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50. If a split-brain patient sees the word “sky” in his left visual field and the word “scraper” right visual field, which picture will he draw with the left hand? a. the sky only. b. the scraper only. c. a sky and a scraper, separately. d. a skyscraper. ANS: C PTS: 1 DIF: factual REF: Cutting the Corpus Callosum OBJ: 2 TOP: 14.1 Lateralization of Function 51. In the typical split-brain person, the left hand is to ____ as the right hand is to ____. a. picking up objects; pointing at objects b. pointing at objects; picking up objects c. writing word; drawing objects d. drawing objects; writing words ANS: D PTS: 1 DIF: conceptual REF: Cutting the Corpus Callosum
OBJ: 2 TOP: 14.1 Lateralization of Function Cognitive Functions 589 52. Researchers believe that the right hemisphere is: a. the mirror image of the left hemisphere, with the same functions. b. subordinate to the left hemisphere for all functions. c. in control of speech. d. specialized in functions that differ from the left. ANS: D PTS: 1 DIF: factual REF: Cutting the Corpus Callosum OBJ: 3 TOP: 14.1 Lateralization of Function 53. Control of the emotional content of speech depends on: a. the right hemisphere. b. the left hemisphere. c. both hemispheres equally. d. the corpus callosum. ANS: A PTS: 1 DIF:
factual REF: Cutting the Corpus Callosum OBJ: 3 TOP: 14.1 Lateralization of Function MSC: www 54. People who speak with little inflection or expression usually have suffered damage to the: a. ventromedial spinal pathway. b. left hemisphere. c. right hemisphere. d. corpus callosum. ANS: C PTS: 1 DIF: factual REF: Cutting the Corpus Callosum OBJ: 3 TOP: 14.1 Lateralization of Function 55. The right hemisphere appears to contribute more than the left hemisphere to the ____ of speech. a. emotional content b. semantic content c. grammatical structure d. volume ANS:
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A PTS: 1 DIF: factual REF: Cutting the Corpus Callosum OBJ: 3 TOP: 14.1 Lateralization of Function 56. Damage to the left hemisphere is more likely than right hemisphere damage to impair which ability? a. understanding the meaning of language b. understanding that someone is joking when they speak c. producing facial expressions of emotion d. understanding other people's facial expressions ANS: A PTS: 1 DIF: conceptual REF: Cutting the Corpus Callosum OBJ: 3 TOP: 14.1 Lateralization of Function 57. After damage to the right hemisphere, many people suffer what kind of loss? a. control of the muscles on the right side of the body b. hunger and thirst c. ability to remember the names of objects
Chapter 14 590 d. ability to recognize emotional facial expressions ANS: D PTS: 1 DIF: factual REF: Cutting the Corpus Callosum OBJ: 3 TOP: 14.1 Lateralization of Function Cognitive Functions 591 58. Which of the following would most likely be able to accurately detect facial expression of emotions? a. patients with left-hemisphere damage b. patients with prefrontal cortex damage c. patients with right-hemisphere damage d. patients with damage to the amygdala ANS: A PTS: 1 DIF: factual REF: Cutting the Corpus Callosum OBJ: 3 TOP: 14.1 Lateralization of Function
llowing damage to the ____, a patient has a decrease in facial expressions of emotion 59. Fo and decreased understanding of the emotional content of other people's speech. a. hypothalamus b. left hemisphere of the cerebral cortex c. right hemisphere of the cerebral cortex d. occipital lobe on both sides ANS: C PTS: 1 DIF: conceptual REF: Cutting the Corpus Callosum OBJ: 3 TOP: 14.1 Lateralization of Function : 60. If you were advising the make-up artist for a movie involving a character with a facial rement, where would you suggest the disfigurement be located for the maximum disfigu emotional impact on the audience? a. the upper part of the face b. the lower part of the face c. the right side of the face (viewer's left) d. the left side of the face (viewer's right) ANS: C
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PTS: 1 DIF: conceptual REF: Cutting the Corpus Callosum OBJ: 3 TOP: 14.1 Lateralization of Function 61. Right-hemisphere damage results in deficits with tasks that require: a. understanding sentences with a complex grammatical structure. b. memory of recent events. c. control of the right hand. d. spatial processing. ANS: D PTS: 1 DIF: factual REF: Cutting the Corpus Callosum OBJ: 3 TOP: 14.1 Lateralization of Function uble with tasks that require: 62. People with right-hemisphere damage have particular tro a. understanding sentences with a complex grammatical structure. b. spatial processing. c. control of the right hand.
