(Test Bank) Language in Mind, An Introduction to Psycholinguistics

Sedivy, 2

Languages

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Author(s): Sedivy

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1. The theoretical perspective that humans’ ability to learn language is not the result of innate or genetically based predisposition that evolved specifically for language , but an aspect of our cognitive abilities, including general abilities of learning and memory is known as a. anti-nativist theory. b. linguistic theory. c. psychodynamic theory. d. evolutionary theory. Answer: a Textbook Reference: 2.1 Why Us? Bloom’s Level: 1. Remembering 2. Which language researcher attempted to define language with 16 characteristics, or design features, of spoken human language? a. Chomsky b. Hockett c. Pinker d. Darwin Answer: b Textbook Reference: 2.1 Why Us? Bloom’s Level: 1. Remembering 3. Bees introduced into a hive of bee species different from their own will likely “dance” according to a. the new hive style. b. their own unique style, unrelated to past experience. c. the style of their own genetic ancestors. d. a combination of old and new sty les. Answer: c Textbook Reference: 2.1 Why Us? Bloom’s Level: 1. Remembering 4. Which of Hockett’s design features of human language can also be attributed to honeybee communication? a. Arbitrariness b. Duality of patterning c. Reflexiveness d. Interchangeability Answer: d Multiple ChoiceTest Bank for Language in Mind, An Introduction to Psycholinguistics, 2e by Julie Sedivy (All Chapters) Chapter 2: Origins of Human Language Textbook Reference: 2.1 Why Us? Bloom’s Level : 4. Analyzing 5. Experiments in which apes are taught a language or symbolic system indicate that apes can a. learn to use symbols to communicate, but only if they are not arbitrary. b. learn to use words accurately, but only to refer to objects that are physically present. c. use combinations of familiar symbols to express new concepts. d. combine words into sentences as well as a human 3-year-old is able to. Answer: c Textbook Reference: 2.1 Why Us? Bloom’s Level : 3. Applying 6. Even though vervet monkeys seem to be able to produce specific distress calls from birth without the benefit of experience, they acquire the ability to respond appropriately to those calls only after several months of life, presumably due to experience. This finding suggests that a. human language and vervet calls arise from different cognitive mechanisms. b. vervet calls are a direct evolutionary precursor of human language. c. the ability to produce human language is innate but the ability to understa nd it is not. d. human infants need a great deal of exposure to language before they can understand it, but less exposure is needed to produce it. Answer: a Textbook Reference: 2.1 Why Us? Bloom’s Level : 5. Evaluating 7. An example of Hockett’s productivity characteristic in non -human primate communication would be demonstrated by an ape making the sign for a. banana in order to ask a researcher for a banana. b. banana when the researcher points to a banana. c. sweet sausage when asked to identif y a banana before having learned the sign for banana . d. door when asked to identify a banana. Answer: c Textbook Reference: 2.1 Why Us? Bloom’s Level : 3. Applying 8. The awareness between two or more individuals that they are paying attention to the same thing is known as a. homesign. b. linguistic code. c. universal grammar. d. joint attention. Answer: d Textbook Reference: 2.2 Social Underpinnings of Language Bloom’s Level : 1. Remembering 9. Given a choice between two buckets in which only one buck et contains a treat, a chimpanzee will be _______ likely to choose a bucket that a human reached for _______ a bucket that a human pointed to. a. less; than b. more; than c. equally; as d. as un -; as Answer: b Textbook Reference: 2.2 Social Underpinnings of Language Bloom’s Level : 1. Remembering 10. Hare and Tomasello found that chimpanzees will reach for a bucket containing a treat if a human reaches for the same bucket —but not if the human points to the bucket to signal the presence of a treat in it. This suggests that chimpanzees do not understand the a. intention of others to act in certain ways. b. language of others. c. intention of others to communicate with them. d. sign language of others. Answer: c Textbook Reference: 2.2 Social Underpinnings of Language Bloom’s Level: 2. Understanding 11. Researchers have found that chimpanzees are not able to understand pointing cues but dogs are able to do so. This suggests that compared to chimpanzees, dogs a. are more intelligent. b. are better at picking up social cues. c. have superior language skills. d. are more motivated by food. Answer: b Textbook Reference: 2.2 Social Underpinnings of Language Bloom’s Level : 4. Analyzing 12. A 30 -month -old child, who at 6 months engaged relatively little with her parents in joint - attention activities, is expected to _________ than a 30-month -old who had at 6 months engaged more in joint -attention activities . a. have a smaller vocabul ary b. demonstrate worse social skills c. exhibit more imperative pointing d. exhibit more declarative pointing Answer: a Textbook Reference: 2.2 Social Underpinnings of Language Bloom’s Level : 2. Understanding 13. Research suggests that human children produce more examples of _______ communication than apes, who produce primarily _______ messages. a. imperative; declarative b. declarative; imperative c. altruistic; declarative d. imperative, altruistic Answer: b Textbook Reference: 2.2 Social Underpinnings of Language Bloom’s Level : 1. Remembering 14. _______ is the set of rules that determines how linguistic elements, such as words, can be combined to convey meaning. a. Evolutionary adaptation b. Productivity c. Recursion d. Syntax Answer: d Textbook Reference: 2.3 The Structure of Language Bloom’s Level: 1. Remembering 15. The theory of universal grammar claims that a. all human languages can be described by essentially the same rules of grammar. b. all species of primates have the capacity to learn grammar. c. humans are born with implicit