sight in people whose blindness
developed late in life.
e. There is no evidence that neurogenesis occurs past the age of 11.

Difficulty Level: Difficult


Topic: Postnatal Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.3 Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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43. Different regions of the cerebral cortex perform specialized functions, and these
functions can be expressed and enhanced postnatally. What factors control this pattern of
development?

a. genetics, experience, neurogenesis


b. mutation, gene duplication, stimulation
c. pia mater, pruning, convolutions
d. apoptosis, asymmetric division, telencephalon
e. ventricular zone, subventricular zone, radial glia

Difficulty Level: Moderate


Topic: Postnatal Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.3 Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

44. How does exposure to new odors affect the olfactory bulb?

a. Exposure has no effect on the olfactory bulb.


b. Such exposure decreases the survival rate of new neurons in the olfactory bulb.
c. Such exposure prunes existing neurons in the olfactory bulb.
d. Such exposure increases the survival rate of new neurons in the olfactory bulb.
e. The effects of such exposure have not been investigated to date.

Difficulty Level: Difficult


Topic: Postnatal Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.3 Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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45. A chemical or toxin that detrimentally impacts the development of an embryo is called
a(n)

a. detractor.
b. teratogen.
c. emulsifier.
d. prenatal influencer.
e. embryogen.

Difficulty Level: Easy


Topic: Toxic Chemicals
Skill Level: Remember the Facts
Learning Objective: 15.4 Describe the effects of alcohol on nervous system development.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

46. Brain development in a fetus whose mother is infected by rubella (German measles)
early in her pregnancy is impaired because the rubella virus

a. alters chromosome number in the fetus.


b. induces an error of metabolism within the mother’s brain cells.
c. produces toxins that interfere with the chemical signals that control fetal brain
development.
d. deletes key enzymes within the fetal brain.
e. alters neurotransmitter release in the neural tube.

Difficulty Level: Moderate


Topic: Toxic Chemicals
Skill Level: Remember the Facts
Learning Objective: 15.4 Describe the effects of alcohol on nervous system development.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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47. The Zika virus is a relatively new threat to fetal development, yet researchers already
have identified that __________ can occur as a result of prenatal exposure.

a. deafness
b. seal limb
c. blindness
d. microcephaly
e. club foot

Difficulty Level: Moderate


Topic: Toxic Chemicals
Skill Level: Remember the Facts
Learning Objective: 15.4 Describe the effects of alcohol on nervous system development.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

48. A diagnostic indicator that a child born to a mother who consumed alcohol during the
pregnancy suffers from fetal alcohol syndrome involves

a. brain swelling.
b. an immature immune system.
c. abnormal facial development.
d. deficient muscle development.
e. an enlarged skull in the affected infant.

Difficulty Level: Moderate


Topic: Toxic Chemicals
Skill Level: Understand the Concepts
Learning Objective: 15.4 Describe the effects of alcohol on nervous system development.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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49. The most serious effect of fetal alcohol spectrum disorder is

a. an unusual facial appearance.


b. malformation of limbs.
c. impaired brain development.
d. that such babies are likely to develop alcoholism as adults.
e. exaggerated startle response.

Difficulty Level: Moderate


Topic: Toxic Chemicals
Skill Level: Remember the Facts
Learning Objective: 15.4 Describe the effects of alcohol on nervous system development.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

50. A baby who has fetal alcohol syndrome would be expected to

a. be smaller than average in size.


b. have abnormal reflexes.
c. have a very large head.
d. be hyperactive.
e. develop more rapidly than his or her normal peers.

Difficulty Level: Moderate


Topic: Toxic Chemicals
Skill Level: Remember the Facts
Learning Objective: 15.4 Describe the effects of alcohol on nervous system development.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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51. Maternal consumption of alcohol can be especially harmful to the developing embryo
during the __________ of pregnancy.

a. third or fourth week


b. first or eighth week
c. third or fourth month
d. sixth or seventh month
e. ninth month

Difficulty Level: Moderate


Topic: Toxic Chemicals
Skill Level: Remember the Facts
Learning Objective: 15.4 Describe the effects of alcohol on nervous system development.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

52. A primary pathway through which alcohol disrupts normal prenatal brain development is
by interfering with

a. enzymes that break down cell wastes.


b. the conversion of phenylalanine into tyrosine.
c. the processes that terminate the formation of new neurons.
d. a protein that helps guide neuronal growth in the developing brain.
e. the function of glial membrane sodium-potassium transporters.

Difficulty Level: Moderate


Topic: Toxic Chemicals
Skill Level: Remember the Facts
Learning Objective: 15.4 Describe the effects of alcohol on nervous system development.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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53. What is the function of a neural adhesion protein?

a. slowing asymmetric division


b. stimulating neurogenesis during adolescence
c. guiding the growth of neurons in a developing brain
d. consolidating memories in the hippocampus
e. stopping the process of apoptosis

Difficulty Level: Moderate


Topic: Toxic Chemicals
Skill Level: Remember the Facts
Learning Objective: 15.4 Describe the effects of alcohol on nervous system development.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

54. Inherited metabolic disorders are a form of

a. synaptic pruning.
b. inherited mutations in the synthesis of some enzymes.
c. neurofibrillary tangles.
d. fetal alcohol syndrome.
e. neurogenesis.

Difficulty Level: Difficult


Topic: Inherited Metabolic Disorders
Skill Level: Remember the Facts
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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55. Phenylketonuria (PKU) is caused by

a. an inherited lack of an enzyme that converts phenylalanine into tyrosine.


b. accumulation of waste products in the brain.
c. neurofibrillary tangles.
d. toxic chemicals released by a virus.
e. leakage from glutamate into the brain blood system.

Difficulty Level: Moderate


Topic: Inherited Metabolic Disorders
Skill Level: Remember the Facts
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

54. The most common inherited metabolic disorder is

a. albinism.
b. porphyria.
c. phenylketonuria.
d. fetal alcohol syndrome.
e. Gaucher disease.

Difficulty Level: Easy


Topic: Inherited Metabolic Disorders
Skill Level: Remember the Facts
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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55. Lisle has phenylketonuria. Which statement about his condition would be most accurate?

a. Lisle must be on a restricted diet low in phenylalanine for the remainder of his
life.
b. Phenylalanine in Lisle’s diet helps to myelinate axons.
c. Lisle can introduce phenylalanine into his diet as an adult.
d. Phenylketonuria results from a missing protein.
e. He will need a complete blood transfusion every seven years.

Difficulty Level: Moderate


Topic: Inherited Metabolic Disorders
Skill Level: Apply What You Know
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

56. If a pregnant woman has phenylketonuria

a. the mother must follow a strict diet to safeguard her own brain, but the fetus will
be unaffected.
b. the mother must follow a strict diet for the brain development of herself and for
the fetus.
c. the mother must follow a strict diet for the fetus to be unaffected, but eating
phenylalanine will not likely affect her.
d. the pregnancy will not go to term.
e. neurofibrillary tangles will develop at about 4 years of age.

Difficulty Level: Moderate


Topic: Inherited Metabolic Disorders
Skill Level: Apply What You Know
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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57. What is the primary deficit for a child if phenylketonuria is left untreated?

a. blindness
b. impaired memory formation in the hippocampus
c. paralysis
d. progressive hearing loss
e. severe intellectual disability

Difficulty Level: Moderate


Topic: Inherited Metabolic Disorders
Skill Level: Remember the Facts
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

58. Untreated ___________ results in damage to cerebral white matter, the thalamus, and the
cerebellum.

a. pyridoxine dependency
b. Down syndrome
c. galactosemia
d. phenylketonuria
e. Tay-Sachs disease

Difficulty Level: Easy


Topic: Inherited Metabolic Disorders
Skill Level: Remember the Facts
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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59. _________ is a metabolic disorder in which an infant requires larger-than-normal


amounts of vitamin B6 to avoid neurological symptoms.

a. Parkinson’s disease
b. Tay-Sachs disease
c. Phenylketonuria
d. Pyridoxine dependency
e. Huntington’s chorea

Difficulty Level: Easy


Topic: Inherited Metabolic Disorders
Skill Level: Remember the Facts
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

60. How does galactosemia differ from lactose intolerance?

a. There is no difference; the terms are synonymous.


b. Untreated glactosemia can lead to brain damage.
c. Untreated lactose intolerance affects development of the cerebellum.
d. Lactose intolerance involves a vitamin B6 deficiency; galactosemia does not.
e. Galactosemia results from insufficient production of lactase.

Difficulty Level: Easy


Topic: Inherited Metabolic Disorders
Skill Level: Remember the Facts
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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61. What do pyridoxine dependency and galactosemia share in common?

a. Both result from alcohol consumption by a pregnant woman.


b. Left untreated, both disorders produce progressive paralysis of the upper limbs.
c. Both are classified as “metabolic storage disorders.”
d. Left untreated, both disorders can affect cerebral white matter.
e. Both result from an accumulation of waste products in lysosomes.

Difficulty Level: Moderate


Topic: Inherited Metabolic Disorders
Skill Level: Remember the Facts
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

62. Tay-Sachs disease occurs mainly in

a. Italians.
b. children of Eastern European Jewish descent.
c. adults who have unsuccessfully been treated for phenylketonuria.
d. adults who were not vaccinated against polio as children.
e. children of Nordic descent.

Difficulty Level: Easy


Topic: Inherited Metabolic Disorders
Skill Level: Remember the Facts
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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63. What does the successful treatment of Tay-Sachs disease involve?

a. stimulating production of phenylalanine


b. infusing the affected person with large doses of vitamin B6
c. severely limiting the amount of tyrosine in the diet
d. performing blood transfusions every 6 months until the age of 10
e. there currently is no successful treatment of Tay-Sachs disease

Difficulty Level: Moderate


Topic: Inherited Metabolic Disorders
Skill Level: Understand the Concepts
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

64. What are lysosomes?

a. a cell’s waste-removal system


b. precursors to progenitor cells
c. cells produced in the bone marrow
d. what cells are called after neurogenesis has taken place
e. reproductive cells that have been corrupted in some way

Difficulty Level: Easy


Topic: Inherited Metabolic Disorders
Skill Level: Understand the Concepts
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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65. The primary impairment seen in Tay-Sachs disease is

a. impaired recall of information learned prior to onset of the disorder


b. excessive mucous production in the lungs
c. swelling of the brain inside the confines of the skull
d. infantile paralysis due to faulty enzyme production
e. an inability to form new memories

Difficulty Level: Moderate


Topic: Inherited Metabolic Disorders
Skill Level: Understand the Concepts
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

66. The term congenital refers to a

a. genetic metabolic error of the brain.


b. condition present at birth.
c. condition in which a fetus has both female and male internal reproductive
structures.
d. neurological condition that appears during puberty.
e. condition that is inherited from the mother.

Difficulty Level: Moderate


Topic: Down Syndrome
Skill Level: Understand the Concepts
Learning Objective: 15.6 Identify the symptoms, interventions, and cause of Down
syndrome.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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67. Down syndrome is caused by

a. the absence of the 21st chromosome.


b. a buildup of waste products in the neurons of the brain.
c. a genetic error involving a missing vital enzyme.
d. the presence of an extra 21st chromosome.
e. an inherited faulty gene.

Difficulty Level: Moderate


Topic: Down Syndrome
Skill Level: Remember the Facts
Learning Objective: 15.6 Identify the symptoms, interventions, and cause of Down
syndrome.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

68. Whether a child will be born with Down syndrome is related to

a. the age of the mother at the time of pregnancy.


b. the presence of specific amino acids in the mother’s diet.
c. overexposure to toxins during pregnancy.
d. ingestion of drugs and alcohol by the father prior to conception.
e. the uterine environment during pregnancy.

Difficulty Level: Moderate


Topic: Down Syndrome
Skill Level: Remember the Facts
Learning Objective: 15.6 Identify the symptoms, interventions, and cause of Down
syndrome.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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69. Compared to the others, which expectant mother statistically has the greatest risk of
delivering a baby with Down syndrome?

a. Connie, age 15
b. Zhenya, age 19
c. Luisa, age 24
d. Violet, age 30
e. Sara, age 42

Difficulty Level: Easy


Topic: Down Syndrome
Skill Level: Remember the Facts
Learning Objective: 15.6 Identify the symptoms, interventions, and cause of Down
syndrome.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

70. When was Down syndrome first described?

a. 1726
b. 1745
c. 1866
d. 1882
e. 1901

Difficulty Level: Easy


Topic: Down Syndrome
Skill Level: Remember the Facts
Learning Objective: 15.6 Identify the symptoms, interventions, and cause of Down
syndrome.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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71. What is the approximate frequency of Down syndrome births in the United States?

a. 1 in 300
b. 1 in 700
c. 1 in 1,000
d. 1 in 4,000
e. 1 in 10,000

Difficulty Level: Easy


Topic: Down Syndrome
Skill Level: Remember the Facts
Learning Objective: 15.6 Identify the symptoms, interventions, and cause of Down
syndrome.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

72. The __________ of a person with Down syndrome are typically smaller compared to
someone without Down syndrome.

a. frontal lobes
b. occipital lobes
c. amygdala
d. pareital lobes
e. temporal lobes

Difficulty Level: Easy


Topic: Down Syndrome
Skill Level: Remember the Facts
Learning Objective: 15.6 Identify the symptoms, interventions, and cause of Down
syndrome.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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73. As a person with Down syndrome begins to age, her or his brain starts to resemble that of
someone with

a. Parkinson’s disease.
b. Tay-Sachs disease.
c. multiple sclerosis.
d. Alzheimer’s disease.
e. Huntington’s disease.

Difficulty Level: Easy


Topic: Down Syndrome
Skill Level: Remember the Facts
Learning Objective: 15.6 Identify the symptoms, interventions, and cause of Down
syndrome.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

74. Mouse models of Down syndrome suggest that __________ of ____________ may
impair hippocampal synaptic plasticity and associated learning and memory.

a. overactivity; glutamate
b. overactivity; GABA
c. underactivity; glutamate
d. underactivity; GABA
e. overactivity; dopamine

Difficulty Level: Moderate


Topic: Down Syndrome
Skill Level: Understand the Concepts
Learning Objective: 15.6 Identify the symptoms, interventions, and cause of Down
syndrome.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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75. Which statement regarding Down syndrome is true?

a. The brains of Down syndrome people are approximately 10 percent lighter than
those of other people.
b. A person with Down syndrome may be exceptionally talented in a particular area
in spite of pervasive intellectual impairment.
c. People with Down syndrome have no distinguishing physical characteristics.
d. People with Down syndrome often fail to learn to talk.
e. The incidence of Down syndrome is 1 in 1,000 in the United States.

Difficulty Level: Moderate


Topic: Down Syndrome
Skill Level: Remember the Facts
Learning Objective: 15.6 Identify the symptoms, interventions, and cause of Down
syndrome.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

76. The brain of a person with Down syndrome would be expected to differ from that of the
brain of a typically developing person in that

a. the superior temporal gyrus is larger in the left hemisphere of the Down
syndrome brain.
b. the frontal lobes are larger in the Down syndrome brain.
c. the Down syndrome brain is 10 percent heavier than the normal brain.
d. the Down syndrome brain has simpler and smaller gyri and sulci.
e. the superior temporal gyrus is larger in the right hemisphere of the Down
syndrome brain.

Difficulty Level: Easy


Topic: Down Syndrome
Skill Level: Remember the Facts
Learning Objective: 15.6 Identify symptoms, interventions, and cause of Down syndrome.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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77. Prevalence of autism spectrum disorders is approximately _______ in the United States
and in other countries.

a. 1 percent
b. 2 percent
c. 3 percent
d. 5 percent
e. 8 percent

Difficulty Level: Easy


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 15. 7 List the symptoms of ASD.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

78. Autism spectrum disorder

a. can be effectively treated with serotonin agonist drugs.


b. is characterized by muscular and vocal tics.
c. includes affective, cognitive, and behavioral abnormalities.
d. affects about 6 percent of the population.
e. typically wanes during the early adult years.

Difficulty Level: Easy


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 15. 7 List the symptoms of ASD.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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79. _______ is a genetic neurological syndrome present only in girls, and shares some
features with autism spectrum disorder.

a. Tay-Sachs disease
b. Asperger syndrome
c. Guzik’s disease
d. Rett syndrome
e. Cronenburg’s syndrome

Difficulty Level: Moderate


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 15. 7 List the symptoms of ASD.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

80. A hallmark of autism spectrum disorder involves

a. highly developed social skills.


b. normal imaginative ability.
c. normal interests and behaviors.
d. an impoverished theory of mind.
e. superior athletic ability.

Difficulty Level: Easy


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 15. 7 List the symptoms of ASD.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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81. Which observation provides the strongest support for a genetic influence on autism
spectrum disorder?

a. The concordance rate for autism spectrum disorder is 70–90 percent in dizygotic
twins and 0 percent in monozygotic twins.
b. The concordance rate for autism is 5–10 percent in dizygotic twins and 70–90
percent in monozygotic twins.
c. Siblings of children with autism spectrum disorder are less likely to develop
autism than are children in the general population.
d. Parents of children with autism spectrum disorder are usually themselves
diagnosed with autism spectrum disorder.
e. Autism spectrum disorder is effectively treated using serotonin agonist drugs.

Difficulty Level: Easy


Topic: Genetic and Environmental Factors
Skill Level: Understand the Concepts
Learning Objective: 15. 8 Describe the roles of genetic and environmental factors in ASD.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

82. ________ is an example of a biological factor associated with approximately 10 percent


of autism spectrum disorder cases.

a. Maternal cocaine use


b. Rubella (German measles) during pregnancy
c. Paternal syphilis
d. Use of antipsychotic medications during the pregnancy
e. Family environment

Difficulty Level: Easy


Topic: Genetic and Environmental Factors
Skill Level: Understand the Concepts
Learning Objective: 15. 8 Describe the roles of genetic and environmental factors in ASD.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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83. A novel treatment for addressing some of the social deficits associated with autism
spectrum disorder involves

a. behavior therapy.
b. antidepressant drugs.
c. benzodiazepine agonists.
d. selective serotonin reuptake inhibitors.
e. administration of the hormone oxytocin.

Difficulty Level: Easy


Topic: Brain Changes
Skill Level: Apply What You Know
Learning Objective: 15. 9 Describe differences in the brain associated with ASD.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

84. The relatively poor ability of people with autism spectrum disorder to understand the
emotional facial expressions of other persons is likely due to

a. overactivation of the fusiform face area.


b. visual acuity problems.
c. impaired activation of the fusiform face area.
d. enhanced activity within the orbitofrontal cortex.
e. an infection involving the corpus callosum.

Difficulty Level: Difficult


Topic: Brain Changes
Skill Level: Understand the Concepts
Learning Objective: 15. 9 Describe differences in the brain associated with ASD.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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85. The brains of children with autism spectrum disorder exhibit

a. loss of cells within the cerebral cortex.


b. enlarged brain size during the first few years of life.
c. fewer axons within the corpus callosum.
d. reduced volume of the hippocampus.
e. decreased numbers of gyri within the frontal lobes.

Difficulty Level: Moderate


Topic: Brain Changes
Skill Level: Remember the Facts
Learning Objective: 15. 9 Describe differences in the brain associated with ASD.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

86. The social deficits that individuals with autism spectrum disorder experience suggests
____________ activation of the ______________.

a. decreased; amygdala
b. decreased; fusiform face area
c. increased; amygdala
d. increased; fusiform face area
e. increased; thalamus

Difficulty Level: Moderate


Topic: Brain Changes
Skill Level: Understand the Concepts
Learning Objective: 15. 9 Describe differences in the brain associated with ASD.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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87. Symptoms of attention-deficit/hyperactivity disorder (ADHD) in children are a concern


because

a. ADHD interferes with the ability to learn.


b. their behavior is irritating to teachers.
c. excessive fidgeting leads to extreme weight loss.
d. children diagnosed with ADHD are prone to abusing cocaine as adults.
e. ADHD in childhood is associated with depression in adulthood.

Difficulty Level: Moderate


Topic: Symptoms
Skill Level: Understand the Concepts
Learning Objective: 15.10 List the symptoms of ADHD.
Answer: A.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

88. Which statement regarding attention-deficit/hyperactivity disorder (ADHD) is true?

a. The prevalence is approximately 10 percent of children.


b. Girls are more likely to be diagnosed with ADHD as children.
c. Over half of children with ADHD show symptoms into adulthood.
d. ADHD must include both inattention and hyperactivity.
e. Women are more likely to be diagnosed with adult ADHD.

Difficulty Level: Eas


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 15.10 List the symptoms of ADHD.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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89. Assume that the delay of reinforcement gradient is steeper in children with attention-
deficit/hyperactivity disorder (ADHD). Which statement best explains the symptoms of
ADHD?

a. Classroom behaviors have a short interval between behavior and reinforcement.


b. ADHD children are less sensitive to rewards, regardless of the interval between
response and reinforcement.
c. Serotonin agonists alter the gradient of reinforcement.
d. Classroom behaviors have a long interval between behavior and reinforcement.
e. Reinforcements that follow a short delay are less effective in ADHD children.

Difficulty Level: Difficult


Topic: Symptoms
Skill Level: Understand the Concepts
Learning Objective: 15.10 List the symptoms of ADHD.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

90. The most common treatment for attention-deficit/hyperactivity disorder involves

a. administration of methylphenidate.
b. administration of cocaine.
c. administration of Prozac.
d. ablation of the cingulum bundle.
e. drugs that are dopamine antagonists.

Difficulty Level: Easy


Topic: Brain Changes
Skill Level: Remember the Facts
Learning Objective: 15.12 Describe differences in the brain associated with ADHD.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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91. The observation that ________ is an effective treatment for attention-deficit/hyperactivity


disorder (ADHD) suggests that ADHD results from ________.

a. fluoxetine; a deficit in serotonin transmission


b. haloperidol; overstimulation of dopamine transmission
c. methylphenidate; understimulation of dopamine transmission
d. fenfluramine; overstimulation of serotonin transmission
e. methylphenidate; overstimulation of dopamine transmission

Difficulty Level: Easy


Topic: Brain Changes
Skill Level: Understand the Concepts
Learning Objective: 15.12 Describe differences in the brain associated with ADHD.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

92. Drugs that block the dopamine transporter would be expected to

a. decrease synaptic levels of dopamine.


b. impair dopamine neurotransmission.
c. reduce the symptoms of attention-deficit/hyperactivity disorder.
d. reduce the likelihood of activation of other neurons.
e. aggravate the behavioral symptoms of attention-deficit/hyperactivity disorder.

Difficulty Level: Easy


Topic: Attention-Deficit/Hyperactivity Disorder: Brain Changes
Skill Level: Apply What You Know
Learning Objective: 15.12 Describe differences in the brain associated with ADHD.
Answer: C.
APA Learning Objective: 1.3 Describe applications of psychology.

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93. The symptoms of ADHD, such as impulsivity and poor planning, resemble those noted
after damage to the

a. substantia nigra.
b. caudate nucleus.
c. nucleus accumbens.
d. central amygdala.
e. prefrontal cortex.

Difficulty Level: Easy


Topic: Brain Changes
Skill Level: Apply What You Know
Learning Objective: 15.12 Describe differences in the brain associated with ADHD.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

94. Methylphenidates stimulate release of dopamine and ________ in the prefrontal cortex to
ameliorate the symptoms of ADHD.

a. glycine
b. norepinephrine
c. acetylcholine
d. serotonin
e. GABA

Difficulty Level: Easy


Topic: Brain Changes
Skill Level: Remember the Facts
Learning Objective: 15.12 Describe differences in the brain associated with ADHD.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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95. The most consistent structural feature noted in attention-deficit/hyperactivity disorder


brains is

a. a loss of myelin in cells within the spinal cord.


b. a decreased number of cells within the basal ganglia.
c. an increase in the number of cells within the corpus callosum.
d. reduced activation of the medial prefrontal cortex.
e. a 5 percent increase in total brain volume.

Difficulty Level: Easy


Topic: Brain Changes
Skill Level: Remember the Facts
Learning Objective: 15.12 Describe differences in the brain associated with ADHD.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Fill-in-the-Blank Questions

96. The term _______ means “afterbrain.”

Difficulty Level: Difficult


Topic: An Overview of Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.1 Summarize the process of human brain development from
ectoderm plate, to neural tube, to three interconnected chambers.
Answer: metencephalon
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

97. The ridges of the ectoderm fuse together to form the neural tube by the __________ day
after conception.

Difficulty Level: Difficult


Topic: An Overview of Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.1 Summarize the process of human brain development from
ectoderm plate, to neural tube, to three interconnected chambers.
Answer: 21st
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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98. The adult human brain weighs approximately _________ grams, or about 3 pounds.

Difficulty Level: Difficult


Topic: Prenatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: 1,400
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

99. __________ cell division occurs when a progenitor cell produces two new progenitor
cells.

Difficulty Level: Difficult


Topic: Prenatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: Symmetrical
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

100. _______ involves genetically programmed cell death.

Difficulty Level: Difficult


Topic: Prenatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: Apoptosis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

101. During the first phase of development, progenitor cells in the ____________, located
just outside the wall of the neural tube, divide, making new progenitor cells.

Difficulty Level: Difficult


Topic: Prenatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
Answer: ventricular zone
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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102. In the context of pregnancy, rubella, alcohol, Zika virus, radiation, and cocaine are all
examples of __________, due to their effects on the developing fetus.

Difficulty Level: Moderate


Topic: Toxic Chemicals
Skill Level: Remember the Facts
Learning Objective: 15.4 Describe the effects of alcohol on nervous system development.
Answer: teratogens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

103. Alcohol disrupts typical brain development by interfering with ____________.

Difficulty Level: Moderate


Topic: Toxic Chemicals
Skill Level: Remember the Facts
Learning Objective: 15.4 Describe the effects of alcohol on nervous system development.
Answer: neural adhesion protein
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

104. ________ is caused by an inherited lack of an enzyme that helps convert an amino acid
into tyrosine.

Difficulty Level: Moderate


Topic: Inherited Metabolic Disorders
Skill Level: Remember the Facts
Learning Objective:
15.5 Contrast the symptoms, causes, and treatments of inherited metabolic disorders.
Answer: Phenylketonuria
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

105. _____________ is an inherited metabolic disorder that, left untreated, affects cerebral
white matter, the thalamus, and the cerebellum.

Difficulty Level: Difficult


Topic: Inherited Metabolic Disorders
Skill Level: Remember the Facts
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Answer: Pyridoxine dependency
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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106. _____________ is an inherited metabolic disorder that, left untreated, is characterized


by brain swelling, irritability, listlessness, and spasticity.

Difficulty Level: Moderate


Topic: Inherited Metabolic Disorders
Skill Level: Remember the Facts
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Answer: Tay-Sachs disease
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

107. A _______ disease is present at birth.

Difficulty Level: Moderate


Topic: Down Syndrome
Skill Level: Remember the Facts
Learning Objective: 15.6 Identify the symptoms, interventions, and cause of Down
syndrome.
Answer: congenital
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

108. __________ results from the presence of an extra 21st chromosome.

Difficulty Level: Easy


Topic: Down Syndrome
Skill Level: Remember the Facts
Learning Objective: 15.6 Identify the symptoms, interventions, and cause of Down
syndrome.
Answer: Down syndrome
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

109. The likelihood of a chromosomal error resulting in Down syndrome increases in women
over the age of __________.

Difficulty Level: Moderate


Topic: Down Syndrome
Skill Level: Remember the Facts
Learning Objective: 15.6 Identify the symptoms, interventions, and cause of Down
syndrome.
Answer: 35
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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110. Children with autism spectrum disorder may exhibit _________, such as flapping a
hand or rocking back and forth.

Difficulty Level: Difficult


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 15.7 List the symptoms of ASD.
Answer: stereotyped movements
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

111. The concordance rate for autism spectrum disorder is especially high among
__________ twins.

Difficulty Level: Easy


Topic: Genetic and Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 15.8 Describe the roles of genetic and environmental factors in ASD.
Answer: monozygotic or identical
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

112. Children with autism spectrum disorder may have difficulty in interpreting the ________
of another person because of diminished function within their fusiform facial area.

Difficulty Level: Easy


Topic: Brain Changes
Skill Level: Remember the Facts
Learning Objective: 15. 9 Describe differences in the brain associated with ASD.
Answer: faces or facial expressions
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

113. By four years of age, the ____________ is larger in children with autism spectrum
disorder, although it is the same size as typically developing people in adulthood.
Difficulty Level: Moderate

Topic: Brain Changes


Skill Level: Remember the Facts
Learning Objective: 15. 9 Describe differences in the brain associated with ASD.
Answer: amygdala
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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114. The most common behavior disorder of childhood is ________.

Difficulty Level: Easy


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 15.10 List the symptoms of ADHD.
Answer: ADHD
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

115. The most common treatment for attention-deficit/hyperactivity disorder involves


administration of ________.

Difficulty Level: Moderate


Topic: Brain Changes
Skill Level: Remember the Facts
Learning Objective: 15.12 Describe differences in the brain associated with ADHD.
Answer: methylphenidate
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Essay Questions

116. Describe the cell division processes that produce cortical neurons during embryonic
development.

Difficulty Level: Moderate


Topic: Prenatal Brain Development
Skill Level: Understand the Concepts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: Two major processes are involved in brain development in the embryo. During
symmetrical division, progenitor cells divide into two new progenitor cells. During
asymmetric division, progenitor cells divide into another progenitor cell and a new neuron.
Longer periods of division of either type can produce a larger brain, which may help explain
human brain size relative to body size.

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117. Explain the significance of the process of apoptosis for brain development.

Difficulty Level: Moderate


Topic: Prenatal Brain Development
Skill Level: Remember the Facts
Learning Objective: 15.2 Explain how prenatal development contributes to complex human
brains.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: During the course of prenatal development, the brain overproduces neurons.
Evolutionarily, this must have been a more efficient strategy than trying to attain and assign
the exact number of neurons necessary to human functioning. Apoptosis serves to eliminate
neurons that cannot make appropriate synaptic contacts. This effect, sometimes referred to as
“pruning,” reduces the total number of neurons in the brain but leaves intact those that have
established important synaptic connections.

118. Explain the deficits that result if phenylketonuria (PKU), pyridoxine dependency,
galactosemia, and Tay-Sachs disease are left untreated.

Difficulty Level: Difficult


Topic: Inherited Metabolic Disorders
Skill Level: Understand the Concepts
Learning Objective: 15.5 Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: Each of these conditions is an inherited metabolic disorder, meaning that it resulted
from some inherited mutation in the synthesis of an enzyme. Although some of these
disorders (phenylketonuria, pyridoxine dependency) can be successfully and easily treated,
others (Tay-Sachs disease) have no successful treatment protocol. All of these disorders, if
left untreated, hold significant consequences for an individual. For example, untreated
phenylketonuria results in severe intellectual disability. Both pyridoxine dependency and
galactosemia affect cerebral white matter, with pyridoxine dependency also affecting the
thalamus and cerebellum. Tay-Sachs disease involves swelling of the brain, spasticity,
irritability, listlessness, and eventually death.

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119. Explain the symptoms and causes of Down syndrome.

Difficulty Level: Moderate


Topic: Down Syndrome
Skill Level: Remember the Facts
Learning Objective: 15.6 Identify the symptoms, interventions, and cause of Down
syndrome.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Down syndrome is a disorder of brain development that induces varying degrees of
intellectual impairment. The physical characteristics of Down syndrome include short stature
and changes in physical facial development. The brains of people with Down syndrome are
smaller in weight, and after age 30, their brains experience significant degeneration. The
syndrome is caused by the presence of an extra 21st chromosome, which in turn induces
changes that impair brain development.

120. Describe the symptoms that comprise autism spectrum disorder and assess the potential
for treatment of this disorder.

Difficulty Level: Moderate


Topic: Brain Changes
Skill Level: Remember the Facts
Learning Objective: 15.8 Describe the roles of genetic and environmental factors in ASD.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Autism spectrum disorder is characterized by poor social skills, poor
communicative abilities, language impairments, an impoverished theory of mind, and
impaired imagination. A genetic basis for autism spectrum disorder is indicated by the high
concordance rate (70–90 percent) among monozygotic twins (compared to 5–10 percent for
dizygotic twins). In approximately 10 percent of cases, an agent such as rubella, thalidomide,
the herpes virus, or tuberous sclerosis plays a role. Treatments are largely preventive in that
pregnant women can avoid taking thalidomide or becoming infected with rubella. There are
no current biological therapies for autism spectrum disorder, although it has been suggested
that administration of the hormone oxytocin, which promotes pair bonding, may be of some
utility.

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121. Explain how sensitivity to delay of reward may offer an explanation for attention-
deficit/hyperactivity disorder (ADHD).

Difficulty Level: Moderate


Topic: Symptoms
Skill Level: Understand the Concepts
Learning Objective: 15.10 List the symptoms of ADHD.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: The argument centers on the concept of delay of reinforcement. A short delay
between a response and a reinforcing stimulus promotes better responding; a longer delay is
associated with less effective reinforcement. The essence of this hypothesis is that children
with ADHD show a steep delay gradient: a short delay strongly activates their behavior
(leading to hyperactivity). ADHD is commonly noted in poor classroom performance, which
reflects the sensitivity of these children to long delays of reinforcement (as is the case in a
classroom).

Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in
Revel for Physiology of Behavior, 13th Edition.

Assignment: Quiz: Development of The Nervous System


EOM Q15.1.1
Question: During the prenatal development of the nervous system, the center of the neural
tube becomes the ___________, whereas the outside tissue becomes the ___________.
a. ventricles; brain tissue
b. brain tissue; ventricles
c. forebrain; hindbrain
d. hindbrain; forebrain
Answer: A
Consider This: The center of the neural tube is hollow; LO 15.1: Summarize the process of
human brain development from ectoderm plate, to neural tube, to three interconnected
chambers.
Learning Objective: 15.1: Summarize the process of human brain development from
ectoderm plate, to neural tube, to three interconnected chambers.
Difficulty Level: Moderate
Skill Level: Analyze It

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EOM Q15.1.2
Question: ______________ allow newly formed neurons to migrate from the ventricular
zone to their final resting place.
a. Progenitor cells
b. Stem cells
c. Radial glia
d. Astrocytes
Answer: C
Consider This: Migrating neurons need a path by which to migrate; LO 15.2: Explain how
prenatal development contributes to the development of complex human brains.
Learning Objective: 15.2: Explain how prenatal development contributes to complex human
brains.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q15.1.3
Question: Seven weeks after conception, a period of symmetrical division takes place
during the prenatal development of the nervous system. During this period,
_______________ are produced.
a. two new progenitor cells
b. a progenitor cell and a brain cell
c. three new progenitor cells
d. two progenitor cells and a brain cell
Answer: A
Consider This: Symmetrical means “exactly similar parts”; LO 15.2: Explain how prenatal
development contributes to the development of complex human brains.
Learning Objective: 15.2: Explain how prenatal development contributes to complex human
brains.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOM Q15.1.4
Question: The human brain continues developing until:
a. shortly after birth.
b. early childhood.
c. the beginning of puberty.
d. early adulthood, at least.
Answer: D
Consider This: Recall what we have learned about neurogenesis in the hippocampus; LO
15.3: Provide examples of how genetic change, personal experience, and neurogenesis can
influence postnatal brain development.
Learning Objective: 15.3: Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Difficulty Level: Easy
Skill Level: Understand the Concepts

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EOM Q15.1.5
Question: If a cat is raised in an environment consisting of vertical lines, its brain will
develop without the ability to process horizontal lines. This development shows the role of
____________ in postnatal brain development.
a. experience
b. individuation
c. genetics
d. neurogenesis
Answer: A
Consider This: These changes would only occur based on what the animal has witnessed
since birth; LO 15.3: Provide examples of how genetic change, personal experience, and
neurogenesis can influence postnatal brain development.
Learning Objective: 15.3: Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development
Skill Level: Apply What You Know
Difficulty Level: Moderate

Assignment: Quiz: Disorders of Development


EOM Q15.2.1
Question: A teratogen:
a. is a life-support system for the growing fetus.
b. is any environmental factor that causes birth defects.
c. affects the infant’s ability to breathe.
d. is a substance that stimulates skin growth.
Answer: B
Consider This: Teratogens include alcohol, viruses, and toxins; LO 15.4: Describe the effects
of alcohol on nervous system development.
Learning Objective: 15.4: Describe the effects of alcohol on nervous system development.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q15.2.2
Question: Which statement is MOST accurate regarding the effects of alcohol on nervous
system development.
a. Fetal alcohol syndrome only occurs with repeated drinking binges.
b. Fetal alcohol syndrome results in impaired brain development.
c. Alcohol causes ectopic pregnancies.
d. Babies with fetal alcohol syndrome are typically born early.
Answer: B
Consider This: Brains of individuals with FAS have experienced excessive apoptosis; LO
15.4: Describe the effects of alcohol on nervous system development.
Learning Objective: 15.4: Describe the effects of alcohol on nervous system development.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q15.2.3
Question: ______ is the MOST common inherited metabolic disorder potentially affecting
brain development. It is treated by _____.
a. Galactosemia; a low-phenyalanine diet
b. Galactosemia; use of a milk substitute
c. Phenylketonuria; a low-phenyalanine diet
d. Phenylketonuria; large doses of vitamin B6
Answer: C
Consider This: The most common of these disorders could result in an IQ of about 20 at age
6; LO 15.5: Contrast the symptoms, causes, and treatments of inherited metabolic disorders.
Learning Objective: 15.5: Contrast the symptoms, causes and treatments of inherited
metabolic disorders.
Difficulty Level: Moderate
Skill Level: Understanding the Concepts

EOM Q15.2.4
Question: _______________ results from a missing enzyme that results in certain waste
products not being destroyed by lysosomes. As a result, lysosomes get larger, eventually
causing the brain to swell.
a. Pyridoxine dependency
b. Galactosemia
c. Phenylketonuria
d. Tay-Sachs disease
Answer: D
Consider This: Usually found in children of Eastern European Jewish descent; LO 15.5:
Contrast the symptoms, causes, and treatments of inherited metabolic disorders.
Learning Objective: 15.5: Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOM Q15.2.5
Question: Trisomy 21 is commonly known as ______ syndrome.
a. Down
b. Edward
c. Patau
d. Warkany
Answer: A
Consider This: Resulting from a third copy of the 21st chromosome, this syndrome likely
comes from mothers of advanced ages; LO 15.6: Identify the symptoms, interventions, and
cause of Down syndrome.
Learning Objective: 15.6: Identify the symptoms, interventions, and cause of Down
syndrome.
Difficulty Level: Easy
Skill Level: Remember the Facts

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Assignment: Quiz: Autism Spectrum Disorder


EOM Q15.3.1
Question: Which statement is true regarding the prevalence of autism spectrum disorder?
a. Vaccines or substances in vaccines are responsible for the increase in autism
spectrum disorder diagnoses.
b. The increase in autism cases is likely due to increased awareness and changes in
diagnostic criteria.
c. The notion that autism is becoming more prevalent is largely false.
d. Autism spectrum disorder is found predominantly in females.
Answer: B
Consider This: Wakefield, who conducted the original “vaccines cause autism” study, was
found guilty of dishonesty; LO 15.7: List the symptoms of ASD.
Learning Objective: 15.7: List the symptoms of ASD.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q15.3.2
Question: For autism spectrum disorder, the first symptoms to emerge typically include:
a. delayed language.
b. avoidance of eye contact.
c. echolalia.
d. rocking back and forth.
Answer: B
Consider This: Given the developmental trajectory of babies, which deficit would appear
first?; LO 15.7: List the symptoms of ASD.
Learning Objective: 15.7: List the symptoms of ASD.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q15.3.3
Question: Deontay has been diagnosed with autism spectrum disorder. He exhibits a
restricted, repetitive pattern of behavior when he:
a. has trouble forming friendships.
b. avoids eye contact.
c. fails to smile when he sees others.
d. rocks back and forth.
Answer: D
Consider This: The two categories of symptoms are repetitive patterns and social deficits;
LO 15.7: List the symptoms of ASD.
Learning Objective: 15.7: List the symptoms of ASD.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOM Q15.3.4
Question: The concordance rate for ASD in monozygotic twins is ___________ percent,
whereas the concordance rate for dizygotic twins is ____________ percent.
a. 70; 5
b. 5; 70
c. 25; 75
d. 75; 25
Answer: A
Consider This: The concordance rates suggest a genetic origin; LO 15.8: Describe the roles
of genetic and environmental factors in ASD.
Learning Objective: 15.8: Describe the roles of genetic and environmental factors in ASD.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM Q15.3.5
Question: Which statement is MOST accurate when considering brain changes in those with
autism spectrum disorder?
a. Individuals with ASD experience rapid brain growth in the first few years of life.
b. Individuals with ASD experience rapid brain growth that lasts into adolescence.
c. The amygdala of individuals with ASD is smaller compared to children without
ASD.
d. Growth of the frontal cortex and temporal cortex are delayed compared to typically-
developing brains.
Answer: A
Consider This: Some of the early developmental differences stabilize with age; LO 15.9:
Describe differences in the brain associated with ASD.
Learning Objective: 15.9: Describe differences in the brain associated with ASD.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

