Essentials of Psychology Concepts and Applications 4th Edition by Jeffrey S. Nevid – Test Bank

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Essentials of Psychology Concepts and Applications 4th Edition by Jeffrey S. Nevid – Test Bank

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Chapter02

 

 

1. Regarding neurons, which of the following is NOT true?
2. a. Each is a single
3. They transmit electrical impulses. c. They contain genetic material.
4. They are the only cells found in the nervous system.
5. e. They come in three types – motor, sensory, and

 

ANSWER:                              d

REFERENCES:                     Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                        Evaluate/Explain

 

2. The fundamental building block of the nervous system is the . a. nerve
3. brain
4. c. neuron
5. spinal cord
6. e. pituitary gland

 

ANSWER:                              c

REFERENCES:                     Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                        Identify

 

3. All of the following are components of a neuron EXCEPT the a. soma.
4. axon.
5. c. d. dendrite. e. cell body.

 

ANSWER:                              c

REFERENCES:                     Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                        Identify

 

4. In a neuron, the cell’s metabolic functions are performed by the
5. a. b. axon.
6. c. terminal d. synapse.
7. e.

 

ANSWER:                            a

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Identify

 

5. Regarding a neuron’s soma, all but which of the following are TRUE?
6. a. The soma conducts outgoing messages to other b. The soma is the neuron’s cell body.
7. c. The soma conducts life-sustaining functions of the d. The soma contains the cell’s genetic material.
8. e. The soma houses the cell’s

 

ANSWER:                            a

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Evaluate/Explain

 

6. Chemical messengers that transport nerve impulses from one nerve cell to another are called a. hormones.
7. glials.
8. c.
9. neurotransmitters. e. interneurons.

 

ANSWER:                            d

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Identify

 

7. Which part of a neuron could best be described as a “docking station”?
8. a. myelin sheath axon
9. c. soma
10. synapse e. dendrite

 

ANSWER:                            e

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Define/Describe

 

8. Which of the following best describes a synapse?
9. a. A tiny gap separating one neuron from another through which messages are carried The tubelike part of a neuron that carries messages to other neurons
10. c. Rootlike structures that receive neural impulses from other neurons Body organs or structures that produce secretions
11. e. A bundle of axons from different neurons that transmit nerve impulses

 

ANSWER:                            a

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Define/Describe | Identify

 

9. Which part of a neuron may range in size from a few thousandths of an inch to several feet long?
10. a. axon
11. synapse c. myelin
12. soma
13. e. There are no parts of a neuron that are this

 

ANSWER:                            a

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Identify

 

10. 10. What is the job of a dendrite?
11. a. to send signals to other neurons
12. to receive signals from other neurons c. to synthesize neurotransmitters
13. to control metabolic functions e. to generate action potentials

 

ANSWER:                              b

REFERENCES:                     Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                        Identify

 

11. 11. Which of these best identifies the soma’s function?
12. a. Sending signals to other neurons Controlling metabolic processes c. Producing myelin
13. Receiving signals from other neurons
14. e. Releasing neurotransmitters to other neurons

 

ANSWER:                              b

REFERENCES:                     Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                        Identify

 

12. 12. In a neuron, is to sending as            is to a. soma; synapse
13. terminal button; synapse c. axon; dendrite
14. terminal button; soma e. dendrite; axon

 

ANSWER:                              c

REFERENCES:                     Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                        Evaluate/Explain

 

13. 13. The knoblike swellings at the ends of axons are called a. terminal
14. synapses. c. soma.
15. dendrites.
16. e. nodes of

 

ANSWER:                            a

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Identify

 

14. 14. Regarding terminal buttons, which of the following is FALSE?
15. a. The terminal buttons release
16. Terminal buttons store and release chemicals that carry neural messages to other nearby neurons. c. Terminal buttons are the most common type of neuron in the nervous system.
17. Terminal buttons look like knobby swellings.
18. e. The terminal buttons are found at the end of

 

ANSWER:                            c

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Define/Describe

 

15. 15. Regarding the nervous system, which of the following statements is FALSE? a. Nerves are not the same as neurons and can be visible to the human b. The nervous system has more than one type of neuron.
16. c. There are more neurons than glial cells in the nervous
17. A nerve is best defined as a bundle of axons from different neurons.
18. e. Glial cells serve to support neurons, as well as to form the myelin sheath on

 

ANSWER:                            c

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Evaluate/Explain

 

16. 16. What best identifies the job of a synapse?
17. a. to produce neurotransmitters
18. to provide a place in which neurons can communicate with one another c. to house the neuron’s genetic material
19. to allow an attachment between the axon and the cell body e. to release neurotransmitters

 

ANSWER:                            b

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Identify

 

17. 17. There are types of neurons in the human nervous system and these are called       . a. 2; axons and dendrites
18. 2; interneurons and glial cells
19. c. 3; afferent, efferent, and associative cells 3; glial cells, nerves, and myelin cells
20. e. 3; nodes of Ranvier, glial cells, and myelin cells

 

ANSWER:                            c

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Identify

 

18. 18. What is the most common type of neuron found in your nervous system?
19. a. sensory motor
20. c. somatic afferent
21. e. interneuron

 

ANSWER:                            e

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Identify

 

19. 19. In neurons, efferent is to as afferent is to            . a. sensory; motor
20. motor; sensory
21. c. motor; interneuron
22. interneuron; sensory e. sensory; interneuron

 

ANSWER:                            b

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Evaluate/Explain | Identify

 

20. 20. Afferent neurons
21. a. transmit information about the outside world to the spinal cord and
22. convey messages from the brain and spinal cord to the muscles of the body controlling movement. c. convey messages to glands for the release of hormones.
23. connect neurons to other neurons. e. are also known as motor neurons.

 

ANSWER:                            a

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Define/Describe

 

21. 21. Associative neuron is another name for a. sensory
22. motor neuron. c. interneuron.
23. efferent neuron. e. somatic neuron.

