Ch. 17 Cognitive Neuroscience and Society LM Flashcards
Which of the following statements BEST reflects the public’s perception of neuroimaging technology, according to the sources?
(A) People are generally unwilling to undergo brain scans, even for medical diagnoses.
(B) People are enthusiastic about the potential of neuroimaging but lack detailed knowledge about the technology.
(C) People believe that neuroimaging can accurately predict future behavior, such as criminal tendencies.
(D) People are highly skeptical of the claims made about neuroimaging technology and its applications.
(B) People are enthusiastic about the potential of neuroimaging but lack detailed knowledge about the technology.
Explanation: Sources and indicate that media reports often present enthusiastic views about neuroimaging technology but provide limited details. Source further notes that while people are willing to undergo brain scans for research or medical purposes, they express reservations about other applications, suggesting a nuanced view of the technology’s role.
The “seductive allure” of neuroscience refers to the phenomenon where:
(A) Neuroscience research is often used to justify discriminatory practices.
(B) People find brain images aesthetically pleasing and are drawn to neuroscientific explanations.
(C) Even weak arguments related to the brain are perceived as more convincing.
(D) Neuroscience is used to manipulate people’s purchasing decisions through targeted advertising.
(C) Even weak arguments related to the brain are perceived as more convincing.
Explanation: Source explicitly states that “brain-related information has broad interest, so even flimsy arguments seem substantial,” encapsulating the concept of “seductive allure.”
Which of the following scenarios BEST exemplifies the “seductive allure” of neuroscience in action?
(A) A judge considers a defendant’s history of childhood trauma when determining their sentence.
(B) A company uses brain imaging data to develop a new drug for treating Alzheimer’s disease.
(C) A marketing campaign for a brain training app uses brain images to promote its effectiveness, even though scientific evidence is limited.
(D) A teacher adapts their teaching methods based on research about how the brain learns language.
(C) A marketing campaign for a brain training app uses brain images to promote its effectiveness, even though scientific evidence is limited.
Explanation: Option (C) aligns with the concept of “seductive allure” as it involves leveraging brain imagery and neuroscientific terminology to enhance the perceived credibility of a product, even when strong scientific backing is lacking. Source highlights the potential for such manipulative tactics in the context of brain training apps.
How does the concept of “confirmation bias” relate to the public’s understanding of neuroscience?
(A) People tend to seek out neuroscience information that confirms their preexisting beliefs about the brain.
(B) Neuroscience research is often biased towards confirming the hypotheses of the researchers.
(C) The media tends to report only on neuroscience findings that confirm popular opinions.
(D) People’s brains are wired to selectively remember information that aligns with their worldview.
(A) People tend to seek out neuroscience information that confirms their preexisting beliefs about the brain.
Explanation: Source notes that neuroscience information is often used to support confirmation bias. Source defines confirmation bias as “a cognitive bias to interpret new information in a way that supports preexisting beliefs or opinions.” This suggests that individuals may selectively attend to or interpret neuroscientific information in a way that reinforces their existing views.
Neuroscience research suggests that difficulties in reading, like those seen in dyslexia, are associated with:
(A) Increased activity in right-hemisphere regions related to visual processing.
(B) Enhanced connectivity between the frontal and occipital lobes.
(C) Reduced activity in left-hemisphere areas involved in language processing.
(D) Overactivation of the hippocampus, leading to difficulties in memory retrieval.
(C) Reduced activity in left-hemisphere areas involved in language processing.
Explanation: Source states that individuals with dyslexia often exhibit “reduced activity in left-hemisphere frontal, parietal, and temporal lobe regions relevant to language processing.”
A key challenge in understanding the neural basis of reading disabilities is disentangling:
(A) The influence of genetic factors versus environmental influences.
(B) Whether observed brain differences are a cause or a consequence of reading difficulties.
(C) The role of visual processing versus auditory processing in reading comprehension.
(D) The contribution of attentional deficits versus language impairments in dyslexia.
Explanation: Source highlights the “cause-or-consequence” dilemma in dyslexia research, stating that “neural differences could be the cause of differences in reading skill” or “could be the consequence of different amounts of reading experience.”
(B) Whether observed brain differences are a cause or a consequence of reading difficulties.
Explanation: Source highlights the “cause-or-consequence” dilemma in dyslexia research, stating that “neural differences could be the cause of differences in reading skill” or “could be the consequence of different amounts of reading experience.”
Studies examining children with risk factors for dyslexia, but who have not yet started formal reading instruction, have shown that:
(A) Behavioral measures alone are sufficient to predict future reading skills accurately.
(B) Early intervention programs have no impact on the neural development of reading skills.
(C) Neural measures can predict future reading skill better than behavioral measures alone.
(D) Brain differences observed in these children are identical to those seen in adults with dyslexia.
(C) Neural measures can predict future reading skill better than behavioral measures alone.