Assignment: Quiz: Attention-Deficit/Hyperactivity Disorder


EOM Q15.4.1
Question: Diagnosis of ADHD requires _______ or more of the nine symptoms for
inattention and/or hyperactivity.
a. three
b. four
c. six
d. nine
Answer: C
Consider This: Remember that 66 percent of the symptoms must be present for at least six
months; LO 15.10: List the symptoms of ADHD.
Learning Objective: 15.10: List the symptoms of ADHD.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q15.4.2
Question: Research suggests that the heritability of ADHD is _____________, ranging from
_______________ percent.
a. high; 75 to 90
b. low; 5 to 15
c. moderate; 35 to 50
d. non-existent; 0 to 0.5
Answer: A
Consider This: Two different variants of the gene for an enzyme that affects dopamine levels
in the brain seem to be the culprit; LO 15.11: Describe the roles of genetic and
environmental factors in ADHD.
Learning Objective: 15.11: Describe the roles of genetic and environmental factors in
ADHD.
Difficulty Level: Easy
Skill Level: Understand the Concepts

EOM Q15.4.3
Question: The symptoms of ADHD are similar to those caused by damage to the
_____________________, specifically distractibility, forgetfulness, impulsivity, and poor
planning.
a. prefrontal cortex
b. cingulate cortex
c. ventromedial hypothalamus
d. amygdala
Answer: A
Consider This: What area of the brain is responsible for higher-order processing?; LO 15.12:
Describe differences in the brain associated with ADHD.
Learning Objective: 15.12: Describe differences in the brain associated with ADHD.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q15.4.4
Question: Which statement is MOST accurate with respect to ADHD?
a. Methylphenidate promotes the reuptake of dopamine.
b. Amphetamine increases the symptoms of ADHD.
c. ADHD symptoms are likely caused by underactive dopamine neurons.
d. The best treatment for ADHD is dopamine antagonists.
Answer: C
Consider This: Normal functioning of the prefrontal cortex is impaired by low levels of
dopamine receptor stimulation; LO 15.12: Describe differences in the brain associated with
ADHD.
Learning Objective: 15.12: Describe differences in the brain associated with ADHD.
Difficulty Level: Moderate.
Skill Level: Understand the Concepts

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EOM Q15.4.5
Question: The MOST common treatment for ADHD is:
a. cognitive therapy.
b. administration of amphetamine.
c. administration of methylphenidate.
d. administration of dopamine antagonists.
Answer: C
Consider This: Normal functioning of the prefrontal cortex is impaired by low levels of
dopamine receptor stimulation; LO 15.12: Describe differences in the brain associated with
ADHD.
Learning Objective: 15.12: Describe differences in the brain associated with ADHD.
Difficulty Level: Easy
Skill Level: Remember the Facts

Assignment: Chapter Quiz: The Developing Nervous System


EOC Q15.1
Question: The beginnings of the nervous system develop _____ days after conception.
a. 21
b. 18
c. 28
d. 7
Answer: B
Consider This: Given the complexity of the brain, development needs to start early; LO 15.1:
Summarize the process of human brain development from ectoderm plate, to neural tube, to
three interconnected chambers.
Learning Objective: 15.1: Summarize the process of human brain development from
ectoderm plate, to neural tube, to three interconnected chambers.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q15.2
Question: If the axon of a newly developed neuron is unable to find a vacant postsynaptic
cell, it will experience:
a. apoptosis.
b. a life-sustaining signal.
c. nothing.
d. an opportunity to reroute.
Answer: A
Consider This: If an axon has no connections, what good is it? LO 15.2: Explain how
prenatal development contributes to the development of complex human brains.
Learning Objective: 15.2: Explain how prenatal development contributes to complex human
brains.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q15.3
Question: The ____________ layers of the cerebral cortex are formed last.
a. outer
b. inner
c. middle
d. All the layers form at the same time.
Answer: A
Consider This: The brain develops from the inside out; LO 15.2: Explain how prenatal
development contributes to the development of complex human brains.
Learning Objective: 15.2: Explain how prenatal development contributes to complex human
brains.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q15.4
Question: Research has shown that neurogenesis:
a. occurs only in the adult brain.
b. occurs only in the prenatal brain.
c. occurs throughout the adult brain.
d. occurs in the hippocampus and olfactory bulb of the adult brain.
Answer: D
Consider This: Current research indicates limited neurogenesis in the adult brain; LO 15.3:
Provide examples of how genetic change, personal experience, and neurogenesis can
influence postnatal brain development.
Learning Objective: 15.3: Provide examples of how genetic change, personal experience,
and neurogenesis can influence postnatal brain development.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q15.5
Question: Prenatal exposure to alcohol:
a. causes neurons to create multiple connections with other neurons during brain
development.
b. results in extensive long-term potentiation in the hippocampus.
c. promotes the development of neuronal stem cells.
d. results in a smaller degree of long-term potentiation.
Answer: D
Consider This: Which would result in lower intellectual functioning? LO 15.4: Describe the
effects of alcohol on nervous system development.
Learning Objective: 15.4: Describe the effects of alcohol on nervous system development.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q15.6
Question: Tyra has phenylketonuria. Which statement is MOST accurate?
a. Tyra must be on a restricted diet low in phenylalanine for the remainder of her life.
b. Phenylalanine in Tyra’s diet helps to myelinate axons.
c. Tyra can begin to introduce phenylalanine into her diet as an adult.
d. Phenylketonuria results from a missing protein.
Answer: D
Consider This: Phenylketonuria interferes with brain development; LO 15.5: Contrast the
symptoms, causes, and treatments of inherited metabolic disorders.
Learning Objective: 15.5: Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q15.7
Question: Untreated __________________ results in damage to cerebral white matter, the
thalamus, and the cerebellum.
a. pyridoxine dependency
b. galactosemia
c. phenylketonuria
d. Tay-Sachs disease
Answer: A
Consider This: Treatment includes large doses of vitamin B 6; LO 15.5: Contrast the
symptoms, causes, and treatments of inherited metabolic disorders.
Learning Objective: 15.5: Contrast the symptoms, causes, and treatments of inherited
metabolic disorders.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q15.8
Question: Mouse models of Down syndrome suggest that _____________ of ____________
may impair hippocampal synaptic plasticity and associated learning and memory.
a. overactivity; glutamate
b. overactivity; GABA
c. underactivity; glutamate
d. underactivity; GABA
Answer: B
Consider This: Depressed/slowed thought processes would likely result from…? LO 15.6:
Identify the symptoms, interventions, and cause of Down syndrome.
Learning Objective: 15.6: Identify the symptoms, interventions, and cause of Down
syndrome.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q15.9
Question: Prevalence of autism spectrum disorders is approximately _______ percent in the
United States.
a. 1
b. 3
c. 5
d. 8
Answer: A
Consider This: The most recent data indicates 1 out of 68 children is diagnosed with autism;
LO 15.7: List the symptoms of ASD.
Learning Objective: 15.7: List the symptoms of ASD.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q15.10
Question: Recent research suggests that the prevalence of autism spectrum disorder is
______ related to socioeconomic status.
a. not
b. positively
c. negatively
d. modestly
Answer: A
Consider This: Recent work contradicts older beliefs; LO 15.7: List the symptoms of ASD.
Learning Objective: 15.7: List the symptoms of ASD.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q15.11
Question: The social deficits that individuals with autism spectrum disorder experience
suggest_____________ activation of the ________________.
a. decreased; amygdala
b. decreased; fusiform face area
c. increased; amygdala
d. increased; fusiform face area
Answer: B
Consider This: This area responds to faces; LO 15.9: Describe differences in the brain
associated with ASD.
Learning Objective: 15.9: Describe differences in the brain associated with ASD.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q15.12
Question: It takes nine-year-old Carlito nearly two hours to complete a 30-minute
homework assignment because he is so easily distracted. In class, he blurts out responses to
the teacher’s question without raising his hand, and he has trouble waiting his turn in games
and other activities. He will often jump up and leave his seat. Carlito is MOST likely to be
diagnosed with ______ disorder.
a. developmental bipolar
b. oppositional defiant
c. attention-deficit/hyperactivity
d. autism spectrum
Answer: C
Consider This: Carlito’s disorder is the most common one to appear in childhood; LO 15.10:
List the symptoms of ADHD.
Learning Objective: 15.10: List the symptoms of ADHD.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q15.13
Question: Which statement is true regarding the prevalence, diagnosis, or symptoms of
attention-deficit/hyperactivity disorder?
a. The prevalence is approximately 10 percent of children.
b. Girls are more likely to be diagnosed as children.
c. Over half of children with ADHD show symptoms into adulthood.
d. ADHD must include both inattention and hyperactivity.
Answer: C
Consider This: While individuals can outgrow ADHD, it still affects many people; LO
15.10: List the symptoms of ADHD.
Learning Objective: 15.10: List the symptoms of ADHD.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q15.14
Question: The delay of reinforcement gradient is ______ among children with ADHD than
it is among their unaffected peers, suggesting that children with ADHD are _____
susceptible to the lure of instant gratification than are their peers.
a. shallower; less
b. shallower; more
c. steeper; less
d. steeper; more
Answer: D
Consider This: The effect of delaying reinforcement is greater among children with ADHD
than it is among other children; LO 15.10: List the symptoms of ADHD.
Learning Objective: 15.10: List the symptoms of ADHD.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q15.15
Question: Hardy is 10. He has been diagnosed with ADHD. Based on the textbook’s
discussion, which statement is MOST likely true with respect to Hardy’s brain?
a. The cortical thickness of Hardy’s brain is similar to that of an unaffected child three
years younger; ultimately, though, the growth of Hardy’s brain will catch up to that
of children without ADHD.
b. The cortical thickness of Hardy’s brain is similar to that of an unaffected child three
years younger, and it is unlikely that the growth of Hardy’s brain will ever catch up
to that of children without ADHD.
c. The cortical thickness of Hardy’s brain exceeds that of unaffected children his age.
d. The cortical thickness of Hardy’s brain is similar to that of unaffected children his
age.
Answer: A
Consider This: Castellanos et al. (2002) reported decreased total brain volume among
children with ADHD compared to typically developing peers.; LO 15.12: Describe
differences in the brain associated with ADHD.
Learning Objective: 15.12: Describe differences in the brain associated with ADHD.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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Chapter 16: Neurological Disorders

Total Assessment Guide (T.A.G.)

Topic Question Type Remember the Understand the Apply What


Facts Concepts You Know
Tumors and Multiple Choice 1,2,4,5,7, 3,6,8,12,17-19,26 24
Seizures 9-11,13-16,
20-23,25,27
Fill-In 101-107

Essay 123 122

Cerebrovascular Multiple Choice 28,30-35,38-41 36,42 29,37


Accidents Fill-In 108-110

Essay 124,125

Traumatic Brain Multiple Choice 43,44


Injury Fill-In 111-113

Essay 126, 127

Degenerative Multiple Choice 43-45, 49, 50,52, 46, 47, 57, 63, 78 48, 51, 56, 58, 66,
Disorders 55, 59, 60-62, 70, 75, 76, 83, 92
64, 65, 67-69,
71-74, 77, 79-82,
84-91, 93-95
Fill-In 114-120

Essay 128-130

Disorders Multiple Choice 96-99 100


Caused by Fill-In 121
Infectious
Diseases Essay 131

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Multiple-Choice Questions

1. The case of Mrs. R., the person described in the chapter opening vignette, involved _______
provoked by a tumor located between her frontal lobes.

a. seizures
b. partial paralysis
c. mutism
d. a stroke
e. a speech disorder

Difficulty Level: Easy


Topic: Tumors
Skill Level: Remember the Facts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

2. A(n) ________ is a mass of cells whose growth is uncontrolled and that serves no useful
function in the body.

a. polyp
b. tumor
c. cyst
d. nodule
e. aneurism

Difficulty Level: Easy


Topic: Tumors
Skill Level: Remember the Facts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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3. Which statement about benign brain tumors is true?

a. Benign tumors cause damage through glutamate release.


b. Benign tumors damage brain tissue by infiltration.
c. The flow of cerebrospinal fluid can be increased by a growing benign tumor.
d. Benign tumors are encapsulated.
e. Benign tumors induce apoptosis cascades that kill neurons.

Difficulty Level: Moderate


Topic: Tumors
Skill Level: Understand the Concepts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

4. The defining characteristic of a benign tumor is that such a tumor

a. cannot cause brain damage.


b. does not require surgery.
c. has a distinct border.
d. spreads rapidly through infiltration of adjacent tissue.
e. mostly arises from neuron cell types.

Difficulty Level: Easy


Topic: Tumors
Skill Level: Remember the Facts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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5. The notable characteristic of a malignant tumor is that such a tumor

a. does not require surgery.


b. cannot cause brain damage.
c. has a distinct border.
d. spreads rapidly through infiltration of adjacent tissue.
e. can shed cancerous cells that in turn reach distant sites.

Difficulty Level: Easy


Topic: Tumors
Skill Level: Remember the Facts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

6. The primary distinction between malignant and benign tumors is that

a. malignant tumors mostly appear within structures that are adjacent to large blood
vessels.
b. a benign tumor is encapsulated by a distinct border.
c. benign tumors are always larger than malignant tumors.
d. malignant tumors arise from neurons rather than glial cells.
e. benign tumors induce apoptosis, but malignant tumors do not.

Difficulty Level: Moderate


Topic: Tumors
Skill Level: Understand the Concepts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: b
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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7. The toxic action of brain tumors relates to the

a. observation that tumors use up oxygen and glucose, thereby starving brain cells of
energy substrates.
b. ability of tumor cells to stimulate the growth and division of adjacent nerve cells.
c. toxic action of oversecretion of the transmitter GABA from tumor cells.
d. ability of brain tumors to compress brain tissue, leading to cell death.
e. fact that tumors arising from neurons grow very rapidly, thus producing tissue
compression.

Difficulty Level: Easy


Topic: Tumors
Skill Level: Remember the Facts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

8. Malignant brain tumors are deadly because such tumors can

a. increase the flow of cerebrospinal fluid, thus causing hydrocephalus.


b. release glutamate.
c. shed cells that travel to other body areas and result in new tumors.
d. release glycine, which kills nearby cells.
e. only be confirmed at autopsy.

Difficulty Level: Moderate


Topic: Tumors
Skill Level: Understand the Concepts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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9. Malignant brain tumors directly damage brain tissue by

a. compression and infiltration.


b. oversecreting glutamate.
c. oxygen deprivation.
d. inducing hemorrhage.
e. releasing oxygen radicals into brain tissue.

Difficulty Level: Easy


Topic: Tumors
Skill Level: Remember the Facts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

10. _______________ cannot provide the basis of tumors.

a. Astrocytes
b. Oligodendrocytes
c. Glial cells
d. Nerve cells
e. Cells of the meninges

Difficulty Level: Easy


Topic: Tumors
Skill Level: Remember the Facts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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11. A neurinoma is formed from

a. astrocytes.
b. ependymal cells from the ventricles.
c. Schwann cells.
d. neurons.
e. cells of the meninges.

Difficulty Level: Difficult


Topic: Tumors
Skill Level: Remember the Facts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

12. A(n) ________ is an example of a malignant tumor derived from glial cells.

a. meningioma
b. pinealoma
c. angioma
d. metastatic oligodendrocytoma
e. astrocytoma

Difficulty Level: Difficult


Topic: Tumors
Skill Level: Understand the Concepts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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13. In the treatment of tumors, ______________ is usually done first, if possible.

a. radiation
b. chemotherapy
c. dietary treatment
d. drug therapies
e. surgery

Difficulty Level: Moderate


Topic: Tumors
Skill Level: Remember the Facts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

14. The drug ________ can be used to treat rapidly growing tumors by inhibiting angiogenesis.

a. carbachol
b. fluoxetine
c. vellocet
d. lithium
e. bevacizumab

Difficulty Level: Easy


Topic: Tumors
Skill Level: Remember the Facts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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15. ________ is characterized by periodic bouts of abnormally high excitation of cerebral


neurons.

a. Parkinson’s disease
b. Seizure disorder
c. Tay-Sachs disease
d. Alzheimer’s disease
e. Encephalitis

Difficulty Level: Easy


Topic: Seizures
Skill Level: Remember the Facts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

16. A convulsion occurs when a seizure

a. is triggered by oxygen deprivation.


b. involves the motor cortex.
c. has been triggered by a toxic chemical.
d. involves a loss of consciousness.
e. is of the petit mal type in children.

Difficulty Level: Moderate


Topic: Seizures
Skill Level: Remember the Facts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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17. A partial seizure is characterized by having

a. motor responses that are out of the person’s control.


b. total bodily rigidity.
c. alternating periods of lucidity and total loss of consciousness.
d. a definite focus or source of irritation.
e. trembling and jerking of the limbs.

Difficulty Level: Moderate


Topic: Seizures
Skill Level: Understand the Concepts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

18. An example of a generalized seizure is a(n) _______________ seizure.

a. autonomic
b. absence
c. psychic
d. motor
e. localized motor

Difficulty Level: Difficult


Topic: Seizures
Skill Level: Understand the Concepts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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19. In contrast to simple partial seizures, complex partial seizures involve

a. a loss of consciousness.
b. alteration (but not loss) of consciousness.
c. a definite focus.
d. most of the brain.
e. scarred brain tissue.

Difficulty Level: Moderate


Topic: Seizures
Skill Level: Understand the Concepts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

20. The nature of an aura experienced during a seizure varies depending on

a. whether the seizure is above or below threshold.


b. whether the motor system is involved.
c. the location of the seizure focus.
d. how long the person has experienced seizure activity.
e. the amount of fear experienced during the seizure.

Difficulty Level: Difficult


Topic: Seizures
Skill Level: Remember the Facts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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21. The tonic phase of a grand mal seizure begins

a. when the cortex is inhibited by messages sent from diencephalic structures.


b. when an aura is produced within the cerebellum.
c. when neurons in the motor cortex contract the body muscles.
d. with an excessive release of glutamate in the hippocampus.
e. with a suppression of glycine release within the brain stem.

Difficulty Level: Moderate


Topic: Seizures
Skill Level: Remember the Facts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

22. During the ________ of a grand mal seizure, the person experiences a(n) _______.

a. tonic phase; contraction of all skeletal muscles


b. clonic phase; aura involving lights
c. clonic phase; contraction of all skeletal muscles
d. tonic phase; eye-rolling and facial grimaces
e. tonic phase; changes in consciousness

Difficulty Level: Difficult

Topic: Seizures
Skill Level: Remember the Facts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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23. The ________ seizure disorder is often seen in children and is characterized by a spell of
absence.

a. complex
b. petit mal
c. simple partial
d. atonic
e. dystonic

Difficulty Level: Moderate

Topic: Seizures
Skill Level: Remember the Facts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

24. An aura characterized by feelings of fear or dread would most likely reflect seizure
activity within the

a. occipital lobes.
b. parietal association cortex.
c. temporal lobes.
d. primary motor cortex.
e. primary auditory cortex.

Difficulty Level: Moderate


Topic: Seizures
Skill Level: Apply What You Know
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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25. During a grand mal seizure, convulsions occur during the ___________ phase.

a. absence
b. tonic
c. clonic
d. aura
e. petit mal

Difficulty Level: Moderate


Topic: Seizures
Skill Level: Remember the Facts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

26. A seizure that starts within the parietal lobe would be expected to produce an aura that
involves

a. feelings of being on “pins and needles.”


b. hallucinations that include old memories.
c. flashes of light or color.
d. perceptions of a strong odor.
e. muscle twitches.

Difficulty Level: Moderate


Topic: Seizures
Skill Level: Understand the Concepts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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27. The most common cause of seizure disorder is

a. sudden withdrawal from barbiturate abuse.


b. environmental exposure to toxic chemicals.
c. drug overdose.
d. scarring produced by damage within the brain.
e. sudden withdrawal from opiate abuse.

Difficulty Level: Moderate


Topic: Seizures
Skill Level: Remember the Facts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

28. Hemorrhagic strokes cause brain damage by

a. exerting pressure on surrounding tissue.


b. decreasing the production of cerebrospinal fluid.
c. spreading infection throughout the brain.
d. increasing the production of cerebrospinal fluid.
e. inducing the release of GABA.

Difficulty Level: Moderate


Topic: Causes
Skill Level: Remember the Facts
Learning Objective: 16.3 Explain how cerebrovascular accidents can occur.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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29. Davey has a long history of high blood pressure. He takes medications to regulate his
blood pressure, but he often forgets to take them and doesn’t follow the diet suggested by his
doctor. These facts make it more likely that he will suffer from a(n) _____________ stroke.

a. ischemic (thrombus)
b. ischemic (embolus)
c. transient
d. hemorrhagic
e. permanent

Difficulty Level: Moderate


Topic: Causes
Skill Level: Apply What You Know
Learning Objective: 16.3 Explain how cerebrovascular accidents can occur.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

30. In an ischemic stroke, neurons die because

a. they lose their glucose supply.


b. they lose their supply of oxygen.
c. excess glutamate causes an excitotoxic lesion.
d. excess dopamine causes an excitotoxic lesion.
e. the blood clot infiltrates the tissue.

Difficulty Level: Easy


Topic: Causes
Skill Level: Remember the Facts
Learning Objective: 16.3 Explain how cerebrovascular accidents can occur.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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31. A hemorrhagic stroke involves ________ within the brain.

a. vasodilation
b. bleeding
c. an embolus
d. a thrombus
e. obstruction of blood flow

Difficulty Level: Moderate


Topic: Causes
Skill Level: Remember the Facts
Learning Objective: 16.3 Explain how cerebrovascular accidents can occur.
Answer: B

32. Prolonged interruption of the blood supply to a region of the brain results in

a. hemorrhage.
b. hyperglycemia.
c. ischemia.
d. galactosemia.
e. vasodilation.

Difficulty Level: Moderate


Topic: Causes
Skill Level: Remember the Facts
Learning Objective: 16.3 Explain how cerebrovascular accidents can occur.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

33. An ischemic stroke involves ________ within the brain.

a. vasodilation
b. bleeding
c. shearing of blood vessels
d. an infection of glial cells
e. obstruction of blood flow

Difficulty Level: Moderate


Topic: Causes
Skill Level: Remember the Facts
Learning Objective: 16.3 Explain how cerebrovascular accidents can occur.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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34. A thrombus

a. can be caused by infection in the heart.


b. is composed of debris that lodges in an artery.
c. can result in hemorrhagic stroke.
d. can consist of pieces of thrombi.
e. is a blood clot formed in a blood vessel.

Difficulty Level: Moderate


Topic: Causes
Skill Level: Remember the Facts
Learning Objective: 16.3 Explain how cerebrovascular accidents can occur.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

35. A major cause of obstructive strokes is

a. the failure of weakened blood vessels in response to blood pressure.


b. malformed blood vessels.
c. intracranial bleeding.
d. high blood pressure.
e. a thrombus or an embolus.

Difficulty Level: Moderate


Topic: Causes
Skill Level: Remember the Facts
Learning Objective: 16.3 Explain how cerebrovascular accidents can occur.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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36. Which sequence correctly describes the order of toxic events that occur in the brain during
a stroke?

a. increased blood flow –> activation of sodium potassium transporters –> membrane
hyperpolarization –> GABA release –> excessive accumulation of extracellular
calcium
b. reduced blood flow –> inactivation of sodium potassium transporters –>
membrane depolarization –> glutamate release –> excessive accumulation of
intracellular calcium
c. reduced blood flow –> activation of sodium potassium transporters –> membrane
hyperpolarization –> dopamine release –> excessive accumulation of intracellular
chloride
d. reduced blood flow –> inactivation of sodium potassium transporters –>
membrane hyperpolarization –> GABA release –> excessive accumulation of
intracellular calcium
e. increased blood flow –> reduced accumulation of extracellular calcium –>
membrane hyperpolarization –> GABA release

Difficulty Level: Difficult


Topic: Causes
Skill Level: Understand the Concepts
Learning Objective: 16.3 Explain how cerebrovascular accidents can occur.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

37. A 50-year-old man has experienced a major stroke caused by a thrombus that occluded
brain blood vessels. To prevent the occurrence of another stroke, his physicians would most
likely

a. administer an anticoagulant.
b. administer drugs that lower blood pressure.
c. cut out the embolus using invasive surgery.
d. use deep brain stimulation to facilitate neuron regrowth.
e. administer massive doses of antibiotics.

Difficulty Level: Moderate


Topic: Treatments
Skill Level: Apply What You Know
Learning Objective: 16.4 Explain how short- and long-term symptoms of cerebrovascular
accidents are treated.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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38. In the context of treating a stroke, _____________ helps prevent clotting and does not
increase excitotoxicity.

a. DMSO
b. 2-DG
c. MP
d. desmoteplase
e. phenobarbital

Difficulty Level: Easy


Topic: Treatments
Skill Level: Remember the Facts
Learning Objective: 16.4 Explain how short- and long-term symptoms of cerebrovascular
accidents are treated.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

39. One surgical treatment for stroke, _______________, is associated with an increased
number of future strokes and the death rate following implantation is high.

a. use of carotid stents


b. carotid endarterectomy
c. atherosclerosis
d. sclerosis
e. angioplasty

Difficulty Level: Easy


Topic: Treatments
Skill Level: Remember the Facts
Learning Objective: 16.4 Explain how short- and long-term symptoms of cerebrovascular
accidents are treated.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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40. Which therapy for ischemic stroke is effective, but only if given soon after the onset of
symptoms?

a. infusion of free radicals into the affected brain region


b. administration of tPA to dissolve blood clots
c. drugs that inactivate GABA receptors
d. drugs that stimulate glutamate receptors
e. drugs that promote inflammatory reactions

Difficulty Level: Moderate


Topic: Treatments
Skill Level: Remember the Facts
Learning Objective: 16.4 Explain how short- and long-term symptoms of cerebrovascular
accidents are treated.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

41. Atherosclerosis involves

a. the movement of thrombi across the blood-brain barrier.


b. a buildup of plaque within glial cells.
c. surgery on the major brain blood vessels.
d. a buildup of plaque within arteries.
e. a shearing of the walls of arterial vessels.

Difficulty Level: Moderate


Topic: Treatments
Skill Level: Remember the Facts
Learning Objective: 16.4 Explain how short- and long-term symptoms of cerebrovascular
accidents are treated.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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42. In constraint-induced movement therapy, stroke patients

a. use their unaffected limbs to accomplish physical tasks.


b. typically experience long-term improvement in the ability to use their impaired
arms.
c. do not improve in their ability to use an impaired limb.
d. experience a weakening in the constrained limbs over time.
e. are able to use their unaffected limb to perform daily tasks.

Difficulty Level: Moderate


Topic: Treatments
Skill Level: Understand the Concepts
Learning Objective: 16.4 Explain how short- and long-term symptoms of cerebrovascular
accidents are treated.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

43. When the skull meets with blunt force trauma to the front right side, the brain tissue will
experience trauma as it impacts the skull. This blow to the brain is known as

a. the coup.
b. the contrecoup.
c. a closed-head injury.
d. an open-head injury.
e. punch drunk syndrome.

Difficulty Level: Easy


Topic: Causes
Skill Level: Remember the Facts
Learning Objective: 16.5 Identify some causes of traumatic brain injury.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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44. This type of traumatic brain injury is a neurodegenerative injury resulting from repeated
brain trauma, and is often seen in athletes who engage in contact sports.

a. coup injury
b. coup-contrecoup injury
c. chronic traumatic encephalopathy
d. mild traumatic brain injury
e. contusion

Difficulty Level: Easy


Topic: Traumatic Brain Injury: Causes
Skill Level: Remember the Facts
Learning Objective: 16.5 Identify some causes of traumatic brain injury.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

45. Since the year 2000, approximately how many instances of traumatic brain injury (TBI)
have been reported among U.S. military personnel?

a. 1,400,000
b. 820,000
c. 680,000
d. 300,000
e. 170,000

Difficulty Level: Moderate


Topic: Traumatic Brain Injury: Causes
Skill Level: Remember the Facts
Learning Objective: 16.5 Identify some causes of traumatic brain injury.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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46. While working at the sewage treatment plant, Walter had the misfortune of standing
underneath a crane as it accidentally dropped a used lard bucket that smacked Walter on the
top of his head, fracturing his skull. What injury can Walter correctly be said to have
experienced?

a. traumatic brain injury


b. the coup
c. an open-head injury
d. the contrecoup
e. the coup-de-tête

Difficulty Level: Moderate


Topic: Traumatic Brain Injury: Causes
Skill Level: Understand the Concepts
Learning Objective: 16.5 Identify some causes of traumatic brain injury.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

47. The primary distinction between a closed-head injury and an open-head injury is

a. the severity of the injury that is sustained.


b. whether trauma is experienced by the victim.
c. the circumstances surrounding the incident.
d. the recovery time needed to restore brain function.
e. whether there is penetration of the brain by an object.

Difficulty Level: Easy


Topic: Traumatic Brain Injury: Causes
Skill Level: Understand the Concepts
Learning Objective: 16.5 Identify some causes of traumatic brain injury.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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48. Reggie and his friends have been participating in the TikTok “skullbreaker challenge,”
where two friends kick the legs out from under a third person, causing that person’s skull to
collide violently with the ground. This pastime is most likely to result in __________ for
Reggie.

a. a coup-d’etat
b. a closed head injury
c. a contrecoup
d. an open-head injury
e. paralysis

Difficulty Level: Moderate


Topic: Traumatic Brain Injury: Causes
Skill Level: Apply What You Know
Learning Objective: 16.5 Identify some causes of traumatic brain injury.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

49. People who have sustained chronic traumatic encephalopathy (CTE) show accumulations
of __________ in their cerebral cortexes.

a. GABA
b. beta-stanine-3
c. abnormal tau protein
d. epinephrine
e. acetylcholine

Difficulty Level: Moderate


Topic: Traumatic Brain Injury: Causes
Skill Level: Remember the Facts
Learning Objective: 16.5 Identify some causes of traumatic brain injury.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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50. People who have sustained chronic traumatic encephalopathy (CTE) often show deficits
similar to people who suffer from

a. Prader-Willi syndrome.
b. Huntington’s disease.
c. Parkinson’s disease.
d. Alzheimer’s disease.
e. Moebius syndrome.

Difficulty Level: Easy


Topic: Traumatic Brain Injury: Causes
Skill Level: Remember the Facts
Learning Objective: 16.5 Identify some causes of traumatic brain injury.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

51. Rhonda was hard at work at her factory job when, unexpectedly, a bolt came off a
machine and penetrated her skull, piercing her occipital lobe. What injury can Rhonda
specifically be said to have experienced?

a. traumatic brain injury


b. the coup
c. an open-head injury
d. the contrecoup
e. a closed-head injury

Difficulty Level: Moderate


Topic: Traumatic Brain Injury: Causes
Skill Level: Apply What You Know
Learning Objective: 16.5 Identify some causes of traumatic brain injury.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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52. Lyle suffers from chronic traumatic encephalopathy (CTE). Which region of his brain is
especially likely to show damage?

a. thalamus
b. basal ganglia
c. medulla oblongata
d. corpus callosum
e. amygdala

Difficulty Level: Easy


Topic: Traumatic Brain Injury: Causes
Skill Level: Remember the Facts
Learning Objective: 16.5 Identify some causes of traumatic brain injury.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

53. After suffering in silence for many years, Diego finally consults a physician about the
problems he’s been experiencing. The physician notes that Diego has reduced brain volume,
enlarged ventricles, difficulties in executive control and mood regulation, and deterioration of
the corpus callosum. Accordingly, Diego’s physician makes a diagnosis of

a. chronic traumatic encephalopathy.


b. Parkinson’s disease.
c. transmissible spongiform encephalopathy.
d. open-head injury.
e. Huntington’s disease.

Difficulty Level: Easy


Topic: Traumatic Brain Injury: Causes
Skill Level: Remember the Facts
Learning Objective: 16.5 Identify some causes of traumatic brain injury.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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54. An immediate treatment objective for traumatic brain injuries is

a. administration of glutamate.
b. restoring memory capacity.
c. establishing motor control.
d. reducing swelling in the brain.
e. constructing a rehabilitation plan.

Difficulty Level: Easy


Topic: Traumatic Brain Injury: Causes
Skill Level: Remember the Facts
Learning Objective: 16.6. Describe treatments for traumatic brain injuries.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.55. Traumatic brain injury results in increased levels of __________ and
__________ in the injured brain tissue.

a. GABA; dopamine
b. serotonin; dopamine
c. acetylcholine; glutamate
d. serotonin; adenosine
e. adenosine; glutamate

Difficulty Level: Easy


Topic: Traumatic Brain Injury: Causes
Skill Level: Remember the Facts
Learning Objective: 16.6. Describe treatments for traumatic brain injuries.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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56. Compared to the others, which person has the highest likelihood of developing
Alzheimer’s disease?

a. Arnie, a 92-year-old who volunteers twice a week tutoring middle-school students


b. Barry, who received multiple blows to the head as a preteen and teenager
c. Connie, a 9-year-old girl who just received a favorable physical examination
d. Darcy, who smacked her head during a spirited game of Twister
e. Esther, a 12-year-old up-and-coming volleyball player

Difficulty Level: Easy


Topic: Traumatic Brain Injury: Causes
Skill Level: Apply What You Know
Learning Objective: 16.6. Describe treatments for traumatic brain injuries.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

57. How does glutamate affect adenosine in cases of traumatic brain injury?

a. Glutamate converts adenosine from an anti-inflammatory agent to an inflammatory


agent.
b. It absorbs adenosine at a much faster rate than normal.
c. Glutamate activates adenosine to begin the process of cell death in the
hypothalamus.
d. It triples the secretion of adenosine in the corpus callosum.
e. Glutamate converts adenosine into GABA, which in turn degrades the brain’s
natural healing processes.

Difficulty Level: Moderate


Topic: Traumatic Brain Injury: Causes
Skill Level: Understand the Concepts
Learning Objective: 16.6. Describe treatments for traumatic brain injuries.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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58. Emily has a degenerative disorder that has largely left her motor behavior unaffected, but
has led to serious declines in cognition. Her physician has ruled out prion infection as a cause,
and has narrowed the diagnosis to this reasonable option:

a. Huntington’s disease
b. multiple sclerosis
c. Parkinson’s disease
d. transmissible spongiform encephalopathy
e. Korsakoff’s syndrome

Difficulty Level: Moderate


Topic: Degenerative Disorders
Skill Level: Apply What You Know
Learning Objective: 16.9 Describe the symptoms and causes of and treatments for
Huntington’s disease.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

59. Which degenerative disorder primarily affects cognition?

a. Huntington’s disease
b. Alzheimer’s disease
c. Parkinson’s disease
d. multiple sclerosis
e. amyotrophic lateral sclerosis

Difficulty Level: Moderate


Topic: Degenerative Disorders
Skill Level: Remember the Facts
Learning Objective: 16.12 Describe the symptoms and causes of and treatments for
Alzheimer’s disease.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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60. Which degenerative disorder is caused by prion infection?

a. transmissible spongiform encephalopathy


b. amyotrophic lateral sclerosis
c. Parkinson’s disease
d. multiple sclerosis
e. Korsakoff’s syndrome

Difficulty Level: Easy


Topic: Degenerative Disorders
Skill Level: Remember the Facts
Learning Objective: 16.7 Describe how transmissible spongiform encephalopathies cause
brain damage.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

61. Which statement about transmissible spongiform encephalopathy (TSE) is correct?

a. Multiple sclerosis is a form of TSE.


b. In TSE, the ventricles in the brain are constricted.
c. Amyotrophic lateral sclerosis is a form of TSE that results from eating human
flesh.
d. TSEs are caused by simple proteins termed prions.
e. Parkinson’s disease is caused by a prion infection.

Difficulty Level: Easy


Topic: Transmissible Spongiform Encephalopathies
Skill Level: Remember the Facts
Learning Objective: 16.7 Describe how transmissible spongiform encephalopathies cause
brain damage.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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62. ________ is associated with the consumption of tainted human flesh.

a. Kuru
b. Creutzfeldt-Jakob disease
c. Scrapie
d. Fatal familial insomnia
e. Chronic wasting disease

Difficulty Level: Easy


Topic: Transmissible Spongiform Encephalopathies
Skill Level: Remember the Facts
Learning Objective: 16.7 Describe how transmissible spongiform encephalopathies cause
brain damage.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

63. Prions kill neurons by

a. releasing glycine.
b. inducing apoptosis.
c. increasing calcium levels in neurons.
d. decreasing glutamate release.
e. compressing nerve cells.

Difficulty Level: Easy


Topic: Transmissible Spongiform Encephalopathies
Skill Level: Understand the Concepts
Learning Objective: 16.7 Describe how transmissible spongiform encephalopathies cause
brain damage.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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64. ________ is caused by degeneration of dopamine-secreting neurons of the substantia nigra.

a. Encephalitis
b. Parkinson’s disease
c. Kuru
d. Multiple sclerosis
e. Acute anterior poliomyelitis

Difficulty Level: Easy


Topic: Parkinson’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

65. The cause of Parkinson’s disease has been traced to

a. overproduction of GABA within the caudate nucleus.


b. loss of cholinergic neurons within the frontal cortex.
c. overproduction of dopamine within the basal ganglia.
d. degeneration of dopamine neurons within the nigrostriatal system.
e. the presence of an extra 21st chromosome.

Difficulty Level: Easy


Topic: Parkinson’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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66. Loss of dopaminergic neurons and the associated decreased activation of the
supplementary motor area result in

a. akinesia.
b. akinetopsia.
c. anomia.
d. ageusia.
e. atonia.

Difficulty Level: Moderate


Topic: Parkinson’s Disease
Skill Level: Apply What You Know
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

67. A unique genetic cause of Parkinson’s disease has been traced to

a. a mutation of a gene on chromosome 4.


b. overproduction of GABA within the caudate nucleus.
c. a recessive gene located on chromosome 8.
d. a loss of cholinergic neurons within the frontal cortex.
e. overproduction of dopamine within the basal ganglia.

Difficulty Level: Moderate


Topic: Parkinson’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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68. A genetic disorder caused by a mutation that produces a protein with toxic consequences
would be classified as

a. a toxic gain of function.


b. recessive.
c. a toxic loss of function.
d. congenital.
e. degenerative.

Difficulty Level: Easy


Topic: Parkinson’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

69. A genetic disorder caused by a mutation that fails to produce a protein that is required for
normal health would be classified as

a. gain of function.
b. recessive.
c. loss of function.
d. congenital.
e. degenerative.

Difficulty Level: Easy


Topic: Parkinson’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
Answer: C.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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70. Which statement about Parkinson’s disease is correct?

a. All dopamine neurons are affected by Parkinson’s disease.


b. Dopamine neurons in the mesolimbic system are affected by Parkinson’s disease.
c. If calcium is involved in regulating the spontaneous activity of dopamine cells,
these cells are more affected by Parkinson’s disease.
d. Only a small fraction of cases of Parkinson’s disease are sporadic.
e. Parkinson’s disease is a form of transmissible spongiform encephalopathy.

Difficulty Level: Difficult


Topic: Parkinson’s Disease
Skill Level: Apply What You Know
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

71. The standard drug treatment for Parkinson’s disease is the daily administration of

a. d-amphetamine.
b. L-DOPA.
c. atropine.
d. haloperidol.
e. apomorphine.

Difficulty Level: Easy


Topic: Parkinson’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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72. A therapy for Parkinson’s disease that alters the activity of the enzyme MAO-B in nerve
cells involves administration of

a. deprenyl.
b. paraquat.
c. haloperidol.
d. L-DOPA.
e. pimozide.

Difficulty Level: Difficult


Topic: Parkinson’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

73. Which technique represents a therapy for Parkinson’s disease?

a. daily administration of amphetamine or cocaine


b. administration of reserpine
c. stereotaxically guided destruction of the internal division of the globus pallidus
d. daily administration of the insecticide paraquat
e. stereotaxically guided destruction of the external division of the globus pallidus

Difficulty Level: Easy


Topic: Parkinson’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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74. The principal output of the basal ganglia comes from the

a. internal division of the globus pallidus.


b. internal capsule.
c. lateral caudate nucleus.
d. external division of the globus pallidus.
e. dorsal root ganglion.

Difficulty Level: Easy


Topic: Parkinson’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

75. Surgical removal of the ________ can alleviate the symptoms of Parkinson’s disease.

a. thalamus
b. putamen
c. basal ganglia
d. globus pallidus
e. brain stem

Difficulty Level: Moderate


Topic: Parkinson’s Disease
Skill Level: Apply What You Know
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

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76. Deep brain stimulation (DBS) of the ________ can alleviate the symptoms of Parkinson’s
disease.

a. thalamus
b. putamen
c. basal ganglia
d. subthalamic nucleus
e. primary motor cortex

Difficulty Level: Moderate


Topic: Parkinson’s Disease
Skill Level: Apply What You Know
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

77. A diagnostic distinction is that Parkinson’s disease ________, whereas Huntington’s


disease ________.

a. symptoms can be cured with drug treatment or surgery; symptoms can be treated
with drugs
b. usually occurs in the twenties and thirties; almost always occurs in the fifties and
sixties
c. is characterized by a poverty of movement; is characterized by uncontrollable
movements
d. is a hereditary disorder; does not usually have genetic origins
e. symptoms cannot be treated; symptoms can be cured with drug treatment or
surgery

Difficulty Level: Easy


Topic: Huntington’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.9 Describe the symptoms and causes of and treatments for
Huntington’s disease.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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78. Which treatment has demonstrated the most utility for Huntington’s disease?

a. deep brain stimulation of the caudate nucleus


b. deep brain stimulation of the thalamic projections
c. lesioning the putamen
d. implantation of fetal caudate and putamen cells
e. there is no current treatment for Huntington’s disease

Difficulty Level: Moderate


Topic: Huntington’s Disease
Skill Level: Understand the Concepts
Learning Objective: 16.9 Describe the symptoms and causes of and treatments for
Huntington’s disease.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

79. ________ is a degenerative disorder involving a defective gene on chromosome 4 that


results in jerky and uncontrollable movements.

a. Moebius syndrome
b. Kuru
c. Meissner’s syndrome
d. Huntington’s disease
e. Parkinson’s disease

Difficulty Level: Easy


Topic: Huntington’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.9 Describe the symptoms and causes of and treatments for
Huntington’s disease.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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80. The specific cause for Huntington’s disease may involve _______ that kill(s) neurons.

a. inclusion bodies
b. elongated stretches of glutamine
c. suppression of apoptosis
d. excessive release of glutamate
e. loss of L-DOPA function

Difficulty Level: Easy


Topic: Huntington’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.9 Describe the symptoms and causes of and treatments for
Huntington’s disease.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

81. Administration of _____________ is the current psychopharmacological treatment for


amyotrophic lateral sclerosis.

a. riluzole
b. deprenyl
c. L-DOPA
d. interferon β
e. interferon Ώ

Difficulty Level: Moderate


Topic: Amyotrophic Lateral Sclerosis
Skill Level: Remember the Facts
Learning Objective: 16.10 Describe the symptoms and causes of and treatments for
amyotrophic lateral sclerosis.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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82. The primary symptom of amyotrophic lateral sclerosis is

a. impaired eye movements.


b. loss of short-term memory.
c. spasticity of the muscles.
d. wild, flailing limb movements.
e. accumulation of fluid in body cavities.