 

ANSWER:                            c

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Define/Describe | Identify

 

22. 22. Besides the neuron, the other main type of cell in the nervous system is the   a. glial
23. synaptic c. nerve
24. somatic e. myelin

 

ANSWER:                            a

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Identify

 

23. 23. During his first three years of life, Jason has developed many motor skills like crawling, walking, and running that require his muscles to move efficiently and smoothly. In terms of brain function, Jason’s motor development is the result of which process?
24. a. Stripping of the nodes of Ranvier Development of the myelin sheath c. Depolarization
25. Development of action potentials e. Regulation of hormones

 

ANSWER:                            b

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Apply

 

24. 24. White matter refers to a. clusters of glial b. myelinated axons.
25. c. clusters of d. nodes of Ranvier.
26. e. unmyelinated

 

ANSWER:                            b

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Define/Describe

 

25. 25. Shalanda’s daughter touches her hand. Sensory receptors in Shalanda’s skin transmit information about this sensation to Shalanda’s spinal cord and brain. Which type of neuron is responsible for this process?
26. a. Motor Glial
27. c. Associative Efferent
28. e. Afferent

 

ANSWER:                            e

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Apply

 

26. 26. The fatty layer of cells that is wrapped around many axons is called the a. myelin
27. synaptic cover. c. dendritic wrap. d. terminal button. e. nerve.

 

ANSWER:                            a

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Identify

 

27. 27. Glial cells function most like which of the following?
28. a. staples tape
29. c. paper clips fasteners e. glue

 

ANSWER:                            e

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Evaluate/Explain

 

28. 28. Glial cells do all but which of the following?
29. a. form the myelin sheath
30. assist neurons in communicating with each other c. remove waste products from neurons
31. nourish neurons
32. e. produce neurotransmitters

 

ANSWER:                            e

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Evaluate/Explain

 

29. 29. Gaps in myelin that create non-insulated areas along an axon are called a. nodes of
30. terminal buttons. c. synapses.
31. receptors.
32. e.

 

ANSWER:                            a

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

The Structure of the Neuron

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Identify

 

30. 30. The resting potential of a neuron is a result of the
31. a. high concentration of sodium ions outside the b. high concentration of sodium ions inside the cell.
32. c. low concentration of potassium ions outside the d. high concentration of potassium ions inside the cell.
33. e. balanced concentration of sodium ions and potassium ions inside the

 

ANSWER:                            a

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

How Neurons Communicate

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Evaluate/Explain

 

31. 31. What is the approximate resting potential of a neuron?
32. a. –50 mV –70 mV c. +50 mV d. +70 mV e. 0 mV

 

ANSWER:                              b

REFERENCES:                     Module 2-1 Neurons:The Body’s Wiring

How Neurons Communicate

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                        Identify

 

32. 32.  are also called neural a. Enzymes
33. Refractory periods c. Action potentials
34. Resting potentials e. Neuromodulators

 

ANSWER:                              c

REFERENCES:                     How Neurons Communicate

Module 2-1 Neurons:The Body’s Wiring

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                        Define/Describe

 

33. 33. Depolarization occurs when the neuron becomes a. less negative due to the influx of sodium b. more negative due to the influx of sodium ions. c. more negative due to the influx of potassium.
34. less negative due to the outflow of sodium ions. e. more negative due to the outflow of sodium ions.

 

ANSWER:                              a

REFERENCES:                     Module 2-1 Neurons:The Body’s Wiring

How Neurons Communicate

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                        Evaluate/Explain

 

34. 34. Which of the following is NOT true of action potentials?
35. a. They are generated according to an all-or-none b. They all travel at the same speed.
36. c. They are electrical charges that shoot down the
37. They are initiated when the axon is depolarized sufficiently. e. They are followed by a refractory period.

 

ANSWER:                            b

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

How Neurons Communicate

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Evaluate/Explain

 

35. 35. Which of the following does NOT occur during the refractory period?
36. a. Sodium gates
37. Positively charged ions are pumped out. c. Electrochemical balance is restored.
38. Neurotransmitters are pumped in. e. The neuron cannot fire.

 

ANSWER:                            d

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

How Neurons Communicate

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.01 – Define what a neuron is, identify the parts of the neuron, and explain how neurons communicate with each other.

KEYWORDS:                       Evaluate/Explain

 

36. 36. After a neuron fires, about how long is its refractory period?
37. a. one-thousandth of a second one-hundredth of a second c. one-tenth of a second
38. one second
39. e. one-thousandth of a minute

 

ANSWER:                            a

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

How Neurons Communicate

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated.

KEYWORDS:                       Identify

 

37. 37. In neural communication,  is to key as            is to a. axon; dendrite
38. neuron; glial cell
39. c. neurotransmitter; receptor site synapse; soma
40. e. action potential; resting potential

 

ANSWER:                            c

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                                            Evaluate/Explain

 

38. 38. Prolonged neurotransmitter activity is prevented by all of the following functions EXCEPT
39. a.
40. release of excitatory neurotransmitters.
41. c. breakdown of neurotransmitters by d. regulation of sensitivity to neurotransmitters. e. release of neuromodulators.

 

ANSWER:                            b

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                                            Evaluate/Explain

 

39. 39. Psychologists believe that irregularities in transmission may help explain symptoms of a. glutamate
40. dopamine
41. c. norepinephrine epinephrine
42. e. gamma-amniobutyric acid

 

ANSWER:                            b

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                                            Evaluate/Explain | Identify

 

40. 40. Actor Michael J. Fox and boxing great Muhammad Ali have a disease that leads to progressive loss of their motor functioning. This condition results from a shortage of
41. a.
42. norepinephrine. c. dopamine.
43. gamma-amniobutyric acid (GABA). e. serotonin.