d. memory of recent events. ANS: B PTS: 1 DIF: factual REF: Cutting the Corpus Callosum OBJ: 3 TOP: 14.1 Lateralization of Function Chapter 14 592 63. Brain-intact people are more likely to have increased activity in the ____ hemisphere when identifying the small letters (A) and increased activity in the ____ when identifying the overall pattern (X). A A A A A A A A A a. left; right b. right; left c. left; left d. right; right ANS: A PTS: 1 DIF: conceptual REF:
Cutting the Corpus Callosum OBJ: 3 TOP: 14.1 Lateralization of Function rson with left hemispheric dominance for language is asked to tap her index finger as 64. A pe fast as possible for one minute. What difference, if any, would it make if she were talking during the task? a. Talking would decrease tapping in the right hand more than in the left hand. b. Talking would decrease tapping in the left hand more than in the right hand. c. Talking would decrease tapping in both hands equally. d. Talking typically would not affect the tapping rate of either hand. ANS: A PTS: 1 DIF: conceptual REF: Cutting the Corpus Callosum OBJ: 3 TOP: 14.1 Lateralization of Function 65. For a majority of humans, one part of the ____ cortex is larger on the ____ side of the brain than on the opposite side. a. temporal; right b. temporal; left c. occipital; right d. occipital; left ANS:
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B PTS: 1 DIF: factual REF: Development of Lateralization and Handedness OBJ: 3 TOP: 14.1 Lateralization of Function 66. The planum temporale is located in the: a. frontal lobe. b. parietal lobe. c. temporal lobe. d. occipital lobe. ANS: C PTS: 1 DIF: factual REF: Development of Lateralization and Handedness OBJ: 3 TOP: 14.1 Lateralization of Function Cognitive Functions 593 67. The planum temporale is larger in the:
a. right hemisphere for most people. b. left hemisphere for most people. c. right hemisphere but only for newborns. d. left hemisphere but only for newborns. ANS: B PTS: 1 DIF: factual REF: Development of Lateralization and Handedness OBJ: 3 TOP: 14.1 Lateralization of Function MSC: www ng tasks would children with the highest ratio of left to right planum 68. Which of the followi temporale perform better than children with an equal ratio? a. composing music b. doing a puzzle c. writing a play d. riding a bicycle ANS: C PTS: 1 DIF: conceptual REF: Development of Lateralization and Handedness
OBJ: 3 TOP: 14.1 Lateralization of Function 69. The corpus callosum matures sufficiently between ages ____ and ____ to facilitate the comparison of stimuli between the two hands. a. 1,3 b. 8,10 c. 3,5 d. 5,6 ANS: C PTS: 1 DIF: factual REF: Development of Lateralization and Handedness OBJ: 3 TOP: 14.1 Lateralization of Function KEY: NEW 70. One study using an Etch-A-Sketch toy indicated that children younger than ____ years respond just as fast with two hands as with one. a. 4 b. 6 c. 8 d.