Difficulty Level: Easy


Topic: Amyotrophic Lateral Sclerosis
Skill Level: Remember the Facts
Learning Objective: 16.10 Describe the symptoms and causes of and treatments for
amyotrophic lateral sclerosis.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

83. Approximately 90 percent of cases of amyotrophic lateral sclerosis are

a. known to be hereditary.
b. classified as sporadic.
c. due to excessive production of dopamine in brain.
d. cured using anticholinergic drugs.
e. treated using drugs that increase brain glutamate activity.

Difficulty Level: Easy


Topic: Amyotrophic Lateral Sclerosis
Skill Level: Apply What You Know
Learning Objective: 16.10 Describe the symptoms and causes of and treatments for
amyotrophic lateral sclerosis.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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84. An autoimmune reaction that damages ________ is the cause of multiple sclerosis.

a. the myelin sheaths surrounding nerve cells


b. presynaptic muscarinic receptors
c. acetylcholinergic neurons
d. GABAergic neurons
e. sclerotic plaques

Difficulty Level: Easy


Topic: Multiple Sclerosis
Skill Level: Remember the Facts
Learning Objective: 16.11 Describe the symptoms and causes of and treatments for multiple
sclerosis.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

85. The etiology of multiple sclerosis may possibly involve

a. lack of an enzyme needed for myelinization.


b. damage to the blood-brain barrier by a virus.
c. the formation of ß-amyloid protein.
d. degeneration of cholinergic cells in the basal forebrain.
e. the formation of neurofibrillary tangles.

Difficulty Level: Easy


Topic: Multiple Sclerosis
Skill Level: Remember the Facts
Learning Objective: 16.11 Describe the symptoms and causes of and treatments for multiple
sclerosis.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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86. Multiple sclerosis is more common in

a. men than in women.


b. older people than younger people.
c. people who lived in the Western hemisphere during childhood.
d. people born during late summer.
e. women than in men.

Difficulty Level: Easy


Topic: Multiple Sclerosis
Skill Level: Remember the Facts
Learning Objective: 16.11 Describe the symptoms and causes of and treatments for multiple
sclerosis.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

87. Multiple sclerosis is most common in

a. men relative to women.


b. older people relative to younger people.
c. people who lived far from the equator during childhood.
d. people who lived near the equator during childhood.
e. people born during late summer.

Difficulty Level: Easy


Topic: Multiple Sclerosis
Skill Level: Remember the Facts
Learning Objective: 16.11 Describe the symptoms and causes of and treatments for multiple
sclerosis.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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88. The symptoms of multiple sclerosis can be partially alleviated using

a. administration of interferon A.
b. drugs that block acetylcholinesterase.
c. administration of glatiramer acetate.
d. administration of interferon ß.
e. drugs that block glutamate receptor activity.

Difficulty Level: Easy


Topic: Multiple Sclerosis
Skill Level: Remember the Facts
Learning Objective: 16.11 Describe the symptoms and causes of and treatments for multiple
sclerosis.
Answer: D.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

89. The term dementia refers to

a. loss of neurons in the region surrounding the third ventricle.


b. deterioration of intellectual abilities caused by an organic brain disorder.
c. altered cognitive function associated with schizophrenia.
d. demyelinization by autoimmune responses.
e. impaired cell functioning caused by viral toxins.

Difficulty Level: Easy


Topic: Dementia
Skill Level: Remember the Facts
Learning Objective: 16.12 Describe the symptoms and causes of and treatments for
Alzheimer’s disease.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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90. The primary cognitive deficit associated with Alzheimer’s disease involves

a. amnesia followed by a slow regaining of cognitive functions.


b. a difficulty in controlling movements of the arms and legs.
c. a progressive loss of memory.
d. impaired appetite coupled with excessive water consumption.
e. loss of spatial awareness.

Difficulty Level: Easy


Topic: Dementia
Skill Level: Remember the Facts
Learning Objective: 16.12 Describe the symptoms and causes of and treatments for
Alzheimer’s disease.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

91. Alzheimer’s disease involves

a. a type of anterograde amnesia similar to that of Korsakoff’s syndrome.


b. severe degeneration of the parietal cortex.
c. an inability to recall childhood events.
d. difficulties in motor coordination.
e. loss of dopaminergic cells with the striatum.

Difficulty Level: Easy


Topic: Dementia
Skill Level: Remember the Facts
Learning Objective: 16.12 Describe the symptoms and causes of and treatments for
Alzheimer’s disease.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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92. Which statement regarding Alzheimer’s disease is correct?

a. Amyloid plaques and neurofibrillary tangles are unique to Alzheimer’s disease.


b. Amyloid plaques are dying neurons that contain intracellular accumulations of tau
protein.
c. Acetylcholinergic neurons in the basal forebrain are among the first cells to be
affected in Alzheimer’s disease.
d. Neurofibrillary tangles are extracellular deposits that consist of a dense core
surrounded by degenerating axons and dendrites.
e. Dopaminergic neurons in the basal forebrain are among the first cells to be
affected in Alzheimer’s disease.

Difficulty Level: Difficult


Topic: Dementia
Skill Level: Apply What You Know
Learning Objective: 16.12 Describe the symptoms and causes of and treatments for
Alzheimer’s disease.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

93. Alzheimer’s disease appears to be caused by excessive levels of ________ in the brain.

a. glutamate
b. the tau protein
c. glycine
d. serotonin
e. the long form of the Aβ protein

Difficulty Level: Moderate


Topic: Dementia
Skill Level: Remember the Facts
Learning Objective: 16.12 Describe the symptoms and causes of and treatments for
Alzheimer’s disease.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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94. Pharmacological treatment of Alzheimer’s patients with ________ can improve cognitive
performance relative to that of control patients.

a. inflammatory cytokines
b. antihistamines
c. bee pollen
d. acetylcholinesterase inhibitor drugs
e. paraquat

Difficulty Level: Easy


Topic: Dementia
Skill Level: Remember the Facts
Learning Objective: 16.12 Describe the symptoms and causes of and treatments for
Alzheimer’s disease.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

95. Damage to the ___________ produce(s) __________ amnesia in Korsakoff’s syndrome.

a. hippocampus; anterograde
b. hippocampus; retrograde
c. mammillary bodies; anterograde
d. mammillary bodies; retrograde
e. thalamus; retrograde

Difficulty Level: Easy


Topic: Korsakoff’s Syndrome
Skill Level: Remember the Facts
Learning Objective: 16.13 Describe the symptoms and causes of Korsakoff’s syndrome.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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96. The most common infectious diseases that cause neurological disorders are ________ and
________.

a. encephalitis; meningitis
b. poliomyelitis; AIDS
c. multiple sclerosis; Alzheimer’s disease
d. rabies; herpes simplex
e. poliomyelitis; dementia

Difficulty Level: Easy


Topic: Disorders Caused by Infectious Diseases
Skill Level: Remember the Facts
Learning Objective: 16.14 Identify the symptoms and causes of and treatments for
encephalitis.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

97. Rabies is a type of

a. autoimmune disorder.
b. viral encephalitis.
c. degenerative disorder related to matrix proteins.
d. bacterial infection.
e. sporadic degenerative disease.

Difficulty Level: Moderate


Topic: Encephalitis
Skill Level: Remember the Facts
Learning Objective: 16.14 Identify the symptoms and causes of and treatments for
encephalitis.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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98. Acute encephalitis is characterized by

a. fever, irritability, and nausea.


b. muscle paralysis.
c. progressive memory loss.
d. excessive discharge of pus at the site of infection.
e. feelings of disorientation and dizziness.

Difficulty Level: Easy


Topic: Encephalitis
Skill Level: Remember the Facts
Learning Objective: 16.14 Identify the symptoms and causes of and treatments for
encephalitis.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

99. A fundamental symptom of meningitis is

a. a difficulty swallowing.
b. an impairment in coordination.
c. the experience of a stiff neck.
d. difficulty in the articulation of words.
e. excessive movement of the arms and legs.

Difficulty Level: Easy


Topic: Meningitis
Skill Level: Remember the Facts
Learning Objective: 16.15 Identify the symptoms and causes of and treatments for meningitis.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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100. Meningitis leads to damage of the brain because this disease produces

a. damaged secretory cells within the choroid plexus.


b. scar tissue on the meninges.
c. inflammation of the meninges that interferes with the circulation of blood or
cerebrospinal fluid.
d. a buildup of the long form of ß-amyloid precursor protein.
e. sclerotic plaques.

Difficulty Level: Easy


Topic: Meningitis
Skill Level: Understand the Concepts
Learning Objective: 16.15 Identify the symptoms and causes of and treatments for meningitis.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

Fill-in-the-Blank Questions

101. A ________ is a mass of cells whose growth is uncontrolled and that serves no useful
function in the body.

Difficulty Level: Easy


Topic: Tumors
Skill Level: Remember the Facts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: tumor
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

102. A tumor that has a distinct border would be classified as ________.

Difficulty Level: Easy


Topic: Tumors
Skill Level: Remember the Facts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: benign
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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103. ___________ cannot give rise to tumors.

Difficulty Level: Moderate


Topic: Tumors
Skill Level: Remember the Facts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
Answer: Nerve cells or neurons
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

104. A seizure that involves the primary motor cortex would produce a(n) ________.

Difficulty Level: Moderate


Topic: Seizures
Skill Level: Remember the Facts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: convulsion
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

105. Complex partial seizures involve a loss of ________.

Difficulty Level: Moderate


Topic: Seizures
Skill Level: Remember the Facts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: consciousness
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

106. ________ seizure disorder is often seen in children and is characterized by a spell of
absence.

Difficulty Level: Difficult


Topic: Seizures
Skill Level: Remember the Facts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: Petit mal
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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107. A generalized seizure with tonic-clonic phases is classified as a __________.

Difficulty Level: Moderate


Topic: Seizures
Skill Level: Remember the Facts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
Answer: grand mal seizure
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

108. Prolonged interruption of the blood supply to a region of the brain results in ________.

Difficulty Level: Moderate


Topic: Causes
Skill Level: Remember the Facts
Learning Objective: 16.3 Explain how cerebrovascular accidents can occur.
Answer: ischemia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

109. A(n) ________ is a piece of material that forms in one part of the vascular system, breaks
off, and is carried through the bloodstream until it reaches an artery too small to pass through.

Difficulty Level: Moderate


Topic: Cerebrovascular Accidents
Skill Level: Remember the Facts
Learning Objective: 16.3 Explain how cerebrovascular accidents can occur.
Answer: embolus
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

110. Administration of ________ to dissolve blood clots is a therapy for ischemic stroke, but
only if given soon after the onset of symptoms.

Difficulty Level: Difficult


Topic: Treatments
Skill Level: Remember the Facts
Learning Objective: 15.4 Explain how treatments can be used to address the immediate and
long-term symptoms of cerebrovascular accidents.
Answer: tissue plasminogen activator (tPA)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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111. Blows to the head early in life can increase the risk of developing ________ disease later
in life.

Difficulty Level: Difficult


Topic: Treatments
Skill Level: Remember the Facts
Learning Objective: 16.6 Describe treatments for traumatic brain injuries.
Answer: Alzheimer’s
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

112. __________ do not involve penetration of the brain, but are still a form of traumatic
brain injury.

Difficulty Level: Moderate


Topic: Causes
Skill Level: Remember the Facts
Learning Objective: 16.5 Identify some causes of traumatic brain injury.
Answer: Closed-head injuries
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

113. As a blow to the head ricochets the brain to one side and then the other, the resulting
blows are known as __________ and __________.

Difficulty Level: Difficult


Topic: Traumatic Brain Injury: Treatments
Skill Level: Remember the Facts
Learning Objective: 16.6 Describe treatments for traumatic brain injuries.
Answer: coup; contrecoup
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

114. A(n) ________ is a form of a three-dimensional protein that can damage nerve cells.

Difficulty Level: Moderate


Topic: Transmissible Spongiform Encephalopathies
Skill Level: Remember the Facts
Learning Objective: 16.7 Describe how transmissible spongiform encephalopathies cause
brain damage.
Answer: prion
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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115. Parkinson’s disease is caused by degeneration of ________-secreting neurons of the


substantia nigra.

Difficulty Level: Easy


Topic: Parkinson’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
Answer: dopamine
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

116. Approximately 95 percent of cases of Parkinson’s disease are classified as ________.

Difficulty Level: Difficult


Topic: Parkinson’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
Answer: sporadic
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

117. Surgical removal of the ________ can alleviate the symptoms of Parkinson’s disease.

Difficulty Level: Moderate


Topic: Parkinson’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
Answer: globus pallidus
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

118. Roughly 10 percent of cases of amyotrophic lateral sclerosis are ________ in origin.

Difficulty Level: Difficult


Topic: Amyotrophic Lateral Sclerosis
Skill Level: Remember the Facts
Learning Objective: 16.10 Describe the symptoms, causes, and treatments for amyotrophic
lateral sclerosis.
Answer: hereditary
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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119. ________ refers to deterioration of intellectual abilities caused by an organic brain


disorder.

Difficulty Level: Moderate


Topic: Dementia
Skill Level: Remember the Facts
Learning Objective: 16.12 Describe the symptoms and causes of and treatments for
Alzheimer’s disease.
Answer: Dementia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

120. Alzheimer’s disease and Korsakoff’s syndrome each induce a memory disorder known
as ________ amnesia.

Difficulty Level: Moderate


Topic: Dementia
Skill Level: Remember the Facts
Learning Objective: 16.12 Describe the symptoms and causes of and treatments for
Alzheimer’s disease.
Answer: anterograde
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

121. ________ is an infectious disease induced by a virus or bacteria that initially manifests
itself with a stiff neck.

Difficulty Level: Moderate


Topic: Meningitis
Skill Level: Remember the Facts
Learning Objective: 16.15 Identify the symptoms and causes of and treatments for meningitis.
Answer: Meningitis
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Essay Questions

122. Explain the difference between a benign and a malignant tumor.

Difficulty Level: Moderate


Topic: Tumors
Skill Level: Understand the Concepts
Learning Objective: 16.1 Describe the symptoms and causes of and treatments for brain
tumors.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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Answer: A tumor is a mass of cells that grows in an uncontrolled manner and that serves no
useful function in the body. A benign tumor is usually encapsulated and has a distinct border.
In contrast, a malignant tumor grows by infiltrating surrounding tissue. As a malignant tumor
sheds its cells, they can give rise to new tumors in different parts of the body.

123. Describe the common causes of and treatment for seizure disorders.

Difficulty Level: Moderate


Topic: Seizures
Skill Level: Remember the Facts
Learning Objective: 16.2 Describe the symptoms and causes of and treatments for seizures.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The most common causes of seizure disorders are scarring of the brain secondary to
an injury, a stroke, or a growing tumor. Sudden withdrawal from alcohol or barbiturates also
can lead to seizure disorder. Alcohol blocks NMDA receptors, and these receptors may show
rebound activation when alcohol use is terminated. Anticonvulsant drugs that enhance the
effectiveness of brain inhibitory synapses are the chief treatment for seizure disorder. A focus
that induces seizure can be removed through neurosurgery.

124. Explain the differences between hemorrhagic and obstructive cerebrovascular accidents.
What are common causes of each?

Difficulty Level: Moderate


Topic: Causes
Skill Level: Remember the Facts
Learning Objective: 16.3 Explain how cerebrovascular accidents can occur.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Cerebrovascular accidents induce brain damage either due to bleeding in the brain or
obstruction of blood vessels. Hemorrhagic strokes are caused by bleeding within the brain
related to a malformed blood vessel or high blood pressure. Obstructive cerebrovascular
accidents are related to the plugging of a blood vessel by a thrombus (a blood clot) or an
embolus (bacterial debris or a portion of clot).

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125. Describe the risk factors for stroke and explain why lifestyle changes can reduce a
person’s risk for stroke.

Difficulty Level: Moderate


Topic: Causes
Skill Level: Remember the Facts
Learning Objective: 16.3 Explain how cerebrovascular accidents can occur.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Stroke can involve obstructions of brain blood vessels or can involve the rupture of
blood vessels. Known risk factors include cigarette smoking, high blood pressure, high blood
cholesterol levels, diabetes, and the presence of plaque within the blood vessels
(atherosclerosis). Knowing the risk factors for a stroke identifies strategies for reducing the
likelihood of stroke: Quitting smoking, reducing body weight, and increasing exercise can
reduce the risk of stroke.

126. Explain the chemical changes in the brain that result from experiencing a traumatic brain
injury (TBI).

Difficulty Level: Moderate


Topic: Treatments
Skill Level: Understand the Concepts
Learning Objective: 16.6 Describe treatments for traumatic brain injuries.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: TBI results in increased levels of adenosine and glutamate in the injured brain tissue.
The increased levels of glutamate cause adenosine to convert from its typical anti-
inflammatory role to becoming an agent that promotes inflammation, which in turn causes
further brain damage. Administering drugs that inhibit the release of glutamate can help
alleviate these outcomes.

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127. Contrast the characteristics of closed-head and open-head traumatic brain injuries.

Difficulty Level: Easy


Topic: Causes
Skill Level: Remember the Facts
Learning Objective: 16.5 Identify some causes of traumatic brain injury.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: As their designations suggest, closed- and open-head traumatic brain injuries
primarily differ in the type of damage that is inflicted. Open-head injuries are often called
penetrating brain injuries, because they involve just that: penetration of the brain, either by
some foreign object (such as a projectile) or a skull bone fragment shattered during the force
of impact. Closed-head injuries do not involve penetration, but can be just as severe. A typical
case might involve a substantial blow to the head that causes the brain to slam into one side of
the cranial cavity (called the coup) and then rebound into the other side (called a contrecoup).
The brain is surrounded by the solid bone of the skull; if the head is jarred violently, there’s
no place for the brain to go, other than into the walls of the immobile skull bones. Hence,
there’s significant damage to the brain, but it’s a closed-head injury.

128. Name three forms of transmissible spongiform encephalopathies and explain what they
all have in common.

Difficult Level: Moderate


Topic: Transmissible Spongiform Encephalopathies
Skill Level: Remember the Facts
Learning Objective: 16.7 Describe how transmissible spongiform encephalopathies cause
brain damage.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Transmissible spongiform encephalopathies (TSEs) are caused by prion infection, in
which a prion protein becomes misfolded in some way. Scrapie is an example of a TSE, found
primarily in sheep. Bovine spongiform encephalopathy (BSE) is found primarily in bovines
(“cows”), giving rise to the nickname “mad cow disease.” Kuru is a TSE found in humans,
and results from consuming human flesh infected with a TSE.

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129. Describe the etiology and symptoms of Huntington’s disease and of Parkinson’s disease.
How do these diseases of the basal ganglia differ from one another?

Difficulty Level: Moderate


Topic: Huntington’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.9 Describe the symptoms and causes of and treatments for
Huntington’s disease.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Huntington’s disease is caused by degeneration of the caudate nucleus and the
putamen. The disease is marked by uncontrollable jerky movements of the arms and legs.
Huntington’s disease is a hereditary disorder, related to a dominant gene on chromosome 4.
Parkinson’s disease is associated with neurodegeneration of the nigrostrial dopamine system
and involves tremor at rest, muscle rigidity, slowness of movement, and postural instability.
The majority of cases of Parkinson’s disease are not hereditary in origin. Parkinson’s disease
can be treated with L-DOPA, whereas there is no treatment for Huntington’s disease.

130. Describe the current treatments for Parkinson’s disease.

Difficulty Level: Moderate


Topic: Parkinson’s Disease
Skill Level: Remember the Facts
Learning Objective: 16.8 Describe the symptoms and causes of and treatments for Parkinson’s
disease.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Parkinson’s disease involves a progressive deterioration of dopamine neurons from
the substantia nigra that innervate the basal ganglia. The standard drug treatment is
administration of L-DOPA, which can cross the blood–brain barrier and which is in turn
converted into dopamine. Three surgical treatments include transplantation of fetal dopamine
neurons into the caudate nucleus; stereotaxically guided surgery of the internal division of the
globus pallidus (which is inhibitory for movement); and implanting electrodes within the
subthalamic nucleus through which electrical stimulation can be delivered to suppress
tremors.

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131. Describe the causes and symptoms of multiple sclerosis.

Difficulty Level: Moderate


Topic: Multiple Sclerosis
Skill Level: Remember the Facts
Learning Objective: 16.11 Describe the symptoms and causes of and treatments for multiple
sclerosis.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Multiple sclerosis (MS) is disease that involves progressive removal of myelin
sheaths and is classified as an autoimmune disease. The damage is associated with axons
within the cerebral white matter and the symptoms involve the loss of neural messages. The
disease appears to be one that involves a viral infection, but one that is late in onset. The
symptoms are episodic. Treatment for MS can involve the use of interferon ß and glatiramer
acetate.

Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in
Revel for Physiology of Behavior, 13th Edition.

Assignment: Quiz: Tumors and Seizures


EOM Q16.1.1
Question: Tumors cause damage to the brain by
a. causing pressure on brain tissue.
b. infiltrating brain tissue.
c. compression and infiltration.
d. causing cells to send signals backwards.
Answer: C
Consider This: A tumor is a rapidly growing mass of cells—what effect(s) would it have?; LO
16.1: Describe the symptoms and causes of and treatments for brain tumors.
Learning Objective: 16.1: Describe the symptoms and causes of and treatments for brain
tumors.
Skill Level: Understand the Concepts
Difficulty Level: Moderate

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EOM Q16.1.2
Question: A benign tumor:
a. cannot damage the brain.
b. may metastasize.
c. is separated from the surrounding tissue by a distinct border.
d. infiltrates the brain tissue surrounding it.
Answer: C
Consider This: Even a benign tumor takes up space; LO 16.1: Describe the symptoms and
causes of and treatments for brain tumors.
Learning Objective: 16.1: Describe the symptoms and causes of and treatments for brain
tumors.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q16.1.3
Question: In the treatment of tumors, ________________ is usually attempted first.
a. surgery
b. radiation
c. chemotherapy
d. drug therapy
Answer: A
Consider This: Sometimes this option is not possible due to location of tumors; LO 16.1:
Describe the symptoms and causes of and treatments for brain tumors.
Learning Objective: LO 16.1: Describe the symptoms and causes of and treatments for brain
tumors.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q16.1.4
Question: An example of a generalized seizure is a(n) _______________ seizure.
a. autonomic
b. absence
c. psychic
d. motor
Answer: B
Consider This: A generalized seizure has no apparent local onset point; LO 16.2: Describe the
symptoms and causes of and treatments for seizures.
Learning Objective: LO 16.2: Describe the symptoms and causes of and treatments for
seizures.
Difficulty Level: Moderate
Skill Level: Analyze It

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EOM Q16.1.5
Question: During a grand mal seizure, convulsions occur during the ___________ phase.
a. absence
b. tonic
c. clonic
d. aura
Answer: C
Consider This: This phase occurs later in the seizure; LO 16.2: Describe the symptoms and
causes of and treatments for seizures.
Learning Objective: LO 16.2: Describe the symptoms and causes of and treatments for
seizures.
Difficulty Level: Moderate
Skill Level: Analyze It

Assignment: Quiz: Cerebrovascular Accidents


EOM Q16.2.1
Question: Chris has a long history of high blood pressure. He was prescribed medications to
regulate his blood pressure but often forgets to take them, and he doesn’t follow the suggested
diet from his doctor. These facts make it more likely that Chris will suffer from a(n)
______________ stroke.
a. ischemic (thrombus)
b. ischemic (embolus)
c. hemorrhagic
d. transient
Answer: C
Consider This: These strokes cause bleeding in the brain; LO 16.3: Explain how
cerebrovascular accidents can occur.
Learning Objective: LO 16.3: Explain how cerebrovascular accidents can occur.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q16.2.2
Question: In an ischemic stroke, neurons die because:
a. they lose their glucose supply.
b. they lose their supply of oxygen.
c. excess glutamate causes an excitotoxic lesion.
d. the blood clot infiltrates the tissue.
Answer: C
Consider This: When oxygen and glucose are depleted, sodium potassium transporters stop
working, causing cell depolarizations; LO 16.3: Explain how cerebrovascular accidents can
occur.
Learning Objective: LO 16.3: Explain how cerebrovascular accidents can occur.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q16.2.3
Question: When it comes to treatment for stroke, ______________ helps prevent clotting and
does not increase excitotoxicity.
a. desmoteplase
b. tPA
c. 2-DG
d. phenobarbital
Answer: A
Consider This: This enzyme comes from vampire bat saliva; LO 16.4: Explain how short- and
long-term symptoms of cerebrovascular accidents are treated.
Learning Objective: LO 16.4: Explain how short- and long-term symptoms of cerebrovascular
accidents are treated.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q16.2.4
Question: One surgical treatment for stroke, _______________________, is associated with
an increased number of future strokes, and the death rate following implantation is high.
a. use of carotid stents
b. carotid endarterectomy
c. atherosclerosis
d. angioplasty
Answer: A
Consider This: This method uses a piece of mesh inside the artery; LO 16.4: Explain how
short- and long-term symptoms of cerebrovascular accidents are treated.
Learning Objective: LO 16.4: Explain how short- and long-term symptoms of cerebrovascular
accidents are treated.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q16.2.5
Question: In constraint-induced therapy, stroke patients:
a. used their unaffected limbs to accomplish physical tasks.
b. experienced long-term improvement in their ability to use their impaired arms.
c. did not improve in their ability to use the impaired limb.
d. experienced a weakening in the constrained arms over time.
Answer: B
Consider This: The treatment caused an expansion of the motor cortex; LO 16.4: Explain how
short- and long-term symptoms of cerebrovascular accidents are treated.
Learning Objective: LO 16.4: Explain how short- and long-term symptoms of cerebrovascular
accidents are treated.
Difficulty Level: Easy
Skill Level: Remember the Facts

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Assignment: Quiz: Traumatic Brain Injury


EOM Q16.3.1
Question: When the skull meets with blunt force trauma to the right side, the brain tissue will
experience trauma as it meets the skull. This blow to the brain is known as:
a. the coup.
b. the contrecoup.
c. a closed-head injury.
d. an open-head injury.
Answer: A
Consider This: This injury occurs under the site of impact; LO 16.5: Identify some causes of
traumatic brain injury.
Learning Objective: LO 16.5: Identify some causes of traumatic brain injury.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q16.3.2
Question: This type of TBI is a neurodegenerative injury from repeated brain trauma, often
seen in athletes.
a. contusion
b. chronic traumatic encephalopathy
c. mild traumatic brain injury
d. coup-contrecoup injury
Answer: B
Consider This: Formerly known as “punch drunk syndrome”; LO 16.5: Identify some causes
of traumatic brain injury.
Learning Objective: LO 16.5: Identify some causes of traumatic brain injury.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q16.3.3
Question: Symptoms of TBI:
a. always occur immediately.
b. often do not drastically impair the individual’s daily functioning.
c. can manifest years after the initial injury.
d. include decreased levels of adenosine and glutamate.
Answer: C
Consider This: Age can cause issues with TBI; LO 16.6: Describe treatments for traumatic
brain injuries.
Learning Objective: LO 16.6: Describe treatments for traumatic brain injuries.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q16.3.4
Question: The likelihood of Alzheimer’s disease in later adulthood is _____ related to
receiving blows to the head earlier in life.
a. negatively
b. not
c. only weakly
d. positively
Answer: D
Consider This: Traumatic brain injury is associated with symptoms that develop later on; LO
16.6: Describe treatments for traumatic brain injuries.
Learning Objective: 16.6: Describe treatments for traumatic brain injuries.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q16.3.5
Question: TBI can cause an increase in levels of glutamate and adenosine. This can be a
problem because the increased levels:
a. can ultimately cause additional swelling.
b. can leave patients prone to stroke.
c. deprive surrounding cells of oxygen.
d. may ultimately prompt loss of feeling in the lower extremities.
Answer: A
Consider This: TBI can have a complex array of symptoms that develop after the initial
injury; LO 16.6: Describe treatments for traumatic brain injuries.
Learning Objective: LO 16.6: Describe treatments for traumatic brain injuries
Difficulty Level: Moderate
Skill Level: Understand the Concepts

Assignment: Quiz: Degenerative Disorders


EOM Q16.4.1
Question: Which statement is MOST accurate regarding transmissible spongiform
encephalopathies?
a. If an animal has only incorrectly folded prions instead of normal prions, it will
develop TSE.
b. Cooking food thoroughly can prevent TSE.
c. The process of conversion of PrPc to PrPSc is what kills cells.
d. Most cases of TSEs occur in people with a family history of prion protein disease.
Answer: C
Consider This: The mere presence of PrPSc in the brain does not cause the disease; LO 16.7:
Describe how transmissible spongiform encephalopathies cause brain damage.
Learning Objective: LO 16.7: Describe how transmissible spongiform encephalopathies cause
brain damage.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q16.4.2
Question: The primary symptoms of _________________ are muscular rigidity, slowness of
movement, a resting tremor, and postural instability.
a. Parkinson’s disease
b. amyotrophic lateral sclerosis
c. Korsakoff’s syndrome
d. transmissible spongiform encephalopathy
Answer: A
Consider This: Caused by degeneration of the nigrostriatal system; LO 16.8: Describe the
symptoms and causes of and treatments for Parkinson’s disease.
Learning Objective: LO 16.8: Describe the symptoms and causes of and treatments for
Parkinson’s disease.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q16.4.3
Question: A genetic origin of Parkinson’s disease has been located on chromosome 4.
Specifically, a protein known as ______________ produces effects toxic to the cell.
a. α-synuclein
b. Lewy body
c. neurofilament
d. synaptic vesicle protein
Answer: A
Consider This: Normally found in the presynaptic terminals and is thought to be involved in
synaptic transmission in dopaminergic neurons; LO 16.8: Describe the symptoms and causes
of and treatments for Parkinson’s disease.
Learning Objective: LO 16.8: Describe the symptoms and causes of and treatments for
Parkinson’s disease.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q16.4.4
Question: Which treatment currently has the BEST utility for Parkinson’s disease?
a. L-DOPA administration
b. implantation of fetal substantia nigra cells
c. deep brain stimulation implants
d. lesioning of the globus pallidus
Answer: C
Consider This: Kickstart the subthalamic nucleus; LO 16.8: Describe the symptoms and
causes of and treatments for Parkinson’s disease.
Learning Objective: LO 16.8: Describe the symptoms and causes of and treatments for
Parkinson’s disease.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q16.4.5
Question: In Huntington’s disease, damage to _________ neurons in the putamen removes
some inhibitory control exerted on the premotor and supplementary motor areas of the frontal
cortex, leading to involuntary movements.
a. glutamatergic
b. GABAergic
c. cholinergic
d. dopaminergic
Answer: B
Consider This: A major inhibitory neurotransmitter; LO 16.9: Describe the symptoms and
causes of and treatments for Huntington’s disease.
Learning Objective: LO 16.9: Describe the symptoms and causes of and treatments for
Huntington’s disease.
Difficulty Level: Easy
Skill Level: Remember the Facts

Assignment: Quiz: Disorders Caused by Infectious Diseases


EOM Q16.5.1
Question: According to the text, polio, the herpes simplex virus, and rabies are ALL potential
causes of:
a. meningitis.
b. multiple sclerosis.
c. amyotrophic lateral sclerosis.
d. encephalitis.
Answer: D
Consider This: Polio, herpes, and rabies cause an inflammation of the whole brain; LO 16.14:
Identify the symptoms and causes of and treatments for encephalitis.
Learning Objective: LO 16.14: Identify the symptoms and causes of and treatments for
encephalitis.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q16.5.2
Question: Which statement is accurate concerning rabies?
a. After being bitten by a rabid animal, individuals become sick immediately.
b. If an individual develops rabies, he or she typically dies within a few hours of
contracting it.
c. The rabies virus is transmissible through touch.
d. If bitten by a rabid animal, an individual can be vaccinated against rabies during the
incubation period.
Answer: D
Consider This: The virus must climb through the peripheral nerves before manifestation; LO
16.14: Identify the symptoms and causes of and treatments for encephalitis.
Learning Objective: LO 16.14: Identify the symptoms and causes of and treatments for
encephalitis.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q16.5.3
Question: Records of autopsies have revealed that at least _____ percent of people who died
of AIDS show evidence of brain damage.
a. 10
b. 25
c. 50
d. 75
Answer: D
Consider This: HIV can cause a wide variety of damage as well as affect different brain areas;
LO 16.14: Identify the symptoms and causes of and treatments for encephalitis.
Learning Objective: LO 16.14: Identify the symptoms and causes of and treatments for
encephalitis.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q16.5.4
Question: Of the symptoms of meningitis, the MOST important is:
a. stiff neck.
b. headache.
c. convulsions.
d. confusion.
Answer: A
Consider This: Which symptom would be important to diagnose meningitis? LO 16.15:
Identify the symptoms and causes of and treatments for meningitis.
Learning Objective: LO 16.15: Identify the symptoms and causes of and treatments for
meningitis.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q16.5.5
Question: Which statement is accurate with respect to meningitis?
a. Middle-ear infections can cause viral meningitis.
b. Viral meningitis causes significant brain damage.
c. Bacterial meningitis can be treated with antibiotics.
d. The best approach with meningitis is a “wait-and-see” approach.
Answer: C
Consider This: Viral and bacterial meningitis differ in their cause, severity, and treatment,
with bacterial being the worse of the two; LO 16.15: Identify the symptoms and causes of and
treatments for meningitis.
Learning Objective: LO 16.15: Identify the symptoms and causes of and treatments for
meningitis.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

Assignment: Chapter Quiz: Neurological Disorders


EOC Q16.1
Question: With respect to tumors, malignant is to ______ as benign is to _____.
a. glial cell; neuron
b. neuron; glial cell
c. nonencapsulated; encapsulated
d. encapsulated; nonencapsulated
Answer: C
Consider This: Remember that nerve cells cannot divide; LO 16.1: Describe the symptoms
and causes of and treatments for brain tumors.
Learning Objective: LO 16.1: Describe the symptoms and causes of and treatments for brain
tumors.
Difficulty Level: Difficult
Skill Level: Analyze It

EOC Q16.2
Question: A neurinoma is formed from:
a. astrocytes.
b. ependymal cells from the ventricles.
c. cells of the meninges.
d. Schwann cells.
Answer: D
Consider This: This type of tumor is named after the connective tissue covering cranial
nerves; LO 16.1: Describe the symptoms and causes of and treatments for brain tumors.
Learning Objective: LO 16.1: Describe the symptoms and causes of and treatments for brain
tumors.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q16.3
Question: An example of a partial seizure is a(n) ___________ seizure.
a. grand mal
b. atonic
c. absence
d. sensory
Answer: D
Consider This: Partial seizures have a focus point; LO 16.2: Describe the symptoms and
causes of and treatments for seizures.
Learning Objective: LO 16.2: Describe the symptoms and causes of and treatments for
seizures.
Difficulty Level: Moderate
Skill Level: Analyze It

EOC Q16.4
Question: With respect to cerebrovascular accidents, thrombi and emboli:
a. are unrelated to either hemorrhagic or ischemic strokes.
b. cause hemorrhagic but not ischemic strokes.
c. cause both ischemic and hemorrhagic strokes.
d. cause ischemic but not hemorrhagic strokes.
Answer: D
Consider This: Thrombi and emboli obstruct blood flow; LO 16.3 Explain how
cerebrovascular accidents can occur.
Learning Objective: LO 16.3: Explain how cerebrovascular accidents can occur.
Difficulty Level: Moderate
Skill Level: Analyze It

EOC Q16.5
Question: Lizette has been scheduled for a surgical procedure called a carotid
endarterectomy. This procedure is MOST likely intended to prevent a(n):
a. status epilepticus.
b. traumatic brain injury.
c. hemorrhagic stroke.
d. ischemic stroke.
Answer: D
Consider This: Thrombi and emboli obstruct blood flow; LO 16.4 Explain how short- and
long-term symptoms of cerebrovascular accidents are treated.
Learning Objective: LO 16.4 Explain how short- and long-term symptoms of cerebrovascular
accidents are treated.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q16.6
Question: Chronic traumatic encephalopathy may be considered a _____ form of ______.
a. mild; encephalitis
b. mild; traumatic brain injury
c. severe; encephalitis
d. severe; traumatic brain injury
Answer: D
Consider This: “Chronic” indicates that the problem is repeated; LO 16.5 Identify some
causes of traumatic brain injury.
Learning Objective: 16.5 Identify some causes of traumatic brain injury.
Difficulty Level: Moderate
Skill Level: Analyze It

EOC Q16.7
Question: The textbook’s discussion suggests that treating traumatic brain injury (TBI) is
BEST approached using a ______ perspective.
a. spiritual
b. medical
c. psychoanalytic
d. biopsychosocial
Answer: D
Consider This: Behavioral interventions tackle the long-term effects of TBI; LO 16.6:
Describe treatments for traumatic brain injuries.
Learning Objective: 16.6: Describe treatments for traumatic brain injuries.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q16.8
Question: _________________ is a fatal contagious brain disease whose degenerative
process gives the brain a Swiss cheese–like appearance.
a. Parkinson’s disease
b. amyotrophic lateral sclerosis
c. Korsakoff’s syndrome
d. transmissible spongiform encephalopathy
Answer: D
Consider This: The root of the “mad cow disease” problem of the 1980s; LO 16.7: Describe
how transmissible spongiform encephalopathies cause brain damage.
Learning Objective: LO 16.7: Describe how transmissible spongiform encephalopathies cause
brain damage
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOC Q16.9
Question: In Parkinson’s disease, loss of dopaminergic neurons and the associated decreased
activation of the supplementary motor area result in:
a. akinesia.
b. akinetopsia.
c. anomia.
d. ageusia.
Answer: A
Consider This: Difficulty initiating movements; LO 16.8: Describe the symptoms and causes
of and treatments for Parkinson’s disease.
Learning Objective: LO 16.8: Describe the symptoms and causes of and treatments for
Parkinson’s disease.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q16.10
Question: Which statement about Parkinson’s disease is accurate?
a. All dopamine neurons are affected in Parkinson’s disease.
b. Dopamine neurons in the mesolimbic system are affected by Parkinson’s disease.
c. If calcium is involved in regulating the spontaneous activity of dopamine cells, these
cells are more affected by Parkinson’s disease
d. Parkinson’s disease is reversible.
Answer: C
Consider This: One system of dopamine neurons is affected in Parkinson’s disease; LO 16.8:
Describe the symptoms and causes of and treatments for Parkinson’s disease.
Learning Objective: LO 16.8: Describe the symptoms and causes of and treatments for
Parkinson’s disease.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q16.11
Question: _______________ disease causes uncontrollable movements, especially jerky limb
movements.
a. Parkinson’s
b. Huntington’s
c. Dyskinesia
d. Hypokinesia
Answer: B
Consider This: This disease is caused by degeneration of the caudate nucleus and putamen;
LO 16.9: Describe the symptoms and causes of and treatments for Huntington’s disease.
Learning Objective: LO 16.9: Describe the symptoms and causes of and treatments for
Huntington’s disease.
Difficulty Level: Moderate
Skill Level: Remember the Facts

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EOC Q16.12
Question: ______ Parkinson’s disease, Huntington’s disease _____ be treated.
a. Like; can
b. Like; cannot
c. Unlike; can
d. Unlike; cannot
Answer: D
Consider This: Research on Huntington’s disease is still underway; LO 16.9: Describe the
symptoms and causes of and treatments for Huntington’s disease.
Learning Objective: LO 16.9: Describe the symptoms and causes of and treatments for
Huntington’s disease.
Difficulty Level: Moderate
Skill Level: Analyze It

EOC Q16.13
Question: _____________ is the current psychopharmacological treatment for amyotrophic
lateral sclerosis.
a. Riluzole
b. Deprenyl
c. L-DOPA
d. Interferon β
Answer: A
Consider This: This drug reduces glutamate-induced excitotoxicity; LO 16.10: Describe the
symptoms and causes of and treatments for amyotrophic lateral sclerosis.
Learning Objective: LO 16.10: Describe the symptoms and causes of and treatments for
amyotrophic lateral sclerosis.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q16.14
Question: Which statement is accurate regarding Alzheimer’s disease?
a. Amyloid plaques and neurofibrillary tangles are unique to Alzheimer’s disease.
b. Amyloid plaques are dying neurons that contain intracellular accumulations of tau
protein.
c. Acetylcholinergic neurons in the basal forebrain are among the first cells to be
affected in Alzheimer’s disease.
d. Neurofibrillary tangles are extracellular deposits that consist of a dense core
surrounded by degenerating axons and dendrites.
Answer: C
Consider This: One of the approved treatments for AD is acetylcholinesterase inhibitors; LO
16.12: Describe the symptoms and causes of and treatments for Alzheimer’s disease.
Learning Objective: 16.12: Describe the symptoms and causes of and treatments for
Alzheimer’s disease.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q16.15
Question: Damage to the _______________ produce(s) ____________ amnesia in
Korsakoff’s syndrome.
a. hippocampus; anterograde
b. hippocampus; retrograde
c. mammillary bodies; anterograde
d. mammillary bodies; retrograde
Answer: C
Consider This: Part of the hypothalamus; LO 16.13: Describe the symptoms and causes of
Korsakoff’s syndrome.
Learning Objective: 16.13: Describe the symptoms and causes of Korsakoff’s syndrome
Difficulty Level: Moderate
Skill Level: Analyze It

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Chapter 17: Schizophrenia and the Affective Disorders

Total Assessment Guide (T.A.G.)