 

ANSWER:                            c

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                       Apply | Identify

 

41. 41. Regarding Parkinson’s disease, which of the following statements is FALSE?
42. a. Scientists believe that genetic factors are b. It is a degenerative brain disease.
43. c. Symptoms include tremors, muscle rigidity, and difficulty controlling finger and hand d. It affects about 1.5 million Americans.
44. e. It involves an excess of the neurotransmitter

 

ANSWER:                            e

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                       Evaluate/Explain

 

42. 42. Regarding neurotransmission, which of the following statements is FALSE?
43. a. The nervous system depends on a balance between neural excitation and inhibition to function b. Excitatory effects make an action potential more likely to occur, whereas inhibitory effects make action

potentials less likely to occur.

1. c. All neurotransmitters have both excitatory and inhibitory
2. Neurotransmitters that do not dock at receptor sites are decomposed in the synaptic gap or are reabsorbed by the transmitting neuron.
3. e. Neurotransmitters carry messages controlling all aspects of human activity, from the biological to the mental to the

 

ANSWER:                            c

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                       Describe | Evaluate/Explain

 

43. 43. Agonists do all of the following EXCEPT
44. a. increase the availability of
45. increase the effectiveness of neurotransmitters. c. block reuptake of neurotransmitters.
46. mimic the action of neurotransmitters. e. block receptor sites.

 

ANSWER:                              e

REFERENCES:                     Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                       Evaluate/Explain

 

44. 44. In contrast to agonists, antagonists are drugs that a. increase the availability of
45. increase the effectiveness of neurotransmitters. c. block receptor sites.
46. mimic the action of neurotransmitters.
47. e. speed up the transmission of neural

 

ANSWER:                              c

REFERENCES:                     Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                       Evaluate/Explain

 

45. 45. Shelley drinks two caffeinated grande lattes every morning. In terms of neurotransmission, what is happening in

Shelley’s body?

1. a. Caffeine in the coffee serves as an agonist that suppresses the actions of glutamate and enhances the actions of
2. Caffeine in the coffee serves as an agonist that suppresses the actions of dopamine.
3. c. Caffeine in the coffee serves as an antagonist that enhances the actions of d. Caffeine in the coffee serves as an agonist that increases the availability of glutamate. e. Caffeine in the coffee serves as an antagonist that suppresses the actions of dopamine.

 

ANSWER:                              d

REFERENCES:                     Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                       Apply | Evaluate/Explain

 

46. 46. Which of the following is an antagonist that blocks the actions of a particular neurotransmitter?
47. a. Amphetamines that produce states of
48. Caffeine that keeps the central nervous system stimulated.
49. c. Antipsychotic drugs that help control hallucinations and delusional d. Alcohol that produces a relaxed feeling.
50. e. A tranquilizer like Valium that reduces anxiety in people with panic

 

ANSWER:                            c

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                                            Evaluate/Explain | Identify

 

47. 47. Cocaine and amphetamines increase the availability of which neurotransmitter?
48. a. Glutamate Serotonin
49. c. Norepinephrine Dopamine
50. e. Gamma-amniobutyric acid (GABA)

 

ANSWER:                            d

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                                            Evaluate/Explain

 

48. 48. Endorphins are similar in chemical structure to which drug?
49. a. Cocaine
50. Amphetamines c. Caffeine
51. Alcohol e. Heroin

 

ANSWER:                            e

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                                            Identify

 

49. 49. Which of the following neurotransmitters prevents neurons from overly exciting adjacent nerve cells?
50. a. Gamma-amniobutyric acid (GABA)
51. Glutamate c. Dopamine
52. Norepinephrine e. Serotonin

 

ANSWER:                            a

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                       Identify

 

50. 50. Delta Epsilon fraternity sponsors a Beer Fest every October, where party-goers consume large amounts of

At the neurotransmitter level, what is happening to the party-goers?

1. a. Alcohol decreases sensitivity of receptor sites for
2. Alcohol increases sensitivity of receptor sites for gamma-amniobutyric acid (GABA). c. Alcohol increases sensitivity of receptor sites for serotonin.
3. Alcohol mimics the effects of endorphins.
4. e. Alcohol decreases sensitivity of receptor sites for gamma-amniobutyric acid (GABA).

 

ANSWER:                            b

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                       Apply

 

51. 51. Anxiety disorders such as panic disorder may be due to reduced levels of a.
52. glutamate. c. serotonin.
53. gamma-amniobutyric acid (GABA). e. fluoxetine.

 

ANSWER:                            d

REFERENCES:                    Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                       Evaluate/Explain

 

52. 52. Fourteen-year-old Anton takes Prozac for his depression. Chemically speaking, Prozac works for Anton primarily by increasing the availability of in his
53. a. dopamine
54. gamma-amniobutyric acid (GABA)
55. c. norepinephrine glutamate
56. e. serotonin

 

ANSWER:                              e

REFERENCES:                     Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                       Apply

 

53. 53. Sharon is a long­distance runner. After a certain point in her workout, she begins to feel a natural “high” instead of pain. This feeling is likely the result of chemicals in her brain called
54. a. b. enzymes.
55. c. d. adrenalines. e. hormones.

 

ANSWER:                              c

REFERENCES:                     Module 2-1 Neurons:The Body’s Wiring

Neurotransmitters: The Nervous System’s Chemical Messengers LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.02 – Explain how an action potential is generated. KEYWORDS:                       Apply | Identify

 

54. 54. Your anatomy professor states that today’s lecture will be about the central nervous system. Which parts of the

body do you expect to learn about?

1. a. the brain
2. the spinal cord
3. c. the brain and spinal cord
4. the brain, spinal cord, and all other nerves
5. e. the brain, spinal cord, and the sensory organs

 

ANSWER:                              c

REFERENCES:                     Module 2­2 The Nervous System: Your Body’s Information Superhighway

The Central Nervous System: Your Body’s Master Control Unit

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.03 – Identify key neurotransmitters, and describe their functions.

