Applied Neuroscience Exam Questions
Course Introduction
Applied Neuroscience explores the practical application of neuroscience principles to real-world challenges in fields such as medicine, psychology, education, and technology. The course introduces the structure and function of the nervous system, brain mechanisms underlying behavior, and the neurobiological basis of cognition and emotion. Emphasis is placed on how current neuroscientific discoveries inform the development of new interventions for neurological and psychiatric disorders, cognitive enhancement, neurorehabilitation, and brain-computer interfaces. Students will evaluate case studies and contemporary research to understand how theoretical knowledge is translated into practice, preparing them for interdisciplinary work in healthcare, research, or industry settings.
Recommended Textbook
Human Motor Control 2nd Edition by David A. Rosenbaum
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12 Chapters
230 Verified Questions
230 Flashcards
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Page 2
Chapter 1: Introduction
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15 Verified Questions
15 Flashcards
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Sample Questions
Q1) Useful levels of description for a system like the human motor system are
A) The computational level
B) The procedural level
C) The implementation level
D) All of the above
Answer: D
Q2) Excluding the procedural level of description from the study of human motor control would result, primarily, in the exclusion of A) Neurophysiology
B) Robotics
C) Human factors
D) None of the above
Answer: C
Q3) The field of human motor control is concerned with A) Movement
B) Stability
C) Movement and stability
D) Human motivation
Answer: C
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Page 3
Chapter 2: Core Problems
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20 Flashcards
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Sample Questions
Q1) In a negative feedback loop, the reference condition defines the __________ , the plant defines the _____________ , and the comparator defines the __________ .
A) The intended outcome, the actual outcome, the difference between the intended and actual outcome
B) The actual outcome, the intended outcome, the difference between the intended and actual outcome
C) The actual outcome, the difference between the intended and actual outcome, the intended outcome
D) The difference between the intended and actual outcome, intended outcome, the actual outcome
Answer: A
Q2) Relying on mechanics may help solve the degrees of freedom problem because A) Mechanics know how to fix cars
B) Mechanics is a branch of physics
C) Mechanical features of the body and external environment may make it unnecessary to control some variables related to movement and stability
D) No other method helps solve the degrees of freedom problem
Answer: C
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4
Chapter 3: Physiological Foundations
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Sample Questions
Q1) Which of these elements plays a role in the stretch reflex?
A) Muscle spindles
B) Extrafusal muscle fibers
C) Intrafusal muscle fibers
D) All of the above
Answer: D
Q2) The inability to perform purposeful motor acts when the perceptual, cognitive, and motoric components of the acts are otherwise intact is known as
A) Apraxia
B) Anarchic hand syndrome
C) Neglect
D) Huntington's disease
Answer: A
Q3) Ataxia is
A) The inability to control attacks
B) The inability to perform calculations
C) Poor balance, typically because of damage to the supplementary motor cortex
D) Poor balance, typically because of damage to the cerebellum
Answer: D
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Page 5
Chapter 4: Psychological Foundations
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Sample Questions
Q1) Directing a great deal of attention to a task
A) Tends to help it early in practice and tends to help it late in practice
B) Tends to help it early in practice and tends to hurt it late in practice
C) Tends to hurt it early in practice and tends to hurt it late in practice
D) Tends to hurt it early in practice and tends to help it late in practice
Q2) People indicate their first awareness of an intention to carry out a voluntary action
A) Before relevant brain activity suggests the intention has formed
B) After relevant brain activity suggests the intention has formed
C) When the relevant brain activity suggests the intention has formed
D) This experiment has never been done
Q3) According to Fitts 1964, skill learning generally proceeds in which order?
A) Automatic, associative, cognitive
B) Associative, automatic, cognitive
C) Cognitive, automatic, associative
D) Cognitive, associative, automatic
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Chapter 5: Walking
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Sample Questions
Q1) External environments are typically represented as
A) Survey routes and then route maps
B) Route maps and then survey maps
C) Neither as route maps nor as survey maps
D) Either as route maps or as survey maps in a random order
Q2) As more visual guidance is required in walking, the activity of neurons in the cortico-spinal tract
A) Remains the same
B) Increases
C) Decreases
D) Has yet to be studied
Q3) Rats placed in well learned mazes
A) Cannot find their way to the reward site if they are placed in a new start position
B) Cannot find their way to the reward site if the maze is flooded, requiring swimming rather the previously used method of walking
C) Cannot find their way to the reward site if they are placed in a new start position and must swim rather the previously used method of walking
D) None of the above
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Chapter 6: Looking
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Sample Questions
Q1) Saccadic suppression is
A) Stopping a saccade before it would normally occur
B) Stopping a saccade while it is occurring
C) Seeing less during saccades than during visual fixations
D) None of the above
Q2) Pupil diameter changes in response to
A) Illumination
B) Mental load
C) Interest
D) All of the above
Q3) The labyrinths of the inner ear play a critical role in
A) Coordinative structures
B) Optokinetic nystagmus
C) The vestibular-ocular reflex VOR
D) Maze learning
Q4) Vergence eye movements are triggered by
A) Seeing eye to eye with another person
B) Retinal disparity and detection of blurriness
C) Retinal disparity but not detection of blurriness
D) Detection of blurriness but not retinal disparity
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Chapter 7: Reaching
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Sample Questions
Q1) During infancy, reaching and grasping typically show sensitivity to
A) Size, then distance, then direction
B) Size, then direction, then distance
C) Distance, then direction, then size
D) Direction, then distance, then size
Q2) Babies appear to take full advantage of visual feedback for reaching by
A) Three months of age
B) Five months of age
C) Seven months of age
D) Nine months of age
Q3) Changing the size of an object to be grasped typically affects
A) The transport phase as well as the grasp phase
B) The transport phase but not the grasp phase
C) The grasp phase but not the transport phase
D) Neither the transport phase nor the grasp phase
Q4) Which two events tend to coincide during reaching and grasping?
