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Psychology
Q:
Spatial neglect is generally associated with damage to the:
a. postcentral gyrus.
b. precentral gyrus.
c. fusiform gyrus.
d. parietal cortex.
Q:
What is the "phi" phenomenon?
a. When one stationary object alternates with another, we see movement.
b. People who know each other well are likely to think the same thing at the same time.
c. The more times one has been depressed, the easier it is to become depressed again.
d. A sound heard at the same time as a visual stimulus seems to come from that object.
Q:
Research on binocular rivalry has supported which of these conclusions?
a. With weak stimuli, people often report being "partly" conscious of something.
b. Visual consciousness occurs only in humans.
c. Certain areas of the cortex are conscious and certain others are not.
d. Even when you are unconscious of something, the brain sees whether it is meaningful.
Q:
Experimenters present stimuli very briefly under conditions where people sometimes perceive them consciously and sometimes not. How, if at all, do the brain responses differ?
A When something is conscious, its representation spreads to much of the cortex.
B When something is conscious, it evokes a release of pituitary hormones.
C When something is conscious, it produces PGO waves.
D Brain responses do not differ between conscious and unconscious items.
Q:
During binocular rivalry, what do people ordinarily perceive?
a. one eye's view superimposed on that of the other
b. a compromise, half way between one eye's view and that of the other
c. rapidly oscillating static images
d. alternation of one eye's view and then the other's
Q:
Suppose you are conscious of what you see in the right eye and not the left. Now a word slowly fades into view in the left eye. What happens?
a. Your attention lingers even longer than usual on the right eye.
b. Your attention shifts to the left eye at the same speed as it would without the word.
c. The word grabs your attention at a certain speed regardless of its meaning.
d. The word grabs your attention faster if it is meaningful.
Q:
A single visual pattern is presented under two conditions. Under one condition, the viewer is conscious of it, and under the other, the viewer is not. How does the activity differ in the brain, if at all?
a. Conscious activity is in the cortex. Unconscious activity is in subcortical areas.
b. Activity is more intense and spreads more widely during conscious perception.
c. Conscious activity is in the left hemisphere. Unconscious is in the right hemisphere.
d. The brain activity is the same in both cases.
Q:
In the phenomenon of binocular rivalry, when one eye sees one pattern and the other eye sees another, what do you perceive?
a. one pattern superimposed on top of the other
b. temporary alternation between one pattern and the other
c. a compromise that doesn"t match either pattern
d. whatever the dominant eye sees
Q:
People with dyslexia have ____ problems.
a. sensory
b. motor
c. visual
d. auditory
Q:
Dysphonetic dyslexics have trouble ____, while dyseidetic dyslexics have trouble ____.
a. seeing words as a whole; sounding out words
b. sounding out words; seeing words as a whole
c. reading; writing
d. speaking; writing
Q:
Dyseidetic dyslexics have the most difficulty with:
a. recognizing whole words.
b. hearing words.
c. guessing word meaning based on context.
d. sounding out words.
Q:
Dysphonetic dyslexics have the most difficulty with:
a. recognizing whole words.
b. hearing words.
c. guessing word meaning based on context.
d. sounding out words.
Q:
More typical of dyslexic people than of other people is:
a. a planum temporale that is larger in the left hemisphere than the right hemisphere.
b. a bilaterally symmetrical cerebral cortex.
c. damage to the posterior portion of the corpus callosum.
d. an overresponsive magnocellular pathway in the visual system.
Q:
Which of the following is more likely to be present in people with dyslexia?
a. weak eye muscles
b. larger than normal corpus callosum
c. stuttering
d. bilateral symmetry in the cortex
Q:
Dyslexia is more common among languages that:
a. are phonetically based.
b. have many odd spellings.
c. are tonal in nature.
d. use masculine and feminine nouns.
Q:
A specific impairment of reading in a person with adequate vision and adequate skills in other academic areas is referred to as:
a. Broca's aphasia.
b. Wernicke's aphasia.
c. Williams' syndrome.
d. dyslexia.
Q:
A person with Wernicke's aphasia:
a. can't produce speech.
b. can't recognize musical notes.
c. resembles a student in a foreign language class that hasn't studied the vocabulary list very well.
d. similar to that of normal people who are just highly distracted.
Q:
A person who is acting like they are forced to speak faster than they can come up with the words most closely resembles a person with:
a. Broca's aphasia.
b. Wernicke's aphasia.
c. dyslexia.
d. agraphia.