Topic Question Factual Conceptual Applied


Type
Schizophrenia Multiple 1,4,5,7-9,11,15, 2,6,10,12-14, 3,17,24,33,
Choice 18-22,25-27,29, 16,23,28,30,34, 37,47,50
31,32,35,39-42,45, 36,38,43,44,48,
46,52,53,55,56, 49,51,54,57,58,
59-61,67-69 62-66
Fill-In 101-114

Essay 121,122,124 123,125

Affective Multiple 71,72,74,77,79,80, 70,73,75,76,78,


Disorders Choice 83,85,87,89,90, 81,82,84,86,88,
93,95-98,100 91,92,94,99
Fill-In 115-120

Essay 128,129 126,127

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Multiple-Choice Questions

1. The incidence of schizophrenia in the world population is approximately ________ percent.

a. 0.1
b. 1
c. 5
d. 12
e. 15

Difficulty Level: Easy


Topic: Schizophrenia
Skill Level: Remember the Facts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

2. Which statement about schizophrenia is true?

a. Symptoms of schizophrenia have been recognized as a disorder only within the past
hundred years.
b. Schizophrenia is a serious disorder only in adults.
c. Schizophrenia affects about 10 percent of the world population.
d. The term means “split mind.”
e. The term is synonymous with bipolar disorder.

Difficulty Level: Moderate


Topic: Schizophrenia
Skill Level: Understand the Concepts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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3. Which statement is true regarding the incidence of schizophrenia?

a. Roughly 5 percent of the population is affected.


b. Schizophrenia is first diagnosed during childhood.
c. Females are more likely than males to experience schizophrenia.
d. The total economic cost of schizophrenia in the United States is estimated at over
$155 billion.
e. Schizophrenia affects roughly 10 percent of the population.

Difficulty Level: Moderate


Topic: Schizophrenia
Skill Level: Apply What You Know
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

4. The term schizophrenia, which means “split mind,” refers to

a. a break with reality caused by disorganization of the mind.


b. a division that occurs between an individual and societal norms.
c. multiple personalities within a single individual.
d. mental regression to a developmentally earlier state of operating.
e. impairments primarily in identity formation and daily problem solving.

Difficulty Level: Easy


Topic: Schizophrenia
Skill Level: Remember the Facts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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5. A positive symptom of schizophrenia would be

a. hallucinations.
b. flattened emotional responding.
c. anhedonia.
d. social withdrawal.
e. severe depression.

Difficulty Level: Easy


Topic: Description
Skill Level: Remember the Facts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

6. The major categories of symptoms in schizophrenia include

a. thought disorder and impaired language ability.


b. hallucinations and social withdrawal.
c. delusions and hallucinations.
d. positive symptoms and negative symptoms.
e. delusions and profound sadness.

Difficulty Level: Easy


Topic: Description
Skill Level: Understand the Concepts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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7. The ________ sensory system is most likely to be involved in a schizophrenic hallucination.

a. visual
b. tactile
c. kinesthetic
d. auditory
e. olfactory

Difficulty Level: Easy


Topic: Description
Skill Level: Remember the Facts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

8. A person who believes that others are plotting against them is most likely suffering from a
delusion of

a. control.
b. persecution.
c. grandeur.
d. perception.
e. fallacy.

Difficulty Level: Easy


Topic: Description
Skill Level: Remember the Facts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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9. A person who believes that she or he is President of the World is most likely suffering from a
delusion of

a. control.
b. persecution.
c. grandeur.
d. perception.
e. sensation.

Difficulty Level: Easy


Topic: Description
Skill Level: Remember the Facts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

10. Delusions

a. are beliefs that are contrary to fact.


b. are linked to brain damage in the cerebellum.
c. are perceptions that occur without the presence of stimuli.
d. indicate a diagnosis of depression.
e. are common negative symptoms of schizophrenia.

Difficulty Level: Moderate


Topic: Description
Skill Level: Understand the Concepts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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11. The majority of cases of schizophrenia will develop between the ages of

a. 12–14.
b. 20–24.
c. 30–34.
d. 40–44.
e. 55–59.

Difficulty Level: Easy


Topic: Description
Skill Level: Remember the Facts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

12. The negative symptoms of schizophrenia

a. are best illustrated by delusions.


b. represent additions to typical behaviors.
c. are likely to be caused by excessive brain dopamine activity.
d. represent the absence of typical behaviors.
e. are best illustrated by hallucinations.

Difficulty Level: Easy


Topic: Description
Skill Level: Understand the Concepts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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13. Negative symptoms of schizophrenia

a. represent a lack of typical behaviors.


b. usually require long hospital stays to treat.
c. are associated with low levels of brain dopamine activity.
d. indicate that the person cannot accurately perceive reality.
e. are specific to individual diagnoses of schizophrenia.

Difficulty Level: Easy


Topic: Description
Skill Level: Understand the Concepts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

14. An example of a cognitive symptom evident in schizophrenia would be

a. exhibiting poor problem solving and deficits in learning and memory.


b. experiencing a feeling of euphoria at the start of a schizophrenic episode.
c. exhibiting excessive emotional expression.
d. thinking that you are the most powerful being on earth.
e. believing that doctors are devising a plot to poison you.

Difficulty Level: Moderate


Topic: Description
Skill Level: Understand the Concepts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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15. If Person A has schizophrenia, Person A’s ____________ would be the most likely to also
have schizophrenia.

a. older sibling
b. fraternal twin
c. parents
d. identical twin
e. daughter

Difficulty Level: Easy


Topic: Genetic Factors
Skill Level: Remember the Facts
Learning Objective: 17.2 Describe the role of genetic factors in schizophrenia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

16. The fact that the odds that a child born to two schizophrenic parents will become
schizophrenic is less than 50 percent suggests that

a. schizophrenia is associated with infertility.


b. schizophrenic parents rarely marry.
c. schizophrenia is not produced by a single gene.
d. schizophrenia is produced by a single dominant gene.
e. schizophrenia is a metabolic disorder.

Difficulty Level: Difficult


Topic: Genetic Factors
Skill Level: Understand the Concepts
Learning Objective: 17.2 Describe the role of genetic factors in schizophrenia.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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17. Individuals seeking to reduce the risk of their offspring developing schizophrenia would do
well to seek a sperm donor who

a. is in his early 20s.


b. has abstained from drugs and alcohol.
c. is older than 50.
d. smokes marijuana, but does not use alcohol.
e. has an identical twin who is schizophrenic.

Difficulty Level: Easy


Topic: Genetic Factors
Skill Level: Apply What You Know
Learning Objective: 17.2 Describe the role of genetic factors in schizophrenia.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

18. Which statement about the genetic basis of schizophrenia is correct?

a. A person with a “schizophrenia gene” will always develop schizophrenia.


b. The concordance rate for schizophrenia is lower for monozygotic than dizygotic
twins.
c. Adoption studies indicate a biological basis for schizophrenia.
d. A single gene may be involved in producing schizophrenia.
e. Genes impart a susceptibility to develop schizophrenia.

Difficulty Level: Moderate


Topic: Genetic Factors
Skill Level: Remember the Facts
Learning Objective: 17.2 Describe the role of genetic factors in schizophrenia.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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19. The risk of a child developing schizophrenia is increased by

a. maternal age in the teens or twenties when the child is four.


b. his or her sex assigned at birth.
c. advanced paternal age at the time of conception.
d. the ethnic background of the child’s grandparents.
e. educational level of the mother, but not the father.

Difficulty Level: Easy


Topic: Genetic Factors
Skill Level: Remember the Facts
Learning Objective: 17.2 Describe the role of genetic factors in schizophrenia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

20. Identical twins who are mirror images in terms of their ________ are more likely to be
________.

a. fingerprints; monochorionic
b. ventricular size; dichorionic
c. hair color; dichorionic
d. handedness; dichorionic
e. facial features; trichorionic

Difficulty Level: Moderate


Topic: Genetic Factors
Skill Level: Remember the Facts
Learning Objective: 17.2 Describe the role of genetic factors in schizophrenia.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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21. In some cases, identical twins are disconcordant for schizophrenia. Although environmental
factors may be the cause of this difference, prenatal factors may also play a part because
____________ twins would have greater concordance.

a. monochorionic
b. dichorionic
c. monozygotic
d. dizygotic
e. trichorionic

Difficulty Level: Easy


Topic: Genetic Factors
Skill Level: Remember the Facts
Learning Objective: 17.2 Describe the role of genetic factors in schizophrenia.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

22. The seasonality effect refers to the fact that people

a. with schizophrenia are more likely to demonstrate symptoms during the hotter
months of the year.
b. are more likely to develop schizophrenia if they are born between February and May.
c. are more likely to be diagnosed with schizophrenia between February and May.
d. with schizophrenia are more likely to demonstrate symptoms during winter months.
e. with schizophrenia are more likely to demonstrate symptoms during summer months.

Difficulty Level: Easy


Topic: Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 17.3 Describe the role of environmental factors in schizophrenia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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23. The incidence of schizophrenia may vary as a function of season because

a. birthing during the winter represents a stressor that impairs dopamine function.
b. a fetus born during the late summer is more likely to have experienced a viral
infection during the second trimester.
c. immune function is generally enhanced during the winter months.
d. a fetus born in late winter may be exposed to a viral infection during the second
trimester.
e. people are more likely to be outdoors during the early fall leading to greater risk of
viral infection.

Difficulty Level: Moderate

Topic: Environmental Factors


Skill Level: Understand the Concepts
Learning Objective: 17.3 Describe the role of environmental factors in schizophrenia.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

24. An important prediction of the viral hypothesis of schizophrenia is that

a. children born a few months after an outbreak of influenza are more likely to develop
schizophrenia.
b. mothers taking antibiotics should be unlikely to bear children who develop
schizophrenia.
c. children born a few months before an outbreak of influenza are more likely to
develop schizophrenia.
d. exposure of the fetus to a virus during the third trimester is most likely to induce
schizophrenia.
e. widespread administration of antiviral drugs has increased the worldwide incidence of
schizophrenia.

Difficulty Level: Easy


Topic: Environmental Factors
Skill Level: Apply What You Know
Learning Objective: 17.3 Describe the role of environmental factors in schizophrenia.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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25. The viral hypothesis of schizophrenia is supported by the observation that

a. children born a few months before an outbreak of influenza are more likely to
develop schizophrenia.
b. mothers taking antibiotics are unlikely to bear children who develop schizophrenia.
c. analysis of stored blood serum from mothers whose children later developed
schizophrenia showed evidence of maternal infection.
d. exposure of the fetus to a virus during the third trimester is most likely to induce
schizophrenia.
e. obstetrical complications can predispose a newborn baby to later development of
schizophrenia.

Difficulty Level: Moderate


Topic: Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 17.3 Describe the role of environmental factors in schizophrenia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

26. Research suggests that a deficiency of _______ may contribute to the development of
schizophrenia.

a. Vitamin A
b. Vitamin B complex
c. Vitamin C
d. Vitamin D
e. Vitamin E

Difficulty Level: Easy


Topic: Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 17.3 Describe the role of environmental factors in schizophrenia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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27. Which conclusion is true regarding the seasonality effect in schizophrenia?

a. Schizophrenia is more likely to develop in a person born in September and October.


b. The seasonality effect rarely occurs in rural settings.
c. The seasonality effect is mostly due to indoor smoking by the mother during the
winter months after childbirth.
d. The seasonality effect is enhanced when fall temperatures are higher than normal.
e. Children of families living in crowded cities do not show the seasonality effect.

Difficulty Level: Moderate


Topic: Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 17.3 Describe the role of environmental factors in schizophrenia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

28. Statistically, the risk of a person developing schizophrenia is higher for a person

a. born into an affluent family.


b. whose father was quite young.
c. born in a northern latitude during the late winter months.
d. born in a rural area.
e. born during the summer months.

Difficulty Level: Moderate


Topic: Environmental Factors
Skill Level: Understand the Concepts
Learning Objective: 17.3 Describe the role of environmental factors in schizophrenia.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

29. Complications of prenatal development and delivery are more likely to result in

a. depression.
b. anxiety disorder.
c. obsessive-compulsive disorder.
d. an increased risk for schizophrenia.
e. agoraphobia.

Difficulty Level: Easy


Topic: Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 17.3 Describe the role of environmental factors in schizophrenia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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30. An increased risk of developing schizophrenia is associated with

a. the mother experiencing obstetric complications.


b. being born during the late summer months.
c. a child born to a mother who experienced alcohol withdrawal.
d. having a father in his early teens at the time of conception.
e. being born in the fall months.

Difficulty Level: Moderate


Topic: Environmental Factors
Skill Level: Understand the Concepts
Learning Objective: 17.3 Describe the role of environmental factors in schizophrenia.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

31. The development of schizophrenia is more likely in a person whose

a. mother experienced obstetric complications, such as an emergency Caesarean section.


b. father was under the age of 20.
c. birth occurred during the summer months.
d. mother had adequate nutrition during the pregnancy.
e. mother was obese prior to becoming pregnant.

Difficulty Level: Moderate


Topic: Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 17.3 Describe the role of environmental factors in schizophrenia.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

32. Environmental risk factors for schizophrenia include

a. paternal age.
b. genetic mutations.
c. maternal age.
d. parental use of tobacco during pregnancy.
e. heritability.

Difficulty Level: Easy


Topic: Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 17.3 Describe the role of environmental factors in schizophrenia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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33. Relative to same-age control subjects, people with schizophrenia show a more rapid loss of
gray matter in the

a. spinal cord.
b. medulla.
c. amygdala.
d. hypothalamus.
e. cerebral cortex.

Difficulty Level: Moderate


Topic: Anomalies in Schizophrenia
Skill Level: Apply What You Know
Learning Objective: 17.4 Describe the behavioral, physical, and brain anomalies associated with
schizophrenia.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

34. Which observation supports the contention that schizophrenia is associated with brain
damage?

a. The hypothalamus deteriorates rapidly in people with schizophrenia.


b. The size of the lateral ventricles is increased among people with schizophrenia.
c. The neurological symptoms noted in schizophrenia are unique to this disorder.
d. The size of the lateral ventricles decreases over time among people with
schizophrenia.
e. Older people, who have already lost substantial numbers of neurons, are more likely
to develop schizophrenia than are younger people.

Difficulty Level: Difficult


Topic: Anomalies in Schizophrenia
Skill Level: Understand the Concepts
Learning Objective: 17.4 Describe the behavioral, physical, and brain anomalies associated with
schizophrenia.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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35. Brain imaging studies of schizophrenic patients have identified

a. a decreased number of gyri and sulci in control patients compared to schizophrenic


patients.
b. an increased number of cells within the corpus callosum in schizophrenic patients.
c. larger lateral ventricles in schizophrenic patients.
d. flattening of the cortex in schizophrenic patients.
e. that schizophrenic patients show more problems with eye tracking than do control
subjects.

Difficulty Level: Easy


Topic: Anomalies in Schizophrenia
Skill Level: Remember the Facts
Learning Objective: 17.4 Describe the behavioral, physical, and brain anomalies associated with
schizophrenia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

36. Analyses of the childhood behavior of people with schizophrenia have found that these
children show ________ than do their typical siblings or typical peers.

a. more overall activity


b. fewer abnormal movements
c. more negative affect in their facial expressions
d. less overall activity
e. more symmetrical facial features

Difficulty Level: Moderate


Topic: Anomalies in Schizophrenia
Skill Level: Understand the Concepts
Learning Objective: 17.4 Describe the behavioral, physical, and brain anomalies associated with
schizophrenia.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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37. When looking at the behavior of children who would later develop schizophrenia, these
children were

a. more likely to be born premature.


b. likely to show abnormal movements and deficits in facial expressions .
c. more likely to have colic as infants.
d. no different from those children that would not later develop schizophrenia.
e. more likely to have high sociability.

Difficulty Level: Moderate


Topic: Anomalies in Schizophrenia
Skill Level: Apply What You Know
Learning Objective: 17.4 Describe the behavioral, physical, and brain anomalies associated with
schizophrenia.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

38. Which minor physical anomaly is associated with schizophrenia?

a. narrow-set eyes
b. curved fourth finger
c. head circumference outside of the normal range
d. high-seated ears
e. symmetrical ears

Difficulty Level: Moderate


Topic: Anomalies in Schizophrenia
Skill Level: Understand the Concepts
Learning Objective: 17.4 Describe the behavioral, physical, and brain anomalies associated with
schizophrenia.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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39. In MRI studies of brain anatomy in monozygotic twins discordant for schizophrenia, the twin
diagnosed with schizophrenia usually

a. had smaller lateral and third ventricles.


b. had larger lateral and third ventricles.
c. had a larger anterior hippocampus.
d. showed a smaller corpus callosum.
e. had a thinner cerebral cortex.

Difficulty Level: Moderate


Topic: Anomalies in Schizophrenia
Skill Level: Remember the Facts
Learning Objective: 17.4 Describe the behavioral, physical, and brain anomalies associated with
schizophrenia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

40. The likelihood of developing schizophrenia increases from about 12 percent to almost 31
percent for a person with ________ and ________.

a. birth complications; stress during adulthood


b. a mother who consumed a high-fat diet during pregnancy; a family history of
schizophrenia
c. an identical twin who does not have schizophrenia; physical anomalies
d. a family history of schizophrenia; physical anomalies
e. minor physical anomalies; who was born during the summer months

Difficulty Level: Easy


Topic: Anomalies in Schizophrenia
Skill Level: Remember the Facts
Learning Objective: 17.4 Describe the behavioral, physical, and brain anomalies associated with
schizophrenia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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41. Which statement is true of brain development and schizophrenia?

a. People with schizophrenia show rapid neuron loss in early childhood, with little
subsequent loss during adulthood.
b. People with schizophrenia show rapid neuron loss that occurs in early adulthood, but
not continuous neuron loss.
c. Schizophrenia shows the same degenerative pattern as is noted in Alzheimer’s
disease.
d. Schizophrenia shows the same degenerative pattern as is noted in Parkinson’s disease.
e. Schizophrenia involves the creation of new, but abnormal, neurons.

Difficulty Level: Easy


Topic: Anomalies in Schizophrenia
Skill Level: Remember the Facts
Learning Objective: 17.4 Describe the behavioral, physical, and brain anomalies associated with
schizophrenia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

42. The positive symptoms of schizophrenia may be caused by

a. an imbalance of norepinephrine in the brain.


b. a single recessive gene.
c. excessive activity in dopamine circuits in the brain.
d. poor parenting.
e. a degenerative disorder of the brain.

Difficulty Level: Moderate


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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43. Positive symptoms of schizophrenia, such as hallucinations, result from

a. an imbalance of norepinephrine in the brain.


b. underactivity of the mesolimbic system.
c. damage to the mesocortical system.
d. overactivity of the mesolimbic system.
e. overactivity of the mesocortical system.

Difficulty Level: Easy


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Understand the Concepts
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

44. The dopamine hypothesis of schizophrenia proposes that schizophrenia is caused by

a. low levels of one or more of the monoamines.


b. a breakdown product of the neurotransmitter serotonin.
c. overactivity of dopaminergic synapses.
d. damage to ascending dopamine fibers.
e. an imbalance between acetylcholine and dopamine within the frontal cortex.

Difficulty Level: Easy


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Understand the Concepts
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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45. Chlorpromazine was initially developed to prevent surgical shock, but was later found to be
an effective treatment for

a. phobias.
b. schizophrenia.
c. mania.
d. depression.
e. neuroses.

Difficulty Level: Easy


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

46. The positive symptoms of schizophrenia are reversed by drugs that are

a. agonists at serotonin receptors.


b. dopamine receptor agonists.
c. antagonists at GABA receptors.
d. similar in structure to benzodiazepines.
e. dopamine receptor antagonists.

Difficulty Level: Easy


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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47. Richie, a 68-year-old man, has been taking L-DOPA to treat his Parkinson’s disease.
However, he has recently begun to exhibit positive symptoms of schizophrenia (such as
hallucinations and delusions), even though his physician has made it clear that Richie doesn’t
meet the criteria for a diagnosis of schizophrenia. What’s at work here?

a. Drugs such as L-DOPA stimulate the synthesis of dopamine, which in turn can
produce positive symptoms of schizophrenia.
b. Parkinson’s disease shares the same neurological basis as schizophrenia, so
“symptom blurring” is occurring.
c. Richie has schizophrenia and his physician is incorrect in her diagnosis, as
schizophrenia usually manifests itself in men later in life.
d. Richie is actively trying to get more attention from his physician in the hope of
receiving an experimental treatment for Parkinson’s disease.
e. Drugs such as L-DOPA stimulate the synthesis of epinephrine, which can produce
positive symptoms of schizophrenia when present in excess.

Difficulty Level: Difficult


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Apply What You Know
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

48. The dopamine hypothesis of the causes of schizophrenia is supported by the finding that

a. antipsychotic drugs are dopamine agonists.


b. cocaine and amphetamine do not produce schizophrenic effects.
c. drugs that induce schizophrenic symptoms are dopamine antagonists.
d. dopamine antagonists relieve the positive symptoms of schizophrenia.
e. reserpine depletes monoamine vesicles and makes schizophrenia worse.

Difficulty Level: Moderate


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Understand the Concepts
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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49. Administration of high doses of drugs such as ________ would be expected to produce the
positive symptoms of schizophrenia.

a. GABA
b. glycine
c. barbiturates
d. amphetamine
e. chlorpromazine

Difficulty Level: Easy


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Understand the Concepts
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

50. Rollo has been diagnosed with schizophrenia and has shown improvement in lessening his
positive symptoms while taking chlorpromazine. One would expect his positive schizophrenia
symptoms to rapidly return if Rollo

a. stops taking chlorpromazine and takes part in a cocaine party.


b. takes double his chlorpromazine dose per day.
c. takes reserpine in addition to chlorpromazine.
d. mixes alcohol with chlorpromazine.
e. ingests alpha-methyl-para-tyrosine in addition to chlorpromazine.

Difficulty Level: Moderate


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Apply What You Know
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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51. One intriguing hypothesis suggests that paranoid delusions seen in schizophrenia might be
caused by
a. inactivity of the amygdala and hippocampus.
b. hyperactivity of the prefrontal cortex.
c. increased activity of the dopaminergic input to the amygdala.
d. depletion of dopamine receptors in the thalamus.
e. increased serotonin release in the basal ganglia.

Difficulty Level: Difficult


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Understand the Concepts
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

52. The mesolimbic pathway projects from the ________ to the ________.

a. substantia nigra; caudate


b. globus pallidus; ventral tegmental area
c. midbrain; cingulate cortex
d. ventral tegmental area; nucleus accumbens and amygdala
e. ventral tegmental area; frontal cortex

Difficulty Level: Easy


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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53. PET studies indicate that schizophrenic patients treated with amphetamine show ________
from the striatum and a corresponding ________.

a. reduced release of dopamine; increase in positive symptoms


b. reduced release of GABA; decrease in positive symptoms
c. greater release of dopamine; decrease in negative symptoms
d. greater release of dopamine; increase in positive symptoms
e. reduced release of serotonin; increase in negative symptoms

Difficulty Level: Easy


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

54. Which issue poses a serious problem for the use of antipsychotic drugs in the treatment of
schizophrenia?

a. These drugs reverse the negative but not the positive symptoms.
b. These drugs may reverse the positive but not the negative symptoms.
c. These drugs block D4 receptors in the striatum, which results in motor side effects.
d. Long-term administration of these drugs can induce depression as a side effect.
e. The drugs exaggerate both positive and negative symptoms.

Difficulty Level: Easy


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Understand the Concepts
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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55. A pharmaceutical company seeking to market a new drug to treat schizophrenia would want
to develop a substance that reverses both positive and negative symptoms but that avoids the
blockage of ________ receptors within the ________ of the schizophrenic brain.

a. D1; nucleus accumbens


b. D2; medial prefrontal cortex
c. D3; hippocampus
d. D2; striatum
e. D4; amygdala

Difficulty Level: Moderate


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

56. Patients with _____________ are unable to stop moving. This condition is common among
people who take antipsychotic medications.

a. Parkinson’s disease
b. Huntington’s disease
c. tardive dyskinesia
d. paroxysmal dyskinesia
e. athetosis

Difficulty Level: Easy


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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57. The capacity of a drug to produce tardive dyskinesia may result from

a. subsensitivity of dopamine receptors.


b. reduced release of dopamine.
c. enhanced release of dopamine.
d. supersensitivity of dopamine receptors.
e. degeneration of dopamine neurons in the substantia nigra.

Difficulty Level: Moderate


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Understand the Concepts
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

58. Clozapine is referred to as an atypical antipsychotic medication because it

a. can reverse schizophrenic symptoms without producing tardive dyskinesia.


b. has little blocking action within the striatum.
c. is more potent at blocking D2 receptors than D4 receptors.
d. effectively treats schizophrenia, but also produces motor side effects.
e. was an accidental discovery.

Difficulty Level: Moderate


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Understand the Concepts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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59. The negative symptoms of schizophrenia, such as social withdrawal, are caused by

a. underactivity of the mesolimbic system.


b. excessive birth weight.
c. damage to the mesocortical system.
d. overactivity of the mesolimbic system.
e. overactivity of the mesocortical system.

Difficulty Level: Moderate


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

60. Which statement about clozapine is true?

a. Clozapine blocks D2 receptors in the amygdala.


b. Clozapine is a typical antipsychotic medication.
c. Clozapine is less likely than chlorpromazine to produce tardive dyskinesia.
d. Clozapine may be effective in treating patients who were refractory to older drugs.
e. Clozapine can worsen delusions.

Difficulty Level: Easy


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
Answer: C.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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61. Brain damage is thought to produce the ________ symptoms of schizophrenia.

a. positive
b. concordant
c. cognitive
d. negative
e. mood

Difficulty Level: Easy


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

62. The negative symptoms of schizophrenia are related to

a. loss of neurons from the cerebellum.


b. elevated dopamine activity within the nucleus accumbens.
c. increased neural activity within the ventral tegmental area.
d. decreased activity of the dorsolateral prefrontal cortex.
e. increased activity of the dorsolateral prefrontal cortex.

Difficulty Level: Moderate


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Understand the Concepts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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63. Which observation supports the proposal that impairment of the prefrontal cortex is related to
the negative symptoms of schizophrenia?

a. MRI studies indicate abnormalities within the temporal cortex of people with
schizophrenia.
b. People with schizophrenia show greater activity of the frontal cortex than do people
not diagnosed with schizophrenia.
c. People with schizophrenia do poorly on neuropsychological tests that are sensitive to
damage of the prefrontal cortex.
d. MRI studies indicate abnormalities within the parietal cortex of people with
schizophrenia.
e. People with schizophrenia show a greater number of neurons within the gray matter
of the frontal cortex.

Difficulty Level: Moderate


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Understand the Concepts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

64. Positive and negative schizophrenia symptoms are shown by humans after ingestion of

a. alcohol.
b. haloperidol.
c. phencyclidine.
d. chlordiazepoxide.
e. a low dose of cocaine.

Difficulty Level: Moderate


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Understand the Concepts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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65. PCP acts as a(n) ________ at ________ receptors.

a. agonist; NMDA
b. antagonist; dopamine
c. agonist; acetylcholine
d. indirect antagonist; NMDA
e. antagonist; GABA

Difficulty Level: Easy


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Understand the Concepts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

66. The atypical antipsychotic clozapine produces a(n) ________ activity within the ________.

a. increase in GABA; ventral tegmental area


b. decrease in GABA; ventral tegmental area
c. increase in dopamine; nucleus accumbens
d. decrease in dopamine; hippocampus
e. increase in dopamine; prefrontal cortex

Difficulty Level: Easy


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Understand the Concepts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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67. A mutation of the __________ gene is a known genetic cause of schizophrenia.

a. PKC
b. DISC1
c. CD4
d. YYZ
e. OSE

Difficulty Level: Easy


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

68. Aripiprazole acts as a(n) ______________ in the mesolimbic system and as a(n)
____________ in the prefrontal cortex.

a. agonist; antagonist
b. antagonist; agonist
c. agonist; agonist
d. antagonist; antagonist
e. partial agonist; partial antagonist

Difficulty Level: Moderate


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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69. A drug that binds with high affinity to a receptor, but has less efficacy than the endogenous
transmitter, would be termed a(n)

a. pseudo-agonist.
b. antagonist.
c. partial agonist.
d. autoreceptor agonist.
e. autoreceptor antagonist.

Difficulty Level: Easy


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

70. Laurel cries for several hours a day. She is having difficulty going to work and maintaining
her GPA. The death of her father two weeks ago is hitting her hard. In this case, Laurel’s
depression is

a. atypical, because it has lasted too long.


b. typical, because it has not been an extensive duration and has occurred in response to
an understandable cause.
c. atypical, because it has no explanation.
d. typical, but it would be considered abnormal if her crying bouts lasted longer on a
daily basis.
e. typical, but it would be considered atypical if she was still able to attend work and
school.

Difficulty Level: Moderate


Topic: Description
Skill Level: Understand the Concepts
Learning Objective: 17.7 Contrast the symptoms of major depressive disorder and bipolar
disorder.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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71. Episodes of mania are characterized by

a. suicidal thoughts.
b. extreme sadness.
c. crying spells.
d. strong feelings of guilt.
e. intense euphoria.

Difficulty Level: Easy


Topic: Description
Skill Level: Remember the Facts
Learning Objective: 17.7 Contrast the symptoms of major depressive disorder and bipolar
disorder.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

72. Depression is nearly ______ as likely in _______.

a. half; women than men


b. one fifth; women than men
c. five-fold; men than women
d. twice; men than women
e. twice; women than men

Difficulty Level: Easy


Topic: Description
Skill Level: Remember the Facts
Learning Objective: 17.7 Contrast the symptoms of major depressive disorder and bipolar
disorder.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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73. Ranjan is taking the maximum number of college classes allowed in a semester, has joined
three different volunteer groups, talks excessively, and is full of energy. After a month, she
lapses into a severe state of depression lasting a few weeks before bouncing back to her highly
energized self. This description best fits a diagnosis of

a. bipolar disorder.
b. severe depression.
c. severe mania.
d. major depressive disorder.
e. schizoaffective disorder.

Difficulty Level: Easy


Topic: Description
Skill Level: Understand the Concepts
Learning Objective: 17.7 Contrast the symptoms of major depressive disorder and bipolar
disorder.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

74. All but ________ are symptoms of depression.

a. slow movements
b. periods of intense crying
c. increased appetite for sex
d. decreased appetite for food
e. sleep disturbances

Difficulty Level: Easy


Topic: Description
Skill Level: Remember the Facts
Learning Objective: 17.7 Contrast the symptoms of major depressive disorder and bipolar
disorder.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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75. People diagnosed with major depressive disorder have a suicide rate of approximately

a. 2 percent.
b. 11 percent.
c. 16 percent.
d. 28 percent.
e. 33 percent.

Difficulty Level: Moderate


Topic: Description
Skill Level: Understand the Concepts
Learning Objective: 17.7 Contrast the symptoms of major depressive disorder and bipolar
disorder.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

76. What statement is true about the biological aspects of affective disorders?

a. Monozygotic twins are less likely to develop affective disorders than are dizygotic
twins.
b. Relatives are three times more likely to develop affective disorders.
c. There appears to be a link between circadian rhythm and depression.
d. Sleep and affective disorders are not associated.
e. Monozygotic twins are 100 percent concordant for affective disorders.

Difficulty Level: Difficult


Topic: Genetic Factors
Skill Level: Understand the Concepts
Learning Objective: 17.8 Describe the role of genetic factors in affective disorders.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

77. Susceptibility to developing an affective disorder is most strongly associated with

a. the gene for the dopamine transporter.


b. multiple genes on multiple chromosomes.
c. a gene located on chromosome 11.
d. specific chromosomes linked to sleep and circadian rhythms.
e. a gene located on the Y chromosome.

Difficulty Level: Easy


Topic: Genetic Factors
Skill Level: Remember the Facts
Learning Objective: 17.8 Describe the role of genetic factors in affective disorders.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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78. Compared to the others, which treatment for affective disorders has the fewest side effects?

a. tricyclics
b. drugs that inhibit MAO
c. lithium
d. SSRIs
e. electroconvulsive shock therapy

Difficulty Level: Moderate


Topic: Biological Treatments
Skill Level: Understand the Concepts
Learning Objective: 17.9 Identify biological treatments for affective disorders.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

79. Treatment for bipolar disorder includes

a. lithium.
b. drugs that inhibit MAO.
c. drugs that block the reuptake of serotonin or norepinephrine.
d. sleep deprivation.
e. electroconvulsive shock therapy.

Difficulty Level: Easy


Topic: Biological Treatments
Skill Level: Remember the Facts
Learning Objective: 17.9 Identify biological treatments for affective disorders.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

80. Lithium is an effective treatment for ________ but not ________.

a. depression; mania
b. bipolar disorder; major depressive disorder
c. anxiety disorder; delusions
d. major depressive disorder; hallucinations
e. delusions; hallucinations

Difficulty Level: Easy


Topic: Biological Treatments
Skill Level: Remember the Facts
Learning Objective: 17.9 Identify biological treatments for affective disorders.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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81. The best evidence that there is a difference between bipolar disorder and major depressive
disorder is that

a. the age of onset differs between the two disorders.


b. there is a sex difference in the incidence of these disorders.
c. lithium is effective in treating only bipolar disorder.
d. chlorpromazine is only effective in treating major depressive disorder.
e. serotonin reuptake inhibitors are effective for treating bipolar disorder but not major
depressive disorder.

Difficulty Level: Moderate


Topic: Biological Treatments
Skill Level: Understand the Concepts
Learning Objective: 17.9 Identify biological treatments for affective disorders.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

82. An important function of monoamine oxidase (MAO) is to

a. provide the precursor for the catecholamines.


b. convert dopamine into norepinephrine.
c. convert norepinephrine into epinephrine.
d. destroy monoamine transmitter substances.
e. speed up the digestion of cheese within the gut.

Difficulty Level: Easy


Topic: Biological Treatments
Skill Level: Understand the Concepts
Learning Objective: 17.9 Identify biological treatments for affective disorders.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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83. Drugs that inhibit the activity of monoamine oxidase (MAO)

a. can result in excess levels of glycine in terminal buttons.


b. can result in excess levels of serotonin within terminal buttons.
c. can be an effective treatment for depression.
d. can have minor side effects.
e. can induce cognitive symptoms of schizophrenia.

Difficulty Level: Difficult


Topic: Biological Treatments
Skill Level: Remember the Facts
Learning Objective: 17.9 Identify biological treatments for affective disorders.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

84. The capacity of tricyclic antidepressant drugs to ________ is why these drugs function as
monoamine agonists.

a. block the reuptake of norepinephrine and serotonin into the synaptic terminals
b. block the reuptake of dopamine into the synaptic terminals
c. speed the reuptake of norepinephrine and serotonin into the synaptic terminals
d. block NMDA receptors
e. stimulate the release of glycine within the limbic system

Difficulty Level: Easy


Topic: Biological Treatments
Skill Level: Understand the Concepts
Learning Objective: 17.9 Identify biological treatments for affective disorders.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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85. The ability of fluoxetine (Prozac) to function as an effective treatment for ________ is related
to its capacity to ________.

a. delusions and hallucinations; block serotonin reuptake


b. depression and obsessive-compulsive disorder; block serotonin reuptake
c. anxiety disorders; inhibit monoamine oxidase
d. schizophrenia; block dopamine receptors
e. obsessive-compulsive disorder; release glycine

Difficulty Level: Moderate


Topic: Biological Treatments
Skill Level: Remember the Facts
Learning Objective: 17.9 Identify biological treatments for affective disorders.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

86. Which class of antidepressant agents has the effect of increasing activity in both serotonin
and norepinephrine synapses?

a. cocaine-related stimulants
b. lithium salts
c. SSRIs
d. SNRIs
e. MAOIs

Difficulty Level: Easy


Topic: Biological Treatments
Skill Level: Understand the Concepts
Learning Objective: 17.9 Identify biological treatments for affective disorders.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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87. What is the benefit of electroconvulsive therapy (ECT) for treating affective disorders?

a. ECT works quicker than pharmacological treatments.


b. Individuals who experience ECT avoid relapse of their disorder.
c. Individuals who experience ECT do not experience brain damage.
d. Individuals who experience ECT have increased brain activity.
e. It is an effective for bipolar disorder.

Difficulty Level: Easy


Topic: Biological Treatments
Skill Level: Remember the Facts
Learning Objective: 17.9 Identify biological treatments for affective disorders.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

88. When comparing transcranial magnetic stimulation (TMS) and electroconvulsive therapy
(ECT), which statement is most accurate?

a. TMS has fewer side effects than ECT.


b. TMS has more side effects than ECT.
c. TMS has greater relapse rates than ECT.
d. ECT has greater relapse rates than TMS.
e. TMS is more invasive than ECT.

Difficulty Level: Moderate


Topic: Biological Treatments
Skill Level: Understand the Concepts
Learning Objective: 17.9 Identify biological treatments for affective disorders.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

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89. An alternative to electroconvulsive shock for the treatment of bipolar disorder is the use of

a. anticonvulsant drugs.
b. MAO inhibitors.
c. transcranial magnetic stimulation.
d. chlordiazepoxide.
e. fluoxetine.

Difficulty Level: Easy


Topic: Biological Treatments
Skill Level: Remember the Facts
Learning Objective: 17.9 Identify biological treatments for affective disorders.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

90. An alternative to lithium for the treatment of bipolar disorder is the use of

a. anticonvulsant drugs.
b. MAO inhibitors.
c. cocaine or amphetamine.
d. chlordiazepoxide.
e. ketamine.

Difficulty Level: Difficult


Topic: Biological Treatments
Skill Level: Remember the Facts
Learning Objective: 17.9 Identify biological treatments for affective disorders.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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91. A major problem for the use of lithium in treating affective disorders is that

a. lithium dulls thought processes.


b. there is a low therapeutic index for lithium.
c. lithium may not work in up to 50 percent of patients.
d. lithium is an expensive treatment.
e. lithium reduces appetite and body weight.

Difficulty Level: Moderate


Topic: Biological Treatments
Skill Level: Understand the Concepts
Learning Objective: 17.9 Identify biological treatments for affective disorders.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

92. Brain activity in depressed people shows increased activity in the

a. subgenual anterior cingulate cortex.


b. ventromedial prefrontal cortex.
c. dorsolateral prefrontal cortex.
d. ventrolateral prefrontal cortex.
e. anterior cingulate cortex.

Difficulty Level: Moderate


Topic: Role of the Frontal Cortex
Skill Level: Understand the Concepts
Learning Objective: 17.10 Describe the role of the frontal cortex in depression.
Answer: A.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

93. The monoamine hypothesis proposes that depression is caused by

a. loss of cells within the prefrontal cortex.


b. insufficient activity of monoaminergic neurons.
c. excessive activity of dopamine synapses.
d. overactivity of monoaminergic neurons.
e. excessive activity of serotonin synapses.

Difficulty Level: Easy


Topic: The Monoamine Hypothesis
Skill Level: Remember the Facts
Learning Objective: 17.11 Explain the monoamine theory of affective disorders.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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94. Which statement provides evidence in favor of the monoamine hypothesis for affective
disorders?

a. Reserpine does not cause depressive symptoms.


b. Tryptophan depletion causes depression in susceptible individuals.
c. L-DOPA results in depressive symptoms.
d. Dopamine agonists treat depression.
e. Dopamine antagonists treat depression.

Difficulty Level: Moderate


Topic: Topic: The Monoamine Hypothesis
Skill Level: Understand the Concepts
Learning Objective: 17.11 Explain the monoamine theory of affective disorders.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

95. Some people may have a(n) ____________ risk of depression with one or two copies of
____________ alleles for the promotor region of the 5-HT transporter.

a. increased; short
b. increased; long
c. decreased; short
d. decreased; long
e. increased; medium

Difficulty Level: Easy


Topic: Role of the 5-HT Transporter
Skill Level: Remember the Facts
Learning Objective: 17.12 Critique the role of serotonin transporter allele polymorphisms in
affective disorders.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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96. Studies of laboratory animals indicate that stressful experiences that produce symptoms of
depression can suppress neurogenesis in the

a. frontal cortex.
b. basal ganglia.
c. pons.
d. hippocampus.
e. left parietal lobe.