KEYWORDS:                        Define/Describe | Identify

 

55. 55. The brain and the spinal cord make up the a. nervous
56. somatic nervous system.
57. c. peripheral nervous d. autonomic nervous system. e. central nervous system.

 

ANSWER:                              e

REFERENCES:                     Module 2­2 The Nervous System: Your Body’s Information Superhighway

The Central Nervous System: Your Body’s Master Control Unit

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.03 – Identify key neurotransmitters, and describe their functions.

KEYWORDS:                        Define/Describe | Identify

 

56. 56. The peripheral nervous system connects the spinal cord and brain with the a. sensory organs and
57. sensory organs and glands. c. muscles and glands.
58. the sensory organs, glands, and muscles. e. muscles.

 

ANSWER:                              d

REFERENCES:                     Module 2­2 The Nervous System: Your Body’s Information Superhighway

The Central Nervous System: Your Body’s Master Control Unit

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.03 – Identify key neurotransmitters, and describe their functions.

KEYWORDS:                        Define/Describe | Identify

 

57. 57. Which portion of the central nervous system serves as the link between the brain and the peripheral nervous system?
58. a. The forebrain
59. The lower brain c. The midbrain
60. The hindbrain
61. e. The spinal cord

 

ANSWER:                              e

REFERENCES:                     Module 2­2 The Nervous System: Your Body’s Information Superhighway

The Central Nervous System: Your Body’s Master Control Unit

LEARNING OBJECTIVES:  EPCA.NEVI.2015.2.03 – Identify key neurotransmitters, and describe their functions.

KEYWORDS:                        Define/Describe | Identify

Chapter 04

 

1. Psychologists refer to the state of awareness of ourselves and the world around us as a. attention.
2. multitasking.
3. c. d. mindfulness.
4. e.

 

ANSWER:                            c

REFERENCES:                    Module 4-1 States of Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                       Define/Describe

 

2. Dr. James Williams, a psychology professor, was speaking to his class about his current state of awareness. In all likelihood he was speaking about the process of
3. a. divided b. multitasking.
4. c. d. mindfulness.
5. e.

 

ANSWER:                            e

REFERENCES:                    Module 4-1 States of Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                       Apply

 

3. According to the early psychologist William James, consciousness can best be described as a. the collection of chopped-up bits of mental experience.
4. a fixed state of mental contents. c. a stream of thoughts.
5. our perception of objects in our visual field.
6. e. the difference between our thoughts and our experiences of the

 

ANSWER:                            c

REFERENCES:                    Module 4-1 States of Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                       Define/Describe

 

4. In comparing consciousness to an ever-flowing river, the early psychologist William James was making the point that consciousness involves
5. a. a stream of
6. a constant flow of excitations.
7. c. changing perceptions of objects we d. our perception of objects in our visual field.
8. e. the change from moment to moment of our inner

 

ANSWER:                              a

REFERENCES:                     Module 4-1 States of Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                        Evaluate/Explain

 

5. Regarding consciousness, which of the following statements is FALSE?
6. a. Waking consciousness changes regularly throughout the day, ranging from focused awareness to divided consciousness to drifting
7. Research on multitasking generally supports the common perception that “to do two things at once is to do neither.”
8. c. Negative ways of thinking act like mental filters in one’s consciousness that can skew how a person

interprets and reacts to events in their lives.

1. Drifting consciousness often leads to daydreaming.
2. e. Since altered states of consciousness are produced by taking drugs, people should avoid attempting to change their states of

 

ANSWER:                              e

REFERENCES:                     Module 4-1 States of Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                        Evaluate/Explain

 

6. Who is generally regarded as the father of American psychology and recognized for his contributions to the study of consciousness?
7. a. Wilhelm Wundt Sigmund Freud c. William James
8. Alan Rechtschaffen e. Ernest Hilgard

 

ANSWER:                              c

REFERENCES:                     Module 4-1 States of Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                        Identify

 

7. Wylene is able to pay attention to street signs as she drives her pick-up truck, but is not aware of noises coming

from the street and other vehicles. Wylene’s experience is an example of

1. a. focused
2. drifting consciousness. c. conscious attention.
3. focused consciousness. e. deep unconsciousness.

 

ANSWER:                            a

REFERENCES:                    Module 4-1 States of Consciousness

Focused Awareness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                       Apply

 

8. Jonathan is in a state of focused awareness while he studies for his final exams. Jonathan’s consciousness can be

described as all but which of the following?

1. a. fully alert
2. divided attention c. wide awake
3. completely engrossed in his task
4. e. paying little attention to distracting internal stimuli

 

ANSWER:                            b

REFERENCES:                    Module 4-1 States of Consciousness

Focused Awareness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                       Apply

 

9. Daydreaming is most likely to occur during which type of consciousness?
10. a. divided
11. unconsciousness c. focused
12. selective e. drifting

 

ANSWER:                            e

REFERENCES:                    Module 4-1 States of Consciousness

Drifting Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                       Define/Describe

 

10. 10. Regarding daydreaming, which of the following statements is FALSE?
11. a. The majority of daydreams have sexual
12. People are more prone to daydream when they are bored.
13. c. People are more prone to daydream when they are engaged in unstructured d. Most daydreams involve the mundane tasks of everyday life.
14. e. Daydreaming is a form of consciousness that occurs during a waking

 

ANSWER:                              a

REFERENCES:                     Module 4-1 States of Consciousness

Drifting Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                        Evaluate/Explain

 

11. 11. Samantha simultaneously performs two different tasks, each of which demands some level of attention. Samantha’s

state of consciousness is best described as a. divided consciousness.