knowled ge of the rules of grammar of all human languages. d. humans are born with a predisposition to learn certain kinds of structures more easily than other kinds of structures. Answer: d Textbook Reference: 2.3 The Structure of Language Bloom’s Level : 2. Understanding 16. Chomsky suggested that human knowledge must have a(n) _______ component, as evidenced by the slave boy/Pythagore an theorem dialogue demonstration. a. learned b. altruistic c. memorized d. innate Answer: d Textbook Reference: 2.3 The Structure of Language Bloom’s Level : 1. Remembering 17. The theory of universal grammar predicts that a. a new language discovered in a remote region of South America would have structural patterns that children are innately predispose d to learn. b. learning French will be easier for a child born to French -speaking parents than for a child born to Japanese -speaking parents who was adopted by French -speaking parents as an infant. c. a child will be unable to learn a language with recur sion. d. all languages will be equally easy to learn at any time in one’s life. Answer: a Textbook Reference: 2.3 The Structure of Language Bloom’s Level : 5. Evaluating 18. Keith and Cathy Hayes (1951) were able to teach Viki, a young female chimpanzee, t o a. utter several dozen vocalized human words. b. utter just four indistinct human words. c. utter several words in French. d. communicate using American Sign Language. Answer: b Textbook Reference: 2.4 The Evolution of Speech Bloom’s Level : 1. Remembering 19. Cross -fostering experiments suggest that the main reason primates do not produce human - like variety in their vocalizations is because apes a. lack the motivation to speak. b. are not raised in the same language -evoking way human infants are. c. lack the physical apparatus and control over it to produce human -like speech. d. cannot breathe and swallow simultaneously. Answer: c Textbook Reference: 2.4 The Evolution of Speech Bloom’s Level : 5. Evaluating 20. A comparison of birdsong with human language suggests that a. songbirds are pre -programmed to sing specific songs from birth, whereas children have to be exposed to speech sounds in order to be able to produce them. b. songbirds can only produce memorized sequences of sounds, whereas children can produce novel combinations of words. c. both human infants and young songbirds must practice their vocal skills in order to master them. d. both children and songbirds show evidence of Ho ckett’s feature of semanticity in their communication. Answer: c Textbook Reference: 2.4 The Evolution of Speech Bloom’s Level : 3. Applying 21. Some researchers argue that the birds and aquatic mammals that produce complex arrays of linguistic sounds to c ommunicate with their peers are using a(n) a. affective pathway. b. cognitive pathway. c. larynx. d. universal grammar . Answer: b Textbook Reference: 2.4 The Evolution of Speech Bloom’s Level : 2. Understanding 22. The difference between a monkey sou nding an alarm call and a bird mimicking sounds from its environment is that the bird is using a(n) a. in-born behavior. b. affective pathway. c. cognitive pathway. d. social behavior. Answer: c Textbook Reference: 2.4 The Evolution of Speech Bloom’s Level : 3. Applying 23. Which animal is able to gesture in a flexible way to indicate its intention? a. Dog b. Cat c. Bee d. Chimpanzee Answer: d Textbook Reference: 2.4 The Evolution of Speech Bloom’s Level : 5. Evaluating 24. An infant born in the United States would demonstrate early attempts at language production through babbling. Her babbling would most likely a. contain primarily the speech sounds made around her. b. comprise random sounds, but be organized by a universal grammar. c. contain so me words she hears people speaking around her. d. be unrelated to her parents’ speech. Answer: a Textbook Reference: 2.4 The Evolution of Speech Bloom’s Level : 5. Evaluating 25. Can a young deaf child, born into a hearing family, communicate with her parents? a. No, deaf children cannot communicate with anyone until someone teaches them sign language. b. No, all children know American Sign Language at birth, but their hearing pa rents will have forgotten their knowledge of sign language from disuse. c. Yes, deaf children usually invent a gestural language to communicate with their parents. d. Yes, but only if their parents know sign language. Answer: c Textbook Reference: 2.5 How Humans Invent Language Bloom’s Level : 1. Remembering 26. If a child is taught a foreign language during her sensitive period in language development, she will a. most likely speak the language with her native accent and have difficulty mastering the language’s nuances. b. most likely master and speak the foreign language as well as a native speaker. c. learn pronunciation easily, but struggle to learn its grammatical rules. d. have difficulty with pronunciation of the foreign language, but easily learn its grammatical rules. Answer: b Textbook Reference: 2.5 How Humans Invent Language Bloom’s Level : 5. Evaluating 27. A 2009 study by Feher et al. showed that, over the course of several generations, the songs of birds raised by isolates become remarkably similar to those of normal adult birds. These results support the a. nativist view of bird song origins. b. anti -nativist view of bird song origins. c. cultural transmission view of language change. d. universal grammar perspective. Answer: a Textbook Reference: 2.5 How Humans Invent Language Bloom’s Level : 3. Applying 28. Which statement conveys the most accurate comp arison of spoken English and American Sign Language (ASL)? a. ASL is a way for individuals in the deaf community to communicate with one another but is not as structured and organized as spoken English. b. ASL uses grammatical rules and structures that are very similar to those found in English. c. ASL uses grammatical structures that are systematic, but very different from those found in English. d. ASL is a system of pantomime invented by the deaf community whereas spoken English is a real language. Answer: c Textbook Reference: 2.5 How Humans Invent Language Bloom’s Level : 2. Understanding 