Difficulty Level: Easy


Topic: Role of Neurogenesis
Skill Level: Remember the Facts
Learning Objective: 17.13 Describe the role of neurogenesis in affective disorders and their
treatment.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

97. Evidence from animal and human studies shows that most antidepressant drugs

a. increase slow-wave sleep.


b. increase REM sleep.
c. suppress slow-wave sleep.
d. suppress REM sleep.
e. produce an enhanced degree of fragmentation of REM sleep.

Difficulty Level: Easy


Topic: Role of Circadian Rhythms
Skill Level: Remember the Facts
Learning Objective: 17.14 Summarize the role of circadian rhythms in affective disorders.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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98. The effect of total sleep deprivation on depression

a. suggests that sleep causes the destruction of an endogenous substance that promotes
depression.
b. develops slowly.
c. is sufficiently large enough to justify this as an effective way to treat depression.
d. is relatively long lasting.
e. is immediate.

Difficulty Level: Easy


Topic: Role of Circadian Rhythms
Skill Level: Remember the Facts
Learning Objective: 17.14 Summarize the role of circadian rhythms in affective disorders.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

99. The only treatment(s) that produce(s) an immediate lifting of depression is (are)

a. repeated cocaine administration.


b. MAOIs or SSRIs.
c. alcohol and barbiturates.
d. total sleep deprivation or injection of ketamine.
e. ether or halothane.

Difficulty Level: Easy


Topic: Role of Circadian Rhythms
Skill Level: Understand the Concepts
Learning Objective: 17.14 Summarize the role of circadian rhythms in affective disorders.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

100. The symptoms of seasonal affective disorder are reduced by

a. exposing people to bright light every day.


b. simulating the gradual rise in light intensity that occurs at dawn.
c. taking a one-hour evening walk.
d. administration of reserpine.
e. lithium treatment.

Difficulty Level: Moderate


Topic: Role of Circadian Rhythms
Skill Level: Remember the Facts
Learning Objective: 17.14 Summarize the role of circadian rhythms in affective disorders.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Fill-in-the-Blank Questions

101. The incidence of schizophrenia in the world population is approximately ________ percent.

Difficulty Level: Easy


Topic: Description
Skill Level: Remember the Facts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: 1
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

102. ________ symptoms of schizophrenia represent the absence of typical behaviors.

Difficulty Level: Moderate


Topic: Description
Skill Level: Remember the Facts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: Negative
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

103. The term ________ refers to “split-mind.”

Difficulty Level: Moderate


Topic: Description
Skill Level: Remember the Facts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: schizophrenia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

104. ________ are beliefs that are contrary to fact.

Difficulty Level: Moderate


Topic: Description
Skill Level: Remember the Facts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: Delusions
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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105. A person who believes that she or he is The Most Exalted Potentate of Love is most likely
suffering from a delusion of ________.

Difficulty Level: Moderate


Topic: Description
Skill Level: Remember the Facts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: grandeur
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

106. After depression, the ________ symptoms of schizophrenia are the first to appear in the
course of the disorder.

Difficulty Level: Easy


Topic: Description
Skill Level: Remember the Facts
Learning Objective: 17.1 Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Answer: negative
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

107. Adoption and twin studies indicate that schizophrenia is a(n) ________ trait.

Difficulty Level: Easy


Topic: Genetic Factors
Skill Level: Remember the Facts
Learning Objective: 17.2 Describe the role of genetic factors in schizophrenia.
Answer: heritable
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

108. Mothers who ________ during pregnancy show an increased risk of having a child who will
develop schizophrenia.

Difficulty Level: Moderate


Topic: Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 17.3 Describe the role of environmental factors in schizophrenia.
Answer: smoke
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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109. Negative symptoms of schizophrenia are related to decreased activity of the dorsolateral
_______.

Difficulty Level: Moderate


Topic: Anomalies in Schizophrenia
Skill Level: Remember the Facts
Learning Objective: 17.4 Describe the behavioral, physical, and brain anomalies associated with
schizophrenia.
Answer: prefrontal cortex
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

110. The size of the ________ increase(s) in people with schizophrenia.

Difficulty Level: Moderate


Topic: Anomalies in Schizophrenia
Skill Level: Remember the Facts
Learning Objective: 17.4 Describe the behavioral, physical, and brain anomalies associated with
schizophrenia.
Answer: lateral ventricles
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

111. Earlier antipsychotic drugs, such as chlorpromazine, can produce a type of motor disorder
known as ________.

Difficulty Level: Moderate


Topic: The Mesolimbic Dopamine Pathway: Positive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.5 Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Answer: tardive dyskinesia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

112. ________ of the frontal cortex contributes to the positive symptoms of schizophrenia by
increasing the release of dopamine within the nucleus accumbens.

Difficulty Level: Moderate


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
Answer: Hypoactivity
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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113. The positive symptoms of schizophrenia are reversed by drugs that are ________ receptor
antagonists.

Difficulty Level: Easy


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
Answer: dopamine
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

114. Studies suggest that schizophrenia may be associated with an increased number of ________
receptors within the brain.

Difficulty Level: Moderate


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
Answer: D2
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

115. ________ involves feelings of intense elation.

Difficulty Level: Easy


Topic: Description
Skill Level: Remember the Facts
Learning Objective: 17.7 Contrast the symptoms of major depressive disorder and bipolar
disorder.
Answer: Mania
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

116. ________ refers to alternating episodes of elation and sadness.

Difficulty Level: Easy


Topic: Description
Skill Level: Remember the Facts
Learning Objective: 17.7 Contrast the symptoms of major depressive disorder and bipolar
disorder.
Answer: Bipolar disorder
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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117. Both MAO inhibitors and __________ are monoaminergic agonists.

Difficulty Level: Difficult


Topic: Biological Treatments
Skill Level: Remember the Facts
Learning Objective: 17.9 Identify biological treatments for affective disorders.
Answer: tricyclic antidepressant drugs
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

118. ________, an Italian psychiatrist, is credited with the development of electroconvulsive


therapy.

Difficulty Level: Moderate


Topic: Biological Treatments
Skill Level: Remember the Facts
Learning Objective: 17.9 Identify biological treatments for affective disorders.
Answer: Ugo Cerletti
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

119. __________ offers immediate relief of depression; unfortunately, administering large daily
doses of this drug would be impractical.

Difficulty Level: Difficult


Topic: The Monoamine Hypothesis
Skill Level: Remember the Facts
Learning Objective: 17.11 Explain the monoamine theory of affective disorders.
Answer: Ketamine
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

120. The mood disorder characterized by depression, lethargy, sleep disturbances, craving for
carbohydrates, and weight gain is called ________.

Difficulty Level: Moderate


Topic: Role of Circadian Rhythms
Skill Level: Remember the Facts
Learning Objective: 17.14 Summarize the role of circadian rhythms in affective disorders.
Answer: seasonal affective disorder
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Essay Questions

121. Describe the types of evidence that support the proposition that alteration of prenatal
development can contribute to the causation of schizophrenia.

Difficulty Level: Moderate


Topic: Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 17.3 Describe the role of environmental factors in schizophrenia.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Epidemiological studies show that season of birth can increase the risk of developing
schizophrenia, with greater risk apparent for children born during the late winter or early spring,
which may reflect the occurrence of a viral illness during the second trimester of prenatal
development. Prenatal malnutrition (such as that experienced during the Hunger Winter) also
increases the risk of developing schizophrenia, as does prenatal stress. Monochorionic
monozygotic twins are more likely to develop schizophrenia than are dichorionic monozygotic
twins.

122. What does the seasonality effect suggest about the causation of schizophrenia?

Difficulty Level: Moderate


Topic: Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 17.3 Describe the role of environmental factors in schizophrenia.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Children born in late winter and early spring are more likely to develop schizophrenia,
particularly if the family resides in an urban rather than a rural setting. These data suggest that
being indoors during the winter exposes the mother (and fetus) to viral illness. Brain toxicity
may result when such illness occurs during the second trimester.

123. Discuss at least three environmental risk factors for the development of schizophrenia. How
could these risk factors be prevented or lessened?

Difficulty Level: Moderate


Topic: Environmental Factors
Skill Level: Understand the Concepts
Learning Objective: 17.3 Describe the role of environmental factors in schizophrenia.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Environmental factors include season of birth, viral epidemics, vitamin D deficiency,
population density, prenatal malnutrition, substance abuse, and complications of pregnancy.
Although some of these risks may be outside of the realm of personal control, one might argue
that flu shots for pregnant women may nullify the viral epidemic effect. Similarly, Vitamin D
supplementation and promoting good prenatal nutrition are other factors that could be addressed.

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124. Contrast positive and negative symptoms of schizophrenia and explain why these are
thought to involve distinct mechanisms.

Difficulty Level: Moderate


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Remember the Facts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Positive symptoms represent additions to typical behaviors and include noteworthy
events such as hallucinations and delusions. Hallucinations are perceptions that occur in the
absence of a sensory stimulus. Delusions are incorrect beliefs that are resistant to change.
Negative symptoms are represented by behaviors that are missing, such as poverty of speech or
flattened emotional response. Overactivity of the dopamine system is thought to play a key role
in the production of positive symptoms. Antipsychotic drugs block dopamine receptors (D4) and
stimulation of dopamine release results in positive symptoms. Negative symptoms are also seen
after brain trauma, and it appears that degeneration of or loss of brain neurons occurs in
schizophrenia.

125. Explain why research involving PCP may offer important clues as to the causes of positive
and negative symptoms of schizophrenia.

Difficulty Level: Moderate


Topic: The Mesocortical Dopamine Pathway: Negative and Cognitive Symptoms
Skill Level: Understand the Concepts
Learning Objective: 17.6 Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: PCP induces positive and negative symptoms of schizophrenia. Reduced activity of the
prefrontal cortex is associated with the negative symptoms of schizophrenia. Chronic abuse of
PCP reduces the activity of the frontal lobes. The dorsolateral frontal cortex, in turn, projects to
the VTA, which projects to the nucleus accumbens. Activation of the dorsolateral frontal cortex
decreases the release of dopamine within the accumbens; presumably, hypofrontality results in
increased release of dopamine in the accumbens (and the positive symptoms).

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126. Explain why major depressive disorder and bipolar disorder are distinct conditions.

Difficulty Level: Difficult


Topic: Description
Skill Level: Understand the Concepts
Learning Objective: 17.7 Contrast the symptoms of major depressive disorder and bipolar
disorder.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Major depressive disorder occurs without mania and is more likely to be noted in
women than in men. Bipolar disorder represents alternating periods of depression and of mania
(euphoria). A variety of treatments exist for major depressive disorder (MAOIs, tricyclic drugs,
serotonin reuptake inhibitors, ECT, sleep deprivation), whereas lithium is an effective treatment
only for bipolar disorder.

127. Summarize the major treatments used to diminish the symptoms of depression.

Difficulty Level: Difficult


Topic: Biological Treatments
Skill Level: Understand the Concepts
Learning Objective: 17.9 List the types of biological treatments for affective disorders.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.
Answer: Treatment of major depressive disorder would include the monoamine agonists
(MAOIs, SSRIs, tricyclics), but these take several weeks to lift mood. Other approaches include
electroconvulsive therapy, transcranial magnetic stimulation, deep brain stimulation of the
subgenual ACC, stimulation of the vagus nerve, injection of ketamine, and total sleep
deprivation. Ketamine and total sleep deprivation offer the advantage of rapidly lifting the
symptoms of depression, although more slowly than ECT. Most antidepressant drugs take weeks
to lift a person’s mood.

128 Describe the monoamine hypothesis of depression and discuss evidence that supports this
hypothesis.

Difficulty Level: Difficult


Topic: The Monoamine Hypothesis
Skill Level: Remember the Facts
Learning Objective: 17.11 Explain the monoamine theory of affective disorders.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Depression (without mania) reflects profound changes in mood, appetite, movement,
and sleep. The monoamine hypothesis argues that depression reflects a reduced level of activity
of the monoamine transmitters, specifically norepinephrine (NE) and serotonin (5-HT).
Reserpine treatment depletes monoamine levels in the brain and can result in depression. A
variety of treatments exist for major depressive disorder (MAOIs, tricyclic drugs, serotonin
reuptake inhibitors, ECT, sleep deprivation). The tricyclic drugs block the reuptake of NE and 5-
HT whereas the serotonin reuptake inhibitors block only serotonin reuptake (resulting in more
serotonin).

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129. Describe the relationship between sleep and depression.

Difficulty Level: Moderate


Topic: Role of Circadian Rhythms
Skill Level: Remember the Facts
Learning Objective: 17.14 Summarize the role of circadian rhythms in affective disorders.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Depression is accompanied by disorders of sleep in which sleep is shallow and
fragmented. REM sleep comes on earlier in the night, and the first half of the night contains
more REM periods. Sleep deprivation, either total or just deprivation of REM sleep, can alleviate
depression. The suppression or delay of REM sleep appears to be involved in alteration of mood.
Drugs that suppress REM sleep are antidepressant and ECT that lifts mood suppresses REM
sleep.

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Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in Revel
for Physiology of Behavior, 13th Edition.

Assignment: Quiz: Schizophrenia


EOM Q17.1.1
Question: Which statement is true regarding the incidence of schizophrenia?
a. Roughly 5 percent of the population is afflicted.
b. Schizophrenia is largely diagnosed in childhood.
c. Females are more likely to experience schizophrenia.
d. Schizophrenia results from brain damage and resultant excesses in dopamine release.
Answer: D
Consider This: Individuals who are treated for Parkinson’s sometimes develop schizophrenia
symptoms; 17.1: Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Learning Objective: 17.1: Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q17.1.2
Question: If Damon has schizophrenia, _____________ would be the most likely to also have
schizophrenia.
a. Damon’s older sister
b. Damon’s fraternal twin
c. Damon’s mother
d. Damon’s identical twin
Answer: D
Consider This: Who would share the greatest genetic similarity? 17.2: Describe the role of
genetic factors in schizophrenia.
Learning Objective: 17.2: Describe the role of genetic factors in schizophrenia.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOM Q17.1.3
Question: Research suggests that a deficiency of Vitamin ___________ may contribute to the
development of schizophrenia.
a. B complex
b. C
c. D
d. E
Answer: C
Consider This: Affects those with decreased absorption of ultraviolet radiation by the skin; 17.3:
Describe the role of environmental factors in schizophrenia.
Learning Objective: 17.3: Describe the role of environmental factors in schizophrenia.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q17.1.4
Question: When researchers examined the behavior of children who would later develop
schizophrenia, the children were:
a. more likely to have colic.
b. likely to show deficits in facial expressions and abnormal movements.
c. no different from those children that would not later develop schizophrenia.
d. more likely to have high sociability.
Answer: B
Consider This: Early brain development is altered, resulting in some behavioral differences;
17.4: Describe the behavioral, physical, and brain anomalies associated with schizophrenia.
Learning Objective: 17.4: Describe the behavioral, physical, and brain anomalies associated with
schizophrenia.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q17.1.5
Question: The positive symptoms of schizophrenia are caused by _____ of the _____ pathway.
a. underactivity; mesolimbic
b. underactivity; mesocortical
c. overactivity; mesolimbic
d. overactivity; mesocortical
Answer: C
Consider This: Excessive dopamine release from this system; 17.5: Explain the role of the
mesolimbic dopamine pathway in the positive symptoms of schizophrenia.
Learning Objective: 17.5: Explain the role of the mesolimbic dopamine pathway in the positive
symptoms of schizophrenia.
Difficulty Level: Moderate
Skill Level: Analyze It

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Assignment: Quiz: Affective Disorders


EOM Q17.2.1
Question: Alterations between a state of euphoria and depression are MOST reflective of
______ disorder.
a. psychotic
b. bipolar
c. unipolar
d. major depressive
Answer: B
Consider This: Two extremes in one disorder; 17.7: Contrast the symptoms of major depressive
disorder and bipolar disorder.
Learning Objective: 17.7: Contrast the symptoms of major depressive disorder and bipolar
disorder.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q17.2.2
Question: Which statement is true about affective disorders?
a. Monozygotic twins are less likely to develop affective disorders than dizygotic twins.
b. Relatives are three times more likely to develop affective disorders.
c. There appears to be a link between circadian rhythm and depression.
d. Sleep and affective disorders are not associated.
Answer: C
Consider This: RORA and RORB have been linked to affective disorders; 17.8: Describe the role
of genetic factors in affective disorders.
Learning Objective: 17.8: Describe the role of genetic factors in affective disorders.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q17.2.3
Question: Treatment for bipolar disorder MOST often includes:
a. ECT.
b. lithium.
c. sleep deprivation.
d. MAOIs.
Answer: B
Consider This: This treatment has a low therapeutic index; 17.9: Identify biological treatments
for affective disorders.
Learning Objective: 17.9: Identify biological treatments for affective disorders.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q17.2.4
Question: Brain activity in depressed individuals shows an increase in the ______________
cortex.
a. subgenual anterior cingulate
b. ventromedial prefrontal
c. dorsolateral prefrontal
d. ventrolateral prefrontal
Answer: A
Consider This: This area is located below the “knee” at the front of the corpus callosum; 17.10:
Describe the role of the frontal cortex in depression.
Learning Objective: 17.10: Describe the role of the frontal cortex in depression.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q17.2.5
Question: Research on sleep patterns and depression indicates that individuals with depression:
a. are deep sleepers.
b. have decreased stage 1 sleep.
c. enter REM sleep earlier in the night.
d. experience the same amount of eye movements as non-depressed individuals.
Answer: C
Consider This: Depressed individuals do not cycle through the stages in the order that non-
depressed individuals do; 17.14: Summarize the role of circadian rhythms in affective disorders.
Learning Objective: 17.14: Summarize the role of circadian rhythms in affective disorders.
Difficulty Level: Moderate
Skill Level: Remember the Facts

Assignment: Chapter Quiz: Schizophrenia and the Affective Disorders


EOC Q17.1
Question: The term schizophrenia, which means “split mind,” refers to:
a. a dissociation between the individual and the psyche.
b. a split that occurs between the individual and reality.
c. multiple personalities in one individual.
d. becoming two separate individuals that do not realize the existence of the other
individual.
Answer: B
Consider This: The primary aspect of schizophrenia is that thoughts and feelings no longer work
together in a typical fashion; 17.1: Provide examples of positive, negative, and cognitive
symptoms of schizophrenia.
Learning Objective: 17.1: Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q17.2
Question: One positive symptom of schizophrenia is:
a. hallucinations.
b. flattened emotional response.
c. anhedonia.
d. social withdrawal.
Answer: A
Consider This: Here, “positive” means “in addition” rather than “good”; 17.1: Provide examples
of positive, negative, and cognitive symptoms of schizophrenia.
Learning Objective: 17.1: Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q17.3
Question: One negative symptom of schizophrenia is:
a. anhedonia.
b. hallucinations.
c. delusions.
d. irrational thinking.
Answer: A
Consider This: Here, “negative” means “subtraction” rather than “bad”; 17.1: Provide examples
of positive, negative, and cognitive symptoms of schizophrenia.
Learning Objective: 17.1: Provide examples of positive, negative, and cognitive symptoms of
schizophrenia.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q17.4
Question: In some cases, identical twins are not concordant for schizophrenia. Although
environmental factors may cause this difference, prenatal factors may also play a part because
_______________ twins would have greater concordance.
a. monochorionic
b. dichorionic
c. polygenetic
d. dizygotic
Answer: A
Consider This: Twin babies can either be in the same amniotic sac or in two different sacs; 17.2:
Describe the role of genetic factors in schizophrenia.
Learning Objective: 17.2: Describe the role of genetic factors in schizophrenia.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q17.5
Question: The seasonality effect refers to the fact that individuals:
a. with schizophrenia are more likely to demonstrate symptoms during the hotter months of
the year.
b. are more likely to develop schizophrenia if they are born between February and May.
c. are more likely to be diagnosed with schizophrenia between February and May.
d. with schizophrenia are more likely to demonstrate symptoms during winter months.
Answer: B
Consider This: Mom’s exposure to the flu virus may impact the developing fetus; 17.3: Describe
the role of environmental factors in schizophrenia.
Learning Objective: 17.3: Describe the role of environmental factors in schizophrenia.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOC Q17.6
Question: Which statement about the incidence of schizophrenia is MORE accurate?
a. The incidence is higher in urban settings.
b. The incidence is higher in rural settings.
c. Individuals with vitamin E deficiency are more susceptible.
d. The incidence is higher among people born in the autumn months.
Answer: A
Consider This: The seasonality effect suggests viruses can alter development—who would be
more likely to get viruses?; 17.3: Describe the role of environmental factors in schizophrenia.
Learning Objective: 17.3: Describe the role of environmental factors in schizophrenia.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q17.7
Question: Environmental risk factors for schizophrenia include:
a. paternal age.
b. genetic mutations.
c. maternal age.
d. parental use of tobacco during pregnancy.
Answer: D
Consider This: Environmental factors are not contributed genetically; 17.3: Describe the role of
environmental factors in schizophrenia.
Learning Objective: 17.3: Describe the role of environmental factors in schizophrenia.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q17.8
Question: Which minor physical anomaly is associated with schizophrenia?
a. narrow-set eyes
b. curved fourth finger
c. head circumference outside normal range
d. high-seated ears
Answer: C
Consider This: Microencephaly has been correlated with schizophrenia; 17.4: Describe the
behavioral, physical, and brain anomalies associated with schizophrenia.
Learning Objective: 17.4: Describe the behavioral, physical, and brain anomalies associated with
schizophrenia.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q17.9
Question: The negative symptoms of schizophrenia are caused by ______ of the ______ system.
a. underactivity; mesolimbic
b. underactivity; mesocortical
c. overactivity; mesolimbic
d. overactivity; mesocortical
Answer: B
Consider This: The negative and cognitive symptoms of schizophrenia are similar to those
produced by brain damage caused by several different means; 17.6: Explain the role of the cortex
in the negative and cognitive symptoms of schizophrenia.
Learning Objective: 17.6: Explain the role of the cortex in the negative and cognitive symptoms
of schizophrenia.
Difficulty Level: Moderate
Skill Level: Analyze It

EOC Q17.10
Question: Tiana cries for several hours a day. She is having difficulty going to work and
maintaining her GPA. The death of her father two weeks ago is hitting her hard. In this case,
Tiana’s depression is:
a. abnormal because it has lasted too long.
b. normal because it has not been an extensive duration and has occurred in response to an
understandable cause.
c. abnormal because it has no explanation.
d. normal but it would be considered abnormal if her crying bouts lasted longer on a daily
basis.
Answer: B
Consider This: To be diagnosed as a disorder, it should be maladaptive and have no justifiable
cause; 17.7: Contrast the symptoms of major depressive disorder and bipolar disorder.
Learning Objective: 17.7: Contrast the symptoms of major depressive disorder and bipolar
disorder.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q17.11
Question: With respect to affective disorders, which treatment option has the FEWEST side
effects?
a. tricyclics
b. MAOIs
c. lithium
d. SSRIs
Answer: D
Consider This: Includes drugs like Prozac; 17.9: Identify biological treatments for affective
disorders.
Learning Objective: 17.9: Identify biological treatments for affective disorders.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q17.12
Question: The benefit of electroconvulsive therapy (ECT) for affective disorders is that it:
a. works quicker than pharmacological treatments.
b. reduces the likelihood of a recurrence of the disorder.
c. is not associated with any brain damage.
d. promotes an increase in brain activity.
Answer: A
Consider This: ECT can be used to help individuals with acute depression that may result in
suicide if not treated soon; 17.9: Identify biological treatments for affective disorders.
Learning Objective: 17.9: Identify biological treatments for affective disorders.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q17.13
Question: As compared to electroconvulsive therapy (ECT), transcranial magnetic stimulation
(TMS) has:
a. fewer side effects.
b. more side effects.
c. a greater relapse rate.
d. a much lower relapse rate.
Answer: A
Consider This: TMS would be preferred over ECT; 17.9: Identify biological treatments for
affective disorders.
Learning Objective: 17.9: Identify biological treatments for affective disorders.
Difficulty Level: Moderate
Skill Level: Analyze It

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EOC Q17.14
Question: Which statement demonstrates evidence in favor of the monoamine hypothesis for
affective disorders?
a. Reserpine does not cause depressive symptoms.
b. Tryptophan depletion causes depression in susceptible individuals.
c. L-DOPA results in depressive symptoms.
d. Dopamine agonists treat depression.
Answer: B
Consider This: The monoamine hypothesis refers to the roles of either serotonin or
norepinephrine in affective disorders; 17.11: Explain the monoamine theory of affective
disorders.
Learning Objective: 17.11: Explain the monoamine theory of affective disorders.
Difficulty Level: Moderate
Skill Level: Understand the Facts

EOC Q17.15
Question: With more stressful life events some people cope better than others. One line of
research suggests that individuals have a(n) ____________ risk of depression with one or two
copies of ____________ alleles for the promotor region of the 5-HT transporter.
a. increased; short
b. increased; long
c. decreased; short
d. decreased; long
Answer: A
Consider This: Research suggests that long alleles result in higher serotonin transporter mRNA
transcription; 17.12: Critique the evidence for the role of allele polymorphism for the serotonin
transporter in affective disorders.
Learning Objective: 17.12: Critique the evidence for the role of allele polymorphism for the
serotonin transporter in affective disorders.
Difficulty Level: Difficult
Skill Level: Analyze It

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Chapter 18: Stress and Anxiety Disorders

Total Assessment Guide (T.A.G.)

Topic Question Type Remember the Understand the Apply What


Facts Concepts You Know
Stress Multiple Choice 1-3, 9-11, 4-8,12, 13, 15,24,44
14, 17,20,25- 16,18,19,21-
31,36-38,46 23,,32-35, 39-
43,45,47
Fill-In 96-102
Essay 114,115
Posttraumatic Multiple Choice 49,51,56 48, 57, 58 50,52-55,59
Stress Disorder Fill-In 103
Essay
Anxiety Multiple Choice 60-63,65,67- 66,72 64,71
Disorders 70,73
Fill-In 104-106
Essay 118 116,117
Obsessive- Multiple Choice 74,76,79,83- 75,80-82,87 77,78,86
Compulsive 85,88-95
Disorder Fill-In 107-113
Essay 120 121 119

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Multiple-Choice Questions

1. A physiological reaction caused by the perception of aversive or threatening situations is


more commonly known as

a. a stressor.
b. a fight-or-flight response.
c. stressful.
d. an immune response.
e. stress.

Difficulty Level: Easy


Topic: Stress
Skill Level: Remember the Facts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

2. The response to stress known as ____________ prepares the body for either attacking a
threat or running from it.

a. stand and deliver


b. fight-or-flight
c. the exhaustion phase
d. tend-and-befriend
e. now or never

Difficulty Level: Easy


Topic: Stress
Skill Level: Remember the Facts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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3. During a stress response,

a. the sympathetic branch of the autonomic nervous system is activated.


b. norepinephrine is released as a neurotransmitter in the brain.
c. the adrenal gland releases steroid hormones.
d. an increased output of the heart increases blood flow to the muscles.
e. the adrenal glands secrete androgens.

Difficulty Level: Moderate


Topic: Physiology of the Stress Response
Skill Level: Remember the Facts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

4. In a response to a stressful situation, the ___________ stimulates release of


catecholamines from the _____________.

a. sympathetic adrenal-medullary system; adrenal medulla


b. sympathetic adrenal-medullary system; adrenal cortex
c. hypothalamic pituitary adrenal axis; adrenal medulla
d. hypothalamic pituitary adrenal axis; adrenal cortex
e. hypothalamic adrenal-medullary system; adrenal cortex

Difficulty Level: Moderate


Topic: Physiology of the Stress Response
Skill Level: Understand the Concepts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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5. In a response to a stressful situation, the ___________ stimulates release of cortisol from


the _____________.

a. sympathetic adrenal-medullary system; adrenal medulla


b. sympathetic adrenal-medullary system; adrenal cortex
c. hypothalamic pituitary adrenal axis; adrenal medulla
d. hypothalamic pituitary adrenal axis; adrenal cortex
e. hypothalamic adrenal-medullary system; adrenal cortex

Difficulty Level: Moderate


Topic: Physiology of the Stress Response
Skill Level: Understand the Concepts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

6. The two pathways fundamentally involved in the physiological response to stress are

a. SAM and HPA.


b. CRH and ACTH.
c. SAM and PVN.
d. HPA and CRH.
e. ACTH and SAM.

Difficulty Level: Moderate


Topic: Physiology of the Stress Response
Skill Level: Understand the Concepts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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7. Glucocorticoid secretion is controlled by neurons in the

a. anterior pituitary gland.


b. adrenal cortex.
c. paraventricular nucleus of the hypothalamus.
d. adrenal medulla.
e. periaqueductal gray matter.

Difficulty Level: Difficult


Topic: Physiology of the Stress Response
Skill Level: Understand the Concepts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

8. The correct pathway for the secretion of glucocorticoids involves:

a. central nucleus of the amygdala –> activates ACTH secretion from anterior
pituitary –> PVN activation –> glucocorticoid secretion from adrenal medulla
b. CRH secretion within the PVN –> activates ACTH release from anterior
pituitary –> glucocorticoid secretion from adrenal cortex
c. PVN activation –> CRH secretion in median eminence –> ACTH secretion from
anterior pituitary –> glucocorticoid secretion from adrenal cortex
d. ACTH secretion from the PVN –> CRH release from the posterior pituitary –>
glucocorticoid secretion from adrenal cortex
e. activation of the central nucleus of the amygdala –> sympathetic activation –>
adrenaline release –> glucocorticoid secretion from adrenal cortex

Difficulty Level: Difficult


Topic: Physiology of the Stress Response
Skill Level: Understand the Concepts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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9. The hypothalamus releases ___________, the pituitary gland releases __________, and
the adrenal glands release ____________ to complete the action in the HPA axis.

a. corticotropin-releasing hormone; adrenocorticotropic hormone; glucocorticoids


b. glucocorticoids; corticotropin-releasing hormone; adrenocorticotropic hormone
c. adrenocorticotropic hormone; corticotropin-releasing hormone; glucocorticoids
d. corticotropin-releasing hormone; glucocorticoids; adrenocorticotropic hormone
e. adrenocorticotropic hormone; glucocorticoids; corticotropin-releasing hormone

Difficulty Level: Easy


Topic: Physiology of the Stress Response
Skill Level: Remember the Facts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

10. With regard to glucocorticoids,

a. an inability to secrete glucocorticoids results in greater reactivity to stressors.


b. secretion of glucocorticoids is controlled by the central nucleus of the amygdala.
c. these act to increase levels of hormones that affect sexual function.
d. cortisol is a glucocorticoid released by the anterior pituitary gland.
e. receptors for the glucocorticoids are mostly found within limbic system neurons.

Difficulty Level: Moderate


Topic: Physiology of the Stress Response
Skill Level: Remember the Facts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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11. Glucocorticoid receptors

a. are found in highest concentration in the adrenal glands.


b. are found within almost every cell of the body.
c. disappear following adrenalectomy.
d. gradually deteriorate with age.
e. are primarily localized in the brainstem and the spinal cord.

Difficulty Level: Easy


Topic: Physiology of the Stress Response
Skill Level: Remember the Facts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

12. Injection of corticotropin-releasing factor (CRF) into the ventricles of rats results in

a. a decreased startle response when presented with loud noise.


b. increased stamina in anxiety-provoking tasks.
c. improved learning of a conditioned fear response.
d. impaired learning of a conditioned fear response.
e. increased amounts of time spent in open areas.

Difficulty Level: Moderate


Topic: Physiology of the Stress Response
Skill Level: Understand the Concepts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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13. Injection of corticotropin-releasing hormone (CRH) into the brain would be expected to
result in

a. a profound state of relaxation.


b. increased beard growth in men.
c. impaired fear responses.
d. behavioral signs of anxiety.
e. activation of the parasympathetic nervous system.

Difficulty Level: Difficult


Topic: Physiology of the Stress Response
Skill Level: Apply What You Know
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

14. Another name for CRH is ________ factor.

a. insulin-releasing
b. glucagon-releasing
c. cortisol-releasing
d. estrogen-releasing
e. corticotropin-releasing

Difficulty Level: Easy


Topic: Physiology of the Stress Response
Skill Level: Remember the Facts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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15. If a rat’s adrenal glands are removed and the animal is then exposed to a stressful
situation, the most likely outcome is that

a. nothing will change in the rat’s typical behavior.


b. the rat will be much more susceptible to the effects of stress.
c. the rat will avoid the stressor by attempting to flee the situation.
d. the rat will confront the stressor more ferociously than usual.
e. the rat will gnaw at its hind legs.

Difficulty Level: Moderate


Topic: Physiology of the Stress Response
Skill Level: Apply What You Know
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

16. Prolonged stress can result in cardiovascular disease because

a. stress-related hormones are toxic for cardiac cells.


b. stress can increase blood pressure.
c. of prolonged activation of the parasympathetic nervous system.
d. stress increases consumption of fatty foods that in turn clog the arteries.
e. activation of the sympathetic nervous system produces more wear and tear on the
cardiovascular system.

Difficulty Level: Easy


Topic: Health Effects of Long-Term Stress
Skill Level: Understand the Concepts
Learning Objective: 18.2 Describe the negative health outcomes associated with chronic
stress.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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17. A person who has been subjected to long-term stress at an early age

a. is more likely to suffer poorer health later in life.


b. will show immediate ill health effects, but recover quickly.
c. will recover gradually, but exhibit no lasting effects of the stress.
d. may be more likely to have high blood pressure, but not ulcers.
e. is more likely to show avoidance of stress in the future.

Difficulty Level: Easy


Topic: Health Effects of Long-Term Stress
Skill Level: Remember the Facts
Learning Objective: 18.2 Describe the negative health outcomes associated with chronic
stress.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

18. Hans Selye argued that ill health noted after stress exposure reflects

a. decreased blood pressure.


b. overstimulation of growth hormones.
c. the prolonged secretion of glucocorticoids.
d. the activation of apoptosis in the brain due to stress exposure.
e. the prolonged secretion of norepinephrine and epinephrine.

Difficulty Level: Moderate


Topic: Health Effects of Long-Term Stress
Skill Level: Understand the Concepts
Learning Objective: 18.2 Describe the negative health outcomes associated with chronic
stress.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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19. Long-term exposure to steroids can result in

a. reduced blood pressure.


b. activation of the immune system.
c. a form of psychosis as well as symptoms of anxiety.
d. an improved rate of wound healing.
e. greater tolerance to infections.

Difficulty Level: Moderate


Topic: Health Effects of Long-Term Stress
Skill Level: Understand the Concepts
Learning Objective: 18.2 Describe the negative health outcomes associated with chronic
stress.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

20. The capacity of stress to suppress the immune response is mediated by the secretion of

a. immunoglobulins.
b. cytokines.
c. glucocorticoids.
d. norepinephrine.
e. B-lymphocytes.

Difficulty Level: Easy


Topic: Health Effects of Long-Term Stress
Skill Level: Remember the Facts
Learning Objective: 18.2 Describe the negative health outcomes associated with chronic
stress.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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21. The capacity of stress to ____________ would predispose an organism to develop an


infectious illness.

a. inhibit the immune system


b. induce high blood pressure
c. inhibit growth
d. inhibit the inflammatory response
e. inhibit the secretion of steroid sex hormones

Difficulty Level: Moderate


Topic: Health Effects of Long-Term Stress
Skill Level: Understand the Concepts
Learning Objective: 18.2 Describe the negative health outcomes associated with chronic
stress.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

22. When a system regains and maintains homeostasis in response to a stimulus, it is often
referred to as

a. internal balance.
b. rejuvenation.
c. fight or flight.
d. allostasis.
e. an A-B-A effect.

Difficulty Level: Easy


Topic: Health Effects of Long-Term Stress
Skill Level: Understand the Concepts
Learning Objective: 18.2 Describe the negative health outcomes associated with chronic
stress.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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23. The impact of allostatic load is demonstrated by which phenomenon?

a. Couples who displayed high levels of hostile behavior had wounds that healed
more slowly than couples that displayed more friendly behaviors.
b. Caregivers of family members with Alzheimer’s disease had wounds that healed
quicker than non-caregivers.
c. Wounds heal faster during final exams as compared to summer vacation.
d. High HPA axis activity is linked to greater gains in healing.
e. Low HPA axis activity is linked to slower gains in healing.

Difficulty Level: Moderate


Topic: Health Effects of Long-Term Stress
Skill Level: Understand the Concepts
Learning Objective: 18.2 Describe the negative health outcomes associated with chronic
stress.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

24. Which person would be expected to take more time to heal from a cut on her or his hand?

a. a mother who just went on vacation


b. the son of an air traffic controller
c. the spouse of a person with Alzheimer’s disease
d. the grandchild of a concentration camp survivor
e. a child who just returned to fourth grade after summer vacation

Difficulty Level: Easy


Topic: Health Effects of Long-Term Stress
Skill Level: Apply What You Know
Learning Objective: 18.2 Describe the negative health outcomes associated with chronic
stress.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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25. The deleterious effect of stress on memory involves the action of glucocorticoid release
to

a. release acetylcholine in the hippocampus.


b. damage cells within field CA1 of the hippocampus.
c. increase the entry of glucose into neurons.
d. increase the reuptake of glutamate into nerve cells.
e. directly induce apoptosis.

Difficulty Level: Easy


Topic: Effects of Stress on the Brain
Skill Level: Remember the Facts
Learning Objective: 18.3 Compare the effects of long-term glucocorticoid exposure and
early nurturing experiences on the brain in response to stress.
Answer: B.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

26. Humans who have been exposed to the stress of ________ show evidence of brain
degeneration in CT scans.

a. radiation sickness
b. torture
c. adolescence
d. caregiving
e. parenting

Difficulty Level: Easy


Topic: Effects of Stress on the Brain
Skill Level: Remember the Facts
Learning Objective: 18.3 Compare the effects of long-term glucocorticoid exposure and
early nurturing experiences on the brain in response to stress.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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27. Older adults with elevated blood levels of _____________ learned a maze ________
than did those with normal levels when tested during an experiment.

a. glucocorticoids; more slowly


b. glucocorticoids; more quickly
c. thyroxine; more slowly
d. thyroxine; more quickly
e. testosterone; more slowly

Difficulty Level: Easy


Topic: Effects of Stress on the Brain
Skill Level: Remember the Facts
Learning Objective: 18.3 Compare the effects of long-term glucocorticoid exposure and
early nurturing experiences on the brain in response to stress.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

28. Rats exposed to a brief, acute stressor later showed evidence of

a. early death, even though they were isolated from stressors for a period of years.
b. self-injurious behaviors, such as gnawing on their front paws and refusing food
when offered.
c. no lasting harm, indicating that stress must be prolonged in order to have a
harmful effect on an organism.
d. impaired learning and damage to their hippocampal regions.
e. mating difficulties.

Difficulty Level: Moderate


Topic: Effects of Stress on the Brain
Skill Level: Remember the Facts
Learning Objective: 18.3 Compare the effects of long-term glucocorticoid exposure and
early nurturing experiences on the brain in response to stress.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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29. Monkeys who are low in a dominance hierarchy are often the object of stressful
situations, and the effects of these stresses are evident in

a. gastric ulcers.
b. enlarged amygdalas.
c. an inability to mate and form pair bonds.
d. shrunken adrenal glands.
e. deterioration of the parietal lobe.

Difficulty Level: Moderate


Topic: Effects of Stress on the Brain
Skill Level: Remember the Facts
Learning Objective: 18.3 Compare the effects of long-term glucocorticoid exposure and
early nurturing experiences on the brain in response to stress.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

30. Humans suffering from prolonged chronic pain would be likely to show which brain
feature?

a. an enlarged hippocampus
b. shrunken periaqueductal gray matter
c. a missing hypothalamic nucleus
d. neurogenesis of cells in the amygdala
e. a loss of gray matter in the cerebral cortex

Difficulty Level: Easy


Topic: Effects of Stress on the Brain
Skill Level: Remember the Facts
Learning Objective: 18.3 Compare the effects of long-term glucocorticoid exposure and
early nurturing experiences on the brain in response to stress.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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31. Prenatal stress can cause long-lasting deficits in learning and memory by interfering with
normal development of the

a. cerebral cortex.
b. hippocampus.
c. amygdala.
d. thalamus.
e. hypothalamus.