1. mindfulness.
2. c. selective d. drifting consciousness.
3. e. focused

 

ANSWER:                              a

REFERENCES:                     Module 4-1 States of Consciousness

Drifting Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                        Apply

 

12. 12. Nadia frequently drives home without paying attention to her route. This is an example of a. automatic
13. daydreaming.
14. c. drifting d. focused concentration. e. multitasking.

 

ANSWER:                              a

REFERENCES:                     Module 4-1 States of Consciousness

Drifting Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                        Apply

 

13. 13. Regarding the dangers of divided attention while driving, which of the following statements is FALSE?
14. a. Drivers are four times more likely to have an accident when they are talking on a cell phone than when they are
15. Driving while talking on a phone is about as dangerous as driving while legally drunk.
16. c. Using a hands-free phone is a generally safe alternative to using a hand-held phone while
17. The increased risk of accident from cell phone usage is due to the loss of concentration from engaging in conversation.
18. e. Eating, drinking, and interacting with passengers while driving are all dangerous

 

ANSWER:                            c

REFERENCES:                    Module 4-1 States of Consciousness

Drifting Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                       Evaluate/Explain

 

14. 14. In a study reported in the text, Canadian drivers were asked to report distracted driving behaviors. Which behavior was most commonly reported for other drivers?
15. a. Disciplining children Eating
16. c. Reading
17. Personal grooming e. Using a cell phone

 

ANSWER:                            e

REFERENCES:                    Module 4-1 States of Consciousness

Drifting Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                       Define/Describe

 

15. 15. All but which of the following people are predicted to be experiencing an altered state of consciousness?
16. a. Lacey, who is in a long-distance marathon Ethan, who is studying for exams
17. c. Adrienne, who is under hypnosis
18. Will, who is drinking alcohol and smoking marijuana e. Taylor, who is meditating

 

ANSWER:                            b

REFERENCES:                    Module 4-1 States of Consciousness

Divided Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                       Apply

 

16. 16. In which state of consciousness should a person’s level of awareness or attention be the highest?
17. a. dreaming
18. drifting consciousness c. divided consciousness d. altered consciousness e. focused awareness

 

ANSWER:                              e

REFERENCES:                     Module 4-1 States of Consciousness

Divided Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                        Define/Describe

 

17. 17. Which of the following people is experiencing a state of drifting consciousness?
18. a. Chandler is in the dreaming state of b. Phoebe is engrossed in watching a movie.
19. c. Joey’s consciousness changes as he
20. Rachel is having hallucinations from taking drugs.
21. e. Ross is daydreaming while he waits to see the

 

ANSWER:                              e

REFERENCES:                     Module 4-1 States of Consciousness

Divided Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                        Apply

 

18. 18. The pattern of fluctuations in bodily processes that occur regularly each day are called . a. altered states of consciousness
19. biofeedback loops c. circadian rhythms
20. homeostatic rhythms e. ultradian rhythms

 

ANSWER:                              c

REFERENCES:                     Module 4-1 States of Consciousness

Divided Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.01 – Define consciousness and identify and describe different states of consciousness.

KEYWORDS:                        Define/Describe

 

19. 19. An area of the brain that regulates sleep-wake cycles is the a. suprachiasmatic
20. amygdala.
21. c. pituitary d. hippocampus.
22. e. corpus

 

ANSWER:                            a

REFERENCES:                    Divided Consciousness

Module 4-1 States of Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.02 – Explain how the sleep-wake cycle is regulated.

KEYWORDS:                       Identify

 

20. 20. The SCN (suprachiasmatic nucleus) works to regulate the sleep-wake cycles by means of a. stimulating the hypothalamus to secrete
21. stimulating the pituitary gland to release melatonin. c. stimulating the pineal gland to release melatonin.
22. triggering the amygdala to activate the sleep cycle.
23. e. regulating the production of melatonin by the

 

ANSWER:                            c

REFERENCES:                    Module 4-1 States of Consciousness

Divided Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.02 – Explain how the sleep-wake cycle is regulated.

KEYWORDS:                       Evaluate/Explain

 

21. 21. The hormone melatonin helps synchronize the sleep-wake cycle by means of a. stimulating the hypothalamus to activate the sleep
22. triggering the SCN when the amount of light striking the retina declines. c. traveling to the amygdala to activate the sleep cycle.
23. inducing feelings of drowsiness.
24. e. inducing alertness just preceding

 

ANSWER:                            d

REFERENCES:                    Module 4-1 States of Consciousness

Divided Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.02 – Explain how the sleep-wake cycle is regulated.

KEYWORDS:                       Evaluate/Explain

 

22. 22. Which of the following statements about the SCN (suprachiasmatic nucleus) is FALSE?
23. a. It is sensitive to changes in the amount of light striking the b. It stimulates the pineal gland to release melatonin.
24. c. It is located in the
25. It signals the amygdala to initiate sleep.
26. e. It is involved in regulating the sleep-wake

 

ANSWER:                            d

REFERENCES:                    Module 4-1 States of Consciousness

Divided Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.02 – Explain how the sleep-wake cycle is regulated.

KEYWORDS:                       Evaluate/Explain

 

23. 23. Regarding circadian rhythms, which of the following statements is FALSE?
24. a. Frequent time shifting can wreak havoc on circadian
25. During exposure to light, melatonin production increases, helping us maintain wakefulness. c. Light entering through the eye helps keep the body clock in sync with day and night.
26. Body temperature follows a circadian rhythm in which temperature falls a few degrees during the middle of the night.
27. e. Circadian rhythms are found in almost all species, including paramecia and

 

ANSWER:                            b

REFERENCES:                    Module 4-1 States of Consciousness

Divided Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.02 – Explain how the sleep-wake cycle is regulated.

KEYWORDS:                       Evaluate/Explain

 

24. 24. Jet lag has shown to be associated with all but which of the following?
25. a. disruptions to the sleep-wake cycle irritability
26. c. fatigue
27. difficulties in concentration e. decreases in daydreaming

 

ANSWER:                            e

REFERENCES:                    Module 4-1 States of Consciousness

Divided Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.02 – Explain how the sleep-wake cycle is regulated.