29. The system of symbols, agreed upon b y a community of language users, that conveys specific meaning is known as a. a linguistic code. b. a cognitive pathway. c. homesign. d. recursion. Answer: a Textbook Reference: 2.5 How Humans Invent Language Bloom’s Level : 1. Remembering 30. _______ is a genetic disorder in which some language function s seem relatively intact, while other complex cognitive abilities are markedly impaired. a. Working memory deficit b. Williams syndrome c. Downs syndrome d. Specific language impairment Answer: b Textbook Reference: 2.6 Language and Genes Bloom’s Level: 1. Remembering 31. Mental age can be defined as a person’s a. measure of ability to carry out complex cognitive tasks. b. overall level of social functioning as it relates to other individuals in his or her age group. c. overall level of cognitive functioning as it relates to other individuals in his or her age group. d. age at which he or she acquire s most of the advanced problem -solving skills. Answer: c Textbook Reference: 2.6 Language and Genes Bloom’s Level : 1. Remembering 32. Six-year old Olivia has trouble expressing herself verbally and seems to have an abnormally short working memory span. Doctors have not been able to find any specific neurological or physiological problems, but her twin sister, Jane, seems to have similar impairments. If you were her pediatrician, which of the following disorders of speech would you believe was affecting Olivia? a. Downs syndrome b. FOXP2 syndrome c. Specific language impairment d. Williams syndrome Answer: c Textbook Reference: 2.6 Language and Genes Bloom’s Level : 5. Evaluating 33. A researcher who believes the domain -specific perspective of specific language impairment (SLI) would argue that SLI occurs due to a. an interaction of language -related cognitive impairments. b. a complex interaction of linguistic and non -linguistic cognitive impairments. c. innate and genetic factors affecting general cognition. d. an abnormal home environment affecting language acquisition. Answer: a Textbook Reference: 2.6 Language and Genes Bloom’s Level : 2. Understanding 34. The evolution of the Al -Sayyid Bedouin Sign Language (ABSL) occurred over generations, guided by a. a small, isolated, and highly homogenous population. b. a large geographica l and social pool of individuals. c. an existing spoken language from which the critical components of ABSL were developed. d. only the deaf members of the community. Answer: a Textbook Reference: 2.7 Survival of the Fittest Language? Bloom’s Level : 1. Remembering 35. The cultural transmission view of language change holds that a. the brains of geographically isolated individuals develop differently than the brains of those individuals that can exchange ideas and learn each others’ languages. b. our brains adapt to the language we invent. c. languages change over time, responding to pressures to be communicatively useful and easy to learn. d. human language developed as a by -product of our physiology. Answer: c Textbook Reference: 2.7 Survival of the Fittest Language? Bloom’s Level : 2. Understanding 36. Which scenario would most likely result in significant language change? a. A community of deaf adults, who are native signers of American Sign Language, teaching American Sign Language to hearing children. b. A community of hearing adults, who are native signers of American Sign Language, teaching American Sign Language to de af children. c. A community of native German -speaking adult immigrants to the United States speaking to their children in English from birth. d. A community of native French speakers teaching English -speaking immigrant children to speak French in the firs t grade. Answer: c Textbook Reference: 2.7 Survival of the Fittest Language? Bloom’s Level : 5. Evaluating Short Answer 1. What empirical evidence suggests that bees have an innate dance “dialect?” Answer: When bees from another species are introduced into a new hive, they continue to “dance” according to their genetic ancestors’ style, they do not take on the dance of their new hive members. Textbook Reference: 2.1 Why Us? Bloom’s Level : 2. Understanding 2. Viki, a chimpanzee, can produce o nly four indistinct words of spoken English, whereas Alex, a parrot, can clearly pronounce more than 100 words. Can we conclude from this that Alex’s linguistic capabilities are superior to Viki’s? Why or why not? Answer: No. We are likely to underestimate Viki’s linguistic abilities if we consider only her spoken language because chimpanzees are limited by their vocal apparatus and may lack the cognitive ability to accurately imitate vocal sounds. The fact that they are able to acquire large vocabularies u sing signs or other symbols suggests that their speech does not accurately reflect their language skills. In addition, when assessing linguistic capabilities, it is important to consider not only whether an animal is capable of producing a word, but also w hether it has understood its meaning. It is possible that Alex is simply imitating the sounds of words without being able to use them as meaningful symbols in a variety of appropriate contexts. Textbook Reference: 2.1 Why Us? Bloom’s Level : 5. Evaluating 3. In terms of social cognition and intention, how does human pointing behavior tend to differ from ape pointing behavior? Answer: According to Tomasello (2006), apes point mostly to call attention to objects they wish to possess, whereas h umans also often point in an effort to comment on aspects of the world and to assist others by conveying information about the environment, often in an altruistic manner. Textbook Reference: 2.2 Social Underpinnings of Language Bloom’s Category: 2. Underst anding 4. Explain how comparative studies can help us understand various species’ cognitive abilities , and give an example of a comparative study. Answer: Comparative studies are research designs in which the abilities of different species are compared to each other in targeted experiments. Researchers design tests that are appropriate for all of the species being studied and compare outcomes among the various species being