Difficulty Level: Easy

Topic: Effects of Stress on the Brain


Skill Level: Remember the Facts
Learning Objective: 18.3 Compare the effects of long-term glucocorticoid exposure and
early nurturing experiences on the brain in response to stress.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

32. The presence of various protective hormones, such as ____________, can promote
resilience in the event of stress.

a. DHEA and thyroxine


b. thyroxine and cortisol
c. DHEA and testosterone
d. neuropeptide Y and cortisol
e. thyroxine and neuropeptide Y

Difficulty Level: Moderate


Topic: Effects of Stress on the Brain
Skill Level: Understand the Concepts
Learning Objective: 18.3 Compare the effects of long-term glucocorticoid exposure and
early nurturing experiences on the brain in response to stress.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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33. Compared to the others, which factor contributes the least to stress resilience?

a. endocrine function
b. nation of birth
c. controlled exposure to stressors
d. protective hormones
e. early nurturing life experiences

Difficulty Level: Moderate


Topic: Effects of Stress on the Brain
Skill Level: Understand the Concepts
Learning Objective: 18.3 Compare the effects of long-term glucocorticoid exposure and
early nurturing experiences on the brain in response to stress.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

34. ________ refers to the study of the interactions among the nervous system, the immune
system, and environmental stimuli.

a. Biopsychology
b. Environmental psychotoxicology
c. Psychoneuroimmunology
d. Autoimmunology
e. Immunopsychology

Difficulty Level: Easy


Topic: Psychoneuroimmunology
Skill Level: Understand the Concepts
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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35. The immune system develops ________ through exposure to ________.

a. interferon; antibodies
b. antigens; antibodies
c. antibodies; B-lymphocytes
d. antibodies; antigens
e. infections; antibodies

Difficulty Level: Easy


Topic: Psychoneuroimmunology
Skill Level: Understand the Concepts
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

36. A(n) ________ is a component of the immune system that is developed within bone
marrow.

a. antigen
b. pathogen
c. B-lymphocyte
d. alpha-lymphocyte
e. T-lymphocyte

Difficulty Level: Easy


Topic: Psychoneuroimmunology
Skill Level: Remember the Facts
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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37. The primary means by which the immune system defends against invading organisms is
to

a. use immune-generated cells to indirectly kill a foreign cell.


b. release corticosterone.
c. generate antigens.
d. generate antibodies that bind to and kill a foreign cell.
e. release CRH into the hypothalamus.

Difficulty Level: Moderate


Topic: Psychoneuroimmunology
Skill Level: Remember the Facts
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

38. A(n) ________ is an antibody released by B-lymphocytes that binds with antigens and
helps destroy invading microorganisms.

a. immunoglobulin
b. cytokine
c. T-lymphocyte
d. interleukin-1 cell
e. immunocyte

Difficulty Level: Easy


Topic: Psychoneuroimmunology
Skill Level: Remember the Facts
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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39. The primary role of immunoglobulins in immune function is to

a. stimulate cell division.


b. act as the body’s first defense against malignant tumors.
c. induce production of cells in the thymus.
d. bind to antigens on the membrane of a foreign cell.
e. induce the release of CRF from the PVN.

Difficulty Level: Easy


Topic: Psychoneuroimmunology
Skill Level: Understand the Concepts
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

40. What are immunoglobulins composed of?

a. glial cells
b. tumor cells
c. chains of protein
d. fat cells
e. bone marrow

Difficulty Level: Easy


Topic: Psychoneuroimmunology
Skill Level: Understand the Concepts
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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41. The primary role of cytokines in immune function is to

a. stimulate cell division.


b. act as the body’s first defense against malignant tumors.
c. induce production of cells in the thymus.
d. bind to antigens on the membrane of a foreign cell.
e. induce the release of CRF from the PVN.

Difficulty Level: Easy


Topic: Psychoneuroimmunology
Skill Level: Understand the Concepts
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

42. The capacity of glucocorticoids to impair specific immune responses involves

a. activation of the paraventricular hypothalamus by ACTH.


b. interference with B-lymphocyte function.
c. increased release of the interleukins.
d. interference with cytokine stimulation of other white blood cells.
e. interference with T-lymphocyte function.

Difficulty Level: Moderate


Topic: Psychoneuroimmunology
Skill Level: Understand the Concepts
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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43. Chemically mediated immune reactions are produced by _____________ and cell-
mediated immune reactions are produced by ______________.

a. B-lymphocytes; T-lymphocytes
b. T-lymphocytes; B-lymphocytes
c. immunoglobulins; T-lymphocytes
d. B-lymphocytes; immunoglobulins
e. cytokines; immunoglobulins

Difficulty Level: Moderate


Topic: Psychoneuroimmunology
Skill Level: Understand the Concepts
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

44. An example of an adverse stress effect on immune function is when

a. a person who cares for a relative with Alzheimer’s disease produces more
antibodies in response to a bacterial agent.
b. fighter pilots show higher immune responses after completing successive
missions.
c. husbands whose wives died from breast cancer show reduced immune response.
d. antibody production is stimulated by release of glucocorticoids.
e. glucocorticoid release is inhibited by chronic stress.

Difficulty Level: Moderate


Topic: Psychoneuroimmunology
Skill Level: Apply What You Know
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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45. The inhibitory action of stress on immune function is mostly due to

a. inactivation of the PVN.


b. impaired secretion of CRH.
c. increased secretion of glucocorticoids.
d. inactivation of the pituitary.
e. increased formation of immunoglobulins.

Difficulty Level: Moderate


Topic: Psychoneuroimmunology
Skill Level: Understand the Concepts
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

46. The first defense within the nose, mouth, throat, and lungs against infectious microbes is

a. the immunoglobulin IgA.


b. CRH.
c. cortisol.
d. epinephrine.
e. the release of antigens.

Difficulty Level: Moderate


Topic: Psychoneuroimmunology
Skill Level: Remember the Facts
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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47. Bereavement, mentally reliving unpleasant emotional experiences, thinking about


impending surgery, and taking an academic exam can all produce the effect of

a. introducing antigens into the body.


b. immune system suppression.
c. substantial weight gain.
d. reducing the secretion of glucocorticoids.
e. boosting production of interleukin-3.

Difficulty Level: Moderate


Topic: Psychoneuroimmunology
Skill Level: Understand the Concepts
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

48. The likelihood of developing posttraumatic stress disorder is increased if a person is


exposed to a traumatic event that involves

a. a natural disaster.
b. an unexpected stressor.
c. danger or violence from other people.
d. repeated exposure to mild stressors.
e. property damage.

Difficulty Level: Moderate


Topic: Posttraumatic Stress Disorder
Skill Level: Understand the Concepts
Learning Objective: 18.5 List the symptoms of PTSD.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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49. What is the approximate lifetime prevalence of posttraumatic stress disorder (PTSD) in
the United States?

a. 9 percent
b. 12 percent
c. 17 percent
d. 22 percent
e. 31 percent

Difficulty Level: Moderate


Topic: Posttraumatic Stress Disorder
Skill Level: Remember the Facts
Learning Objective: 18.5 List the symptoms of PTSD.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

50. Which statement regarding symptoms of posttraumatic stress disorder (PTSD) is correct?

a. PTSD is a form of psychosis.


b. Recollections and flashbacks can help a person with PTSD face the trauma.
c. People with PTSD often have undisturbed sleep patterns.
d. The startle response of people with PTSD is often unaffected.
e. Intense psychological distress is one of the primary symptoms.

Difficulty Level: Moderate


Topic: Symptoms
Skill Level: Apply What You Know
Learning Objective: 18.5 List the symptoms of PTSD.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

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51. Which statement about posttraumatic stress disorder (PTSD) is true?

a. Women exposed to traumatic events are more likely than men to develop PTSD.
b. PTSD is a problem noted almost exclusively after middle age.
c. Women are more likely than men to experience severe trauma.
d. PTSD is an environmental disorder with no genetic roots.
e. PTSD results in poor psychological functioning without accompanying
disruptions to physical health.

Difficulty Level: Moderate


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 18.5 List the symptoms of PTSD.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

52. Ever since Lucius came home from combat, he has had a hard time concentrating on a
task for very long. He is always looking around him, afraid that something may happen or
that someone is plotting against him. Lucius is experiencing _________ as a facet of
posttraumatic stress disorder.

a. intrusive thoughts
b. suppressed emotional feelings
c. avoidant symptoms
d. negative alterations in cognitions
e. increased arousal and heightened reactions

Difficulty Level: Difficult


Topic: Symptoms
Skill Level: Apply What You Know
Learning Objective: 18.5 List the symptoms of PTSD.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

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53. Rhoda was robbed at gunpoint while walking to her car after working late one night.
Ever since this happened, she refuses to park in the same lot. She experiences a crippling
level of anxiety even thinking about walking through that parking lot again. Rhoda is
experiencing __________ associated with posttraumatic stress disorder.

a. intrusive thoughts
b. suppressed emotional feelings
c. avoidant symptoms
d. negative alterations in cognitions
e. increased arousal and heightened reactions

Difficulty Level: Easy


Topic: Symptoms
Skill Level: Apply What You Know
Learning Objective: 18.5 List the symptoms of PTSD.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

54. Donald was in a serious automobile accident last year and developed posttraumatic
stress disorder as a result. He feels incredibly sad and guilty about the accident and clearly
blames himself for what happened, because he was driving the car. He has started to isolate
himself from his family and friends, and just spends his days alone in his room. Donald is
experiencing

a. intrusive thoughts.
b. difficulty concentrating.
c. flashbacks.
d. feelings of detachment from others.
e. heightened reactions to sudden noises.

Difficulty Level: Easy


Topic: Symptoms
Skill Level: Apply What You Know
Learning Objective: 18.5 List the symptoms of PTSD.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

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55. Compared to the others, which person is most likely to experience traumatic events and,
as a result, experience PTSD?

a. Joel, a Type-B personality who isn’t deadline driven and enjoys music
b. Ugo, an anxious and easily angered student
c. Peter, an irritable blue collar worker who enjoys driving fast
d. Tomaso, a quiet, mild-mannered manager whose idea of “risky” includes
swimming in the local lake
e. Mickey, an online video gamer who stays in nightly

Difficulty Level: Moderate

Topic: Genetic and Environmental Factors


Skill Level: Apply What You Know
Learning Objective: 18.6 Describe the roles of genetic and environmental factors in PTSD.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

56. A person with ________ who is exposed to a traumatic event is more likely to develop
posttraumatic stress disorder.

a. a past history of trauma


b. a high educational level
c. a large hippocampus
d. high plasma cortisol levels
e. no combat experience

Difficulty Level: Moderate


Topic: Genetic and Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 18.6 Describe the roles of genetic and environmental factors in PTSD.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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57. The Vietnam veteran twin study documented that a person with a smaller ________ was
more likely to develop PTSD after a combat experience.

a. frontal cortex
b. caudate nucleus
c. amygdala
d. corpus callosum
e. hippocampus

Difficulty Level: Easy


Topic: Brain Changes
Skill Level: Understand the Concepts
Learning Objective: 18.7 Describe changes in the brain associated with PTSD.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

58. People diagnosed with PTSD were shown photographs of faces posing fearful
expressions. In this study, the symptoms of the people with PTSD were _____________
correlated with the activation of the amygdala and ___________ correlated with the
activation of the medial prefrontal cortex.

a. positively; negatively
b. negatively; positively
c. positively; positively
d. positively; not
e. not; negatively

Difficulty Level: Moderat


Topic: Brain Changes
Skill Level: Understand the Concepts
Learning Objective: 18.7 Describe changes in the brain associated with PTSD.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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59. Which statement about treatment of PTSD is correct?

a. Cognitive behavior therapy, group therapy, and antidepressants are the most
common treatments.
b. Transcranial magnetic stimulation (TMS) is largely ineffective.
c. Administration of SSRIs can worsen symptoms.
d. Psychotherapy increases amygdala activity and decreases prefrontal cortex
activity.
e. Re-exposure to the traumatic event helps patients overcome PTSD.

Difficulty Level: Moderate


Topic: Treatment
Skill Level: Apply What You Know
Learning Objective: 18.8 Summarize treatments for PTSD.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

60. The most common psychiatric disorder is

a. schizophrenia.
b. anxiety disorders.
c. mood disorder.
d. post-traumatic stress disorder.
e. obsessive compulsive disorder.

Difficulty Level: Easy


Topic: Anxiety Disorders
Skill Level: Remember the Facts
Learning Objective: 18.9 List the symptoms of anxiety disorders.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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61. The lifetime prevalence of anxiety disorders is approximately

a. 4 percent.
b. 9 percent.
c. 17 percent.
d. 28 percent.
e. 36 percent.

Difficulty Level: Easy


Topic: Anxiety Disorders
Skill Level: Remember the Facts
Learning Objective: 18.9 List the symptoms of anxiety disorders.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

62. The form of anxiety disorder known as panic disorder

a. occurs twice as often in men as in women.


b. is a disorder of young women, but not young men.
c. usually appears in young adulthood.
d. is five times more likely to occur in older men than older women.
e. rarely lasts more than a few seconds.

Difficulty Level: Easy


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 18.9 List the symptoms of anxiety disorders.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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63. The form of anxiety disorder known as panic disorder

a. occurs twice as often in women as in men.


b. is a disorder of young women, but not young men.
c. rarely appears before the age of 35.
d. is five times more likely to occur in older men than older women.
e. rarely lasts more than a few seconds.

Difficulty Level: Easy


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 18.9 List the symptoms of anxiety disorders.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

64. Which statement regarding panic disorder is correct?

a. Prevalence rates are higher in Latin American countries than in the United States.
b. Men are more likely to experience panic disorder than are women.
c. Panic attacks are often confused with heart attacks.
d. Prevalence in the United States is approximately 10 percent.
e. Panic disorder is typically diagnosed in childhood.

Difficulty Level: Moderate


Topic: Symptoms
Skill Level: Apply What You Know
Learning Objective: 18.9 List the symptoms of anxiety disorders.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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65. An intense fear of being away from home or other protected places is known as

a. geophobia.
b. acrophobia.
c. spatial anxiety.
d. agoraphobia.
e. claustrophobia.

Difficulty Level: Moderate


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 18.9 List the symptoms of anxiety disorders.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

66. A person who experiences recurrent panic disorder may become even more anxious
because

a. of anticipatory anxiety.
b. of embarrassment associated with screaming while in public places.
c. of residual long-lasting anxiety from the previous panic attack.
d. anxiety symptoms show sensitization with repeated experiences.
e. anxiety causes the release of GABA in the brain.

Difficulty Level: Difficult


Topic: Symptoms
Skill Level: Understand the Concepts
Learning Objective: 18.9 List the symptoms of anxiety disorders.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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67. A biological basis for panic disorder is indicated by the finding that

a. monozygotic and dizygotic twins are equally likely to develop panic disorder.
b. panic disorder responds well to family psychotherapy.
c. people injected with lactic acid experience symptoms similar to those of a panic
attack.
d. haloperidol is an effective antidote for feelings of anxiety.
e. panic disorder can be precipitated by the use of alcohol combined with cocaine.

Difficulty Level: Easy


Topic: Genetic and Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 18.10 Describe the roles of genetic and environmental factors in anxiety
disorders.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

68. Functional imaging studies indicate that a panic attack is accompanied by activation of
the

a. hippocampus.
b. thalamus.
c. cingulated cortex.
d. amygdala.
e. corpus callosum.

Difficulty Level: Easy


Topic: Brain Changes
Skill Level: Remember the Facts
Learning Objective: 18.11 Describe changes in the brain associated with anxiety disorders.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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69. A person who cannot control her or his anxiety will exhibit

a. an increase in brain GABA activity.


b. a loss of serotonin function within the amygdala and hypothalamus.
c. increased neuronal activity within the cingulate cortex.
d. an increase in neuronal activity within the amygdala.
e. changes in blood flow within the cerebellum.

Difficulty Level: Difficult


Topic: Brain Changes
Skill Level: Remember the Facts
Learning Objective: 18.11 Describe changes in the brain associated with anxiety disorders.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

70. Panic disorder is currently treated using a combination of cognitive behavior therapy and

a. MAO inhibitor drugs.


b. tricyclic antidepressant drugs.
c. benzodiazepine drugs.
d. ethyl alcohol.
e. SSRIs.

Difficulty Level: Eas


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 18.12 Summarize treatments for anxiety disorders.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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71. A panic-prone person who ingests a(n) ________ would be expected to show increased
anxiety.

a. benzodiazepine agonist
b. tricyclic antidepressant
c. MAO inhibitor
d. combination of ethyl alcohol and barbiturate
e. benzodiazepine antagonist

Difficulty Level: Moderate


Topic: Treatment
Skill Level: Apply What You Know
Learning Objective: 18.12 Summarize treatments for anxiety disorders.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

72. The effectiveness of benzodiazepines for the treatment of anxiety disorders involves

a. 5HT3 receptors.
b. GABAA receptors.
c. nicotinic receptors.
d. 5HT1A receptors.
e. noradrenergic receptors.

Difficulty Level: Moderate


Topic: Treatment
Skill Level: Understand the Concepts
Learning Objective: 18.12 Summarize treatments for anxiety disorders.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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73. A problem with using benzodiazepine drugs as a long-term anxiety treatment is that
these drugs

a. induce seizures.
b. cause sedation.
c. make a person more prone to drink alcohol.
d. result in sensitization.
e. suppress REM sleep.

Difficulty Level: Easy


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 18.12 Summarize treatments for anxiety disorders.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

74. An obsession is a ________, whereas a compulsion is a ________.

a. delusion; strong emotion


b. form of species-typical behavior; learned behavior
c. thought; behavior
d. learned behavior; delusional thought
e. recurring feeling of anxiety; form of intense euphoria

Difficulty Level: Easy


Topic: Obsessive-Compulsive Disorder
Skill Level: Remember the Facts
Learning Objective: 18.13 List the symptoms of OCD.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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75. Although obsessions are seen in both schizophrenia and in obsessive-compulsive


disorder (OCD), a person with OCD

a. is aware of the obsession and would like it to stop.


b. experiences more intense anxiety than does a person with schizophrenia.
c. is less likely to recover from the disorder.
d. is more likely be an older male.
e. responds better to haloperidol than does a person with schizophrenia.

Difficulty Level: Moderate


Topic: Symptoms
Skill Level: Understand the Concepts
Learning Objective: 18.13 List the symptoms of OCD.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

76. Tierra is fearful of catching an illness. She envisions germs covering every surface when
she ventures outside of her immaculately kept apartment. She wears gloves and refuses to
touch other people or to allow them to touch her. Her preoccupation with germs would be
considered a(n)

a. compulsion.
b. obsession.
c. fixation.
d. mania.
e. psychosis.

Difficulty Level: Easy


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 18.13 List the symptoms of OCD.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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77. Which categories of compulsions would be most compatible with a career as an


accountant?

a. counting and checking


b. avoidance and denial
c. checking and avoidance
d. cleaning and grooming
e. denial and counting

Difficulty Level: Moderate


Topic: Symptoms
Skill Level: Apply What You Know
Learning Objective: 18.13 List the symptoms of OCD.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

78. Which statement regarding obsessive-compulsive disorder is true?

a. Compulsions are usually mild and do not interfere with daily life.
b. People with OCD do not realize they have irrational obsessions.
c. Obsessions are never comorbid with other disorders.
d. OCD is more similar to hoarding and trichotillomania than it is to anxiety
disorders.
e. Therapy is successful in all cases of OCD.

Difficulty Level: Moderat


Topic: Symptoms
Skill Level: Apply What You Know
Learning Objective: 18.13 List the symptoms of OCD.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

79. An example of a species-typical behavior for a human is

a. acral licking.
b. combing hair.
c. a mother using her teeth to move her infant to another room.
d. building a nest to house an infant.
e. ingesting food.

Difficulty Level: Easy


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 18.13 List the symptoms of OCD.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
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80. A person showing muscular and vocal tics, squatting, grunting, and vulgar speech is most
likely to have

a. Guillain-Barré syndrome.
b. Kluver-Bucy syndrome.
c. Tourette’s syndrome.
d. Moebius syndrome.
e. Korsakoff’s disease.

Difficulty Level: Easy


Topic: Genetic and Environmental Factors
Skill Level: Understand the Concepts
Learning Objective: 18.14 Describe the roles of genetic and environmental factors in OCD.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

81. Both obsessive-compulsive disorder and Tourette’s syndrome may be caused by the
same underlying genotype, as evidenced from family studies. What factor predicts whether a
person with this genotype develops one disorder or the other?

a. the experience of extreme stress during childhood


b. it is not clear what the determining factor is
c. the number of monozygotic twins in the person’s paternal bloodline
d. prenatal complications brought on by maternal behaviors
e. occupational factors, such as serving in the military or another high-stress setting

Difficulty Level: Moderate


Topic: Genetic and Environmental Factors
Skill Level: Understand the Concepts
Learning Objective: 18.14 Describe the roles of genetic and environmental factors in OCD.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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82. Both obsessive-compulsive disorder and Tourette’s syndrome are examples of which
broader class of disorders?

a. disorders that develop during adulthood


b. disorders that are environmental in origin
c. schizophrenia
d. tic disorders
e. disorders that are genetic in origin

Difficulty Level: Moderate


Topic: Genetic and Environmental Factors
Skill Level: Understand the Concepts
Learning Objective: 18.14 Describe the roles of genetic and environmental factors in OCD.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

83. The symptoms of obsessive-compulsive disorder that occur after an infection are likely
to be the result of autoimmune-associated damage to the

a. hypothalamus.
b. basal ganglia.
c. cerebellum.
d. somatosensory cortex.
e. cingulate sulcus.

Difficulty Level: Moderate


Topic: Genetic and Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 18.14 Describe the roles of genetic and environmental factors in OCD.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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84. Functional imaging studies consistently identify increased activity of which brain region
among patients with OCD?

a. occipital lobe
b. pons
c. temporal lobes
d. pituitary gland
e. caudate nucleus

Difficulty Level: Easy


Topic: Brain Changes
Skill Level: Remember the Facts
Learning Objective: 18.15 Describe changes in the brain associated with OCD.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

85. OCD patients who received successful cognitive behavioral therapy showed
improvements in their symptoms that were

a. gone after a six-month period.


b. smaller than those of OCD patients who received successful drug treatments.
c. comparable to OCD patients who received successful drug treatments.
d. greater than those of OCD patients who received successful drug treatments.
e. negligible.

Difficulty Level: Moderate


Topic: Brain Changes
Skill Level: Remember the Facts
Learning Objective: 18.15 Describe changes in the brain associated with OCD.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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86. Joey has been undergoing a successful combination of cognitive behavioral therapy and
drug treatments for his obsessive-compulsive disorder. A brain imaging follow-up revealed
reduced activity in his __________ and __________.

a. caudate nucleus; orbitofrontal cortex


b. cerebellum; substantia nigra
c. thalamus; hypothalamus
d. fissure of Rolando; central sulcus
e. basal ganglia; occipital lobe

Difficulty Level: Moderate


Topic: Brain Changes
Skill Level: Apply What You Know
Learning Objective: 18.15 Describe changes in the brain associated with OCD.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

87. In the case of neurosurgery and obsessive-compulsive disorder (OCD),

a. ablation of the frontal cortex is most likely to produce improvements in OCD


symptoms.
b. ablation of the cingulum bundle is most likely to produce negative cognitive
changes in OCD patients.
c. neurosurgery works best when followed by drug treatment.
d. ablation of the cingulum bundle can lead to some improvement in OCD
symptoms in about half of patients.
e. neurosurgery is the most common form of treatment for OCD.

Difficulty Level: Moderate


Topic: Treatment
Skill Level: Understand the Concepts
Learning Objective: 18.16 Summarize treatments for OCD.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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88. Three drugs are regularly used to treat the symptoms of OCD: clomipramine, fluoxetine,
and fluvoxamine. These drugs are

a. dopamine agonists.
b. serotonin agonists.
c. norepinephrine antagonists.
d. dopamine antagonists.
e. serotonin antagonists.

Difficulty Level: Easy


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 18.16 Summarize treatments for OCD.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

89. Deep brain stimulation of the ________ is partially effective in treating ________.

a. cerebellum; Parkinson’s disease


b. direct pathway; OCD
c. subthalamic nucleus; OCD
d. orbiofrontal cortex; panic disorder
e. amygdala; Parkinson’s disease

Difficulty Level: Easy


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 18.16 Summarize treatments for OCD.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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90. Drugs that effectively reduce obsessions in OCD are

a. reverse agonists for GABA.


b. opiate antagonists.
c. GABA agonists.
d. serotonin agonists.
e. serotonin antagonists.

Difficulty Level: Easy


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 18.16 Summarize treatments for OCD.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

91. The most effective treatment for obsessive-compulsive disorder is

a. the use of serotonin agonist drugs.


b. self-medication using alcohol and cocaine.
c. neurosurgery.
d. long-term psychotherapy.
e. antibiotic drug therapy.

Difficulty Level: Easy


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 18.16 Summarize treatments for OCD.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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92. The specific compulsion known as trichotillomania

a. is most common in males.


b. involves hair pulling.
c. can be treated by lithium.
d. involves damage to the cingulum.
e. occurs in about 5 percent of the population.

Difficulty Level: Moderate


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 18.16 Summarize treatments for OCD.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

93. The specific compulsion known as ________ involves nail biting.

a. somatophagia
b. Kluver-Bucy syndrome
c. onychophagia
d. acral lick dermatitis
e. trichotillomania

Difficulty Level: Easy


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 18.16 Summarize treatments for OCD.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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94. The specific compulsion known as ________ is seen in large breeds of dogs rather than in
humans.

a. somatophagia
b. Kluver-Bucy syndrome
c. onychophagia
d. acral lick dermatitis
e. trichotillomania

Difficulty Level: Easy


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 18.16 Summarize treatments for OCD.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

95. The ________ pathway from the basal ganglia to the cortex is ________ for motor
function.

a. indirect; excitatory
b. direct; inhibitory
c. corticofugal; excitatory
d. direct; excitatory
e. hyperdirect; excitatory

Difficulty Level: Moderate


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 18.16 Summarize treatments for OCD.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Fill-in-the-Blank Questions

96. The term “fight-or-flight” was coined by ________.

Difficulty Level: Difficult


Topic: Physiology of the Stress Response
Skill Level: Remember the Facts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: Walter Cannon
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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97. The release of _______________ stress hormones is under the control of the sympathetic
adrenal-medullary system.

Difficulty Level: Moderate


Topic: Physiology of the Stress Response
Skill Level: Remember the Facts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: catecholamine
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

98. The adrenal hormone ________ stimulates glucose metabolism and blood flow.

Difficulty Level: Easy


Topic: Physiology of the Stress Response
Skill Level: Remember the Facts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
Answer: epinephrine
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

99. The capacity of stress to suppress the immune response is mediated by the secretion of
________.

Difficulty Level: Easy


Topic: Health Effects of Long-Term Stress
Skill Level: Remember the Facts
Learning Objective: 18.2 Describe the negative health outcomes associated with chronic
stress.
Answer: glucocorticoids
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

100. The immune system develops antibodies through exposure to ________.

Difficulty Level: Easy


Topic: Psychoneuroimmunology
Skill Level: Remember the Facts
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: antigens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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101. The primary role of ________ in immune function is to stimulate cell division.

Difficulty Level: Moderate


Topic: Psychoneuroimmunology
Skill Level: Remember the Facts
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: cytokines
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

102. The first defense within the nose, mouth, throat, and lungs against infectious microbes
is the immunoglobulin ________.

Difficulty Level: Difficult


Topic: Psychoneuroimmunology
Skill Level: Remember the Facts
Learning Objective: 18.4 Summarize the relationship between the immune and nervous
systems in response to stress.
Answer: IgA
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

103. Intense feelings of fear, helplessness, or horror are defining symptoms of ________.

Difficulty Level: Moderate


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 18.5 List the symptoms of PTSD.
Answer: posttraumatic stress disorder (PTSD)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

104. An intense fear of being away from home or other protected places is known as
________.

Difficulty Level: Moderate


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 18.9 List the symptoms of anxiety disorders.
Answer: agoraphobia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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105. Inactivation of the GABA receptor would be expected to ________ anxiety.

Difficulty Level: Moderate


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 18.12 Summarize treatments for anxiety disorders.
Answer: increase
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

106. A person who ingests a benzodiazepine antagonist would be expected to show ________
anxiety.

Difficulty Level: Easy


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 18.12 Summarize treatments for anxiety disorders.
Answer: increased
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

107. The behaviors of counting, avoidance, checking, and cleaning are categories of
________.

Difficulty Level: Moderate


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 18.13 List the symptoms of OCD.
Answer: compulsions
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

108. An obsession is a thought, whereas a compulsion is a ________.

Difficulty Level: Easy


Topic: Symptoms
Skill Level: Remember the Facts
Learning Objective: 18.13 List the symptoms of OCD.
Answer: behavior
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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109. A person showing muscular and vocal tics, squatting, grunting, and vulgar speech is
most likely to be diagnosed with ________ syndrome.

Difficulty Level: Moderate


Topic: Genetic and Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 18.14 Describe the roles of genetic and environmental factors in OCD.
Answer: Tourette’s
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

110. The specific compulsion known as ________ involves nail biting.

Difficulty Level: Moderate


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 18.16 Summarize treatments for OCD.
Answer: onychophagia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

111. The symptoms of OCD can be treated using neurosurgery in which the ________ is
damaged.

Difficulty Level: Easy


Topic: Obsessive-Compulsive Disorder: Treatment
Skill Level: Remember the Facts
Learning Objective: 18.16 Summarize treatments for OCD.
Answer: cingulum bundle
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

112. __________ is the neurotransmitter that plays the most crucial role in obsessive-
compulsive disorder.

Difficulty Level: Easy


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 18.16 Summarize treatments for OCD.
Answer: Serotonin
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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113. The symptoms of obsessive-compulsive disorder may be the result of overactivity in the
__________ pathway of the basal ganglia.

Difficulty Level: Moderate


Topic: Treatment
Skill Level: Remember the Facts
Learning Objective: 18.16 Summarize treatments for OCD.
Answer: direct
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Essay Questions

114. Describe and explain how the hormonal changes that accompany stress can affect
health.

Difficulty Level: Moderate


Topic: Physiology of the Stress Response
Skill Level: Remember the Facts
Learning Objective: 18.1 Compare the SAM system and HPA axis in coordinating a stress
response.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Exposure to a stressor activates the paraventricular nucleus (PVN) to release
corticotropin-releasing hormone (CRH), which stimulates adrenocorticotropic hormone
(ACTH), which in turn stimulates the release of cortisol from the adrenal glands. Cortisol is
a glucocorticoid that aids in the delivery of glucose for use in the fight-or-flight response.
Long-term secretion of cortisol damages the muscles, increases blood pressure, damages
neurons, and suppresses the immune system.

115. Explain the role of glucocorticoids in the impact of stress on health.

Difficulty Level: Difficult


Topic: Health Effects of Long-Term Stress
Skill Level: Remember the Facts
Learning Objective: 18.3 Compare the effects of long-term glucocorticoid exposure and
early nurturing experiences on the brain in response to stress.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.Answer: The principal aspects of this answer include:
* Stress induces the release of cortisol, a glucocorticoid.
* Prolonged exposure to glucocorticoids can
- increase blood pressure (a risk factor for cardiovascular disease)
- damage muscle tissue
- kill neurons within area CA1 of the hippocampus
- inhibit the immune system
- inhibit the inflammatory response

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116. Contrast panic disorder with obsessive-compulsive disorder (OCD) with regard to
symptoms, heritability, and brain activation.

Difficulty Level: Difficult


Topic: Anxiety Disorder
Skill Level: Understand the Concepts
Learning Objective: 18.9 List the symptoms of anxiety disorders.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: Panic disorder involves episodes of intense anxiety such that the person is
incapacitated by panic attacks. OCD involves persistent uncontrollable thoughts and
uncontrollable motor behaviors (compulsions). Each disorder is highly heritable, as
evidenced by a high concordance value for monozygotic twins relative to dizygotic twins.
Panic attacks result in reduced activation of the frontal cortex, whereas OCD is associated
with an increased activity of the frontal cortex and caudate nucleus.

117. Explain why it is believed that panic attacks are thought to have a biological basis.

Difficulty Level: Difficult


Topic: Genetic and Environmental Factors
Skill Level: Understand the Concepts
Learning Objective: 18.10 Describe the roles of genetic and environmental factors in anxiety
disorders.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: Twin and family studies suggest there is a genetic component to panic attacks.
Anxiety disorders may be modulated by brain-derived neurotrophic factor (BDNF) levels in
the brain. Panic attacks are accompanied by increased activation of the amygdala.

118. Describe the environmental factors that can trigger panic attacks.

Difficulty Level: Moderate


Topic: Genetic and Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 18.10 Describe the roles of genetic and environmental factors in anxiety
disorders.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Panic attacks can be triggered in people with a history of panic disorder by a variety
of treatments that activate the autonomic nervous system, such as through injections of lactic
acid, yohimbine, or doxapram, or breathing air containing an elevated amount of carbon
dioxide.

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119. Describe the symptoms noted in obsessive-compulsive disorder (OCD) and explain why
these might reduce the chances of maintaining a long-term relationship with another person.

Difficulty Level: Difficult


Topic: Symptoms
Skill Level: Apply What You Know
Learning Objective: 18.13 List the symptoms of OCD.
APA Learning Objective: 1.3 Describe applications of psychology.
Answer: Obsessions are unwanted thoughts, whereas compulsions are behaviors that the
person feels compelled to enact. Compulsive behaviors related to counting, cleaning,
checking, and avoidance lead to social isolation, which is somewhat incompatible with
establishing and maintaining a long-term relationship with another person.

120. Describe the relationship between obsessive-compulsive disorder and Tourette’s


syndrome.

Difficulty Level: Moderate


Topic: Genetic and Environmental Factors
Skill Level: Remember the Facts
Learning Objective: 18.14 Describe the roles of genetic and environmental factors in OCD.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Family studies have found that OCD is associated with Tourette’s syndrome, which
is characterized by muscular and vocal tics: facial grimaces, squatting, pacing, twirling,
barking, sniffing, coughing, grunting, or repeating specific words (especially vulgarities).
People with obsessive-compulsive disorder display tics, and many people with Tourette’s
syndrome show obsessions and compulsions. A family association between OCD and tic
disorders suggests the two disorders are produced by the same underlying genotype.

121. Discuss three effective drug treatments for obsessive-compulsive disorder (OCD) and
treatments that involve direct intervention in the brain.

Difficulty Level: Moderate


Topic: Treatment
Skill Level: Understand the Concepts
Learning Objective: 18.16 Summarize treatments for OCD.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: Fluvoxamine, clomipramine, and fluoxetine have each been used to treat OCD.
Each acts to increase the synaptic levels of serotonin. A cingulotomy (surgical destruction of
specific fiber bundles in the subcortical frontal lobe, including the cingulum bundle) or a
capsulotomy (destroying the connections between the caudate nucleus and medial prefrontal
cortex) are direct brain interventions that have shown success in treating OCD. Deep brain
stimulation (DBS) of the subthalamic nucleus also shows promise as a less invasive means
of manipulating the brain during treatment.

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Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in
Revel for Physiology of Behavior, 13th Edition.

Assignment: Quiz: Stress


EOM Q18.1.1
Question: In response to a stressful situation, the _______________ stimulates release of
catecholamines from the _______________.
a. sympathetic adrenal-medullary system; adrenal medulla
b. sympathetic adrenal-medullary system; adrenal cortex
c. hypothalamic pituitary adrenal axis; adrenal medulla
d. hypothalamic pituitary adrenal axis; adrenal cortex
Answer: A
Consider This: Catecholamines come from the center of the adrenals; LO 18.1: Compare the
SAM system and HPA axis in coordinating a stress response.
Learning Objective: 18.1: Compare the SAM system and HPA axis in coordinating a stress
response.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q18.1.2
Question: Candace is an emergency-room nurse. Recently, she suffered a nasty cut while
preparing a meal. She wonders whether she is healing more slowly than she once did. The
concept of ______ is MOST relevant to Candace’s experience.
a. allostatic load
b. homeostasis
c. a set point
d. posttraumatic stress
Answer: A
Consider This: Job stress may have exerted some wear and tear on Candace’s body; LO
18.2: Describe the negative health outcomes associated with chronic stress.
Learning Objective: 18.2: Describe the negative health outcomes associated with chronic
stress.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOM Q18.1.3
Question: Elderly people with elevated blood levels of _____________ learned a maze
more ________ than did those with normal levels.
a. glucocorticoids; slowly
b. glucocorticoids; quickly
c. thyroxine; slowly
d. thyroxine; quickly
Answer: A
Consider This: Stress = less cognitive function; LO 18.3: Compare the effects of long-term
glucocorticoid exposure and early nurturing experiences on the brain in response to stress.
Learning Objective: 18.3: Compare the effects of long-term glucocorticoid exposure and
early nurturing experiences on the brain in response to stress.
Difficulty Level: Moderate
Skill Level: Analyze It

EOM Q18.1.4
Question: Prenatal stress can cause long-lasting malfunctions in learning and memory by
interfering with normal development of the brain’s:
a. hippocampus.
b. cerebral cortex.
c. amygdala.
d. thalamus.
Answer: A
Consider This: Which area is largely responsible for learning?; LO 18.3: Compare the effects
of long-term glucocorticoid exposure and early nurturing experiences on the brain in
response to stress.
Learning Objective: 18.3: Compare the effects of long-term glucocorticoid exposure and
early nurturing experiences on the brain in response to stress.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOM Q18.1.5
Question: Chemically mediated immune reactions are produced by _______________,
whereas cell-mediated immune reactions are produced by _________________.
a. B-lymphocytes; T-lymphocytes
b. T-lymphocytes; B-lymphocytes
c. immunoglobulins; T-lymphocytes
d. B-lymphocytes; immunoglobulins
Answer: A
Consider This: “Chemically mediated” refers to antibodies released into circulation, whereas
“cell mediated” refers to antibodies that remain attached to the outside of the cell membrane;
LO 18.4: Summarize the relationship between the immune and nervous systems in response
to stress.
Learning Objective: 18.4: Summarize the relationship between the immune and nervous
systems in response to stress.
Difficulty Level: Difficult
Skill Level: Analyze It

Assignment: Quiz: Posttraumatic Stress Disorder


EOM Q18.2.1
Question: Which statement is MOST accurate regarding the symptoms of PTSD?
a. Recollections and flashbacks can help the individual face the trauma.
b. Individuals with PTSD often have undisturbed sleep patterns.
c. The startle response of individuals with PTSD is often unaffected.
d. Intense psychological distress is one of the primary symptoms of PTSD.
Answer: D
Consider This: The experienced stress of the trauma is so severe that individuals with PTSD
are affected in numerous ways; LO 18.5: List the symptoms of PTSD.
Learning Objective: 18.5: List the symptoms of PTSD.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q18.2.2
Question: Regarding the development of PTSD:
a. genetics is responsible, as indicated by the presence of the COMT enzyme that
destroys catecholamines.
b. the environment produces individuals who are more likely to experience PTSD, as
evidenced by the fact that people who experience more traumatic events are more
likely to be affected.
c. there appears to be an interplay between genetics and environment.
d. the Val158Met polymorphism is responsible.
Answer: C
Consider This: A true nature and nurture combination; LO 18.6: Describe the roles of
genetic and environmental factors in PTSD.
Learning Objective: 18.6: Describe the roles of genetic and environmental factors in PTSD.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q18.2.3
Question: Which person is MOST likely to experience traumatic events and, as a result,
experience PTSD?
a. Joel, a Type-B personality who isn’t deadline driven and enjoys music
b. John, an anxious and easily angered student
c. Peter, an irritable blue- collar worker who enjoys driving fast
d. Thomas, a quiet, mild-mannered manager whose idea of “risky” includes swimming
in the local lake
Answer: C
Consider This: Who is more likely to invite assault or accident?; LO 18.6: Describe the roles
of genetic and environmental factors in PTSD.
Learning Objective: 18.6: Describe the roles of genetic and environmental factors in PTSD.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOM Q18.2.4
Question: Individuals with PTSD were shown pictures of faces with fearful expressions. In
this study, the symptoms of the people with PTSD were_________________ correlated with
the activation of the amygdala and ____________ correlated with the activation of the
medial prefrontal cortex.
a. positively; negatively
b. negatively; positively
c. positively; not
d. not; negatively
Answer: A
Consider This: The amygdala would be responsible for emotional responses associated with
PTSD; LO 18.7: Describe changes in the brain associated with PTSD.
Learning Objective: 18.7: Describe changes in the brain associated with PTSD.
Difficulty Level: Difficult
Skill Level: Analyze It

EOM Q18.2.5
Question: Which statement is MOST accurate regarding the treatment of PTSD?
a. Cognitive behavior therapy, group therapy, and antidepressants are the most common
treatments.
b. TMS is largely ineffective.
c. SSRIs can worsen symptoms.
d. Psychotherapy increases amygdala activity and decreases prefrontal cortex activity.
Answer: A
Consider This: Numerous treatments are possible and effective for PTSD; LO 18.8:
Summarize treatments for PTSD.
Learning Objective: 18.8: Summarize treatments for PTSD.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Assignment: Quiz: Anxiety Disorders