Q:
Wernicke's aphasia is to ____ as Broca's aphasia is to ____.
a. parietal lobe; temporal lobe
b. nouns; verbs
c. spoken language; sign language
d. understanding; speaking
Q:
Wernicke's aphasia is also known as:
a. production aphasia.
b. fluent aphasia.
c. spoken aphasia.
d. nonfluent aphasia.
Q:
As compared to a person with Broca's aphasia, a person with Wernicke's aphasia can:
a. remember the names of objects.
b. understand written language.
c. understand spoken language.
d. speak fluently and rapidly.
Q:
A person with anomia would have the most difficulty with:
a. reaching out to touch objects.
b. understanding written, as opposed to spoken, language.
c. remembering the names of objects.
d. speaking rapidly and fluently.
Q:
Anomia involves difficulty:
a. using prepositions and conjunctions.
b. understanding written, as opposed to spoken, language.
c. remembering the names of objects.
d. speaking rapidly and fluently.
Q:
Prepositions, word endings, and grammar are to ____, as nouns and verbs are to ____.
a. Broca's aphasia; Wernicke's aphasia
b. Wernicke's aphasia; Broca's aphasia
c. dyslexia; anomia
d. anomia; Wernicke's aphasia
Q:
Fluent aphasia, in which the victim has difficulty comprehending language but is still able to speak smoothly, is due to damage that includes:
a. Broca's area.
b. Wernicke's area.
c. the prefrontal cortex.
d. the corpus callosum.
Q:
Wernicke discovered that damage to the ____ cortex produced language impairment.
a. right temporal
b. left temporal
c. right frontal
d. left frontal
Q:
Someone suffering from Wernicke's aphasia has difficulty:
a. articulating speech.
b. reading aloud.
c. understanding speech.
d. using prepositions and conjunctions.
Q:
A person with Broca's aphasia:
a. has lost total knowledge of grammar.
b. has lost total knowledge of use of verbs.
c. recognizes that something is wrong with grammatically incorrect sentences.
d. insists that his or her utterances are grammatically correct and that other people are wrong.
Q:
A person who has a great deal of trouble understanding a sentence if its meaning depends on word order is a:
a. split-brain patient.
b. patient with damage to Wernicke's area.
c. patient with damage to Broca's area.
d. patient suffering from apraxia.
Q:
The comprehension of language in people with Broca's aphasia is:
a. completely normal.
b. poor for nouns, but fine for prepositions and conjunctions.
c. similar to that of normal people who are just highly distracted.
d. better than average.
Q:
Language comprehension in people with Broca's aphasia resembles that of someone who is:a. shy about speaking in public.b. suffering from bipolar disorderc. highly distracted.d. starting to learn a foreign language
Q:
When does someone with Broca's aphasia have most difficulty understanding language?
A if someone speaks at a normal or faster than normal pace
B if the sentence includes uncommon nouns or verbs
C if the sentence is longer than seven words
D if the meaning depends on complex grammar
Q:
A stroke patient speaks in short, inarticulate but meaningful phrases such as "Weather hot" and "Dog bite man." This person is probably suffering from:
a. Broca's aphasia.
b. Wernicke's aphasia.
c. Williams syndrome.
d. apraxia.
Q:
A person with Broca's aphasia would have the most difficulty saying which of the following phrases?
a. The boy is chasing a tall girl.
b. No ifs, ands, or buts.
c. The general commands the army.
d. Two bee oar knot two bee.
Q:
Someone with Broca's aphasia is least likely to use:
a. prepositions and conjunctions.
b. adjectives and adverbs.
c. nouns.
d. verbs.
Q:
Broca's aphasia is most likely to affect use of the ____ class of words.
a. open
b. closed
c. novel
d. noun
Q:
Prepositions, conjunctions, helping verbs, and so forth are known as the ____ of grammatical forms.
a. fluent class
b. fixed class
c. open class
d. closed class
Q:
People with Broca's aphasia cannot read aloud "To be or not to be" because they:
a. cannot control the muscles of their throat.
b. have difficulty with words that have no clear meaning out of context.
c. cannot pronounce those sounds.
d. cannot read.
Q:
People with Broca's aphasia speak meaningfully but:
a. do so without feeling.
b. do so in a monotone.
c. omit pronouns, tense and number endings.
d. omit nouns and verbs.
Q:
Nonfluent aphasia, in which the victim is unable to speak fluently, is due to brain damage that includes:
a. Broca's area.
b. the postcentral gyrus of the parietal lobe.
c. Wernicke's area.
d. the corpus callosum.