studied. Such studies can illuminate similarities and differences among species, in dicate possible evolutionary relationships, and provide evidence about which cognitive abilities tend to cluster together across species. An example would be the study by Hermann et al. (2007) in which researchers evaluated chimpanzees, orangutans, and hum an toddlers to see how they compared in their social understanding and their understanding of the physical world. They found that chimpanzees performed as well as human toddlers (and better than orangutans) in their understanding of the physical world, but both primate species performed much worse than humans on the social tasks. This suggests that understanding of the physical world and understanding of the social world have followed different evolutionary paths. Furthermore, because only humans spontaneou sly use language, this hints at a possible connection between the evolution of social skills and the evolution of language. Textbook Reference: 2.2 Social Underpinnings of Language Bloom’s Level : 3. Applying 5. What is duality of patterning, and how is t his feature beneficial for a communication system? Answer: Duality of patterning involves the combination of smaller units that alone convey no meaning, such as sounds, into larger, meaningful units, such as words. This feature is useful because it allows a relatively small number of units to be combined together to signal a very large set of unique meanings. Users of a communication system without duality of patterning would have to learn completely different holistic sounds corresponding to different mean ings. For example, they might have to learn to produce a yelp to refer to the concept of a bat and a low guttural sound to refer to the concept of a cat, rather than re -using some of the sound units between one word and another. This would require them to be able to produce and memorize a very large set of completely distinct sounds. Difficulties in doing so might place an an upper limit on the number of words possible in the vocabulary of such a communication system. Textbook Reference: 2.3 The Structure o f Language Bloom’s Level : 2. Understanding 6. Do you agree with the nativist view of the evolution of language? Provide evidence to support your argument. Answer: .Answers may vary. Evidence against the nativist view: a. Children receive much more linguistic input than previously estimated by sup porters of the nativist view, undermining the idea that the linguistic input received by children is not sufficient to explain the complexity of their linguistic knowledge. b. Cognitive processes that have been described in the past as being specific to l anguage are now recognized as more generally cognitive and applying to tasks outside of language processing. c. Non -human animals seem to possess language abilities that previously were believed to be associated only with humans. d. Human languages appear to be much more diverse than was believed in the past, undermining the notion that humans are predisposed to learn a ver y constrained set of structures. Evidence for the nativist view: a. Some possible patterns of language (based on the number of possible combinations) do not occur, which was interpreted by Chomsky as evidence of some innate constraints on human linguistic behavior. b. Other non -human animals seem to have been genetically pre -programmed for specific sounds and gestures, supporting the general idea that communicative behaviors may be genetically determined. Textbook Reference: 2.3 The Structure of Language Bloom’s Level : 5. Evaluating 7. Refer to the figure. Discuss how the differences between chimpanzee and human vocal anatomy affect each species’ ability to produce vocal language. What is the evolutionary significance of these differences? Answer: In humans, the larynx sits lower in the vocal tract than it does in chimpanzees, so the tongue has more room to move and articulate and is thus able to create a greater number of distinct sounds. In chimpanzees, the height of the larynx makes simul taneous breathing and swallowing possible. Although the shape and position of the human tongue may contribute to our ability to articulate sounds, it makes simultaneous breathing and swallowing impossible, introducing the (lethal) possibility of choking. T his tradeoff suggests that the ability to create complex sounds and speech has been evolutionarily important. Textbook Reference: 2.3 The Structure of Language Bloom’s Level : 2. Understanding 8. Compare the language learning outcomes of : 1) a human infant raised by adoptive parents who speak a language other than that of the infant’s birth parents with 2) the sounds produced by rhesus macaque monkeys raised by Japanese macaques, instead of their biological parents. Answer: When humans ar e raised by adoptive human parents from infancy, they are able to acquire the language of their adoptive parents perfectly, whereas cross -fostered macaques will sound much more similar to their biological parents than their adoptive parents. Textbook Refer ence: 2.4 The Evolution of Speech Bloom’s Level : 3. Applying 9. How does the use of gesture by apes in the wild differ from the use of alarm calls by vervet monkeys? Which more closely resembles the linguistic behavior of humans? Answer: Wild a pe gestures appear to be learned within a community of apes, so apes in one group may use gestures that are different from those of another group. Apes can use the same gesture in a variety of communicative contexts, demonstrating that their use of gestures is highly flexible. In contrast, v ervet monkeys appear to be born with the ability to produce certain threat - specific alarm call s, which are understood by all other vervets . Moreover, unlike ape gestures, vervet calls lack flexibility because they are only used to communicate warnings. Ape gestures resemble human linguistic communication more closely than vervet calls do because, rather than being biologically programmed, human language must be learned within a community of other humans using language and human language also exhibit s flexibility. Textbook Reference: 2.4 The