Exam 11: Localizing Stimuli and Orienting in Space

A) eye-centered
B) head-centered
C) intermediate
D) body-centered
E) a-c

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E

A) egocentric habit learning
B) allocentric place learning.

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A) Pavlov
B) Golgi and Cajal
C) von Bekesy
D) Sperry, Hubel, and Weissel
E) Neher and Sakmann
F) Carlson, Greenard, and Kandel
G) O'Keefe, Moser and Moser.

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A) the superior colliculus is mapped to specific retinoic inputs
B) retinoic inputs synapse directly on eye muscles
C) the circuitry between a retinoic input through the superior colliculus and ultimately synapsing on the eye muscles is short and directed
D) a and c
E) none of the above

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A) sensory receptors respond more acutely to stimuli with specific orientation in space
B) spatial receptive fields are always fixed
C) the purpose of spatial receptive fields is to help us localize objects in space
D) spatial receptive fields can vary in size from a few mm to several feet
E) visual and somatosensory system neurons are especially sensitive to spatial receptive fields

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A) The locations of sound and touch are both represented by specific parts of these cortical areas
B) Specific stimuli map to specific cortical regions
C) Certain regions in space, such as in front of the head, are overrepresented in the somatosensory and auditory cortex
D) They are the only known examples of spatial mapping in the nervous system
E) all of the above are true

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A) sensory input from the left side of the body is conveyed to the right cerebral cortex, which also controls movement on the left side of the body
B) sensory input from the left side of the body is conveyed to the left cerebral cortex, which also controls movement on the left side of the body
C) sensory input from the left side of the body is conveyed to the right cerebral cortex, which also controls movement on the right side of the body
D) sensory input from the left side of the body is conveyed to the left cerebral cortex, which also controls movement on the right side of the body

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A

A) eye-centered coordinates are established by neurons in the retina, which integrate this information with the position of the eyes for head-centered coordinates, and body-centered coordinates add additional information about the body position relative to the eyes and head
B) head-centered coordinates are established by neurons in the retina, which integrate this information with the position of the eyes for eye-centered coordinates, and world-centered coordinates add additional information about the body position relative to the eyes and head
C) eye-centered coordinates are established by neurons in the retina, which integrate this information with the position of the eyes for head-centered coordinates, and world-centered coordinates add additional information about the body position relative to the eyes and head
D) head-centered coordinates are established by neurons in the retina, which integrate this information with the position of the eyes for eye-centered coordinates, and body-centered coordinates add additional information about the body position relative to the eyes and head

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midline pl...

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The somatosensory cortex, visual cortex,...

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The distribution of touch sensors in sen...

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Eye-centered coordinates are used when y...

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A) superior and inferior rectus and obliques
B) lateral and medial rectus
C) trochlear, abducens, and oculomotor nuclei.

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Central Auditory Processing Disorder (CAPD), also known as Auditory Processing Disorder (APD), is a complex problem affecting about 5% of school-aged children. Despite having normal hearing sensitivity, children with CAPD struggle with the way the brain processes auditory information. This means that while they can hear sounds normally, their brains have difficulty interpreting these sounds, especially when it comes to understanding speech. The auditory processing deficit that might explain this disorder involves several potential issues within the auditory pathway and the brain's centers for interpreting sound. These deficits can include: 1. **Auditory Discrimination**: This is the ability to notice, compare, and distinguish between distinct and separate sounds. Children with CAPD may have difficulty hearing the difference between similar-sounding words or syllables, which can lead to misunderstandings or the need for repetition. 2. **Auditory Figure-Ground Discrimination**: This refers to the ability to focus on important sounds, such as a teacher's voice, in the presence of background noise. Children with CAPD often struggle to filter out irrelevant noises and can become easily distracted or overwhelmed in noisy environments. 3. **Auditory Memory**: This involves the short-term and working memory for sounds and spoken language. Children with CAPD may have difficulty remembering information given verbally, which can affect their ability to follow multi-step instructions or recall details from stories or conversations. 4. **Auditory Sequencing**: This is the ability to understand and recall the order of sounds or words. For children with CAPD, sequences of numbers, instructions, or parts of a story can become jumbled, leading to confusion and errors. 5. **Auditory Attention**: This is the ability to maintain focus on auditory stimuli over a period of time. Children with CAPD may quickly lose focus during verbal tasks or when someone is speaking for an extended period, which can impact learning and social interactions. 6. **Auditory Cohesion**: This higher-level skill involves drawing inferences from spoken language, understanding figurative language, and comprehending complex sentences. Children with CAPD may struggle with these more abstract aspects of auditory comprehension. The exact cause of CAPD is not fully understood, but it is believed to involve a dysfunction in the neural processing of auditory signals within the central nervous system. This can be due to developmental delays, neurological conditions, or other factors that affect the auditory pathways or the brain's processing centers. Diagnosis of CAPD typically involves a series of specialized auditory tests conducted by an audiologist. These tests are designed to assess various aspects of auditory processing and identify specific areas of difficulty. Treatment often includes auditory training, environmental modifications, and strategies to improve listening skills and communication. Collaboration with educators and speech-language therapists is also crucial to support children with CAPD in the classroom and in social situations.

A) Pavlov
B) Golgi and Cajal
C) von Bekesy
D) Sperry, Hubel, and Weissel
E) Neher and Sakmann
F) Carlson, Greenard, and Kandel
G) O'Keefe, Moser and Moser.

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