Q:
Someone with Broca's aphasia has the greatest difficulty:
a. understanding spoken language.
b. understanding written language.
c. remembering the names of objects.
d. speaking.
Q:
A loss of language ability, in general, is referred to as:
a. apraxia.
b. dyslexia.
c. aphasia.
d. anomia.
Q:
Broca's area is located in the:
a. left parietal lobe.
b. left frontal lobe.
c. right temporal lobe.
d. right occipital lobe.
Q:
The first to publish a detailed description linking a specific part of the brain to a loss of speech was:
a. Roger Sperry.
b. Jerre Levy.
c. David and Ann Premack.
d. Paul Broca.
Q:
Research with deaf children suggests that it is essential to:
a. learn any language when you are young if you do not want to be forever disadvantaged.
b. learn language through reinforcements for correct usage.
c. be able to hear language if you are to learn sign language.
d. learn spoken language before sign language.
Q:
Deaf children who do not learn any language by the time they enter school:
a. can still learn English, but not sign language.
b. can still learn sign language, but not English.
c. will never develop much skill at any language.
d. can master any language at any time.
Q:
The strongest evidence for a critical period for human language development is the:
a. exceptional language abilities of children with Williams syndrome.
b. different lateralization of first language and second language.
c. differences in language between Broca's aphasia and Wernicke's aphasia.
d. difficulty deaf children have learning sign language if they start late.
Q:
The major differences that exist between adults and children in learning a second language are that children are:
a. better at the vocabulary, but worse at pronunciation.
b. better at the pronunciation, but worse at the vocabulary.
c. better at both pronunciation and vocabulary.
d. worse than adults in all aspects of language.
Q:
The major differences that exist between adults and children in learning a second language are that adults are:
a. better at the vocabulary, but worse at pronunciation.
b. better at the pronunciation, but worse at the vocabulary.
c. better at both pronunciation and vocabulary.
d. worse than children in all aspects of language.
Q:
One way to test the hypothesis that people are biologically adapted to learn best during a critical period is to:
a. compare the vocabularies of children and adults.
b. determine whether people learn a second language better than a first language.
c. determine whether people learn a second language if they start at various ages.
d. compare the grammar use of children and adults.
Q:
Noam Chomsky and other advocates of the language acquisition device argue that humans:
a. are incapable of learning language.
b. are born with language.
c. learn language through classical conditioning.
d. are no different in language capabilities than gorillas.
Q:
Noam Chomsky and Steven Pinker proposed that humans have a:
a. language synthesizer.
b. language stimulus apparatus.
c. language acquisition device.
d. grammatical articulation device.
Q:
The inborn mechanism for learning language is called the:
a. language acquisition device.
b. poverty of the stimulus argument.
c. speech synthesizer.
d. grammatical articulation device.
Q:
What is the apparent relationship between language abilities and other intellectual abilities?
a. Impairments in either results in impairments in the other.
b. It is possible to have good language and poor intelligence, but not the reverse.
c. It is possible to have good intelligence and poor language, but not the reverse.
d. Either can be impaired independently of the other.
Q:
People with Williams syndrome develop language slowly at first, and their ____ continues to be odd, like that of someone who learned a second language late in life.
a. prosody
b. grammar
c. semantics
d. phonology
Q:
People with Williams syndrome tend to do as well as normal people on tasks that involve:
a. copying pictures.
b. adding numbers.
c. verbal descriptions.
d. naming unfamiliar objects.
Q:
Which of the following tasks would people with Williams syndrome perform normally?
a. estimating the length of a bus
b. imagining the bus route to school
c. drawing a bus
d. singing "wheels on the bus"
Q:
The language of children with Williams syndrome is:
a. comparable to children with other forms of mental retardation.
b. a byproduct of their intelligence.
c. comparable to that of a normal adult's second language.
d. impossible to understand.
Q:
One characteristic of the brains of people with Williams syndrome is:
a. a larger than normal right hemisphere, but smaller than normal left hemisphere.
b. a larger than normal left hemisphere, but smaller than normal right hemisphere.
c. less than normal overall mass in the cerebral cortex.
d. a greatly diminished limbic system.
Q:
Which of the following is a rare condition in which people are retarded in many ways, but yet are remarkably skilled in their use of language?
a. Williams syndrome
b. dyslexia
c. Wernicke's aphasia
d. anomia
Q:
A paradoxical characteristic of children with Williams syndrome is that they:
a. seem retarded during childhood but develop into normal or even bright adults.
b. can write, but cannot read what they just finished writing.
c. show a better memory after a delay than they show immediately after an event has occurred.
d. have very large vocabularies, but cannot learn simple skills.