Evolution of Speech Bloom’s Level : 3. Applying 10. Refer to the figure. Figure A demonstrates how a hearing individual might use a gesture, along with speech, to describe rolling downhil l. Figure B demonstrates how someone using sign language might gesture to convey the same action. What do the images tell us about how each individual uses gestures to convey information? Why is this an important distinction in linguistics, and how does it allow sign languages to resemble spoken languages in terms of their expressive power? Answer: Hearing individuals tend to use gestures to supplement a verbal message. They incorporate multiple aspects of the message into one gesture, using it to illustrate or emphasize one aspect of the message. An individual fluent in NSL relies on signs to convey the core meaning of the message and as such, each critical aspect of the mess age is represented by a separate sign. This allows sign language to have similar expressive power to spoken languages because separate signs can be combined flexibly with other signs to express a great variety of complex ideas. Textbook Reference: 2.4 The Evolution of Speech Bloom’s Level : 4. Analyzing 11. Senghas et al. (2004) noticed that during the formation and evolution of Nicaraguan Sign Language, purely gestural signs tended to develop a more linguistic style as the sign language evolved from earlier to later “generations” of signers. How would a late -genera tion signer of NSL describe a bird flying up? Answer: Instead of representing one motion of a “bird flying up” in one holistic gesture, a signer uses one gesture to convey the concept of a “bird” followed by a separate gesture conveying the action of “ris ing” or “flying.” Textbook Reference: 2.5 How Humans Invent Language Bloom’s Level: 3. Applying 12. Explain how Williams Syndrome (WMS) aids us in understanding how human language is organized in the brain. Answer: Williams Syndrome is a genetically based set of symptoms in which certain cognitive, physical, and physiological problems are evident but language fluidity and expression remain quite high functioning. At first, WMS seemed to provide evidence for a genetical ly specific language module in the brain that is dissociated from overall intelligence, but further researcher suggested that, if you compare people with WMS to a control group of children with the same mental age, their language skills are not actually sp ared. Textbook Reference: 2.6 Language and Genes Bloom’s Level: 3. Applying 13. Jasmine is a 9 -year-old whose IQ is lower than that of her peers. She also produces incoherent speech and demonstrates grammatical difficulties as well. In addition, she has trouble generating certain facial gestures and humming a jingle. Her younger sister is learning language normally and appears to have no other deficits. Identify the most likely explanation for Jasmine’s condition and why you arrived at your answer. Answer: It is likely that Jasmine has inherited a FOXP2 mutation, which typically produces the cluster of symptoms described. The fact that Jasmine’s sister has not demonstrated these symptoms indicates that Jasmine’s problem is genetic and not a product of the environment in which both she and her sister live. Textbook Reference: 2.6 Language and Genes Bloom’s Level: 5. Evaluating 14. Refer to the figure shown here . Consider the drawings and the words they represent from Theisen et al. (2010). Explain how the participants’ synthetic language “evolved” over the course of the experiment and what these changes imply about how other languages have evolved over time. Answer: Over the course of the experiment, participants drew images that became less detailed and more abstract to express the same concepts. This development suggests that shared knowledge of symbols allows them to become simpler and more efficient. Another development in the synthetic visual language was that over time, user s developed symbols to represent core concepts and combined them with other elements to express related concepts. For example, the same symbol resembling a piece of paper with writing on it appeared in the related concepts professor , lecturing , university , and lecture theater . This strategy suggests that when they invent a new communication system, people quickly settle on a system that combines elements in systematic ways, a property that is found in all human languages. Textbook Reference: 2.7 Survival of the Fittest Language? Bloom’s Level : 4. Analyzing Test Bank to accompany Language in Mind: An Introduction to Psycholinguistics , Second Edition Julie Sedivy Chapter 3: Language and the Brain Multiple Choice 1. A neurolinguist would most likely study a. the physical organization of the cerebral cortex, including fissures, grooves and the vessels that transport blood and nutrients throughout this system. b. how a lesion in Wernicke’s area might affect language production. c. the effects of dopamine on depression. d. the effects of moving to a new school on children’s self esteem. Answer: b Textbook Reference: Intro Bloom’s Level: 3. Applying 2. Which of the following sentences would you expect a patient with Broca’s aphasi a to have the most difficulty understanding? a. The dog bit the man. b. The sorbet that the lady is eating is sour. c. The girl who the boy is pushing is big. d. The mail carrier who the dog bit called the police. Answer: c Textbook Reference : 3.1 Evidence from Damage to the Brain Bloom’s Level: 5. Evaluating 3. The cerebral cortex is a. smooth with little or no convolutions. b. the outermost layer of neurons covering the brain. c. only used 10% of the time. d. only found in humans. Answer: b Textbook Reference: 3.1 Evidence from Damage to the Brain Bloom’s Level: 1. Remembering 4. Scientists in Phineas Gage’s time a. knew a great deal about how the brain is organized and which cerebral areas are responsible for which cognitive abilities. b. were just beginning to decipher the relationship between the physical components of the brain and their relationship to human behavior. c. used sophisticated methodologies and techniques to indentify how the physical brain relates t