Explanation: Source indicates that “neural measures can predict future reading skill better than only behavioral measures” in children who have not yet begun reading but have risk factors for dyslexia.
How can neuroscience research inform educational practices, particularly for students with learning disabilities?
(A) By providing definitive evidence that all learning disabilities are caused by brain abnormalities.
(B) By identifying specific brain regions and functions that are implicated in learning difficulties, allowing for the development of targeted interventions.
(C) By replacing traditional educational assessments with brain imaging techniques to diagnose learning disorders.
(D) By demonstrating that educational interventions cannot change brain structure or function, therefore supporting a focus on compensatory strategies.
(B) By identifying specific brain regions and functions that are implicated in learning difficulties, allowing for the development of targeted interventions.
Explanation: Source notes that neuroscience “can inform educational theory and practice in specific targeted areas, such as reading and math” and “can inform how to teach students with learning disabilities.” This suggests that understanding the neural mechanisms of learning can guide the development of interventions that address specific cognitive challenges.
Which of the following statements BEST describes the relationship between socioeconomic status (SES) and brain development, according to the sources?
(A) SES-related differences in brain development are only evident in adulthood.
(B) Poverty has a detrimental impact on brain development and cognitive function.
(C) High SES guarantees superior cognitive abilities and brain structure.
(D) SES has a negligible influence on brain development, as genetic factors are the primary determinants.
(B) Poverty has a detrimental impact on brain development and cognitive function.
Explanation: Source explicitly states that “poverty affects brain development and cognition,” highlighting the negative impact of low SES on brain development.
Research suggests that SES-related differences in brain anatomy and development are MOST pronounced:
(A) Among middle-class families.
(B) In late adolescence.
(C) At the lowest end of the SES spectrum.
(D) Across all income levels equally.
(C) At the lowest end of the SES spectrum.
Explanation: Source emphasizes that “SES-related differences in brain anatomy and development are disproportionately pronounced at the lowest end of the SES continuum.” This suggests that the most significant disparities are observed among individuals experiencing the most severe poverty.
One proposed mechanism through which poverty impacts brain development is:
(A) Increased access to extracurricular activities.
(B) Higher quality nutrition during early childhood.
(C) Reduced exposure to environmental toxins.
(D) Limited language stimulation in the home environment.
(D) Limited language stimulation in the home environment.
Explanation: Source lists “language stimulation in the home (30 million word gap)” as one potential mechanism linking low SES to altered cognitive outcomes. Source further elaborates on this concept, stating that “Low SES kids are exposed to 30 million fewer words than high SES kids.”
In addition to language stimulation, what other factor is proposed to contribute to SES-related differences in cognitive development?
(A) Parental education levels.
(B) Chronic stress.
(C) Neighborhood safety.
(D) Access to healthcare.
(B) Chronic stress.
Explanation: Source identifies “stress” as a second potential mechanism that may explain the connection between SES and brain development. It suggests that the chronic stress associated with poverty can negatively affect cognitive function and brain structure.
Which of the following interventions is suggested as a potential approach to mitigating the negative effects of poverty on brain development?
(A) Two-generation interventions that target both children and their families.
(B) Selective enrollment of low-SES children in gifted programs.
(C) Financial incentives for high-SES families to mentor low-SES families.
(D) Delaying formal schooling for low-SES children until their cognitive skills improve
(A) Two-generation interventions that target both children and their families.
Explanation: Source advocates for “two-generation interventions,” explaining that they “target the whole family, rather than focusing solely on the child or the school setting.” This approach recognizes the interconnectedness of family dynamics and child development in addressing the impact of poverty.
The concept of “culpability,” as it relates to neuroscience and the law, refers to:
(A) The severity of a crime, as determined by the amount of harm caused.
(B) The degree to which a person is held responsible for their actions.
(C) The likelihood that a convicted individual will re-offend in the future.
(D) The admissibility of neuroscientific evidence in court proceedings.
(B) The degree to which a person is held responsible for their actions.
Explanation: Source defines culpability as “The degree to which a person is held responsible for an action.” This concept is central to legal proceedings, as it determines the extent to which individuals can be held accountable for their behavior.
Neuroscience research on adolescent brain development has raised questions about:
(A) Whether adolescents should be allowed to vote.
(B) The effectiveness of rehabilitation programs for juvenile offenders.
(C) The level of culpability that should be assigned to adolescents who commit crimes.
(D) The use of brain imaging techniques to predict future criminal behavior in adolescents.
(C) The level of culpability that should be assigned to adolescents who commit crimes.
Explanation: Source focuses on the intersection of neuroscience and juvenile justice, specifically asking, “Do adolescents have reduced culpability compared to adults?” This highlights how neuroscientific insights into adolescent brain development are being considered in legal contexts to assess the responsibility of young offenders.