EOM Q18.3.1
Question: This anxiety disorder involves intense fear or anxiety about leaving home and
about being in open spaces, enclosed spaces, or in lines or crowds.
a. panic disorder
b. agoraphobia
c. generalized anxiety disorder
d. social anxiety disorder
Answer: B
Consider This: Part of the name means “open space”; LO 18.9: List the symptoms of anxiety
disorders.
Learning Objective: 18.9: List the symptoms of anxiety disorders.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q18.3.2
Question: This disorder consists of excessive anxiety and worry with no legitimate cause.
a. panic disorder
b. agoraphobia
c. generalized anxiety disorder
d. social anxiety disorder
Answer: C
Consider This: Affects those of European descent more than others; LO 18.9: List the
symptoms of anxiety disorders.
Learning Objective: 18.9: List the symptoms of anxiety disorders.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q18.3.3
Question: Which statement is true about heritability of anxiety disorders?
a. Family studies indicate social anxiety disorder, generalized anxiety disorder, and
panic disorder have a hereditary component.
b. Genetic components result in enhanced extinction of conditioned fear responses in
those with anxiety disorders.
c. Individuals with the Val66Met allele have increased activity of the vmPFC during
extinction.
d. Individuals with the Val66Met allele have decreased activity of the vmPFC during
extinction.
Answer: A
Consider This: If someone has anxiety, would they experience extinction or not?; LO 18.10:
Describe the roles of genetic and environmental factors in anxiety disorders.
Learning Objective: 18.10: Describe the roles of genetic and environmental factors in
anxiety disorders.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q18.3.4
Question: A striking feature of the “brain signature” of anxiety disorders is heightened
activity in the:
a. prefrontal cortex.
b. pons.
c. Amygdala.
d. hippocampus.
Answer: C
Consider This: The brain signature is seen in generalized anxiety, social anxiety, and panic
disorder; LO 18.11: Describe changes in the brain associated with anxiety disorders.
Learning Objective: 18.11: Describe changes in the brain associated with anxiety disorders.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q18.3.5
Question: Anxiety disorders can be treated with:
a. GABA antagonists.
b. GABA agonists.
c. drugs that activate the amygdala.
d. serotonin antagonists.
Answer: B
Consider This: Which drug would calm the panic?; LO 18.12: Summarize treatments for
anxiety disorders.
Learning Objective: 18.12: Summarize treatments for anxiety disorders.
Difficulty Level: Moderate
Skill Level: Remember the Facts

Assignment: Quiz: Obsessive-Compulsive Disorder


EOM Q18.4.1
Question: It is now believed that obsessive-compulsive disorder is MOST closely related to:
a. major depressive and bipolar disorders.
b. specific phobia and panic disorder.
c. schizophrenia and other psychotic disorders.
d. hoarding and trichotillomania.
Answer: D
Consider This: OCD is defined by dysfunctional thoughts and repetitive behaviors; LO
18.13: List the symptoms of OCD.
Learning Objective: 18.13: List the symptoms of OCD.
Difficulty Level: Moderate
Skill Level: Analyze It

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EOM Q18.4.2
Question: Evidence suggests that OCD and ___________ overlap, with individuals often
demonstrating behaviors from both disorders.
a. schizophrenia
b. generalized anxiety disorder
c. posttraumatic stress disorder
d. Tourette’s syndrome
Answer: D
Consider This: Family association between OCD and tic disorders; LO 18.14: Describe the
roles of genetic and environmental factors in OCD.
Learning Objective: 18.14: Describe the roles of genetic and environmental factors in OCD.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q18.4.3
Question: Nongenetic OCD can result from damage to the brain. Specifically, damage to the
_____________ appears to be responsible for the symptoms of OCD.
a. basal ganglia
b. cingulate gyrus
c. prefrontal cortex
d. putamen
Answer: A
Consider This: This brain area is involved in the coordination of movement; LO 18.14:
Describe the roles of genetic and environmental factors in OCD.
Learning Objective: 18.14: Describe the roles of genetic and environmental factors in OCD.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOM Q18.4.4
Question: Several imaging studies have demonstrated that OCD symptoms are associated
with _________________ of the ______________________.
a. overactivity; caudate nucleus and orbitofrontal cortex
b. underactivity; caudate nucleus
c. overactivity; orbitofrontal cortex
d. underactivity; caudate nucleus and orbitofrontal cortex
Answer: A
Consider This: The involvement of the basal ganglia in OCD implicates one of these areas;
LO 18.15: Describe changes in the brain associated with OCD.
Learning Objective: 18.15: Describe changes in the brain associated with OCD.
Difficulty Level: Difficult
Skill Level: Analyze It

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EOM Q18.4.5
Question: Which statement is MOST accurate regarding treatment of OCD?
a. Only serotonin antagonists have been helpful in treating OCD.
b. Cingulotomy and capsulotomy are treatments for severe OCD.
c. D-cycloserine, an NMDA receptor antagonist, has been found effective for OCD
treatment.
d. Deep brain stimulation has been found to be ineffective in OCD treatment.
Answer: B
Consider This: Brain lesions cannot be undone; 18.16: Summarize treatments for OCD.
Learning Objective: LO 18.16: Summarize treatments for OCD.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

Assignment: Chapter Quiz: Stress and Anxiety Disorders


EOC Q18.1
Question: In response to a stressful situation, the _______________ stimulates release of
cortisol from the _______________.
a. sympathetic adrenal-medullary system; adrenal medulla
b. sympathetic adrenal-medullary system; adrenal cortex
c. hypothalamic pituitary adrenal axis; adrenal medulla
d. hypothalamic pituitary adrenal axis; adrenal cortex
Answer: D
Consider This: Cortisol comes from the outer layer of the adrenals; LO 18.1: Compare the
SAM system and HPA axis in coordinating a stress response.
Learning Objective: 18.1: Compare the SAM system and HPA axis in coordinating a stress
response.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q18.2
Question: The hypothalamus releases ___________, the pituitary releases __________, and
the adrenals release ___________________ to make up the steps of action in the HPA axis.
a. corticotropin-releasing hormone; adrenocorticotropic hormone; and glucocorticoids
b. glucocorticoids; corticotropin-releasing hormone; adrenocorticotropic hormone
c. adrenocorticotropic hormone; corticotropin-releasing hormone; glucocorticoids
d. corticotropin-releasing hormone; glucocorticoids; adrenocorticotropic hormone
Answer: A
Consider This: CRH before ACTH; LO 18.1: Compare the SAM system and HPA axis in
coordinating a stress response.
Learning Objective: 18.1: Compare the SAM system and HPA axis in coordinating a stress
response.
Difficulty Level: Difficult
Skill Level: Analyze It

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EOC Q18.3
Question: The textbook notes that “air traffic controllers . . . show a greater incidence of
high blood pressure, which gets worse as they grow older (Cobb & Rose, 1973).” The
concept of _____ is most relevant to the notion that the negative health effects of stress
become more severe over time.
a. allostatic load
b. homeostasis
c. a set point
d. anticipatory anxiety
Answer: A
Consider This: Job stress exerts wear and tear on the air traffic controllers’ bodies; LO 18.2:
Describe the negative health outcomes associated with chronic stress.
Learning Objective: 18.2: Describe the negative health outcomes associated with chronic
stress.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q18.4
Question: The presence of various neuroprotective hormones, such as
__________________ can promote resilience in the event of stress.
a. DHEA and thyroxine
b. thyroxine and cortisol
c. DHEA and testosterone
d. neuropeptide Y and cortisol
Answer: C
Consider this: Sex hormones are often neuroprotective; LO 18.3: Compare the effects of
long-term glucocorticoid exposure and early nurturing experiences on the brain in response
to stress.
Learning Objective: 18.3: Compare the effects of long-term glucocorticoid exposure and
early nurturing experiences on the brain in response to stress.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q18.5
Question: Which statement regarding PTSD is MOST accurate?
a. Men are less likely to be exposed to traumatic events.
b. Women are more likely than men to experience PTSD after a traumatic event.
c. Lifetime prevalence of PTSD is less than 5 percent in the US.
d. Men are more likely to experience PTSD after a traumatic event than women are.
Answer: B
Consider This: Prevalence appears to be influenced by the same factors that influence
depression prevalence; LO 18.5: List the symptoms of PTSD.
Learning Objective: 18.5: List the symptoms of PTSD.
Difficulty Level: Moderate
Skill Level: Remember the Facts

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EOC Q18.6
Question: Shared symptoms between depression and PTSD include:
a. memory impairments.
b. flashbacks of trauma.
c. avoidance of stimuli associated with trauma.
d. reduced interest or participation in significant activities.
Answer: D
Consider This: Most depression is not developed from a specific trauma; LO 18.5: List the
symptoms of PTSD.
Learning Objective: 18.5: List the symptoms of PTSD.
Difficulty Level: Moderate
Skill Level: Analyze It

EOC Q18.7
Question: Which statement is true regarding the heritability of PTSD?
a. Individuals with higher levels of COMT were more likely to develop PTSD.
b. Individuals with lower levels of COMT were more likely to develop PTSD
c. The Val158Met polymorphism was not responsible for PTSD.
d. Faster destruction of catecholamines is associated with PTSD.
Answer: B
Consider This: High levels of NE and E cause negative effects; LO 18.6: Describe the roles
of genetic and environmental factors in PTSD.
Learning Objective: 18.6: Describe the roles of genetic and environmental factors in PTSD.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q18.8
Question: Tourmaline is undergoing psychotherapy to treat PTSD. Based on the textbook’s
discussion, an investigation of Tourmaline’s brain should reveal _____ in activity in the
amygdala and ______ in activity in the prefrontal cortex.
a. a decrease; an increase
b. a decrease; no change
c. no change; an increase
d. no change; no change
Answer: B
Consider This: Psychotherapy is generally about as effective as drug therapy; LO 18.8:
Summarize treatments for PTSD.
Learning Objective: 18.8: Summarize treatments for PTSD.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOC Q18.9
Question: _____ disorders are the MOST common type of psychiatric disorder.
a. Psychotic
b. Anxiety
c. Affective or mood
d. Dissociative
Answer: B
Consider This: This type of disorder has a lifetime prevalence of 28 percent; LO 18.9: List
the symptoms of anxiety disorders.
Learning Objective: 18.9: List the symptoms of anxiety disorders.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q18.10
Question: Which statement is MOST accurate with regard to panic disorder?
a. Prevalence rates are higher in Latin American countries.
b. Men are more likely than women to experience panic disorder.
c. Panic attacks are often confused with heart attacks.
d. Prevalence in the US is approximately 10 percent.
Answer: C
Consider This: Panic attacks include many physical symptoms, such as shortness of breath,
clammy sweat, irregularities in heartbeat, dizziness, faintness, and feelings of unreality; LO
18.9: List the symptoms of anxiety disorders.
Learning Objective: 18.9: List the symptoms of anxiety disorders.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOC Q18.11
Question: Which drug therapy is effective for treatment of anxiety?
a. GABA antagonists
b. NMDA receptor antagonists
c. fluoxetine combined with cognitive behavior therapy
d. serotonin antagonists
Answer: C
Consider This: Promoting serotonin or GABA would be beneficial; LO 18.12: Summarize
treatments for anxiety disorders.
Learning Objective: 18.12: Summarize treatments for anxiety disorders.
Difficulty Level: Moderate
Skill Level: Remember the Facts

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EOC Q18.12
Question: Tierra is fearful of catching an illness. She envisions germs covering every
surface when she ventures outside of her immaculately kept apartment. She wears gloves and
refuses to touch other individuals or to allow them to touch her. Her preoccupation with
germs would be considered a(n):
a. compulsion.
b. obsession.
c. fixation.
d. mania.
Answer: B
Consider This: The definition of this term is “persistent and involuntary thoughts, images, or
urges that will not leave them”; LO 18.13: List the symptoms of OCD.
Learning Objective: 18.13: List the symptoms of OCD.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q18.13
Question: Which statement is MOST accurate regarding obsessive-compulsive disorder?
a. Individuals with OCD do not realize they have irrational obsessions.
b. Compulsions are usually mild and do not interfere with daily life.
c. Obsessions are never comorbid with other disorders.
d. OCD is more similar to hoarding and trichotillomania than anxiety disorders.
Answer: D
Consider This: Predominant features of OCD are dysfunctional thoughts and repetitive
behaviors; LO 18.13: List the symptoms of OCD.
Learning Objective: 18.13: List the symptoms of OCD.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q18.14
Question: Successful brain therapy for OCD produces several changes in brain activity. As
compared to these effects, cognitive behavior therapy produces ______ changes in brain
activity.
a. no
b. similar
c. stronger
d. different
Answer: B
Consider This: The text states that very different procedures may bring about physiological
changes that alleviate OCD.; LO 18.15: Describe changes in the brain associated with OCD.
Learning Objective: 18.15: Describe changes in the brain associated with OCD.
Difficulty Level: Moderate
Skill Level: Analyze It

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EOC Q18.15
Question: Three drugs are regularly used to treat the symptoms of OCD: clomipramine,
fluoxetine, and fluvoxamine. These drugs are:
a. dopamine agonists.
b. serotonin agonists.
c. norepinephrine antagonists.
d. dopamine antagonists.
Answer: B
Consider This: This neurotransmitter has an inhibitory effect on species-typical behaviors, so
these drugs may alleviate the symptoms of obsessive-compulsive disorder by reducing the
strength of tendencies for counting, checking, cleaning, and avoidance behaviors; LO 18.16:
Summarize treatments for OCD.
Learning Objective: 18.16: Summarize treatments for OCD.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Chapter 19: Substance Abuse

Total Assessment Guide (T.A.G.)

Topic Question Remember the Understand the Apply What You


Type Facts Concepts Know

Common Multiple 3-11,13,19,20, 1,2,12,14,15,17, 16,21,24,27,


Features of Choice 23,25,31,33,34, 18,22,26,29,32, 28,30,35,36
Substance 37,39,41,43 38,40,42
Abuse
Fill-In 101-105,107-110 106

Essay 119-121 122,123

Genetic Multiple 44,45,48 47 46


Factors Choice
Fill-In

Essay 124

Brain Multiple 49,51,55-57,61, 50,53,54,60,69, 52,58,59,62,63,


Mechanisms Choice 64-66,68,76-78, 71,72,74,79-85 67,70,73,75,86,
Associated 88,92,93 87,89-91
with Fill-In 111-117
Commonly
Abused Essay 125-127
Drugs
Treatment Multiple 95,97,98-100 96 94
for Choice
Substance
Abuse Fill-In 118

Essay 128

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Multiple-Choice Questions

1. A substance that is a positive reinforcer

a. increases behavior by adding a positive reward.


b. decreases a behavior by adding a positive reward.
c. increases behavior by taking away something bad.
d. decreases behavior by taking away something bad.
e. is equally as powerful as a negative reinforcer.

Difficulty Level: Easy


Topic: Positive Reinforcement
Skill Level: Understand the Concepts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

2. Compared to the others, which drug administration route would be least reinforcing?

a. oral administration
b. injection
c. smoking
d. snorting
e. None of these routes are reinforcing.

Difficulty Level: Easy


Topic: Positive Reinforcement
Skill Level: Understand the Concepts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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3. Drugs are reinforcing when

a. they cause good feelings.


b. there is a long interval between a response and the drug onset.
c. the drug onset is slow and steady.
d. they rapidly activate reinforcement mechanisms in the brain.
e. the drug has an extremely delayed onset of action.

Difficulty Level: Easy


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

4. The drug _______ is an agonist at CB1 receptors.

a. alcohol
b. marijuana
c. LSD
d. cocaine
e. nicotine

Difficulty Level: Easy


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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5. A drug that affects the GABA and glutamate systems is

a. alcohol.
b. marijuana.
c. LSD.
d. cocaine.
e. nicotine.

Difficulty Level: Easy


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

6. The drug _______ blocks reuptake of dopamine, norepinephrine, and serotonin.

a. alcohol
b. marijuana
c. LSD
d. cocaine
e. nicotine

Difficulty Level: Easy


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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7. Which pairing correctly matches a drug with its site of action?

a. cocaine; nicotinic ACh receptor agonist


b. ethanol; release of norepinephrine
c. amphetamine; release of dopamine
d. ketamine; blocks reuptake of dopamine
e. cannabis; nicotinic ACh receptor agonist

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

8. Which pairing correctly matches a drug with its site of action?

a. cocaine; blocks reuptake of dopamine


b. ethanol; release of norepinephrine
c. amphetamine; release of acetylcholine
d. ketamine; blocks reuptake of dopamine
e. cannabis; nicotinic ACh receptor agonist

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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9. A common property of drugs that are frequently abused relates to

a. their capacity to produce tolerance.


b. the withdrawal that follows termination of the drug-taking.
c. their rapid reinforcing effects.
d. their ability to inhibit dopamine in brain.
e. their ability to produce rapidly physical dependence.

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

10. Which explanation correctly describes why drug abusers prefer heroin over morphine?

a. Heroin is cheaper to buy on the street than morphine.


b. Morphine enters the brain faster than heroin.
c. Heroin is less lipid-soluble than morphine.
d. Heroin exerts effects on the brain faster than morphine.
e. Morphine contains a greater number of contaminants than heroin.

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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11. The common aspect of all natural reinforcers relates to

a. the release of dopamine within the nucleus accumbens.


b. the release of norepinephrine within the locus coeruleus.
c. the release of dopamine within the lateral hypothalamus.
d. inactivation of the frontal cortex.
e. activation of the medulla.

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

12. All natural reinforcers that have been studied to date cause the release of ______________
in the nucleus accumbens.

a. dopamine
b. norepinephrine
c. serotonin
d. epinephrine
e. cortisol

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Understand the Concepts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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13. Microdialysis studies indicate that administration of ________ will enhance extracellular
dopamine levels in the nucleus accumbens.

a. alcohol, PCP, or amphetamine


b. glycine and vellocet
c. caffeine
d. LSD combined with mescaline
e. GABA antagonists

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

14. Which statement is true regarding the neural substrates of reinforcement?

a. Aversive stimuli do not increase dopamine levels within the nucleus accumbens.
b. Release of dopamine within the nucleus accumbens is a necessary condition for
reinforcement.
c. Damage to brain dopamine systems enhances the reinforcing properties of drugs of
abuse.
d. Release of dopamine within the nucleus accumbens is a sufficient condition for
reinforcement.
e. Drugs that increase dopamine by blocking reuptake are not addictive.

Difficulty Level: Difficult


Topic: Positive Reinforcement
Skill Level: Understand the Concepts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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15. Early changes in the brain during exposure to addictive drugs involve the insertion of
________ receptors into neuron membranes located within the ________.

a. GABA; hippocampus
b. D2; nucleus accumbens
c. AMPA; VTA
d. glycine; VTA
e. AMPA; amygdala

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Understand the Concepts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

16. Which statement regarding substance abuse is most accurate?

a. Drugs of abuse cause inhibition of synapses in the ventral tegmental area.


b. Drugs of abuse promote changes in the ventral tegmental area that result in the
insertion of AMPA receptors, which facilitate learning.
c. Ingestion of drugs results in long-term inhibition of the dorsal striatum.
d. Drug habits are difficult to form unless a person has had prior exposure to her or
his drug of choice early in development.
e. Drug habits are typically easy to quit.

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Apply What You Know
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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17. Activation of neurons within the ________ during repeated drug injection appears to play
a central role in the compulsive nature of drug abuse.

a. hippocampus
b. nucleus accumbens
c. amygdala
d. dorsal striatum
e. hypothalamus

Difficulty Level: Easy


Topic: Positive Reinforcement
Skill Level: Understand the Concepts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

18. Activation of neurons within the ________ appears to play a central role in the early
reinforcing actions of drugs.

a. thalamus
b. nucleus accumbens
c. amygdala
d. dorsal striatum
e. hippocampus

Difficulty Level: Easy


Topic: Positive Reinforcement
Skill Level: Understand the Concepts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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19. Evidence from imaging studies reveals that release of dopamine in the ________ is
increased by human exposure to drug-associated cues.

a. dorsal striatum
b. ventromedial prefrontal cortex (vmPFC)
c. hypothalamus
d. hippocampus
e. amygdala

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

20. With drug use, ___________ are seen in dopamine D1 receptors, which cause excitation
and facilitate behavior, and _________ are seen in dopamine D2 receptors, which cause
inhibition and suppress behavior.

a. increases; decreases
b. increases; increases
c. decreases; decreases
d. decreases; increases
e. fluctuations; increases

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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21. Compared to the other age ranges, people in the ________ age group are MOST likely to
abuse drugs.

a. 10–14
b. 20–30
c. 55–75
d. 15–18
e. 31–54

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Apply What You Know
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

22. Long-term drug use can result in

a. elevated dopamine production in the ventral tegmental area.


b. greater activation of the prefrontal cortex.
c. structural abnormalities of the prefrontal cortex.
d. superior gambling performance while under the effects of a drug.
e. longer life span and better mental adjustment.

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Understand the Concepts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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23. A notable comorbidity of schizophrenia is

a. depression.
b. mania.
c. gambling disorder.
d. substance abuse disorder.
e. borderline personality disorder.

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

24. Which factor is a predictor of risk for hospitalization for schizophrenia?

a. religious preference
b. smoking more than 10 cigarettes per day
c. prior military service
d. consuming at least 5 diet sodas per day
e. having a friend who has been diagnosed with schizophrenia

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Apply What You Know
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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25. Infusions of the neuropeptide ________ into the ________ reinstates drug taking that was
previously extinguished.

a. leptin; orbitofrontal cortex


b. insulin; nucleus accumbens
c. glycine; ventral tegmental area
d. glutamate; nucleus accumbens
e. orexin; ventral tegmental area

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

26. Which statement regarding substance use is correct?

a. Withdrawal symptoms and tolerance are the result of compensatory mechanisms


enacted by the user’s body.
b. The withdrawal symptoms that occur in heroin addicts are less dangerous than
those that occur in alcoholics.
c. Withdrawal symptoms are usually less intense versions of the drug’s typical
effects.
d. Drug abuse is caused by physical dependence.
e. Cocaine abuse is the result of psychological dependence.

Difficulty Level: Moderate


Topic: Negative Reinforcement
Skill Level: Understand the Concepts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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27. Which example best illustrates the concept of negative reinforcement?

a. Carlotta injects heroin into her veins to obtain a “rush.”


b. A hungry rat presses a lever to obtain a food pellet.
c. A rat presses a lever that results in delivery of a shock through the floor of the
chamber.
d. Seymour takes an aspirin to rid himself of a pounding headache.
e. Five-year-old Winston is sent to his room after screaming at the dinner table.

Difficulty Level: Difficult


Topic: Negative Reinforcement
Skill Level: Apply What You Know
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

28. When a drug user experiences withdrawal symptoms and takes the drug to alleviate those
symptoms, it represents the application of

a. negative punishment.
b. negative reinforcement.
c. positive punishment.
d. positive reinforcement.
e. punishment.

Difficulty Level: Moderate


Topic: Negative Reinforcement
Skill Level: Apply What You Know
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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29. ____________ occurs when an organism performs a behavior to avoid a negative


consequence.

a. Negative punishment
b. Negative reinforcement
c. Positive punishment
d. Positive reinforcement
e. Punishment

Difficulty Level: Moderate


Topic: Negative Reinforcement
Skill Level: Understand the Concepts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

30. Which example best illustrates the concept of punishment?

a. Seymour takes an aspirin to rid himself of a pounding headache.


b. A hungry rat presses a lever to obtain a food pellet.
c. A rat presses a lever that results in delivery of a shock through the floor of the
chamber.
d. Carlotta injects heroin into her veins to obtain a “rush.”
e. Five-year-old Winston is given a cookie after screaming at the dinner table.

Difficulty Level: Difficult


Topic: Negative Reinforcement
Skill Level: Apply What You Know
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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31. ________ refers to a compulsion to take a drug.

a. Drug tolerance
b. Allostasis
c. Craving
d. Homeostasis
e. Withdrawal

Difficulty Level: Easy


Topic: Negative Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

32. Which example best illustrates the concept of craving?

a. Seymour takes an aspirin to rid himself of a pounding headache.


b. A hungry rat presses a lever to obtain a food pellet.
c. A rat presses a lever that results in delivery of a shock through the floor of the
chamber.
d. Carlotta injects heroin into her veins to obtain a “rush.”
e. An injection of cocaine reinstates responding for intravenous cocaine in a rat that
underwent extinction of cocaine responding.

Difficulty Level: Moderate


Topic: Negative Reinforcement
Skill Level: Understand the Concepts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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33. During abstinence, the activity of the ___________ prefrontal cortex of people who
abused cocaine is lower than that of non-cocaine-using people.

a. dorsal
b. ventromedial
c. dorsolateral
d. medial
e. rostral

Difficulty Level: Moderate


Topic: Negative Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

34. Cocaine addicts exhibit ________ during withdrawal from cocaine.

a. increased activation of the orbitofrontal cortex


b. increased blood flow in the prefrontal cortex
c. increased blood flow in the anterior cingulate cortex
d. decreased activation of the medial prefrontal cortex
e. decreased dopamine production in the nucleus accumbens

Difficulty Level: Easy


Topic: Negative Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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35. Which statement regarding stress and substance abuse is true?

a. Rats do not demonstrate an increase in drug use based on stressful events, such as
being defeated by a dominant rat.
b. Administration of corticotropin-releasing hormone can reinstate drug-taking
behavior.
c. Administration of a corticotropin-releasing hormone antagonist can reinstate drug-
taking behavior.
d. Isolated baby rats do not readily take cocaine when given the opportunity to as
adults.
e. There is no relation between stress and drug use.

Difficulty Level: Moderate


Topic: Negative Reinforcement
Skill Level: Apply What You Know
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

36. Compared to the others, which situation would be most likely to induce the greatest
craving in an alcoholic?

a. talking to a friend who has just completed a drug rehabilitation program


b. sitting on her or his favorite barstool during happy hour
c. viewing a television commercial for Falstaff beer
d. riding a bus through her or his childhood town
e. hearing glass clink against glass, followed by cheers, toasts, and boasts

Difficulty Level: Moderate


Topic: Negative Reinforcement
Skill Level: Apply What You Know
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

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37. Which theoretical model applies to the study of drug craving?

a. intravenous self-administration
b. the homeostasis model
c. incentive salience conditioning
d. the reinstatement model
e. the rapid acquisition model

Difficulty Level: Easy


Topic: Negative Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

38. Imaging studies suggest that the amount of activation in the _______ is inversely
proportional to the amount of cocaine that users take each week.

a. medial prefrontal cortex


b. hypothalamus
c. dorsal anterior cingulated cortex
d. nucleus accumbens
e. ventral tegmental area

Difficulty Level: Moderate


Topic: Negative Reinforcement
Skill Level: Understand the Concepts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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39. Neurons within the ________ facilitate drug craving.

a. medial prefrontal cortex


b. hippocampus
c. dorsal anterior cingulate cortex
d. hypothalamus
e. cerebellum

Difficulty Level: Difficult


Topic: Negative Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

40. A rat is trained to self-administer cocaine. Saline is substituted for the cocaine solution,
which results in extinction of responding. In this situation, the capacity for a “free” shot of
cocaine to reinstate responding can be blocked by

a. injection of AMPA into the ventromedial prefrontal cortex.


b. injection of a dopamine agonist into the nucleus accumbens.
c. glutamate induced activation of the ventral tegmental area.
d. injection of a dopamine agonist into the prefrontal cortex.
e. injection of glycine into the ventromedial prefrontal cortex.

Difficulty Level: Difficult


Topic: Negative Reinforcement
Skill Level: Understand the Concepts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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41. Imaging studies indicate that greater consumption of cocaine produces

a. increased activation of the orbitofrontal cortex.


b. increased blood flow in the prefrontal cortex.
c. increased blood flow in the anterior cingulate cortex.
d. decreased activation of the medial prefrontal cortex.
e. decreased dopamine production in the nucleus accumbens.

Difficulty Level: Easy


Topic: Negative Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

42. A common factor that promotes relapse in recovered drug addicts is

a. the experience of stress.


b. taking up smoking.
c. going on a diet for weight loss.
d. inactivation of the central nucleus of the amygdala.
e. embarking on a new career.

Difficulty Level: Difficult


Topic: Negative Reinforcement
Skill Level: Understand the Concepts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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43. The experience of stress has been found to

a. increase the amount of cocaine self-administered by rats.


b. reduce the feelings of euphoria produced by cocaine.
c. render rats resistant to the reinforcing effects of cocaine.
d. block the craving for cocaine in abstinent addicts.
e. inactivate orexin neurons in the lateral hypothalamus.

Difficulty Level: Easy


Topic: Negative Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: A.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

44. Among many possible explanations, susceptibility to alcohol abuse is most likely linked to
variability in

a. family patterns of alcohol abuse.


b. emotional dependence.
c. reactivity to environmental stressors.
d. lack of guilt about drinking.
e. metabolism of alcohol.

Difficulty Level: Moderate


Topic: Alcohol
Skill Level: Remember the Facts
Learning Objective: 19.3 Describe the role of genetic factors in alcohol abuse.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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45. Alcohol consumption is not distributed equally across the population; in the United States,
_____ percent of the people drink _____ percent of the alcohol.

a. 10; 50
b. 50; 10
c. 15; 25
d. 25; 50
e. 50; 25

Difficulty Level: Easy


Topic: Alcohol
Skill Level: Remember the Facts
Learning Objective: 19.3 Describe the role of genetic factors in alcohol abuse.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

46. Which statement regarding alcohol is correct?

a. Twin studies indicate that susceptibility to alcohol abuse is not genetic.


b. Alcohol consumption is not a strategy that people use to reduce feelings of anxiety.
c. The gene that regulates production of dehydrogenase may contribute to alcoholism
susceptibility.
d. Alcohol abuse is purely a matter of genetic makeup.
e. In the U.S., 50 percent of people drink 100 percent of the alcohol.

Difficulty Level: Moderate


Topic: Alcohol
Skill Level: Apply What You Know
Learning Objective: 19.3 Describe the role of genetic factors in alcohol abuse.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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47. Nicotinic ACh receptors that contain the α5 subunit, found on neurons in the medial
habenula, play a role in ___________ the reinforcing effects of nicotine.

a. inhibiting
b. exciting
c. stabilizing
d. negating
e. stimulating

Difficulty Level: Easy


Topic: Nicotine
Skill Level: Understand the Concepts
Learning Objective: 19.4 Describe the role of genetic factors in nicotine abuse.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

48. ______________ may be used to decrease the rewarding effects of cocaine.

a. Dopamine agonists
b. Dopamine antagonists
c. Serotonin agonists
d. Sirtuin agonists
e. Sirtuin antagonists

Difficulty Level: Easy


Topic: Stimulants
Skill Level: Remember the Facts
Learning Objective: 19.5 Describe the role of genetic factors in stimulant abuse.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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49. Which statement about opiate abuse is correct?

a. Heroin is legal to inject while under medical supervision.


b. The opiate habit is inexpensive, which contributes to its popularity.
c. Opiates are not addictive.
d. Needle-using opiate addicts are at risk for contracting HIV.
e. Rats will self-administer morphine to excess, but not heroin.

Difficulty Level: Moderate


Topic: Opiates
Skill Level: Remember the Facts
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

50. The analgesic effect of opiates is due to activation of neurons within the

a. cerebellum.
b. medulla.
c. periaqueductal gray matter.
d. preoptic area.
e. spinal cord.

Difficulty Level: Moderate


Topic: Opiates
Skill Level: Understand the Concepts
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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51. Administration of an opiate

a. increases locomotor activity.


b. raises body temperature.
c. induces pain.
d. causes arousal.
e. results in reinforcement.

Difficulty Level: Moderate


Topic: Opiates
Skill Level: Remember the Facts
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

52. Administration of a drug that is an agonist at only mu receptors (μ) would be expected to
produce

a. hyperthermia.
b. arousal.
c. sedation.
d. reinforcement.
e. dysphoria.

Difficulty Level: Moderate


Topic: Opiates
Skill Level: Apply What You Know
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: D
APA Learning Objective: 1.3 Describe applications of psychology.

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53. Which pairing correctly matches an opiate receptor and opiate effect?

a. mu (μ); sedating
b. delta (δ); aversive
c. kappa (κ); aversive
d. mu (μ); aversive
e. kappa (κ); reinforcing

Difficulty Level: Easy


Topic: Opiates
Skill Level: Understand the Concepts
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

54. Which statement about the effects of opiates is correct?

a. Opiates stimulate the central nervous system, and thereby increase the risk of heart
attacks and strokes due to hyper-activation of neurons.
b. Opiates produce a variety of effects in the brain, including reinforcement,
analgesia, hypothermia, and sedation.
c. Reinforcement of an opiate’s effects is primarily a matter of environmental factors,
rather than physiological ones.
d. Intravenous drug use in the United States is increasing at the fastest rate among
people in the 12- to 15-year-old range.
e. Unlike most substances, opiate use levels out at a certain amount, rather than
inducing tolerance.

Difficulty Level: Moderate


Topic: Opiates
Skill Level: Understand the Concepts
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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55. Opiate receptors in the ________ are responsible for the analgesia caused by opiate drugs.

a. nucleus accumbens
b. preoptic area
c. periaqueductal gray matter
d. mesencephalic reticular formation
e. ventral segmental area

Difficulty Level: Easy


Topic: Opiates
Skill Level: Remember the Facts
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

56. Opiate receptors are located in a variety of areas in the brain. Which brain area and the
resulting effect of opiates is correctly paired?

a. periaqueductal gray matter; hypothermia


b. mesencephalic reticular formation; hypothermia
c. mesencephalic reticular formation; sedation
d. preoptic area; sedation
e. periaqueductal gray matter; sedation

Difficulty Level: Easy


Topic: Opiates
Skill Level: Remember the Facts
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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57. Opiate receptors in the ________ are responsible for the sedation caused by opiate drugs.

a. nucleus accumbens
b. preoptic area
c. periaqueductal gray matter
d. mesencephalic reticular formation
e. ventral segmental area

Difficulty Level: Easy

Topic: Opiates
Skill Level: Remember the Facts
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

58. Administration of an opiate drug that is an agonist at only kappa receptors (κ) would be
expected to produce

a. hypothermia.
b. analgesia.
c. sedation.
d. reinforcement.
e. an aversive state.

Difficulty Level: Easy

Topic: Opiates
Skill Level: Apply What You Know
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: E
APA Learning Objective: 1.3 Describe applications of psychology.

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59. Dr. Sardonicus injects an opiate drug into the ________ of a rat, in anticipation that the
drug will activate dopamine neurons in the nucleus accumbens.

a. ventral tegmental area


b. medial septal region
c. periaqueductal gray matter
d. preoptic area
e. cingulate cortex

Difficulty Level: Moderate

Topic: Opiates
Skill Level: Apply What You Know
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

60. Which statement is true of opiate reinforcement?

a. Opiates cause release of dopamine within the hippocampus.


b. Injections of opiates into the spinal cord are reinforcing.
c. Injections of opiates into the ventral tegmental area are reinforcing.
d. Natural rewards involve cholinergic and opiate systems.
e. Naloxone stimulates opiate receptors.

Difficulty Level: Difficult


Topic: Opiates
Skill Level: Understand the Concepts
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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61. Research using antagonist-precipitated withdrawal indicates that the ________ plays a key
role in producing opiate withdrawal symptoms.

a. amygdala
b. orbitofrontal cortex
c. hypothalamus
d. locus coeruleus
e. reticular formation

Difficulty Level: Easy


Topic: Opiates
Skill Level: Remember the Facts
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

62. Rats are made dependent on heroin and then given an injection of naloxone while housed
in a novel cage. These rats would be predicted to express

a. an aversion to the cage in which naloxone caused withdrawal.


b. fewer kappa receptors in the forebrain.
c. more mu receptors in the forebrain.
d. an attraction to the cage in which naloxone caused withdrawal.
e. greater consumption of water in the home cage.

Difficulty Level: Difficult


Topic: Opiates
Skill Level: Apply What You Know
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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63. Opiate use by a pregnant woman typically results in

a. no harmful effects to the developing fetus.


b. a dependency on opiates in the newborn child.
c. faster development of opiate receptors in the amygdala of the fetus.
d. a very limited probability that opiate abuse will result in the mother.
e. behavioral signs of hyper-stimulation in the newborn infant.

Difficulty Level: Easy


Topic: Opiates
Skill Level: Apply What You Know
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

64. Which statement is true of cocaine?

a. Crack cocaine may be the most effective reinforcer of all available drugs.
b. Cocaine produces the same physical and behavioral effects as heroin.
c. Cocaine is classified as a hallucinogen.
d. Cocaine is the least addictive of the psychostimulant drugs.
e. Cocaine is a dopamine antagonist.

Difficulty Level: Moderate


Topic: Stimulants
Skill Level: Remember the Facts
Learning Objective: 19.7 Describe the role of reinforcement in stimulant abuse.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

65. ___________ has effects that are so potent and rapid that it is probably the most effective
reinforcer of all available drugs.

a. Freebase cocaine
b. Ecstasy
c. Alcohol
d. Heroin
e. Ketamine

Difficulty Level: Easy


Topic: Stimulants
Skill Level: Remember the Facts
Learning Objective: 19.7 Describe the role of reinforcement in stimulant abuse.
Answer: A

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66. Which statement about cocaine is correct?

a. Cocaine administration decreases dopamine within the nucleus accumbens.


b. Damage to the amygdala impairs cocaine reinforcement.
c. Cocaine abuse can produce obsessive-compulsive disorder.
d. Drugs that block GABA receptors within the nucleus accumbens impair cocaine
reinforcement.
e. Rats will self-administer cocaine to the point of death.

Difficulty Level: Moderate


Topic: Stimulants
Skill Level: Remember the Facts
Learning Objective: 19.7 Describe the role of reinforcement in stimulant abuse.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

67. Cocaine and amphetamine both increase dopamine action. Cocaine specifically
_______________ and amphetamine __________________.

a. blocks the dopamine transporter; stimulates the autoreceptor


b. stimulates the release of dopamine; stimulates the autoreceptor
c. blocks the dopamine transporter; stimulates the release of dopamine
d. stimulates the release of dopamine; blocks the dopamine transporter
e. stimulates the autoreceptor; blocks the dopamine transporter

Difficulty Level: Moderate

Topic: Stimulants
Skill Level: Apply What You Know
Learning Objective: 19.7 Describe the role of reinforcement in stimulant abuse.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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68. A person who is admitted to a hospital with symptoms of psychosis may actually be
suffering from

a. opiate abuse.
b. a chemical imbalance involving the dopamine system.
c. damage to the orbitofrontal cortex.
d. excessive use of caffeine.
e. excessive use of amphetamine or cocaine.

Difficulty Level: Easy


Topic: Stimulants
Skill Level: Remember the Facts
Learning Objective: 19.7 Describe the role of reinforcement in stimulant abuse.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

69. Chronic abuse of methamphetamine reduces the number of dopamine transporters in the
brain, which may explain why these addicts

a. are rarely overweight.


b. develop depression while using this drug.
c. are more prone to develop Parkinson’s disease as they age.
d. move on to “harder” drugs as they get older.
e. are more prone to Alzheimer’s disease as they age.

Difficulty Level: Moderate


Topic: Stimulants
Skill Level: Understand the Concepts
Learning Objective: 19.7 Describe the role of reinforcement in stimulant abuse.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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70. Which statement regarding nicotine use is correct?

a. Approximately a quarter of the adult population of the world smokes.


b. Smoking by pregnant women is potentially worse for the fetus than cocaine use.
c. Many smokers are able to smoke only a few cigarettes a day.
d. The abuse potential of nicotine is low.
e. Nicotine is less addictive than is LSD.

Difficulty Level: Moderate


Topic: Nicotine
Skill Level: Apply What You Know
Learning Objective: 19.8 Describe the roles of reinforcement and physical dependence in
nicotine abuse.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

71. Which statement about nicotine abuse is true?

a. Nicotine is addictive but is a harmless habit.


b. “Nicotine use is a habit, not an addiction.”
c. Most smokers smoke every other day rather than daily, and then only 2 to 3
cigarettes over the course of the day.
d. A substantial percentage of smokers continue to smoke after surgery for lung
cancer or surviving heart attacks.
e. Animals do not self-administer nicotine when given the opportunity to do so in a
laboratory setting.

Difficulty Level: Easy


Topic: Nicotine
Skill Level: Understand the Concepts
Learning Objective: 19.8 Describe the roles of reinforcement and physical dependence in
nicotine abuse.
Answer: D
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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72. The reinforcing effect of nicotine appears to be caused by _________ of nicotinic


receptors in the ___________.

a. activation; ventral tegmental area


b. activation; nucleus accumbens
c. inactivation; nucleus accumbens
d. inactivation; ventral tegmental area
e. activation; lateral hypothalamus

Difficulty Level: Easy

Topic: Nicotine
Skill Level: Understand the Concepts
Learning Objective: 19.8 Describe the roles of reinforcement and physical dependence in
nicotine abuse.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

73. Which explanation correctly summarizes why smokers obtain more pleasure from
smoking in the morning than late in the afternoon?

a. Nicotinic receptors are in the open state in the morning.


b. Nicotinic receptors are in the closed state in the evening.
c. Abstinence from nicotine has reset their nicotinic receptors to the closed state.
d. Smoking decreases the number of nicotinic receptors in the brain.
e. Smoking decreases the number of nicotinic receptors outside the brain.

Difficulty Level: Difficult


Topic: Nicotine
Skill Level: Apply What You Know
Learning Objective: 19.8 Describe the roles of reinforcement and physical dependence in
nicotine abuse.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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74. The drug rimonabant

a. stimulates CB2 receptors in the brain.


b. facilitates nicotine self-administration in rats.
c. increases the release of dopamine with the nucleus accumbens.
d. blocks nicotine receptors.
e. diminishes craving for smoking during smoking cessation.