o human behavior. d. had little interest in understanding the relationship between neural components and behavior. Answer: b Textbook Reference: 3.1 Evidence from Damage to the Brain Bloom’s Level: 4. Analyzing 5. Studies such as those published by Nina Dronkers and her colleagues (2004) indicate that language functioning a. is contained within specific , independent brain “organs.” b. is affected in similar ways regardless of where in the brain damage occurs. c. is distributed across sev eral different brain regions. d. can be restored even in cases of severe brain injury. Answer: c Textbook Reference: 3.1 Evidence from Damage to the Brain Bloom’s Level: 1. Remembering 6. Voxel -based lesion -symptom mapping (VLSM) is most useful because it allows researchers to a. precisely correlate diminished performance with damage to specific parts of the brain. b. study the impact of brain lateralization. c. identify and define Brodm ann areas. d. assess language comprehension in aphasic patients. Answer: a Textbook Reference: 3.1 Evidence from Damage to the Brain Bloom’s Level: 1. Remembering 7. Broca’s aphasia is characterized by a patient’s inability to a. understand spoken language. b. understand written text. c. speak fluently. d. understand the function of objects in their environment. Answer: c Textbook Reference: 3.1 Evidence from Damage to the Brain Bloom’s Level: 1. Remembering 8. Which would you expect to be especially difficult for a patient with Broca’s aphasia? a. Understanding a political candidate's speech b. Delivering a speech without pauses or hesitations c. Getting the gist of an audiobook d. Following a movie that has a great deal of dialogue Answer: b Textbook Reference: 3.1 Evidence from Damage to the Brain Bloom’s Level: 2. Understanding 9. A person with Wernicke’s aphasia will demonstrate a. halting speech. b. inability to produce speech. c. nonsensical speech. d. normal ability to comprehend speech. Answer: c Textbook Reference: 3.1 Evidence from Damage to the Brain Bloom’s Level: 2. Understanding 10. A physician asks four patients with aphasia to describe how to make a peanut butter sandwich. Which response most likely came from a patient with Wernicke’s aphasia? a. “Sure , no problem . Open the jar and, uh, uh, uh … peanut , oops, no, no knife …spread and, uh … bread … sprea-ding … jeeelly … wait …” b. “I’d put a glob of peanut butter from the jar onto a knife, spread it onto one piece of bread, put some jelly on another slice of bread, spread that, and then put the two pieces of bread together. ” c. “Me like peanuts . Me spread . Jelly on bread . Put together . Me eat.” d. “Obviously I’d think it’s utzkin , though certainly I do want to go when it ’s vehubative . I would recommend placing a spoon in the bowl . I do wobble and frink .” Answer: d Textbook Reference: 3.1 Evidence from Damage to the Brain Bloom’s Level: 2. Understanding 11. A surgeon conducting an autopsy on a patient who had suffered from Broca’s aphasia would most likely find damage in the a. corpus callosum. b. right frontal lobe. c. left occipital lobe. d. left frontal lobe. Answer: d Textbook Reference: 3.1 Evidence from Damage to the Brain Bloom’s Level: 1. Remembering 12. Wilder Penfield’s research on the localization of function in the brain demonstrated that when Broca’s area is stimulated in a conscious person, a. the effect is always the same; namely that the ability to understand language is disrupted. b. the effect is always the same; namely that the ability to produce language is disrupted. c. although the effect may be varied, depending on the individual being stimulated, it will likely be related to linguistic abilities. d. although the effect may be varied, depending on the individual being stimulated, it will likely be related to non -linguistic abilities . Answer: c Textbook Reference: 3.1 Evidence from Damage to the Brain Bloom’s Level: 1. Remembering 13. You are examining a split -brain patient. After flashing a picture of a bird in the patient’s left visual field , which response are you likely to get? a. The patient says “bird” but is unable to chirp . b. The patient says “bird” and point s to a bird with the left hand. c. The patient point s to a bird with the right hand but is unable to say “bir d.” d. The patient points to a bird with the left hand but is un able to say “ bird.” Answer: d Textbook Reference: 3.1 Evidence from Damage to the Brain Bloom’s Level: 4. Analyzing 14. A(n) _______ is evident if one patient exhibits a language impairment with normal mathematical abilities and another patient exhibits a mathematical impairment with normal language. a. hemodynamic change b. localization c. double dissociation d. action potential Answer: c Textbook Reference: 3.2 Mapping the Healthy Human B rain Bloom’s Level: 1. Remembering 15. When designing an fMRI study, which would be the best strategy for isolating the neural activity associated with the vocal component of reading a word from other potential ac tions related to reading? a. Compare fMRI scans of a subject silently reading a wor d and of reading the word aloud . b. Compare fMRI scans of a subject looking at a picture that is related to a word and of reading the word aloud . c. Compare a PET scan of a subject reading a word aloud to an fMRI scan of a subj ect reading the same word aloud . d. Perform a n fMRI scan of the participant as he is talking to a friend, noting the level of brain activity wh en he uses the target word . Answer: a Textbook Reference: 3.2 Mapping the Healthy Human Brain Bloom’s Level: 5. Evaluating 16. In a 2004 fMRI study of word reading, Olaf Hauk and his colleagues demonstrated that language -specific brain regions a. are the only regions responsible for interpreting and producing spoken language. b. are not the only areas activated by certain categories of words related to physical acts, such as kicking, stepping, or walking. c. are highly localized and respond primarily to written language. d. rarely interact with regions responsible for action or movement. Answer: b Textbook Reference: 3.2 Mapping the Healthy Human Brain Bloom’s Level: 1. Remembering 17. Wernicke believed