KEYWORDS:                       Define/Describe

 

25. 25. Nina’s pineal gland has been damaged. She can expect a disturbance in the release of the hormone
26. a. b. serotonin. c. cortisol.
27. melatonin. e. dopamine.

 

ANSWER:                              d

REFERENCES:                     Module 4-1 States of Consciousness

Divided Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.02 – Explain how the sleep-wake cycle is regulated.

KEYWORDS:                        Apply

 

26. 26. Sheila is awake and in an alert state. Sheila’s brain wave pattern should consist primarily of
27. a. alpha b. beta waves.
28. c. gamma d. delta waves.
29. e. small, irregular

 

ANSWER:                              b

REFERENCES:                     Divided Consciousness

Module 4-1 States of Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.03 – Describe the characteristics of each stage of sleep and the brain wave patterns associated with each stage.

KEYWORDS:                        Apply

 

27. 27. Beta brain waves are , and alpha brain waves are          . a. fast and low-amplitude; slow and rhythmic
28. slow and low-amplitude; fast and rhythmic c. fast and high-amplitude; slow and rhythmic d. slow and high-amplitude; fast and rhythmic e. large and rhythmic; slow and rhythmic

 

ANSWER:                              a

REFERENCES:                     Module 4-1 States of Consciousness

Divided Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.03 – Describe the characteristics of each stage of sleep and the brain wave patterns associated with each stage.

KEYWORDS:                        Define/Describe

 

28. 28. In terms of brain waves, awake and alert is to as awake and relaxed is to           . a. alpha; beta
29. beta; alpha c. delta; alpha d. delta; beta e. beta; delta

 

ANSWER:                              b

REFERENCES:                     Module 4-1 States of Consciousness

Divided Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.03 – Describe the characteristics of each stage of sleep and the brain wave patterns associated with each stage.

KEYWORDS:                        Evaluate/Explain

 

29. 29. Dr. Washington, a sleep researcher, looks at the EEG output of a participant from a sleep study. When Washington sees sleep spindles on the output, she indicates  on the
30. a. Stage 1 Stage 2 c. Stage 3 d. Stage 4 e. REM

 

ANSWER:                              b

REFERENCES:                     Module 4-1 States of Consciousness

Divided Consciousness

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.03 – Describe the characteristics of each stage of sleep and the brain wave patterns associated with each stage.

KEYWORDS:                        Apply

 

30. 30. In which stage do you spend the majority of your sleep time?
31. a. Stage 1 Stage 2 c. Stage 3 d. Stage 4 e. REM

 

ANSWER:                              b

REFERENCES:                     Module 4-2 Sleeping and Dreaming

Sleep and Wakefulness: A Circadian Rhythm

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.03 – Describe the characteristics of each stage of sleep and the brain wave patterns associated with each stage.

KEYWORDS:                        Define/Describe

 

31. 31. Sleep spindles are to sleep as delta waves are to           a. stage 1; stage 3
32. stage 3; stage 4 c. stage 2; REM
33. stage 1; REM
34. e. stage 2; stage 3

 

ANSWER:                            e

REFERENCES:                    Module 4-2 Sleeping and Dreaming

The Stages of Sleep

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.03 – Describe the characteristics of each stage of sleep and the brain wave patterns associated with each stage.

KEYWORDS:                       Evaluate/Explain

 

32. 32. During the past hour, Gaylon has been experiencing slow-wave sleep. Based on this description, which stages of sleep has Gaylon likely experienced during this time?
33. a. Stages 1 and 2
34. Stages 4 and REM
35. c. Stages 3 and 4 Stages 2 and 3
36. e. REM and NREM

 

ANSWER:                            c

REFERENCES:                    Module 4-2 Sleeping and Dreaming

Sleep and Wakefulness: A Circadian Rhythm

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.03 – Describe the characteristics of each stage of sleep and the brain wave patterns associated with each stage.

KEYWORDS:                       Apply

 

33. 33. Other factors being equal, which of the following people should be hardest to awaken?
34. a. Mary Esther is in Stage 1 of b. Sarah is in Stage 2 of sleep.
35. c. Randy is in Stage 3 of d. Ed has just fallen asleep.
36. e. None of these; there are no differences in the ability to awaken in the different stages of

 

ANSWER:                            c

REFERENCES:                    Module 4-2 Sleeping and Dreaming

The Stages of Sleep

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.03 – Describe the characteristics of each stage of sleep and the brain wave patterns associated with each stage.

KEYWORDS:                       Apply

 

34. 34. Monica is having a long, detailed dream. In which stage of sleep is Monica most likely to be?
35. a. Stage 1 Stage 2 c. Stage 3 d. Stage 4 e. REM

 

ANSWER:                              e

REFERENCES:                     Module 4-2 Sleeping and Dreaming

The Stages of Sleep

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.03 – Describe the characteristics of each stage of sleep and the brain wave patterns associated with each stage.

KEYWORDS:                        Apply

 

35. 35. Regarding REM sleep, which of the following statements is FALSE?
36. a. REM sleep is also called active sleep because the brain is more active during REM than b. During REM sleep, muscle activity is blocked almost to the point of paralysis.
37. c. REM sleep is also called paradoxical d. All dreams occur during REM sleep.
38. e. During REM sleep, a person’s eyes dart about under the closed

 

ANSWER:                              d

REFERENCES:                     Module 4-2 Sleeping and Dreaming

The Stages of Sleep

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.03 – Describe the characteristics of each stage of sleep and the brain wave patterns associated with each stage.

KEYWORDS:                        Evaluate/Explain

 

36. 36. Compared to dreams during REM, NREM dreams are a.
37. more frequent.
38. c. more d. paradoxical.
39. e. both longer and more

 

ANSWER:                              c

REFERENCES:                     Module 4-2 Sleeping and Dreaming

The Stages of Sleep

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.03 – Describe the characteristics of each stage of sleep and the brain wave patterns associated with each stage.