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10 ANS: B PTS: 1 DIF: factual REF: Development of Lateralization and Handedness OBJ: 3 TOP: 14.1 Lateralization of Function KEY: NEW 71. The corpus callosum matures gradually over the first ____ years of human life. a. 2 b. 20 c. 10 d. 4 ANS: C PTS: 1 DIF: factual REF: Development of Lateralization and Handedness OBJ: 3 TOP: 14.1 Lateralization of Function Chapter 14 594 72. Axons in the corpus callosum will survive to maturity if they make connections with cells in the
isphere with ____ functions. ____ hem a. contralateral; similar b. contralateral; different c. ipsilateral; similar d. ipsilateral; different ANS: A PTS: 1 DIF: factual REF: Development of Lateralization and Handedness OBJ: 3 TOP: 14.1 Lateralization of Function 73. A 9-week-old child does not reach with the right hand toward an object in the left visual field: a. until connections are mature enough between the right eye and the brain. b. because the child cannot maintain balance when the center of gravity moves to one side. c. until the visual cortex is mature. d. because the corpus callosum is not yet mature. ANS: D PTS: 1 DIF: conceptual REF: Development of Lateralization and Handedness OBJ:
3 TOP: 14.1 Lateralization of Function sked to feel two fabrics and to determine whether they are the same or 74. Children are a different. This is more difficult for ____ children who have to feel the fabrics with ____. a. younger; the same hand b. younger; different hands c. older; the same hand d. older; different hands ANS: B PTS: 1 DIF: factual REF: Development of Lateralization and Handedness OBJ: 3 TOP: 14.1 Lateralization of Function 75. A similarity between a young child and a split-brain patient is that both: a. show frequent spontaneous changes in personality. b. have trouble describing what they see through the left eye. c. have a greater than normal number of back-and-forth eye movements. d.
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have trouble comparing what they feel with the two hands at one time. ANS: D PTS: 1 DIF: conceptual REF: Development of Lateralization and Handedness OBJ: 3 TOP: 14.1 Lateralization of Function 76. UNLIKE adults who have had their corpus callosum cut, children born without a corpus callosum are generally able to: a. move their hands with better than normal speed and coordination. b. learn foreign languages more rapidly than intact people can. c. verbally describe what they feel with the left hand. d. verbally describe what they feel with the right hand. ANS: C PTS: 1 DIF: conceptual REF: Development of Lateralization and Handedness OBJ: 3 TOP: 14.1 Lateralization of Cognitive Functions 595 Function
77. People born without a corpus callosum are ____ people who have it cut later in life a. more common than b. almost similar c. the same as d. not like ANS: D PTS: 1 DIF: conceptual REF: Development of Lateralization and Handedness OBJ: 3 TOP: 14.1 Lateralization of Function 78. People born without a corpus callosum can perform some tasks as do people with a corpus callosum. They can perform these tasks because the: a. corpus callosum eventually does grow, to a degree. b. brain's other commissures become larger than usual. c. two hemispheres communicate magnetically. d. two hemispheres communicate through the exchange of hormones. ANS: B PTS: 1 DIF: factual REF: Development of Lateralization and Handedness
OBJ: 3 TOP: 14.1 Lateralization of Function 79. The ____ connects the anterior parts of the cerebral cortex. a. posterior commissure b. anterior commissure c. hippocampal commissure d. fornix ANS: B PTS: 1 DIF: factual REF: Development of Lateralization and Handedness OBJ: 3 TOP: 14.1 Lateralization of Function eople born without a corpus callosum can compensate for a lack of corpus callosum 80. P because of the extra development of the: a. commissures b. thalamus c. brainstem d. fornix ANS: A
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PTS: 1 DIF: factual REF: Development of Lateralization and Handedness OBJ: 3 TOP: 14.1 Lateralization of Function MSC: www 81. 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. ANS: B PTS: 1 DIF: factual REF: Development of Chapter 14 596 Lateralization and Handedness OBJ: 3 TOP: 14.1 Lateralization of Function 82. 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 ANS: D PTS: 1 DIF: factual REF: Development of Lateralization and Handedness OBJ: 3 TOP: 14.1 Lateralization of Function MSC: www KEY: NEW ther. 83. Early studies taught chimpanzees to use symbols to communicate with a computer and each o 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. ANS: D PTS: 1 DIF: factual REF: Nonhuman Precursors of Language OBJ:
1 TOP: 14.2 Evolution and Physiology of Language MSC: www 84. 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. ANS: C PTS: 1 DIF: factual REF: Nonhuman Precursors of Language OBJ: 1 TOP: 14.2 Evolution and Physiology of Language 85. 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 ANS: B PTS: 1 DIF: factual
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REF: Nonhuman Precursors of Language OBJ: 1 TOP: 14.2 Evolution and Physiology of Language 86. 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. ANS: B PTS: 1 DIF: factual REF: Nonhuman Precursors of Language OBJ: 1 TOP: 14.2 Evolution and Physiology of Language Cognitive Functions 597 87. The training of Kanzi differed from the earlier language stud Kanzi: a. observed his mother being trained while he was an infant. b. was given food reinforcements for associating arbitrary symbols with meanings.