that language processing was a. highly compartmentalized in the brain, with specific modules communicating in pre -set patterns. b. distributed throughout the brain in a highly coordinated network. c. localized in one specific brain area. d. strictly contained in the left hemisphere. Answ er: b Textbook Reference: 3.2 Mapping the Healthy Human Brain Bloom’s Level: 2. Understanding 18. While the dorsal stream is responsible for “_______” information, the ventral stream provides us with a path for knowledge about “_______” information. a. where; how b. how; what c. who; what d. what; how Answer: b Textbook Reference: 3.2 Mapping the Healthy Human Brain Bloom’s Level: 1. Remembering 19. During a visit to a coffee shop, a patient who has a lesion along the dorsal stream of information processing would have the most trouble a. identifying liquid in a mug as coffee. b. understanding the items on the menu. c. reaching for his coffee without knocking it over. d. remembering the name of the server. Answer: c Textbook Reference: 3.2 Mapping the Healthy Human Brain Bloom’s Level: 3. Applying 20. Which of the following is an example of procedural memory? a. Recalling the author of a favorite poem b. Remembering the contents of a painting c. Remembering how to ski d. Recalling a zip code Answer: c Textbook Reference: 3.2 Mapping the Healthy Human Brain Bloom’s Level: 2. Understanding 21. In terms of memory systems, declarative recall is to _______ as procedural recall is to _______. a. remembering the date of your mother’s birthday; flipping pancakes b. flipping pancakes; remembering your zip code c. remembering your zip code; remembering your phone number d. riding a skateboard ; flipping pancakes Answer: a Textbook Reference: 3.2 Mapping the Healthy Human Brain Bloom’s Level: 3. Applying 22. A deaf ASL signer suffering from Broca’s aphasia would a. have a difficult time mimicking and lip reading what a hearing person was trying to convey. b. have a difficult time understanding what other signers are signing in ASL. c. have difficulty interpreting pantomime signs produced by hearing individuals. d. have a difficult time generating ASL signs they once knew well. Answer: d Textbook Reference: 3.2 Mapping the Healthy Human Brain Bloom’s Level: 2. Understanding 23. A nineteenth century phrenologist would most likely be found a. using psychoanalytic techniques to investigate a client’s personality characteristics. b. describing a client’s psychological traits based on the physical attributes on a cl ient’s skull. c. conducting neural surgery to help patients with physical brain trauma. d. mapping brain regions using patients with brain trauma. Answer: b Textbook Reference: 3.2 Mapping the Healthy Human Brain Bloom’s Level: 3. Applying 24. fMRI scans would find that English and Mandarin speakers a. both process tone information in the right hemisphere. b. both process tone information in the left hemispheres. c. process tone information differentially, with Mandarin speakers showing activati on in the language areas for tones and English speakers showing activation in non -linguistic , sound processing regions. d. process tone information differentially, with English speakers showing activation in the language areas for tones and Mandarin speake rs showing activation in non -linguistic , sound processing regions. Answer: c Textbook Reference: 3.2 Mapping the Healthy Human Brain Bloom’s Level: 4. Analyzing 25. Information flows through a neuron from a. synapse to cell body to dendrites to axon. b. dendrites to cell body to axon to synapse. c. cell body to dendrites to synapse to axon. d. axon to cell body to synapse to dendrites. Answer: b Textbook Reference: 3.3 The Brain in Real -Time Action Bloom’s Level: 1. Remembering 26. Refer to figures A and B . What is the main benefit of using the technique represented in image B over the technique represented in image A? a. fMRI scans can be conducted on live participants whereas ERPs are dangerous for live participant research. b. ERPs provide a more precise position for activation of linguistic processing areas in the brain than do fMRI scans. c. fMRI scans provide more precise representations of the latency of language activation than do ERP measures. d. ERPs provide real-time information about the time course of language whereas fMRI data lag by a few seconds in demonstrating activity sequences. Answer: d Textbook Reference: 3.3 The Brain in Real -Time Action Bloom’s Level: 5. Evaluating 27. Imagine you are conducting an ERP study. You would expect to see an N400 waveform produced as a result of the italicized stimulus word in this sentence: a. “I like to eat toast .” b. “Toast is what I like to jump .” c. “I will jumped on the trampoline .” d. “Stephanie likes to eat ripe umbrellas .” Answer: d Textbook Reference: 3.3 The Brain in Real -Time Action Bloom’s Level: 3. Applying 28. Imagine you are conducting an ERP study. You would expect to see a P600 waveform as a result of the italicized stimulus word in this sentence: a. “I will jump on the trampoline.” b. “Stephanie likes to eat unripe umbrellas .” c. “Stephanie likes to eat ripe umbrellas .” d. “I will jumped on the trampoline.” Answer: d Textbook Reference: 3.3 The Brain in Real -Time Action Bloom’s Level: 3. Applying 29. You are a physician working with patients who have been diagnosed as being in a vegetative state. If you present these patients with various types of auditory stimuli, you would likely find that a. none of the patients ever demonstrated any ERP activity due to th eir lack of consciousness. b. some patients produce ERP activity in response to the auditory stimuli of their names. c. some patients produce a variety of strong and distinct ERP activation when presented with action words. d. it is impossible to determine if any of the patients retain any cognitive abilities. Answer: b Textbook Reference: 3.3 The Brain in Real -Time Action Bloom’s Level: 2. Understanding 30. _______ is characterized by the inability to make sense of music while language comprehension remains unaffect ed. a. Amusia b. Insomnia c. Aphasia d. Arabia Answer: a Textbook Reference: 3.3 