KEYWORDS:                        Define/Describe

 

37. 37. Sleep cycles repeat about every  minutes, and the typical adult has          cycles per a. 60; six to seven
38. 60; three to four c. 90; four to five
39. 120; two to three e. 90; two to three

 

ANSWER:                            c

REFERENCES:                    Module 4-2 Sleeping and Dreaming

The Stages of Sleep

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.03 – Describe the characteristics of each stage of sleep and the brain wave patterns associated with each stage.

KEYWORDS:                       Define/Describe

 

38. 38. Which of the following best describes REM sleep?
39. a. The deepest level of sleep
40. A state of light sleep with thought-like dreams
41. c. Dream sleep accompanied by increased muscle activity State of resting quietly with the eyes closed
42. e. Sleep in which the brain becomes more active but muscle activity is blocked

 

ANSWER:                            e

REFERENCES:                    Module 4-2 Sleeping and Dreaming

The Stages of Sleep

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.03 – Describe the characteristics of each stage of sleep and the brain wave patterns associated with each stage.

KEYWORDS:                       Define/Describe

 

39. 39. Regarding sleep cycles, which of the following statements is FALSE?
40. a. In terms of brain activity, REM sleep is similar to ordinary
41. As the night progresses, the amount of time spent in REM sleep decreases.
42. c. The difference between Stage 3 and Stage 4 sleep is based on the proportion of delta waves d. During sleep, brain waves vary in terms of intensity as well as speed.
43. e. During the night, Stage 4 sleep eventually

 

ANSWER:                            b

REFERENCES:                    Module 4-2 Sleeping and Dreaming

The Stages of Sleep

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.03 – Describe the characteristics of each stage of sleep and the brain wave patterns associated with each stage.

KEYWORDS:                       Evaluate/Explain

 

40. 40. In a research study presented in your text, participants who learned a word list in the evening before going to sleep and were tested in the morning had better recall of the word list than those who learned the material in the morning and tested in the evening. This research supports the idea that with respect to memory, sleep can be described as serving a(n)
41. a. consolidation protective
42. c. encoding
43. restorative
44. e. conservation

 

ANSWER:                              a

REFERENCES:                     Module 4-2 Sleeping and Dreaming

Why Do We Sleep?

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.04 – Explain why we sleep.

KEYWORDS:                        Define/Describe

 

41. 41. The textbook describes each of the following functions of sleep EXCEPT for a. a memory consolidation
42. a protective function. c. an encoding function. d. a restorative function.
43. e. an energy conservation

 

ANSWER:                              c

REFERENCES:                     Module 4-2 Sleeping and Dreaming

The Stages of Sleep

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.04 – Explain why we sleep.

KEYWORDS:                        Define/Describe

 

42. 42. All but which of the following are reasons that investigators have described for the functions of sleep?
43. a. Protection and survival Energy conservation
44. c. Consolidation of newly formed memories Restoration of bodily processes
45. e. Enhancement of ability to alter consciousness

 

ANSWER:                              e

REFERENCES:                     Module 4-2 Sleeping and Dreaming

Why Do We Sleep?

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.04 – Explain why we sleep.

KEYWORDS:                        Define/Describe

 

43. 43. The protective function of sleep refers to the role of sleep in a. protecting the organism against
44. protecting the animal from nighttime predators. c. preventing depletion of bodily resources.
45. preventing the animal from injuring others. e. protecting the environment.

 

ANSWER:                            b

REFERENCES:                    Module 4-2 Sleeping and Dreaming

Why Do We Sleep?

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.04 – Explain why we sleep.

KEYWORDS:                       Define/Describe

 

44. 44. Your psychology professor argues that dreams represent an attempt by the cerebral cortex to make sense of the random discharges of electrical activity that occur during REM sleep. What perspective best describes your professor’s comments?
45. a. neodissociation theory
46. activation-synthesis hypothesis c. psychodynamic theory
47. memory consolidation hypothesis
48. e. psychological dependence hypothesis

 

ANSWER:                            b

REFERENCES:                    Module 4-2 Sleeping and Dreaming

The Stages of Sleep

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.05 – Explain why we dream.

KEYWORDS:                       Apply

 

45. 45. According to the activation-synthesis hypothesis of dreaming, random electrical activity in the is

 

interpreted by the

1. a. brain stem; cerebral cortex
2. cerebral cortex; brain stem

to create a story line.

 

1. c. hippocampus; hypothalamus hypothalamus; hippocampus e. brain stem; thalamus

 

ANSWER:                              a

REFERENCES:                     Module 4-2 Sleeping and Dreaming

Dreams and Dreaming

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.05 – Explain why we dream.

KEYWORDS:                        Define/Describe

 

46. 46. From a Freudian perspective, the purpose of dreams is to a. consolidate memories and new
47. sort through possible solutions to everyday problems. c. fulfill underlying wishes.
48. discard unnecessary information. e. reconcile urges.

 

ANSWER:                            c

REFERENCES:                    Module 4-2 Sleeping and Dreaming

Dreams and Dreaming

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.05 – Explain why we dream.

KEYWORDS:                       Define/Describe

 

 

47. 47. In Freudian theory, the actual events that occur in a dream are referred to as its

content, while the

 

underlying meaning of a dream is its a. unconscious; conscious

1. latent; manifest
2. c. conscious; subconscious conscious; sexual
3. e. manifest; latent

content.

 

 

ANSWER:                            e

REFERENCES:                    Module 4-2 Sleeping and Dreaming

Why Do We Sleep?

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.05 – Explain why we dream.