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c. was given only verbal praise. d. was raised from birth in a human family, in total isolation from other animals. ANS: A PTS: 1 DIF: factual REF: Nonhuman Precursors of Language OBJ: 1 TOP: 14.2 Evolution and Physiology of Language ? 88. 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. ANS: D PTS: 1 DIF: factual REF: Nonhuman Precursors of Language OBJ: 1 TOP: 14.2 Evolution and Physiology of Language 89.
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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. ANS: D PTS: 1 DIF: factual REF: Nonhuman Precursors of Language OBJ: 1 TOP: 14.2 Evolution and Physiology of Language 90. 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. ANS: D PTS: 1 DIF: factual REF: Nonhuman Precursors of Language OBJ: 1 TOP:
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14.2 Evolution and Physiology of Language 91. The famous parrot Alex was a? a. Scarlet Macaw. b. African Gray parrot. c. Yellow-headed parrot. d. Sun Conure parrot. ANS: B PTS: 1 DIF: factual REF: Nonhuman Precursors of Language OBJ: 1 TOP: 14.2 Evolution and Physiology of Language 92. Which of the following, if any, is impossible for the parrot Alex? a. Form concepts. b. Count. c. Name colors. Chapter 14 598 d. All of the other choices are possible for Alex to do. ANS: D PTS: 1 DIF: factual REF: Nonhuman Precursors of
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Language OBJ: 1 TOP: 14.2 Evolution and Physiology of Language ties call attention to the: 93. Studies of nonhuman language abili 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. ANS: C PTS: 1 DIF: factual REF: Nonhuman Precursors of Language OBJ: 1 TOP: 14.2 Evolution and Physiology of Language MSC: www 94. 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. ANS: C
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PTS: 1 DIF: conceptual REF: Nonhuman Precursors of Language OBJ: 1 TOP: 14.2 Evolution and Physiology of Language 95. Studies of nonhuman language abilities seem to indicate that human language may have evolved was probably: from a precursor that 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. ANS: C PTS: 1 DIF: factual REF: Nonhuman Precursors of Language OBJ: 1 TOP: 14.2 Evolution and Physiology of Language 96. 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.
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d. have the largest index fingers. ANS: B PTS: 1 DIF: factual REF: How Did Humans Evolve Language? OBJ: 2 TOP: 14.2 Evolution and Physiology of Language 97. People in one family have a gene that seriously impairs language without decreasing overall observation argues AGAINST the theory that: intelligence. This 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. Cognitive Functions 599 ANS: D PTS: 1 DIF: conceptual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language by:
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98. Children with Williams syndrome are characterized 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. ANS: A PTS: 1 DIF: factual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language MSC: www 99. 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. ANS: D PTS: 1 DIF: factual REF: How Did Humans Evolve Language?
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OBJ: 3 TOP: 14.2 Evolution and Physiology of Language 100. 100. 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 ANS: A PTS: 1 DIF: factual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language 101. 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. ANS: C
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PTS: 1 DIF: factual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language 102. 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. ANS: C PTS: 1 DIF: factual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language MSC: www Chapter 14 600 103. 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.
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drawing a bus d. singing “wheels on the bus” ANS: D PTS: 1 DIF: conceptual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language 104. 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. ANS: C PTS: 1 DIF: factual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language 105. People with Williams syndrome develop language slowly at first, and their ____ continues to be t of someone who learned a second language late in life. odd, like tha a.