The Brain in Real -Time Action Bloom’s Level: 1. Remembering 31. The symptoms exhibited by _______ and _______ illustrate a double dissociation. a. split brain; amusia b. Wernicke’s aphasia; auditory verbal agnosia c. auditory verbal agnosia; amusia d. amusia; Broca’s aphasia Answer: c Textbook Reference: 3.3 The Brain in R eal-Time Action Bloom’s Level: 3. Applying Short Answer 1. Sanjay is a patient with distinct damage to Broca’s area, but he doesn’t seem to exhibit the constellation of language impairments that characterize Broca’s aphasia. Judy is a patient with fairly widespread damage to the left hemisphere, not limited to Broca’s a rea, and she has been diagnosed with Broca’s aphasia but with only some of the traditional symptoms. Explain the implications of these findings. Answer: It is difficult to localize multi -faceted syndromes to precise brain regions. A more promising approach to understanding the relationship between brain structure and function is to localize individual symptoms associated with a disorder using voxel -based lesion -symptom mapping (VLSM) . Textbook Reference: 3.1 Evidence from Damage to the Brain Bloom’s Level: 3. Applying 2. If MRIs were available in Phineas Gage’s time, what kinds of conclusions could a researcher draw from the information available from an MRI scan his of brain after his accident? How might this information contribu te to our study of the relation ship betw een the brain and behavior? Answer: An MRI would provide a detailed view of which areas of his brain were damaged or missing. By comparing his behavior and cognitive abilities with that of a normal individual, we would be ab le to describe the overall defic its suffered by Gage in comparison to someone without those specific brain injuries. Textbook Reference: 3.2 Mapping the Healthy Human Brain Bloom’s Level: 3. Applying 3. Refer to the figure. Identify Broca’s and Wernicke’s areas , and summarize the types of linguistic deficits that patients with lesions in each would typically experience. Provide an example of spoken language that would represent lesions in each of these two cortical regions. Answer: Broca’s area is in the left fro ntal lobe (Brodmann’s area 44 and 45) and Wernicke’s area is located in the left temporal lobe (Brodmann’s area 22). While damage to Broca’s area doesn’t necessarily produce the full symptom -complex associated with Broca’s aphasia, a lesion in this area can result in difficulty producing language including halted and broken speech. For example: Soccer um…kick ...uh...ball …stones ...game. ..tomorrow. A lesion in Wernicke’s area would likely lead to the patient producing fluid speech which is largely meaningless. For example: Mountain fillows also lant while lowering into the senacious bleem . Textbook Reference: 3.2 Mapping the Healthy Human Brain Bloom ’s Level: 3. Applying 4. If you were trying to identify the brain areas responsible for speech recognition, how useful would it be to compare fMRI scans of participants who heard spoken language with those who actively read aloud the same script from a mo nitor? Would a direct comparison of scans in these two conditions allow you to identify the areas responsible for speech recognition? Why or why not? Answer: It would not be useful to compare MRI scans; a direct comparison of scans in these two conditions would not allow you to identify the areas responsible for speech recognition. In the tasks described above, although the specific linguistic content is the same across both tasks, there are far too many differences between these two conditions t o draw any meaningful conclusions about what the activated brain regions might be responsible for. For example, brain activity in the reading aloud condition may reflect activity due to the processing of visual stimuli in general, the mapping of symbols to sounds, or activity related to speaking . Brain activity in the listening condition may reflect activity due to the processing of auditory stimuli in general rather than activity that is specific to the processing of speech. In reality, multiple carefully constructed experiments would be necessary to determine all the brain areas that are responsible for speech recognition. Textbook Reference: 3.2 Mapping the Healthy Human Brain Bloom’s Level: 5. Evaluating 5. Refer to the figure. How do each of the machines, depicted in A and B, attempt to provide evidence for mental activity? What theoretical assumption is shared by both machines? Compare the data each produces and argue which is more useful and why. Answer: Both machines were designed to measure bl ood flow in the brain under the assumption that greater blood flow reflects more intense cognitive activity. Mosso’s “machine to weigh the soul,” depicted in panel A, attempted to determine whether certain mental tasks required enough cognitive activity —and hence, enough blood flow to the brain —to cause the platform on which the participant lay to tip in the direction of the participant’s head. The fMRI, shown in panel B, uses hemodynamic changes and direction of blood flow to demonstrate higher and lower l evels of activity in the brain as the participant is performing various cognitive tasks. Whereas the machine to weigh the soul can only see whether blood has flowed to any location in the upper half of the body, fMRI can measure blood flow in very precise locations within the brain. Textbook Reference: 3.2 Mapping the Healthy Human Brain Bloom’s Level: 5. Evaluating 6. Briefly summarize the outcome and conclusions of Hauk and colleagues’ 2004 fMRI study investigating where and how action words are processed in the brain. What does this reveal about localization? Answer: Participants in this study, when shown words related to activities occurring near particular body regions, showed brain activation in areas related to the physical control of those areas. For example, seeing the words kick, step, or walk produced increased blood flow to regions of the brain related to motor control of the feet or legs, in addition to language areas. Hauk et al. (2004) found that language is distributed not only across linguistically specific