A) Maximal finger widening and start of the slow-approach phase
B) Maximal finger widening and end of the slow-approach phase
C) Minimal finger widening and start of the slow-approach phase
D) Minimal finger widening and end of the slow-approach phase
Page 9
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Chapter 8: Drawing and Writing
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Sample Questions
Q1) According to the Two-Thirds Power Law of writing and drawing,
A) People plan the first 2/3 of what they are going to write or draw before writing or drawing
B) People write and draw with about 2/3 of the power can generate
C) Both a and b
D) None of the above
Q2) A link between drawing and language is suggested by the fact that
A) Children who have difficulty forming sentences copy forms in the same way as children who do not have difficulty forming sentences
B) Children who have difficulty forming sentences do not copy forms in the same way as children who do not have difficulty forming sentences
C) Apes can draw though they cannot use language
D) The ability to write words precedes the ability to draw pictures
Q3) When people write the same script at different sizes
A) Writing time stays the same, consistent with the rate-scaling hypothesis
B) Writing time increases, contrary to the rate-scaling hypothesis
C) Writing time increases, consistent with the rate-scaling hypothesis
D) This experiment has not been done
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Page 10
Chapter 9: Keyboarding
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Sample Questions
Q1) The textbook described a study of keystroke forces and times in expressive piano playing. The study showed that when pianists changed the forces of their keystrokes to communicate phrasing, the timing of the keystrokes
A) Changed as well, meaning that timing changes must always be linked to force changes
B) Changed as well, meaning that timing changes need not be linked to force changes
C) Did not change, meaning that timing changes must always be linked to force changes
D) Did not change, meaning that timing changes need not be linked to force changes
Q2) The control of downbeats in musical performance may, but do not necessarily have to, reflect
A) Simple reactions
B) Choice reactions
C) Hierarchical timekeeping
D) Linear timekeeping
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11
Chapter 10: Speaking and Singing
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Sample Questions
Q1) Evidence has been obtained for the hypothesis that speech production is geared to achieve relative positions of the articulators to achieve appropriate acoustic results. Which of the following constitutes such evidence?
A) If the lower lip is gently and slightly pulled down while a speaker is about to say "p," the upper lip moves down at a higher than normal rate
B) If the lower lip is gently and slightly pulled down while a speaker is about to say "f," the upper lip does not move down at a higher than normal rate
C) Both b and c
D) If the lower lip is gently and slightly pulled down while a speaker is about to say "p" or "f," the upper lip moves down at the same rate
Q2) When speech speeds up
A) Intonation flattens
B) Extraneous syllables are eliminated
C) Vowels shortens but consonants do not
D) All of the above
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Chapter 11: Smiling
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Sample Questions
Q1) As mentioned in the textbook, robots have lately been endowed with the capacity to smile and display other facial emotions. Apart from the fact that this development may add to the charm of robots,
A) It is at least conceivable that robots will be better able to recognize facial expressions in others, provided the robots can benefit from embodied cognition and perception, as humans can as discussed in other chapters of this book
B) It is inconceivable that robots will be better able to recognize facial expressions in others, even if people rely on embodied cognition and perception, because, as seen throughout this book, there is absolutely no useful connection between robotics and human motor control
C) It is inconceivable that robots will be better able to recognize facial expressions in others because people never rely on embodied cognition and perception
D) None of the above
Q2) The number of distinct, primary emotions is thought to be
A) One or two
B) Three or four
C) Six or eight
D) Too many to count
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Chapter 12: Moving on
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Sample Questions
Q1) Technology has been brought to bear to help people with severed or severely damaged spinal cords. This technology has relied on the general strategy of picking up electrical signals from the brain, amplifying the signals, and then delivering other electrical signals to the patient's muscles via electrodes. According to the textbook, this approach works most easily when
A) The signals sent to the muscles are based on population coding in the motor cortex
B) The signals sent to the muscles are based on population coding in the cerebellum
C) The signals sent to the muscles are based on the patient's reliance on trial and error learning, such that the patient learns, over trials, to generate brain signals that permit desired movements
D) The signals sent to the muscles rely on point attractors rather than limit-cycle attractors
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