Difficulty Level: Difficult

Topic: Nicotine
Skill Level: Understand the Concepts
Learning Objective: 19.8 Describe the roles of reinforcement and physical dependence in
nicotine abuse.
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

75. Infusion of an inhibitory drug into the ____________ would be expected to reduce
nicotine self-administration in rats.

a. dorsomedial prefrontal cortex


b. anterior cingulate cortex
c. insula
d. hippocampus
e. amygdala

Difficulty Level: Difficult

Topic: Nicotine
Skill Level: Apply What You Know
Learning Objective: 19.8 Describe the roles of reinforcement and physical dependence in
nicotine abuse.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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76. Evidence from people who suffered a stroke and easily quit smoking afterwards suggests
that the ____________ is involved in nicotine abuse.

a. ventromedial prefrontal cortex


b. ventral tegmental area
c. accumbens
d. insula
e. hippocampus

Difficulty Level: Easy

Topic: Nicotine
Skill Level: Remember the Facts
Learning Objective: 19.8 Describe the roles of reinforcement and physical dependence in
nicotine abuse.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

77. The capacity of smoking to reduce appetite may result from

a. inhibition of lateral hypothalamic MCH neurons.


b. potentiation of dopamine cell activity in the ventral tegmental area.
c. release of glutamate in the lateral hypothalamus.
d. activation of lateral hypothalamic GABA receptors that excite MCH neurons.
e. activation of cells of the insula.

Difficulty Level: Moderate


Topic: Nicotine
Skill Level: Remember the Facts
Learning Objective: 19.8 Describe the roles of reinforcement and physical dependence in
nicotine abuse.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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78. The primary mode of action by which alcohol can produce apoptosis is as a(n)

a. direct agonist at GABAA receptors.


b. agonist at α1 adrenoceptors.
c. direct antagonist at GABAA receptors.
d. indirect antagonist at glycine receptors.
e. cholinergic agonist.

Difficulty Level: Moderate


Topic: Alcohol
Skill Level: Remember the Facts
Learning Objective: 19.9 Describe the roles of reinforcement and physical dependence in
alcohol abuse.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

79. At low doses, alcohol

a. inhibits cerebellar function.


b. has an anxiolytic effect.
c. reduces body temperature.
d. decreases GABA activity.
e. inhibits the spinal cord, thereby blocking incoming pain messages.

Difficulty Level: Easy


Topic: Alcohol
Skill Level: Understand the Concepts
Learning Objective: 19.9 Describe the roles of reinforcement and physical dependence in
alcohol abuse.
Answer: B
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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80. Alcohol use produces negative reinforcement by

a. stimulating the sleep centers in the brain stem.


b. activating dopamine receptors within the VTA.
c. loosening inhibitions.
d. activating a hypothalamic satiety mechanism.
e. relieving anxiety.

Difficulty Level: Moderate

Topic: Alcohol
Skill Level: Understand the Concepts
Learning Objective: 19.9 Describe the roles of reinforcement and physical dependence in
alcohol abuse
Answer: E
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

81. Alcohol ingestion causes mild euphoria, which would be classified as ____________.
When a person feels anxious or uncomfortable, alcohol ingestion provides an escape from
these feelings, which would be classified as ______________.

a. positive reinforcement; negative reinforcement


b. negative reinforcement; positive reinforcement
c. positive punishment; negative reinforcement
d. negative punishment; negative reinforcement
e. positive punishment; positive reinforcement

Difficulty Level: Moderate


Topic: Alcohol
Skill Level: Understand the Concepts
Learning Objective: 19.9 Describe the roles of reinforcement and physical dependence in
alcohol abuse.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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82. Alcohol has two major sites of action in the nervous system, acting as a(n) ____________
at NMDA receptors and a(n) ______________ at GABAA receptors.

a. direct antagonist; direct agonist


b. direct agonist; direct antagonist
c. indirect agonist; direct antagonist
d. indirect antagonist; indirect agonist
e. indirect agonist; direct agonist

Difficulty Level: Moderate

Topic: Alcohol
Skill Level: Understand the Concepts
Learning Objective: 19.9 Describe the roles of reinforcement and physical dependence in
alcohol abuse.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

83. The harmful effects of alcohol on learning and memory may reflect

a. the release of GABA within the medulla oblongata.


b. damage to cholinergic cells in the hippocampus.
c. interference with NMDA receptors and long-term potentiation.
d. an upregulation of GABA transmission in brain.
e. loss of glial cells in layers 4-6 of the cortex.

Difficulty Level: Moderate

Topic: Alcohol
Skill Level: Understand the Concepts
Learning Objective: 19.9 Describe the roles of reinforcement and physical dependence in
alcohol abuse.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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84. Withdrawal from alcohol use leads to seizures, which may reflect

a. damage to cholinergic cells in the hippocampus.


b. an upregulation of GABA transmission in brain.
c. facilitation of activity at NMDA receptors.
d. release of GABA within the cerebellum.
e. more long-term potentiation within the cortex.

Difficulty Level: Moderate

Topic: Alcohol
Skill Level: Understand the Concepts
Learning Objective: 19.9 Describe the roles of reinforcement and physical dependence in
alcohol abuse.
Answer: C
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

85. The anxiolytic effects of alcohol may be due to

a. increased sensitivity of GABA receptors.


b. release of dopamine in the nucleus accumbens.
c. inhibition of the limbic system.
d. release of glycine from cells within the spinal cord.
e. increased activity within the ventral tegmental area.

Difficulty Level: Difficult

Topic: Alcohol
Skill Level: Understand the Concepts
Learning Objective: 19.9 Describe the roles of reinforcement and physical dependence in
alcohol abuse.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

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86. Administration of haloperidol to a person before she or he consumed alcohol would be


expected to

a. decrease her or his alcohol consumption.


b. increase her or his alcohol consumption.
c. eliminate the sedating effect of alcohol.
d. increase the reinforcing effect of alcohol.
e. intensify the magnitude of hangover and nausea the following day.

Difficulty Level: Moderate


Topic: Alcohol
Skill Level: Apply What You Know
Learning Objective: 19.9 Describe the roles of reinforcement and physical dependence in
alcohol abuse.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

87. Dee Dee has ingested a drug (Ro15-4513) that prevents alcohol from binding to his
GABA receptors, and then joins his friends Tommy, Johnny, and Joey at the neighborhood
bar. What should be expected to happen to Dee Dee?

a. He would show no signs of sedation, even after 12 beers.


b. One beer puts him to sleep.
c. The pill makes alcohol taste bitter, causing him to vomit after the first sip.
d. He finds alcohol more intoxicating than it typically is.
e. This drug allows Dee Dee to quit drinking.

Difficulty Level: Moderate


Topic: Alcohol
Skill Level: Apply What You Know
Learning Objective: 19.9 Describe the roles of reinforcement and physical dependence in
alcohol abuse.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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88. The ability of Δ9-tetrahydrocannabinol (THC) to produce a “high” seems to be related to

a. activation of the CB1 receptor.


b. inhibition of dopamine within the nucleus accumbens.
c. inactivation of GABA neurons in the cortex.
d. inactivation of the CB1 receptor.
e. release of cortisol from the adrenal glands.

Difficulty Level: Easy


Topic: Cannabis
Skill Level: Remember the Facts
Learning Objective: 19.10 Describe the role of reinforcement in cannabis abuse.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

89. If a new drug were developed that is a potent CB1 agonist, it would be expected to

a. produce a “high” similar to that of marijuana.


b. improve memory in elderly dementia patients.
c. be more addictive than freebase cocaine.
d. suppress D2 receptors.
e. produce conditioned aversion for the environments in which the drug is ingested.

Difficulty Level: Difficult


Topic: Cannabis
Skill Level: Apply What You Know
Learning Objective: 19.10 Describe the role of reinforcement in cannabis abuse.
Answer: A
APA Learning Objective: 1.3 Describe applications of psychology.

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90. The release of endogenous cannabinoids facilitates the activity of CA1 pyramidal cells
and ____________ long-term potentiation, which ___________________.

a. facilitates; enhances memory


b. facilitates; produces memory deficits
c. inhibits; enhances memory
d. inhibits; produces memory deficits
e. reduces; enhances memory

Difficulty Level: Difficult

Topic: Cannabis
Skill Level: Apply What You Know
Learning Objective: 19.10 Describe the role of reinforcement in cannabis abuse.
Answer: B
APA Learning Objective: 1.3 Describe applications of psychology.

91. If a new drug were developed that is a potent CB1 antagonist, it would be expected to

a. produce a “high” similar to that of marijuana.


b. improve memory in elderly dementia patients.
c. impair the reinforcing actions of drugs such as nicotine, cocaine, and alcohol.
d. suppress D2 receptors.
e. produce conditioned aversion for the environments in which the drug is ingested.

Difficulty Level: Difficult


Topic: Cannabis
Skill Level: Apply What You Know
Learning Objective: 19.10 Describe the role of reinforcement in cannabis abuse.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

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92. A targeted mutation of CB1 receptors abolishes the reinforcing effects of __________ and
decreases the reinforcing effects of __________.

a. LSD, mescaline, and peyote; heroin and ketamine


b. cannabinoids and alcohol; nicotine
c. ketamine; PCP
d. cannabinoids, morphine, and heroin; alcohol
e. nicotine; morphine and heroin

Difficulty Level: Difficult


Topic: Cannabis
Skill Level: Remember the Facts
Learning Objective: 19.10 Describe the role of reinforcement in cannabis abuse.
Answer: D
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

93. How does Δ9-tetrahydrocannabinol (THC) differ from cannabidiol (CBD)?

a. THC is found naturally in marijuana, whereas CBD is a synthetic substance added


to nicotine products.
b. THC produces anxiety and psychotic-like behavior in large doses, whereas CBD
produces antianxiety and antipsychotic effects.
c. There is no difference; they are different terms for cannabis, the active ingredient
in marijuana.
d. CBD produces anxiety and psychotic-like behavior in large doses, whereas THC
produces antianxiety and antipsychotic effects.
e. CBD is found naturally in marijuana, whereas THC is a synthetic substance added
to nicotine products.

Difficulty Level: Moderate


Topic: Cannabis
Skill Level: Remember the Facts
Learning Objective: 19.10 Describe the role of reinforcement in cannabis abuse.
Answer: B
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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94. The drug ________ is a mainstay of emergency rooms, used for the treatment of heroin
overdose.

a. heroin
b. demerol
c. naloxone
d. methadone
e. codeine

Difficulty Level: Easy


Topic: Opiates
Skill Level: Apply What You Know
Learning Objective: 19.11 Summarize effective treatments for opiate abuse.
Answer: C
APA Learning Objective: 1.3 Describe applications of psychology.

95. If administered orally, ____________ increases opiate levels in the brain, which prevents
a high from subsequent heroin administration.

a. methadone
b. demerol
c. buprenorphine
d. an SSRI
e. an SNRI

Difficulty Level: Easy


Topic: Opiates
Skill Level: Remember the Facts
Learning Objective: 19.11 Summarize effective treatments for opiate abuse.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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96. A major difficulty for the treatment of opiate abuse is that antagonists for opiate receptors

a. produce craving for the opiate.


b. block the euphoric effects of the opiates.
c. are useful for preventing overdose.
d. cannot easily get into brain.
e. have very short half-lives, thus requiring more frequent treatments.

Difficulty Level: Moderate


Topic: Opiates
Skill Level: Understand the Concepts
Learning Objective: 19.11 Summarize effective treatments for opiate abuse.
Answer: A
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.

97. A possible treatment for cocaine abuse involving the immune system would be to
administer

a. antibodies to dopamine transporters.


b. drugs that stimulate dopamine receptors.
c. antibodies to cocaine.
d. gamma-vinyl GABA.
e. buprenorphine.

Difficulty Level: Easy


Topic: Stimulants
Skill Level: Remember the Facts
Learning Objective: 19.12 Summarize effective treatments for stimulant abuse.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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98. ___________, a treatment for nicotine abuse, is a partial agonist for the nicotinic receptor.

a. Varenicline
b. Rimonabant
c. Naloxone
d. Drencrom
e. Loperamide

Difficulty Level: Easy


Topic: Nicotine
Skill Level: Remember the Facts
Learning Objective: 19.13 Summarize effective treatments for nicotine abuse.
Answer: A
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

99. Double-blind, placebo-controlled experiments reveal that __________ is effective in the


treatment of alcohol abuse, by decreasing craving and slowing intake.

a. dextromethorphan
b. valium
c. ephedrine
d. pentobarbital
e. naltrexone

Difficulty Level: Easy


Topic: Alcohol
Skill Level: Remember the Facts
Learning Objective: 19.14 Summarize effective treatments for alcohol abuse.
Answer: E
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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100. Deep brain stimulation (DBS) has been applied to various brain regions in animal and
human experiments; of these, the most promising region for treating substance abuse in
humans is

a. TLC.
b. STN.
c. NAC.
d. PFC.
e. AOK.

Difficulty Level: Easy


Topic: Brain Stimulation
Skill Level: Remember the Facts
Learning Objective: 19.15 Describe the implications for brain stimulation treatments in
substance abuse.
Answer: C
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

Fill-in-the-Blank Questions

101. The active site of action of marijuana is the ________ receptor.

Difficulty Level: Easy


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: CB1
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

102. The common aspect of all-natural reinforcers relates to the release of ________ within the
nucleus accumbens.

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: dopamine
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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103 Drugs of abuse have the capacity to increase dopamine levels within the ________.

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: nucleus accumbens
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

104. There is a strong comorbidity between schizophrenia and substance ________.

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: abuse
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

105. Long-term drug use can result in structural abnormalities of the ________ cortex.

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Answer: prefrontal
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

106. Marjoe ingests an aspirin to rid himself of a strong headache. This would be an example
of ________.

Difficulty Level: Difficult


Topic: Negative Reinforcement
Skill Level: Apply What You Know
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: negative reinforcement
APA Learning Objective: 1.3 Describe applications of psychology.

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107. ________ refers to a compulsion to take a drug.

Difficulty Level: Easy


Topic: Negative Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: Craving
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

108. Neurons within the ________ suppress drug craving.

Difficulty Level: Moderate


Topic: Negative Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: ventromedial prefrontal cortex
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

109. Neurons within the dorsal anterior cingulate cortex facilitate drug ________.

Difficulty Level: Moderate


Topic: Negative Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: craving
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

110. Infusion of the stress hormone ________ into the ventral tegmental area (VTA) can result
in drug relapse.

Difficulty Level: Moderate


Topic: Negative Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Answer: corticotropin-releasing hormone, CRH, or CRF
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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111. Opiate receptors in the periaqueductal gray matter (PAG) are responsible for the
________ caused by opiate drugs.

Difficulty Level: Moderate


Topic: Opiates
Skill Level: Remember the Facts
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: analgesia
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

112. The ________ plays a primary role in producing opiate withdrawal symptoms.

Difficulty Level: Difficult


Topic: Opiates
Skill Level: Remember the Facts
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
Answer: locus coeruleus
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

113. The most effective reinforcer of all available drugs of abuse is ________.

Difficulty Level: Moderate


Topic: Stimulants
Skill Level: Remember the Facts
Learning Objective: 19.7 Describe the role of reinforcement in stimulant abuse.
Answer: crack cocaine or freebase cocaine
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

114. Rats that self-inject ________ are more likely to die from an overdose than rats that self-
inject ________.

Difficulty Level: Difficult


Topic: Stimulants
Skill Level: Remember the Facts
Learning Objective: 19.7 Describe the role of reinforcement in stimulant abuse.
Answer: cocaine; heroin
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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115. Approximately ________ percent of people who begin to smoke as adolescents and
continue through adulthood will die of a smoking-related disease.

Difficulty Level: Moderate


Topic: Nicotine
Skill Level: Remember the Facts
Learning Objective: 19.8 Describe the roles of reinforcement and physical dependence in
nicotine abuse.
Answer: 50
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

116. The anxiolytic effects of alcohol may be due to increased sensitivity of ________
receptors.

Difficulty Level: Moderate


Topic: Alcohol
Skill Level: Remember the Facts
Learning Objective: 19.9 Describe the roles of reinforcement and physical dependence in
alcohol abuse.
Answer: GABA
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

117. The ability of THC in marijuana to produce a “high” seems to be related to activation of
the ________ receptor.

Difficulty Level: Easy


Topic: Cannabis
Skill Level: Remember the Facts
Learning Objective: 19.10 Describe the role of reinforcement in cannabis abuse.
Answer: cannabinoid-1 (CB1)
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

118. Methadone, buprenorphine, and ________ are useful for the treatment of opiate abuse.

Difficulty Level: Moderate


Topic: Opiates
Skill Level: Remember the Facts
Learning Objective: 19.11 Summarize effective treatments for opiate abuse.
Answer: naloxone
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.

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Essay Questions

119. Explain how drugs of abuse may act in the brain via the same substrate engaged by
natural reinforcers.

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: The mesolimbic dopamine system terminates in the nucleus accumbens. Food for a
hungry rat and water for a thirsty rat cause the release of dopamine from the nucleus
accumbens, as do drugs that are self-administered (i.e., cocaine, amphetamine). In addition,
craving for these reinforcers is associated with activation of the medial prefrontal cortex.

120. Describe the changes in neural mechanisms that modulate the early reinforcing effects of
drugs versus the later compulsive aspect of drug taking.

Difficulty Level: Difficult


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Acute drug administration activates the nucleus accumbens via the ventral tegmental
area (VTA). A significant aspect of the early drug process involves the insertion of AMPA
receptors into the membranes of the VTA (which increases their excitability). Continued drug
use leads to synaptic plasticity in regions that communicate with the VTA (especially the
dorsal striatum). Of note, the dorsal striatum is important for establishing motor habits, which
could contribute to the compulsive nature of drug abuse.

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121. Summarize the association between schizophrenia and drug abuse.

Difficulty Level: Moderate


Topic: Positive Reinforcement
Skill Level: Remember the Facts
Learning Objective: 19.1 Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: There is a comorbidity between schizophrenia and drug abuse. Half of all people
with schizophrenia also suffer from drug or alcohol abuse or engage in smoking. Smokers
with a psychiatric disorder constitute 7 percent of the general population but consume 34
percent of all cigarettes.

122. Contrast negative reinforcement with punishment.

Difficulty Level: Moderate


Topic: Negative Reinforcement
Skill Level: Understand the Concepts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: Negative reinforcement refers to a situation in which a behavior that decreases an
aversive stimulus will be reinforced. In the process of punishment, a response that leads to an
aversive stimulus is made less likely to occur in the future.

123. Explain how the “reinstatement” procedure is used to model drug craving.

Difficulty Level: Moderate


Topic: Negative Reinforcement
Skill Level: Understand the Concepts
Learning Objective: 19.2 Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: Extended experience with a drug results in conditioning of environmental drug cues
with the drug state. These environmental cues can elicit craving for the drug during drug
abstinence. In the reinstatement procedure, rats are trained to self-administer a drug for an
extended period of time with each lever press accompanied by a variety of cues (pump sound,
lights, and perhaps tones). The drug response is extinguished by replacing the contents of the
drug syringe with saline, and over time the lever pressing ceases. On a test day, the rat
receives a “free shot” of the drug or experiences the drug cues. The key question is whether
the drug prime or the drug cues will reinstate lever-pressing responses.

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124. Explain the basis for the proposal that drug abuse is genetic in origin.

Difficulty Level: Moderate


Topic: Alcohol; Nicotine
Skill Level: Remember the Facts
Learning Objective: 18.3 Summarize the evidence for a role of heredity in alcohol substance
abuse. Learning Objective: 19.4 Describe the role of genetic factors in nicotine abuse.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Twin studies illustrate the importance of both genetics as well as environmental
factors in drug use and abuse. Specifically, abuse of every drug type (except psychedelics) is
influenced by genetic factors specific to that drug category. Genetics seem to be important in
influencing whether a person becomes addicted to a substance (or to gambling, for that
matter). Heritability estimates across drug categories range from 0.4 to 0.6.

125. Describe the role of the locus coeruleus in the development of opiate withdrawal
symptoms.

Difficulty Level: Easy


Topic: Opiates
Skill Level: Remember the Facts
Learning Objective: 19.6 Describe the roles of reinforcement and physical dependence in
opiate abuse.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Withdrawal from opiates results in symptoms contrary to the effects of opiates, such
as hyperthermia, pain, nausea, and malaise. Opiate withdrawal can be induced by suspending
opiate administration with the symptoms coming on gradually. Animal studies often use
injection of naloxone (an opiate receptor antagonist) to rapidly induce withdrawal. Injection
of naloxone into the locus coeruleus (LC) rapidly triggers withdrawal symptoms. Opiates
suppress the firing rate of LC neurons, but naloxone greatly increases their firing rate.
Damage to the LC reduces symptoms of opiate withdrawal.

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126. Explain why nicotine is considered a drug of abuse.

Difficulty Level: Easy


Topic: Nicotine
Skill Level: Remember the Facts
Learning Objective: 19.8 Describe the roles of reinforcement and physical dependence in
nicotine abuse.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: Humans either smoke regularly or not at all. Smokers find it very difficult to stop
smoking, even after suffering diseases that are directly related to smoking, such as various
cancers, heart attacks, or strokes. Animals self-administer nicotine and this drug, like cocaine,
activates dopamine processes within the nucleus accumbens. These factors–compulsive
administration, difficulty suspending drug taking, pronounced animal administration–are
hallmarks of a drug of abuse.

127. Explain the concern that many effects of drug use mimic psychotic behavior.

Difficulty Level: Moderate


Topic: Cannabis
Skill Level: Remember the Facts
Learning Objective: 19.10 Describe the role of reinforcement in cannabis abuse.
APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in
psychology.
Answer: People who use cocaine and amphetamine regularly can show psychotic-like
symptoms, such as hallucinations, delusions of persecution, mood disturbances, and repetitive
behaviors. There is strong evidence that people diagnosed with schizophrenia (a psychotic
disorder) inordinately experience a comorbidity with drug abuse, often the ingestion of
nicotine. Antipsychotic drugs, such as haloperidol, can decrease the amount of alcohol
consumption in an individual. THC, the euphoriant component of marijuana, has psychotic-
like effects, whereas another component, CBD, has antipsychotic effects.

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128. Describe the types of contemporary approaches that are being investigated to treat
substance abuse.

Difficulty Level: Easy


Topic: Brain Stimulation
Skill Level: Understand the Concepts
Learning Objective: 19.15 Describe the implications for brain stimulation treatments in
substance abuse.
APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content
domains.
Answer: One approach is to administer a drug that blocks dopamine receptors, so as to
prevent the reinforcing action of the drug of abuse. This, however, can lead to drug craving.
Administering a long-acting drug that substitutes for the drug of abuse (e.g., methadone) may
help during the drug withdrawal process. A recently developed technique is to develop an
antibody to the drug of abuse, primarily cocaine. Researchers are actively investigating the
benefits of deep brain stimulation (DBS) in the treatment of substance abuse, and human trials
indicate that the nucleus accumbens (NAC) is a promising area for DBS.

Revel Quizzes

The following questions appear at the end of each module and at the end of the chapter in
Revel for Physiology of Behavior, 13th Edition.

Assignment: Quiz: Common Features of Substance Abuse


EOM Q19.1.1
Question: A substance that is a positive reinforcer _____ behavior by _____.
a. increases; adding a positive reward
b. decreases; adding a positive reward
c. increases; taking away something bad
d. decreases; taking away something bad
Answer: A
Consider This: Reinforcers always increase behavior; LO 19.1: Describe the neural
mechanisms of positive reinforcement that all drugs of abuse share.
Learning Objective: 19.1: Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Difficulty Level: Moderate
Skill Level: Apply What You Know

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EOM Q19.1.2
Question: Which drug administration route would be LEAST reinforcing?
a. oral administration
b. injection
c. smoking
d. snorting
Answer: A
Consider This: The quicker the effects, the more reinforcing; LO 19.1: Describe the neural
mechanisms of positive reinforcement that all drugs of abuse share..
Learning Objective: 19.1: Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q19.1.3
Question: Which statement regarding substance abuse is MOST accurate?
a. Drugs of abuse cause inhibition of synapses in the ventral tegmental area.
b. Drugs of abuse promote changes in the ventral tegmental area that result in the
insertion of AMPA receptors, which facilitate learning.
c. Drugs of abuse result in inhibition of the dorsal striatum.
d. Drug habits are difficult to form.
Answer: B
Consider This: Some drugs of abuse can result in addiction after a single use; LO 19.1:
Describe the neural mechanisms of positive reinforcement that all drugs of abuse share.
Learning Objective: 19.1: Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q19.1.4
Question: In drug use, ___________ are seen in dopamine D1 receptors, which cause
excitation and facilitate behavior, and _________ are seen in dopamine D2 receptors, which
cause inhibition and suppress behavior.
a. increases; decreases
b. increases; increases
c. decreases; decreases
d. decreases; increases
Answer: A
Consider This: Dopamine is involved in the reward pathway; LO 19.1: Describe the neural
mechanisms of positive reinforcement that all drugs of abuse share.
Learning Objective: 19.1: Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Difficulty Level: Moderate
Skill Level: Analyze It

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EOM Q19.1.5
Question: Drug users sometimes experience withdrawal symptoms and take their drug of
choice to alleviate those symptoms. This BEST illustrates:
a. negative punishment.
b. negative reinforcement.
c. positive punishment.
d. positive reinforcement.
Answer: B
Consider This: Reinforcement always increases behavior; punishment always decreases
behavior; LO 19.2: Explain how negative reinforcement can contribute to substance abuse
through physical dependence, craving, and relapse.
Learning Objective: 19.2: Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Difficulty Level: Moderate
Skill Level: Apply What You Know

Assignment: Quiz: Genetic Factors


EOM Q19.2.1
Question: Alcohol consumption is not distributed equally across the population; in the United
States, _____ percent of the people drink _____ percent of the alcohol.
a. 10; 50
b. 50; 10
c. 15; 25
d. 25; 50
Answer: A
Consider This: A relatively small percentage of people drink a lot of the alcohol; 19.3:
Describe the role of genetic factors in alcohol abuse.
Learning Objective: 19.3: Describe the role of genetic factors in alcohol abuse.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOM Q19.2.2
Question: Which statement regarding alcohol is MOST accurate?
a. Twin studies suggest that alcohol abuse is not genetic.
b. Alcohol is not used to reduce anxiety.
c. The gene that regulates production of alcohol dehydrogenase may contribute to
alcoholism susceptibility.
d. Alcoholism is purely genetic.
Answer: C
Consider This: Alcoholism likely results from environmental factors and genetic issues
related to metabolism; LO 19.3: Describe the role of genetic factors in alcohol abuse.
Learning Objective: 19.3: Describe the role of genetic factors in alcohol abuse.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q19.2.3
Question: Nicotinic ACh receptors that contain the α5 subunit, found on neurons in the
medial habenula, play a role in ______________ the reinforcing effects of nicotine.
a. inhibiting
b. exciting
c. stabilizing
d. having no effect on
Answer: A
Consider This: If these receptors are mutated, people are more likely to become addicted to
nicotine; LO 19.4: Describe the role of genetic factors in nicotine abuse.
Learning Objective: 19.4: Describe the role of genetic factors in nicotine abuse.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q19.2.4
Question: Research suggests that ______________ may be used to decrease the rewarding
effects of cocaine.
a. dopamine agonists
b. dopamine antagonists
c. sirtuin agonists
d. sirtuin antagonists
Answer: D
Consider This: These seem to be implicated in longevity; LO 19.5: Describe the role of
genetic factors in stimulant abuse.
Learning Objective: 19.5: Describe the role of genetic factors in stimulant abuse.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q19.2.5
Question: The text’s discussion suggests that _____ of the risk for cocaine abuse may be
explained by genetic factors.
a. little
b. some
c. most
d. almost all
Answer: C
Consider This: Recall the results of Renthal et al.’s (2009) genome-wide analysis of the
effects of cocaine on mouse DNA; LO 19.5: Describe the role of genetic factors in stimulant
abuse.
Learning Objective: 19.5: Describe the role of genetic factors in stimulant abuse.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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Assignment: Quiz: Commonly Abused Drugs


EOM Q19.3.1
Question: When an individual uses opiate drugs:
a. they will not need to take more opiates to achieve the same high with repeated use.
b. they risk creating addiction to opiates in their unborn child if they are pregnant when
they use.
c. opiate receptors in the amygdala respond.
d. animals will not self-administer opiates.
Answer: B
Consider This: Opiates are highly addictive; LO 19.6: Describe the roles of reinforcement and
physical dependence in opiate abuse.
Learning Objective: 19.6: Describe the roles of reinforcement and physical dependence in
opiate abuse.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q19.3.2
Question: In antagonist-precipitated withdrawal:
a. rats are allowed to self-administer the drug of abuse until death.
b. rats are administered a drug of abuse for a prolonged time and then given an
antagonist to block the effects of the drug.
c. rats are administered a drug of abuse for a few days, then given an antagonist to block
the effects of the drug.
d. rats are given an antagonist to block the effects of the drug before the animal is ever
introduced to the drug of abuse.
Answer: B
Consider This: This experimental paradigm is used to determine if antagonists effectively
block the drug of abuse after creating dependence; LO 19.6: Describe the roles of
reinforcement and physical dependence in opiate abuse.
Learning Objective: 19.6: Describe the roles of reinforcement and physical dependence in
opiate abuse.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOM Q19.3.3
Question: The fact that cocaine use increases dopamine activation means that cocaine usage
often results in symptoms that are similar to:
a. panic disorder.
b. depression
c. schizophrenia.
d. posttraumatic stress disorder.
Answer: C
Consider This: This psychiatric disorder is also caused by an excess of dopamine; LO 19.7
Describe the role of reinforcement in stimulant abuse.
Learning Objective: 19.7 Describe the role of reinforcement in stimulant abuse.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOM Q19.3.4
Question: Which statement regarding nicotine use is MOST accurate?
a. Approximately a quarter of the adult population of the world smokes.
b. Smoking by pregnant women is potentially worse for the fetus than cocaine usage.
c. Many smokers are able to smoke a few cigarettes a day.
d. The abuse potential of nicotine is low.
Answer: B
Consider This: Tobacco use is the leading cause of preventable death in developed countries;
LO 19.8: Describe the roles of reinforcement and physical dependence in nicotine abuse.
Learning Objective: 19.8: Describe the roles of reinforcement and physical dependence in
nicotine abuse.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q19.3.5
Question: Alcohol has two major sites of action in the nervous system, acting as a(n)
____________ at NMDA receptors and a(n) ______________ at GABAA receptors.
a. direct antagonist; direct agonist
b. direct agonist; direct antagonist
c. indirect agonist; direct antagonist
d. indirect antagonist; indirect agonist
Answer: D
Consider This: Alcohol use results in freedom from inhibitions and difficulty learning new
things; LO 19.9: Describe the roles of reinforcement and physical dependence in alcohol
abuse.
Learning Objective: 19.9: Describe the roles of reinforcement and physical dependence in
alcohol abuse.
Difficulty Level: Moderate
Skill Level: Analyze It

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Assignment: Quiz: Treatment for Substance Abuse


EOM Q19.4.1
Question: If provided orally, _______________ increases opiate levels in the brain, thereby
preventing a high from heroin administration.
a. methadone
b. buprenorphine
c. an SSRI
d. an SNRI
Answer: A
Consider This: This substance is a potent opiate; LO 19.11: Summarize effective treatments
for opiate abuse.
Learning Objective: 19.11: Summarize effective treatments for opiate abuse.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOM Q19.4.2
Question: Which statement regarding stimulant treatment is MOST accurate?
a. Blocking the effects of cocaine and other stimulants is an effective treatment.
b. Blocking the effects of cocaine and other stimulants produces dysphoria and
anhedonia.
c. Antibodies to cocaine cannot be used as an effective treatment for cocaine abuse.
d. There are no effective treatments for cocaine abuse.
Answer: B
Consider This: Counteracting the intense euphoria of cocaine can have aversive effects; LO
19.12: Summarize effective treatments for stimulant abuse.
Learning Objective: 19.12: Summarize effective treatments for stimulant abuse.
Difficulty Level: Moderate
Skill Level: Remember the Concepts

EOM Q19.4.3
Question: _________________, a treatment for nicotine addiction, is a partial agonist for the
nicotinic receptor.
a. Varenicline
b. Rimonabant
c. Nicotine maintenance
d. Denicotinized cigarettes
Answer: A
Consider This: This drug maintains a moderate level of activation of nicotinic receptors but
prevents high levels of nicotine from providing excessive levels of stimulation; LO 19.13:
Summarize effective treatments for nicotine abuse.
Skill Level: Remember the Facts
Difficulty Level: Easy
Learning Objective: 19.13: Summarize effective treatments for nicotine abuse.

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EOM Q19.4.4
Question: ____________________ decrease the reinforcing value of alcohol in a variety of
species, including humans.
a. Opiate antagonists
b. Serotonin antagonists
c. Dopamine antagonists
d. Norepinephrine antagonists
Answer: A
Consider This: Alcohol reduces sensitivity to pain; LO 19.14: Summarize effective treatments
for alcohol abuse.
Learning Objective: 19.14: Summarize effective treatments for alcohol abuse.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOM Q19.4.5
Question: Experiments with deep brain stimulation for treatment of substance abuse indicate
that ________________ is the most promising target to date.
a. dorsal striatum
b. medial prefrontal cortex
c. subthalamic nucleus
d. nucleus accumbens
Answer: D
Consider This: This is a region in the basal forebrain rostral to the preoptic area of the
hypothalamus; LO 19.15: Describe the implications for brain stimulation treatments in
substance abuse.
Learning Objective: 19.15: Describe the implications for brain stimulation treatments in
substance abuse.
Difficulty Level: Easy
Skill Level: Remember the Facts

Assignment: Chapter Quiz: Substance Abuse


EOC Q19.1
Question: One drug that affects the GABA and glutamate systems is:
a. Valium
b. heroin
c. cocaine
d. ethyl alcohol
Answer: D
Consider This: This substance is an indirect antagonist for the NMDA receptor; LO 19.1:
Describe the neural mechanisms of positive reinforcement that all drugs of abuse share.
Learning Objective: 19.1: Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Difficulty Level: Easy
Skill Level: Remember the Facts

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EOC Q19.2
Question: All natural reinforcers that have been studied so far cause the release of
_____________ in the nucleus accumbens.
a. serotonin
b. norepinephrine
c. epinephrine
d. dopamine
Answer: D
Consider This: This neurotransmitter seems to be required for positive reinforcement to occur;
LO 19.1: Describe the neural mechanisms of positive reinforcement that all drugs of abuse
share.
Learning Objective: 19.1: Describe the neural mechanisms of positive reinforcement that all
drugs of abuse share.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q19.3
Question: ______________________ occurs when an organism performs a behavior to avoid
a negative consequence. For example, a child may clean his or her room to avoid getting in
trouble with his or her mother.
a. Negative punishment
b. Negative reinforcement
c. Positive punishment
d. Positive reinforcement
Answer: B
Consider This: Reinforcement always increases behavior; punishment always decreases
behavior; LO 19.2: Explain how negative reinforcement can contribute to substance abuse
through physical dependence, craving, and relapse.
Learning Objective: 19.2: Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Difficulty Level: Difficult
Skill Level: Apply What You Know

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EOC Q19.4
Question: During abstinence, the activity of the ___________ prefrontal cortex of people
who abused cocaine was lower than that of participants who did not use cocaine.
a. dorsal
b. ventromedial
c. dorsolateral
d. medial
Answer: D
Consider This: Toward the middle; LO 19.2: Explain how negative reinforcement can
contribute to substance abuse through physical dependence, craving, and relapse.
Learning Objective: 19.2: Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Difficulty Level: Moderate
Skill Level: Remember the Facts

EOC Q19.5
Question: Which statement is true regarding stress and substance abuse?
a. Rats did not demonstrate an increase in drug use based on stressful events, such as
being defeated by a dominant rat.
b. Administration of corticotropin-releasing hormone can reinstate drug-taking behavior.
c. Administration of corticotropin-releasing hormone antagonist can reinstate drug-
taking behavior.
d. Isolated baby rats did not readily take cocaine when given the opportunity to as adults.
Answer: B
Consider This: Stress often causes relapse; LO 19.2: Explain how negative reinforcement can
contribute to substance abuse through physical dependence, craving, and relapse.
Learning Objective: 19.2: Explain how negative reinforcement can contribute to substance
abuse through physical dependence, craving, and relapse.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q19.6
Question: Opiate receptors are located in a variety of areas in the brain. Which brain area is
matched with the correct opiate effect?
a. preoptic area; sedation
b. periaqueductal gray matter; analgesia
c. mesencephalic reticular formation; hypothermia
d. preoptic area; analgesia
Answer: B
Consider This: Opiate receptors in the preoptic area are responsible for hypothermia, and
those in the mesencephalic reticular formation are responsible for sedation; LO 19.6: Describe
the roles of reinforcement and physical dependence in opiate abuse.
Learning Objective: 19.6: Describe the roles of reinforcement and physical dependence in
opiate abuse.
Difficulty Level: Difficult
Skill Level: Analyze It

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EOC Q19.7
Question: Cocaine and amphetamine both increase dopamine action. Cocaine specifically
___________________ and amphetamine _____________.
a. blocks the dopamine transporter; stimulates the autoreceptor
b. stimulates the release of dopamine; stimulates the autoreceptor
c. blocks the dopamine transporter; stimulates the release of dopamine
d. stimulates the release of dopamine; blocks the dopamine transporter
Answer: C
Consider This: The method of action must be an agonist for dopamine; LO 19.7: Describe the
role of reinforcement in stimulant abuse.
Learning Objective: 19.7: Describe the role of reinforcement in stimulant abuse.
Difficulty Level: Moderate
Skill Level: Analyze It

EOC Q19.8
Question: ___________________ has effects that are so potent and rapid that it is probably
the most effective reinforcer of all available drugs.
a. Crack cocaine
b. Ecstasy
c. Alcohol
d. Heroin
Answer: A
Consider This: This drug is smoked and enters the blood supply of the lungs and reaches the
brain very quickly; LO 19.7: Describe the role of reinforcement in stimulant abuse.
Learning Objective: 19.7: Describe the role of reinforcement in stimulant abuse.
Difficulty Level: Easy
Skill Level: Remember the Facts

EOC Q19.9
Question: The reinforcing effect of nicotine appears to be caused by _________ of nicotinic
receptors in the ______________.
a. activation; ventral tegmental area
b. activation; nucleus accumbens
c. inactivation; ventral tegmental area
d. inactivation; nucleus accumbens
Answer: A
Consider This: This area is the origin of the dopaminergic cell bodies of the
mesocorticolimbic dopamine system; LO 19.8: Describe the roles of reinforcement and
physical dependence in nicotine abuse
Learning Objective: 19.8: Describe the roles of reinforcement and physical dependence in
nicotine abuse.
Difficulty Level: Moderate
Skill Level: Analyze It

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EOC Q19.10
Question: Evidence from individuals who suffered a stroke and easily quit smoking afterward
suggests that the ____________ is involved in nicotine addiction.
a. nucleus accumbens
b. insula
c. ventral tegmental area
d. frontal cortex
Answer: B
Consider This: This area is a portion of the cerebral cortex folded deep within the lateral
sulcus; LO 19.8: Describe the roles of reinforcement and physical dependence in nicotine
abuse.
Learning Objective: 19.8: Describe the roles of reinforcement and physical dependence in
nicotine abuse.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q19.11
Question: Alcohol causes mild euphoria, exemplifying ______________. When a person
feels anxious or uncomfortable, drinking provides an escape from these feelings, illustrating
____________________.
a. positive reinforcement; negative reinforcement
b. negative reinforcement; positive reinforcement
c. positive punishment; negative punishment
d. negative punishment; positive punishment
Answer: A
Consider This: Reinforcement always increases behavior whereas punishment decreases it;
LO 19.9: Describe the roles of reinforcement and physical dependence in alcohol abuse.
Learning Objective: 19.9: Describe the roles of reinforcement and physical dependence in
alcohol abuse.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q19.12
Question: The release of endogenous cannabinoids facilitates the activity of CA1 pyramidal
cells and ____________ long-term potentiation, which ___________________.
a. facilitates; enhances memory
b. facilitates; produces memory deficits
c. inhibits; enhances memory
d. inhibits; produces memory deficits
Answer: B
Consider This: Excessive activation of CB1 receptors in field CA1 appears to interfere with
normal functioning of the hippocampal formation; LO 19.10: Describe the role of
reinforcement in cannabis abuse.
Learning Objective: 19.10: Describe the role of reinforcement in cannabis abuse.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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EOC Q19.13
Question: Research suggests that habitual use of cannabis in adolescence is correlated with
the development of:
a. panic disorder
b. depression
c. posttraumatic stress disorder
d. schizophrenia
Answer: D
Consider This: This disorder has been shown to be the result of excess dopamine; LO 19.10:
Describe the role of reinforcement in cannabis abuse.
Learning Objective: 19.10: Describe the role of reinforcement in cannabis abuse.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

EOC Q19.14
Question: A targeted mutation that blocks the production of CB1 receptors:
a. promotes the reinforcing effect of cannabinoids.
b. abolishes the reinforcing effect of morphine but not that of heroin.
c. promotes the reinforcing effect of heroin.
d. abolishes the reinforcing effect of cannabinoids, morphine, and heroin.
Answer: D
Consider This: CB1 receptors are involved in cannabis reward; LO 19.10: Describe the role of
reinforcement in cannabis abuse.
Learning Objective: 19.10: Describe the role of reinforcement in cannabis abuse.
Difficulty Level: Moderate
Skill Level: Apply What You Know

EOC Q19.15
Question: _______________ is a partial agonist for the µ opiate receptor that blocks the
effects of opiates without producing a strong opiate effect.
a. Methadone
b. Buprenorphin
c. An SSRI
d. An SNRI
Answer: B
Consider This: This is a newer drug that does not have high value on the illicit drug market;
LO 19.11: Summarize effective treatments for opiate abuse.
Learning Objective: 19.11: Summarize effective treatments for opiate abuse.
Difficulty Level: Moderate
Skill Level: Understand the Concepts

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