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prosody b. grammar c. semantics d. phonology ANS: B PTS: 1 DIF: conceptual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language parent relationship between language abilities and other intellectual abilities? 106. What is the ap 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. ANS: D PTS: 1 DIF: conceptual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language chanism for learning language is called the:
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107. The inborn me a. language acquisition device. b. poverty of the stimulus argument. c. speech synthesizer. d. grammatical articulation device. ANS: A PTS: 1 DIF: factual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language 108. Noam Chomsky and Steven Pinker proposed that humans have a: a. language synthesizer. b. language stimulus apparatus. Cognitive Functions 601 c. language acquisition device. d. grammatical articulation device. ANS: C PTS: 1 DIF: factual REF: How Did Humans Evolve Language?
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OBJ: 3 TOP: 14.2 Evolution and Physiology of Language 109. 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. ANS: B PTS: 1 DIF: factual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language o test the hypothesis that people are biologically adapted to learn best during a 110. One way t 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. ANS: C PTS: 1
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DIF: factual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language MSC: www 1. The major differences that exist between adults and children in learning a second language 111 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. ANS: A PTS: 1 DIF: conceptual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language ts and children in learning a second language are 112. The major differences that exist between adul that children are: a. better at the vocabulary, but worse at pronunciation. b. better at the pronunciation, but worse at the vocabulary. c.
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better at both pronunciation and vocabulary. d. worse than adults in all aspects of language. ANS: B PTS: 1 DIF: conceptual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language 113. 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. Chapter 14 602 ANS: D PTS: 1 DIF:
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conceptual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language Cognitive Functions 603 114. 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. ANS: C PTS: 1 DIF: factual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language 115. Research with deaf children suggest 115. 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.
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d. learn spoken language before sign language. ANS: A PTS: 1 DIF: conceptual REF: How Did Humans Evolve Language? OBJ: 3 TOP: 14.2 Evolution and Physiology of Language publish a detailed description linking a specific part of the brain to a loss of 116. The first to speech was: a. Roger Sperry. b. Jerre Levy. c. David and Ann Premack. d. Paul Broca. ANS: D PTS: 1 DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language 117. Broca's area is located in the:
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a. left parietal lobe. b. left frontal lobe. c. right temporal lobe. d. right occipital lobe. ANS: B PTS: 1 DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language 118. A loss of language ability, in general, is referred to as: a. apraxia. b. dyslexia. c. aphasia. d. anomia. ANS: C PTS: 1 DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language
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Chapter 14 604 119. 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. ANS: D PTS: 1 DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language MSC: www 120. 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. ANS: A PTS: 1 DIF: factual REF:
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Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language 121. 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. ANS: C PTS: 1 DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language use they: 122. People with Broca's aphasia cannot read aloud "To be or not to be" beca 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. ANS: B PTS: 1
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DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language 123. 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 ANS: D PTS: 1 DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language Cognitive Functions 605 124. Broca’s aphasia is most likely to affect use of the ____ class of words. a. open b. closed c. novel d.
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noun ANS: B PTS: 1 DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language 125. Someone with Broca's aphasia is least likely to use: a. prepositions and conjunctions. b. adjectives and adverbs. c. nouns. d. verbs. ANS: A PTS: 1 DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language MSC: www 126. A person with Broca's aphasia would have the most difficulty saying which of the following phrases? a.