Q:
Children with Williams syndrome are characterized by:
a. good language abilities despite low overall intelligence.
b. loss of language abilities at approximately four years of age.
c. problems creating grammatical sentences.
d. a specific impairment of vocabulary.
Q:
People in one family have a gene that seriously impairs language without decreasing overall intelligence. This observation argues AGAINST the theory that:
a. language learning is based on a "language acquisition device."
b. intelligence consists of a series of more or less separate "modules."
c. language evolved from a precursor ability present in other primates.
d. language evolved as a byproduct of selection for overall intelligence.
Q:
People with full sized brains and normal intelligence:
a. always have normal language.
b. usually have normal language, but may not.
c. have the greatest brain to IQ ratio.
d. have the largest index fingers.
Q:
Studies of nonhuman language abilities seem to indicate that human language may have evolved from a precursor that was probably:
a. present only in human ancestors.
b. a byproduct of total brain size.
c. present in the ancient ancestor from which humans and bonobos evolved.
d. a single gene mutation.
Q:
What can we learn about human language abilities from the studies of nonhuman language abilities?
a. Language is totally limited to humans.
b. The only important language advantage of humans is in our vocal apparatus.
c. We may gain some insights into how best to teach language to those who do not learn it easily.
d. Language is indistinguishable from the forms of communication that other species use.
Q:
Studies of nonhuman language abilities call attention to the:
a. ability of many species to learn language.
b. close relationship between language and classical conditioning.
c. difficulty of defining language.
d. close relationship between language and brain size.
Q:
Which of the following, if any, is impossible for the parrot Alex?
a. Form concepts.
b. Count.
c. Name colors.
d. All of the other choices are possible for Alex to do.
Q:
The famous parrot Alex was a?
a. Scarlet Macaw.
b. African Gray parrot.
c. Yellow-headed parrot.
d. Sun Conure parrot.
Q:
What is NOT a possible explanation for Kanzi and Mulika's language abilities?
a. Their species may be more adapted to learning language.
b. Learning through imitation is more effective than learning with rewards.
c. They began learning at an earlier age.
d. They were given a special diet.
Q:
What distinguished Kanzi and Mulika from other chimpanzees used in earlier studies was that Kanzi and Mulika:
a. used only symbols to make requests.
b. received larger reinforcements.
c. were unable to communicate with natural chimpanzee sounds.
d. occasionally used symbols to relate events of the past.
Q:
All of the following are explanations for Kanzi and Mulika's language abilities EXCEPT that?
a. their species may be more adapted to learning language.
b. learning through imitation is more effective than learning with rewards.
c. they began learning at an earlier age.
d. they were given a special diet.
Q:
The training of Kanzi differed from the earlier language studies using other chimpanzees in that Kanzi:
a. observed his mother being trained while he was an infant.
b. was given food reinforcements for associating arbitrary symbols with meanings.
c. was given only verbal praise.
d. was raised from birth in a human family, in total isolation from other animals.
Q:
The nonhuman species that has made the most spectacular progress toward learning to communicate by an approximation of human language is the:
a. common chimpanzee.
b. bonobo chimpanzee.
c. gorilla.
d. dolphin.
Q:
The____ has made the most spectacular progress toward learning to communicate by an approximation of human language.
a. common chimpanzee
b. bonobo chimpanzee
c. gorilla
d. dolphin
Q:
Language studies with bonobo chimpanzees suggest that they:
a. can't learn language as well as common chimpanzees.
b. use symbols in the wild to communicate with each other.
c. comprehend spoken language comparable to that of a 2 year old child.
d. can write as well as a 2 year old child.
Q:
Early studies taught chimpanzees to use symbols to communicate with a computer and each other. Which of the following does NOT characterize their use of symbols?
a. They consistently used the same symbol patterns.
b. They frequently made requests.
c. They learned to type messages to other chimps.
d. They frequently used new and original combinations.
Q:
On average, right-handers turned mostly to the left, and ____ turn mostly to the ____.
a. left-handers, left
b. right-handers, right
c. right-handers, left
d. left-handers, right
Q:
Which of the following is true regarding left-handed individuals?
a. They are more likely to learn sign-language.
b. They are less likely to be left-hemisphere dominant for speech production.
c. They use both hemispheres equally well for speech production.
d. They are more likely to stutter.
Q:
People born without a corpus callosum can compensate for a lack of corpus callosum because of the extra development of the:
a. commissures
b. thalamus
c. brainstem
d. fornix