Ch. 15 (2) Developmental LM Flashcards
A young child with a cataract in one eye that goes untreated for an extended period may experience:
A. Enhanced visual acuity in the unaffected eye.
B. Difficulty developing normal binocular vision, even after cataract removal.
C. Improved depth perception due to reliance on monocular cues.
D. No significant visual impairments, as the brain can compensate for the lack of input from one eye.
B. Difficulty developing normal binocular vision, even after cataract removal.
Explanation: The visual system has a sensitive period during the first few months of life. During this time, exposure to visual input from both eyes is essential for developing typical binocular vision (the ability to perceive depth and see a single, three-dimensional image). If a cataract, which clouds the lens of the eye, obstructs vision in one eye during this crucial period, it can hinder the development of binocular vision. Even after the cataract is removed, the child may struggle to achieve normal binocular vision due to the missed opportunity for proper visual input during the sensitive period.
Research suggests that individuals who learn a second language later in life may have different brain activation patterns compared to those who learn it during early childhood. This observation supports the idea of a sensitive period for:
A. Motor skill development
B. Emotional regulation
C. Language acquisition
D. Problem-solving abilities
C. Language acquisition
Explanation: language learning becomes more challenging in adulthood. This aligns with the concept of a sensitive period for language acquisition. During early childhood, the brain is particularly receptive to language input, and neural circuits for language processing develop more efficiently. When language learning occurs later in life, the brain may need to recruit different neural pathways, potentially leading to variations in brain activation patterns
The concept of sensitive periods in development implies that:
A. Learning is impossible outside of these periods.
B. All developmental milestones occur within fixed timeframes.
C. Certain experiences have a more profound impact on development during specific time windows.
D. The brain is equally adaptable to change at any age.
C. Certain experiences have a more profound impact on development during specific time windows.
Explanation: Sensitive periods highlight the importance of timing in development. They indicate that specific experiences, like exposure to language or visual stimuli, are particularly influential during certain developmental stages. The brain is more receptive to these experiences during these periods, making it easier to acquire certain skills or develop particular neural pathways. While learning can still occur outside of sensitive periods, it might be more difficult and require different neural mechanisms.
A child who consistently struggles to sound out words and distinguish between similar-sounding phonemes may exhibit difficulties in which area, often associated with dyslexia?
A. Visual processing
B. Phonological awareness
C. Motor coordination
D. Social interaction
B. Phonological awareness
Explanation: dyslexia as a specific reading disability characterized by deficits in phonological understanding. This includes challenges in linking letters to sounds and breaking down words into their basic sound units (phonemes). A child having trouble with sounding out words and distinguishing phonemes directly reflects these phonological processing difficulties, a hallmark of dyslexia.
Which of the following interventions is MOST likely to target the core deficit associated with dyslexia?
A. Occupational therapy to improve fine motor skills
B. Social skills training to enhance communication
C. Phonics-based reading instruction that emphasizes sound-letter relationships
D. Medication to regulate attention and impulsivity
C. Phonics-based reading instruction that emphasizes sound-letter relationships
Explanation: The core deficit in dyslexia lies in phonological understanding. Phonics-based reading instruction directly addresses this deficit by explicitly teaching the connections between sounds and letters, helping individuals with dyslexia develop the necessary skills to decode words.
The hypothesis that ADHD involves dysfunction in arousal mechanisms regulated by norepinephrine suggests that individuals with ADHD may have difficulty:
A. Controlling impulsive behaviors
B. Processing social cues
C. Sustaining attention over extended periods
D. Forming long-term memories
C. Sustaining attention over extended periods
Explanation: several hypotheses about the core deficits in ADHD. One hypothesis points to disrupted arousal mechanisms dependent on norepinephrine. Norepinephrine is a neurotransmitter involved in regulating attention and alertness. If these mechanisms are impaired, individuals might find it challenging to maintain focus and attention, particularly for extended durations.
The effectiveness of stimulant medications like Ritalin in treating ADHD supports the idea that the disorder is linked to:
A. Abnormalities in the serotonin system
B. Dysregulation of the dopamine system
C. Structural damage to the hippocampus
D. Overactivity in the motor cortex
B. Dysregulation of the dopamine system
Explanation: The dopamine system in ADHD. Stimulant medications like Ritalin work by increasing dopamine levels in the brain, which can improve attention and reduce hyperactivity in individuals with ADHD. This effect suggests that ADHD is associated with imbalances or dysregulation in the dopamine system, which is involved in reward, motivation, and executive functions.
A child who consistently struggles to wait their turn, interrupts others frequently, and has difficulty following multi-step instructions might exhibit symptoms consistent with which subtype of ADHD?
A. Predominantly Hyperactive-Impulsive Type
B. Predominantly Inattentive Type
C. Combined Type
D. Sluggish Cognitive Tempo
A. Predominantly Hyperactive-Impulsive Type
Explanation: ADHD as having different subtypes, including the Predominantly Hyperactive-Impulsive Type, Predominantly Inattentive Type, and Combined Type. The behaviors described in the question – struggling with turn-taking, interrupting, and difficulty with multi-step instructions – align with the hyperactive-impulsive domain of ADHD.