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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. ANS: B PTS: 1 DIF: conceptual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language r hot" and 127. A stroke patient speaks in short, inarticulate but meaningful phrases such as "Weathe "Dog bite man." This person is probably suffering from: a. Broca's aphasia. b. Wernicke's aphasia. c. Williams syndrome. d. apraxia. ANS: A PTS: 1 DIF: conceptual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language
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When does someone with Broca’s aphasia have most difficulty understanding language? 128. 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 ANS: D PTS: 1 DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language Chapter 14 606 Language comprehension in people with Broca's aphasia resembles that of someone who 129. is: a. shy about speaking in public. b. suffering from bipolar disorder c. highly distracted. d. starting to learn a foreign language ANS: C PTS: 1 DIF: factual REF:
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Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language KEY: NEW 130. 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. ANS: C PTS: 1 DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language 131. 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. ANS: C PTS: 1 DIF:
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factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language Broca's aphasia: 132. A person with 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. ANS: C PTS: 1 DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language 133. Someone suffering from Wernicke's aphasia has difficulty: a. articulating speech. b. reading aloud. c. understanding speech. d. using prepositions and conjunctions. ANS: C PTS: 1
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DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language MSC: www Cognitive Functions 607 uage impairment. 134. Wernicke discovered that damage to the ____ cortex produced lang a. right temporal b. left temporal c. right frontal d. left frontal ANS: B PTS: 1 DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language ulty comprehending language but is still able to 135. Fluent aphasia, in which the victim has diffic speak smoothly, is due to damage that includes
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135. Fluent aphasia, in which the victim has diffic speak smoothly, is due to damage that includes: a. Broca's area. b. Wernicke's area. c. the prefrontal cortex. d. the corpus callosum. ANS: B PTS: 1 DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language 136. 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 ANS: A PTS: 1 DIF: conceptual
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REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language 137. 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. ANS: C PTS: 1 DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language with: 138. A person with anomia would have the most difficulty 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. ANS: C PTS: 1 DIF:
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factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language MSC: www 139. 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. Chapter 14 608 ANS: D PTS: 1 DIF: factual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language 140. Wernicke's aphasia is also known as: a. production aphasia. b. fluent aphasia. c. spoken aphasia. d. nonfluent aphasia. ANS:
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B PTS: 1 DIF: conceptual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language 141. 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 ANS: D PTS: 1 DIF: conceptual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language MSC: www ith the words 142. A person who is acting like they are forced to speak faster than they can come up w most closely resembles a person with: a. Broca's aphasia. b. Wernicke's aphasia. c. dyslexia.
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d. agraphia. ANS: B PTS: 1 DIF: conceptual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language n with Wernicke's aphasia: 143. A perso 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. ANS: C PTS: 1 DIF: conceptual REF: Brain Damage and Language OBJ: 4 TOP: 14.2 Evolution and Physiology of Language 144. 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.
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b. Wernicke's aphasia. c. Williams' syndrome. d. dyslexia. ANS: D PTS: 1 DIF: factual REF: Dyslexia OBJ: 6 TOP: 14.2 Evolution and Physiology of Language Cognitive Functions 609 145. 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. ANS: B PTS: 1 DIF: factual REF: Dyslexia OBJ: 6 TOP: 14.2 Evolution and Physiology of Language in people with dyslexia?
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146. Which of the following is more likely to be present a. weak eye muscles b. larger than normal corpus callosum c. stuttering d. bilateral symmetry in the cortex ANS: D PTS: 1 DIF: factual REF: Dyslexia OBJ: 6 TOP: 14.2 Evolution and Physiology of Language f dyslexic people than of other people is: 147. More typical o 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. ANS: B PTS: 1 DIF: factual REF: Dyslexia OBJ: 6 TOP: 14.2 Evolution and Physiology of Language MSC: www
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148. 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. ANS: D PTS: 1 DIF: factual REF: Dyslexia OBJ: 6 TOP: 14.2 Evolution and Physiology of Language 149. 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. ANS: A PTS: 1 DIF: factual REF: Dyslexia OBJ: 6 TOP: 14.2 Evolution and Physiology of Language dyslexics have trouble ____. 150.
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Dysphonetic dyslexics have trouble ____, while dyseidetic a. seeing words as a whole; sounding out words b. sounding out words; seeing words as a whole c. reading; writing d. speaking; writing ANS: B PTS: 1 DIF: factual REF: Dyslexia Chapter 14 610 OBJ: 6 TOP: 14.2 Evolution and Physiology of Language 151. People with dyslexia have ____ problems. a. sensory b. motor c. visual d. auditory ANS: D PTS: 1 DIF: factual REF: Dyslexia OBJ: 6 TOP: 14.2 Evolution and Physiology of Language In the phenomenon of binocular rivalry, when one eye sees one pattern and the other eye 152.