KEYWORDS:                       Define/Describe

 

48. 48. Who suggested that dreams help us sort through possible solutions to everyday problems and concerns?
49. a. Ernest Hartmann Publilius Syrus
50. c. Sigmund Freud William James
51. e. Alan Rechtschaffen

 

ANSWER:                            a

REFERENCES:                    Module 4-2 Sleeping and Dreaming

Dreams and Dreaming

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.05 – Explain why we dream.

KEYWORDS:                       Identify

 

49. 49. On many nights, Matilda claims to be able to decide in advance what she will dream about, as well as to be able to

control her dreams as they occur. The term            is used to describe Matilda’s dreams.

1. a. abnormal
2. precognitive c. latent
3. manifest e. lucid

 

ANSWER:                              e

REFERENCES:                     Module 4-2 Sleeping and Dreaming

Dreams and Dreaming

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.05 – Explain why we dream.

KEYWORDS:                        Apply

 

50. 50. Regarding sleep patterns across the life cycle, which of the following statements is FALSE?
51. a. Infants and children spend more time in REM sleep than
52. By late adulthood, many people only require about six hours of sleep per night.
53. c. Contrary to the common perception, most high school students get the recommended amount of sleep for
54. The average American sleeps less per night than the recommended amount.
55. e. Most adults require between seven and nine hours of sleep for their maximum

 

ANSWER:                              c

REFERENCES:                     Dreams and Dreaming

Module 4-2 Sleeping and Dreaming

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.06 – Evaluate the effects of sleep deprivation.

KEYWORDS:                        Evaluate/Explain

 

51. 51. Regarding sleep deprivation, which of the following statements is FALSE?
52. a. Lifestyle factors contribute to many Americans’ sleep b. People are generally not able to “rebound” from REM deprivation. c. Loss of sleep impairs learning ability and memory.
53. Sleep deprivation is one of the most common causes of motor vehicle accidents.
54. e. Prolonged periods of sleep deprivation increases the risk of developing high blood

 

ANSWER:                              b

REFERENCES:                     Module 4-2 Sleeping and Dreaming

Sleep Deprivation: Getting By on Less

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.06 – Evaluate the effects of sleep deprivation.

KEYWORDS:                        Evaluate/Explain

 

52. 52. Regarding sleep deprivation, which of the following statements is TRUE?
53. a. Sleep deprivation is relatively
54. Sleep deprivation tends to affect older adults but not young adults of college age. c. People are generally not able to “rebound” from REM deprivation.
55. Loss of sleep impairs reaction times.
56. e. Even brief periods of sleep deprivation can increase the risk of developing high blood

 

ANSWER:                            d

REFERENCES:                    Module 4-2 Sleeping and Dreaming

Sleep Deprivation: Getting By on Less

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.06 – Evaluate the effects of sleep deprivation.

KEYWORDS:                       Evaluate/Explain

 

53. 53. What is the most common sleep disorder?
54. a. sleep terror disorder narcolepsy
55. c. sleepwalking disorder insomnia
56. e. sleep apnea

 

ANSWER:                            d

REFERENCES:                    Module 4-2 Sleeping and Dreaming

Sleep Disorders: When Normal Sleep Eludes Us

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.07 – Identify and describe different types of sleep-wake disorders.

KEYWORDS:                       Identify

 

54. 54. Some nights Chang has problems falling asleep. Other nights, he wakes up several times during the night and has difficulty returning to sleep. Chang likely suffers from which sleep disorder?
55. a. insomnia
56. nightmare disorder c. narcolepsy
57. sleepwalking e. sleep apnea

 

ANSWER:                            a

REFERENCES:                    Module 4-2 Sleeping and Dreaming

Sleep Disorders: When Normal Sleep Eludes Us

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.07 – Identify and describe different types of sleep-wake disorders.

KEYWORDS:                       Apply

 

55. 55. Mr. Grammarcy has been having trouble sleeping at night, and his lack of sleep is beginning to interfere with his ability to function properly during the day. He’s concerned that he may lose his job in the next round of lay­offs at his company. He is also having marital problems. He tends to lay awake at night, worrying about these problems and thinking about what he can do to resolve these issues. Based on the discussion in the text, Mr. Grammarcy should understand that .
56. a. worrying increases one’s bodily arousal, which can prevent normal sleep
57. daily hassles and concerns do not normally interfere with normal sleep, so he should look for a medical reason for his insomnia
58. c. when his marital issues are resolved, his sleep pattern will return to normal, regardless of his concerns about his job
59. sleep is a natural function that cannot be forced without medical intervention or biofeedback training e. sleeping pills, used according to directions, will resolve his sleep problems

 

ANSWER:                            a

REFERENCES:                    Module 4-2 Sleeping and Dreaming

Sleep Disorders: When Normal Sleep Eludes Us

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.07 – Identify and describe different types of sleep-wake disorders.

KEYWORDS:                       Apply

 

56. 56. Kendra has a sleep disorder in which she suddenly falls into “sleep attacks” during the daytime. What is the name of Kendra’s disorder?
57. a. REM sleep disorder Sleep apnea
58. c. Sleep terror disorder Nightmare disorder e. Narcolepsy

 

ANSWER:                            e

REFERENCES:                    Module 4-2 Sleeping and Dreaming

Sleep Disorders: When Normal Sleep Eludes Us

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.07 – Identify and describe different types of sleep-wake disorders.

KEYWORDS:                       Apply

 

57. 57. Scientists believe that narcolepsy is caused by a. an overactive thyroid
58. loss of brain cells in the hypothalamus. c. an underactive thyroid gland.
59. loss of brain cells in the reticular system. e. substance abuse.

 

ANSWER:                            b

REFERENCES:                    Module 4-2 Sleeping and Dreaming

Sleep Disorders: When Normal Sleep Eludes Us

LEARNING OBJECTIVES:  EPCA.NEVI.2015.4.07 – Identify and describe different types of sleep-wake disorders.

KEYWORDS:                       Evaluate/Explain