Which statement about the neural basis of ADHD is NOT supported by the sources?
A. Individuals with ADHD often exhibit altered activity in the basal ganglia and prefrontal cortex.
B. Genes that influence dopaminergic neurotransmission are implicated in ADHD.
C. ADHD is caused by a single, clearly identified gene mutation.
D. Treatment with stimulant medication can affect brain network activity related to attention.
C. ADHD is caused by a single, clearly identified gene mutation.
Explanation: The sources highlight the involvement of the dopamine system, the basal ganglia, the prefrontal cortex, and genes that regulate dopamine in ADHD. They do not, however, claim that ADHD is caused by a single gene mutation. ADHD is considered a complex disorder with multiple genetic and environmental factors contributing to its development.
A musician who begins intensive instrumental training early in life is likely to exhibit which of the following neuroplastic changes?
A. Decreased gray matter volume in the auditory cortex.
B. Reduced connectivity between motor and auditory brain regions.
C. Enhanced neural representations for musical skills in relevant brain areas.
D. No significant changes in brain structure or function.
C. Enhanced neural representations for musical skills in relevant brain areas.
Explanation: experience-dependent systems, emphasizing how unique experiences can shape brain development. Musical training is a prime example of an experience that can lead to neuroplastic changes. Intensive practice strengthens neural connections and expands representations in brain areas associated with motor control, auditory processing, and musical skills.
Research on individuals who have experienced limb amputation has shown that:
A. The brain can reorganize, with areas previously dedicated to the lost limb becoming responsive to other body parts.
B. Phantom limb sensations are always a sign of psychological distress.
C. The somatosensory cortex remains unchanged, even after a limb is lost.
D. Neuroplasticity only occurs during childhood, so adults cannot adapt to limb loss.
A. The brain can reorganize, with areas previously dedicated to the lost limb becoming responsive to other body parts.
Explanation: The brain reorganizes after limb loss. The somatosensory cortex, responsible for processing touch and sensation, can undergo significant changes. Areas that once received input from the amputated limb can become responsive to stimulation from neighboring body parts, a phenomenon known as reorganization of function. This adaptability highlights the brain’s capacity for plasticity even in adulthood.
The observation that congenitally blind individuals can activate their “visual” cortex when engaging in tasks like Braille reading or auditory processing demonstrates:
A. That the brain is pre-programmed for specific functions and cannot adapt to sensory deprivation.
B. The limited capacity of the brain to compensate for sensory loss.
C. The remarkable potential for cross-modal plasticity, where brain regions typically associated with one sense can process information from another.
D. That the visual cortex is only active in individuals with sight.
C. The remarkable potential for cross-modal plasticity, where brain regions typically associated with one sense can process information from another.
Explanation: Cross-modal plasticity as a striking example of the brain’s adaptability. In congenitally blind individuals, the visual cortex, deprived of its usual input, can be recruited to process information from other senses, such as touch (Braille reading) or sound. This reorganization demonstrates how the brain can repurpose areas to compensate for sensory loss, underscoring the flexibility of sensory processing.
Which of the following factors is LEAST likely to influence the extent of recovery after traumatic brain injury?
A. Age at the time of injury
B. Location and severity of the damage
C. Individual differences in cognitive reserve
D. The individual’s astrological sign
D. The individual’s astrological sign
Explanation: factors that can affect recovery from brain injury. Age, the specific area and extent of the damage, and individual differences in cognitive abilities and resilience (cognitive reserve) all play roles in how well someone might recover. However, astrological signs have no scientific basis for influencing brain function or recovery from injury.
The “general decline” viewpoint of aging suggests that:
A. All cognitive abilities improve with age.
B. Cognitive abilities universally diminish with age due to a decrease in mental resources or processing speed.
C. Older adults consistently outperform younger adults on tasks requiring crystallized intelligence.
D. The brain is immune to age-related changes.
B. Cognitive abilities universally diminish with age due to a decrease in mental resources or processing speed.
Explanation: Contrast the “general decline” viewpoint with the more nuanced reality of cognitive aging. The “general decline” perspective proposes a global decline in cognitive functions with age, attributing this to diminished mental capacity or slower processing. However, the sources emphasize that aging affects cognitive abilities unevenly, with some skills declining while others remain stable or even improve.
Which statement about the aging brain is MOST accurate based on the sources?
A. The brain’s volume consistently increases throughout the lifespan.
B. Different brain regions show distinct trajectories of growth and decline, with some areas exhibiting greater vulnerability to age-related changes.
C. Older adults never show increased brain activation compared to younger adults.
D. Cognitive decline in older adults is solely due to the loss of brain cells.
B. Different brain regions show distinct trajectories of growth and decline, with some areas exhibiting greater vulnerability to age-related changes.
Explanation: The different brain regions age differently. Some areas might experience a steady decline in volume over time, while others follow a curvilinear pattern. The principle of “last in, first out” suggests that regions maturing later in childhood tend to show earlier signs of age-related decline. The prefrontal cortex, crucial for executive functions, is particularly susceptible to age-related changes.