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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 ANS: B PTS: 1 DIF: factual REF: Brain Activity Associated with Consciousness OBJ: 1 TOP: 14.3 Conscious and Unconscious Processes and Attention KEY: NEW A single visual pattern is presented under two conditions. Under one condition, the viewer 153. 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. ANS: B PTS: 1 DIF: factual REF: Brain Activity
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Associated with Consciousness OBJ: 1 TOP: 14.3 Conscious and Unconscious Processes and Attention KEY: NEW Suppose you are conscious of what you see in the right eye and not the left. Now a word 154. 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. ANS: D PTS: 1 DIF: factual REF: Brain Activity Associated with Consciousness OBJ: 1 TOP: 14.3 Conscious and Unconscious Processes and Attention KEY: NEW During binocular rivalry, what do people ordinarily perceive? 155. 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 Cognitive Functions
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611 ANS: 155. 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 Cognitive Functions 611 ANS: D PTS: 1 DIF: factual REF: Brain Activity Associated with Consciousness OBJ: 1 TOP: 14.3 Conscious and Unconscious Processes and Attention KEY: NEW Experimenters present stimuli very briefly under conditions where people sometimes 156.
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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. ANS: A PTS: 1 DIF: factual REF: Brain Activity Associated with Consciousness OBJ: 1 TOP: 14.3 Conscious and Unconscious Processes and Attention KEY: NEW Research on binocular rivalry has supported which of these conclusions? 157. 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. ANS: D PTS: 1 DIF: factual REF: Brain Activity Associated with Consciousness OBJ:
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1 TOP: 14.3 Conscious and Unconscious Processes and Attention KEY: NEW What is the “phi” phenomenon? 158. 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. ANS: A PTS: 1 DIF: factual REF: Brain Activity Associated with Consciousness OBJ: 1 TOP: 14.3 Conscious and Unconscious Processes and Attention KEY: NEW ial neglect is generally associated with damage to the: 159. Spat a. postcentral gyrus. b. precentral gyrus. c. fusiform gyrus. d. parietal cortex. ANS: D PTS: 1
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DIF: factual REF: Attention OBJ: 2 TOP: 14.3 Conscious and Unconscious Processes and Attention Chapter 14 612 160. A symptom of right-hemisphere parietal lobe damage is the tendency to ignore the: a. right side of the body b. dorsal areas of the body. c. left side of the body. d. ventral areas of the body. ANS: C PTS: 1 DIF: factual REF: Attention OBJ: 2 TOP: 14.3 Conscious and Unconscious Processes and Attention KEY: NEW MSC: www In what way, if any, is it possible to decrease spatial neglect? 161. A Redirect the person’s attention. B Give the person certain muscle exercises. C Increase the person’s relaxation. D It is not possible. ANS: A PTS: 1
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DIF: conceptual REF: Attention OBJ: 2 TOP: 14.3 Conscious and Unconscious Processes and Attention KEY: NEW Spatial neglect occurs after damage in the: 162. a. anterior cortex. b. posterior cortex. c. left hemisphere. d. right hemisphere. ANS: D PTS: 1 DIF: conceptual REF: Attention OBJ: 2 TOP: 14.3 Conscious and Unconscious Processes and Attention KEY: NEW neglect? 163. Which of the following would most likely improve attention of patients with spatial a. Tell the person to look to the right. b. Keep their hands from crossing over each other. c. Stimulate the left superior temporal gyrus. d. Tell the person to look to the left. ANS: D PTS: 1
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DIF: factual REF: Attention OBJ: 2 TOP: 14.3 Conscious and Unconscious Processes and Attention 164. A person with spatial neglect is more likely to notice an object placed in the left hand if: a. they cross their left hand over to the right side of their body. b. they cross their right hand over to the left side of their body. c. look to the right. d. you touch their right hand. ANS: A PTS: 1 DIF: factual REF: Attention OBJ: 2 TOP: 14.3 Conscious and Unconscious Processes and Attention ked to ____ problems. 165. In many instances, spatial neglect appears to be lin a. cognitive b. motor Cognitive Functions 613
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