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Genetic Foundations: Brain & Behavior

Genetic Foundations: Brain & Behavior

(Genetic Foundations: Brain & Behavior)

University of Phoenix Material

Week One Quiz

Multiple Choice

Choose the correct option for each question.

  1. Chromosomes consist of large, double-stranded molecules of:
    1. deoxyribonucleic acid.
    2. ribonucleic acid.
    3. autosomal genes.
    4. recombination genes.
  2. Which of the following is NOT one of the many ways that genes can affect behavior?
    1. Genes may affect neurotransmitter levels or receptors.
    2. Genes can act indirectly by making it more likely you will be raised in a particular environment.
    3. Genes themselves cause behavior without any influence of the environment.
    4. Genes produce proteins that may make it more likely for a person to become addicted.
  3. Nerves from the central nervous system convey information to the muscles and glands by way of the:
    1. autonomic nervous system.
    2. somatic nervous system.
    3. sympathetic nervous system.
    4. parasympathetic nervous system.
  4. When researchers try to estimate the heritability of a human behavior, what are the main kinds of individuals they consider?
    1. Twins and adopted children
    2. People from non-western cultures
    3. Newborns and infants
    4. Uneducated people living in educated societies
  5. The sweat glands, adrenal glands, and muscles that constrict blood vessels have input from only the ____ nervous system.
    1. sympathetic
    2. parasympathetic
    3. central
    4. dorsal root
  6. The temporal lobe of the cerebral cortex is the primary target for which kind of sensory information?
    1. somatosensory, including touch
    2. the simplest aspects of vision
    3. gustatory
    4. auditory
  7. Suppose a virus damaged only the dorsal roots of the spinal cord, but not the ventral roots. What would happen to the sensory and motor abilities of the affected area?
    1. Loss of sensation, but preserved motor control
    2. Loss of both sensation and motor control
    3. Loss of motor control, but preserved sensation
    4. Unaffected sensation and motor control
  8. Units of heredity that maintain their structural identity from one generation to another are:
    1. enzymes.
    2. mutations.
    3. nucleic acids.
    4. genes.
  9. Color vision deficiency is more common in males than in females because it is controlled by a:
    1. sex-limited gene.
    2. Y-linked gene.
    3. dominant X-linked gene.
    4. recessive X-linked gene.
  10. The central nervous system is composed of:
    1. the brain and spinal cord.
    2. all the nerves outside the brain and spinal cord.
    3. the sympathetic and parasympathetic nervous systems.
    4. the somatic and autonomic nervous systems.
  11. Almost all humans have 23 pairs of which of the following?
    1. RNA
    2. Chromosomes
    3. Genes
    4. Corduroys
  12. In one family, all three children are homozygous for a recessive gene. What can be concluded about the parents?
    1. Each parent is also homozygous for the recessive gene.
    2. Each parent is heterozygous.
    3. One parent is homozygous for the dominant gene; the other is homozygous for the recessive gene.
    4. Each parent is either homozygous for the recessive gene or heterozygous.
  13. If the spinal cord is cut at a given segment, the brain loses sensation at:
    1. that segment only.
    2. that segment and all segments above it.
    3. that segment and all segments below it.
    4. all other segments.
  14. Changes in single genes are called:
    1. alterations.
    2. mutations.
    3. mendelians.
    4. enzymes.
  15. Cortical blindness may result from the destruction of:
    1. any part of the cortex.
    2. the occipital cortex.
    3. the parietal cortex.
    4. the central sulcus.
  16. Damage to the ____ often causes people to lose their social inhibitions and to ignore the rules of polite conduct.
    1. corpus callosum
    2. cerebellum
    3. prefrontal cortex
    4. striate cortex
  17. If a trait has high heritability:
    1. hereditary differences account for none of the observed variations in that characteristic within that population.
    2. the environment cannot influence that trait.
    3. it is still possible for the environment to influence that trait.
    4. the trait is not influenced by heredity.
  18. If a person has difficulty determining which of two rhythms is faster, it is likely that she suffered damage to the:
    1. cerebellum.
    2. forebrain.
    3. tectum.
    4. medulla.
  19. Recessive genes manifest their effects only when the individual is ____ for them.
    1. sex limited
    2. homo sapien
    3. homozygous
    4. heterozygous
  20. An impairment of eating, drinking, temperature regulation, or sexual behavior suggests possible damage to which brain structure?
    1. Midbrain
    2. Hippocampus
    3. Hypothalamus
    4. Cerebellum

True or False(Genetic Foundations: Brain & Behavior)Choose whether each statement is True or False.

  1. Researchers have found specific genes linked to certain specific behaviors.
    1. True                                          b. False
  2. The parasympathetic nervous system activates the “fight or flight” response.
    1. True                                          b. False
  3. A strand of DNA serves as a template (model) for the synthesis of RNA molecules.
    1. True                                          b. False
  4. A tract in the spinal cord would most likely be found in the white matter.
    1. True                                          b. False
  5. The limbic system is important for motivation and emotional behaviors.
    1. True                                          b. False

 Short Answer(Genetic Foundations: Brain & Behavior)Answer the following questions in 50 to 100 words each.

  1. What are the four lobes of the brain? What is each lobe responsible for?
  2. What makes a behavior hereditary? What factors influence the heritability of behaviors?
 
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Genetic Foundations: Brain & Behavior2

Genetic Foundations: Brain & Behavior2

(Genetic Foundations: Brain & Behavior2)

Select and then define a significant issue faced by the justice system, describe the scope and consequences of the issue, and discuss society’s responses to the issue (including public policies and other less formal responses). Papers should also present a clearly reasoned alternative, supported by scholarly research.

While the following example can be modified to suit your needs, this outline is likely to result in a high-quality Final Paper:

  • Title
  • Abstract
  • What is the problem? Be sure to narrow your problem enough to allow a focused examination.
  • What are the individual and social implications of this problem? Discussion of implications should be supported by accurate research data.
  • What do the experts say about the problem?
  • What have we, as a society, done about this problem? Consider public policies and other, less formal responses.
  • How are public policies and other, less formal responses working?
  • Describe an alternative solution to the problem.
  • Discuss why the alternative is, or can be, an effective response to the problem. Remember to consider negative consequences of the alternative response.
  • Conclude with your thoughts about your chosen social problem. This is a good place to include personal opinions, assuming you wish to share them in a research paper.
  • References

In short, define a problem, discuss the response, and provide alternative responses to the problem. For example, your problem could be drug use/abuse, with a focus on prescription drug abuse among teenagers. Your description of the problems should be fact based, relying on expert opinion. Your alternative response can be an adjustment of current policy or a new direction. For example, your may propose longer prison sentences, or legalization of all drugs. Be creative, although suggestions must be supported by scholarly research.

The paper must be eight to ten pages in length (excluding the title and reference pages) and formatted according to APA style. You must use at least five scholarly resources, at least three of which can be found in the Ashford Online Library, to support your claims and subclaims. Cite your resources in text and on the reference page. For information regarding APA samples and tutorials, visit the Ashford Writing Center within the Learning Resources tab on the left navigation toolbar. Please visit the Academic Research section on your course homepage (accessible through the Student Responsibilities and Policies tab on the left navigation toolbar) to review what types of materials are not acceptable for academic, university-level research.

Writing the Final Paper
The Final Paper:

  • Must be SIX double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a title page with the following:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  • Must begin with an introductory paragraph that has a succinct thesis statement.
  • Must address the topic of the paper with critical thought.
  • Must end with a conclusion that reaffirms your thesis.
  • Must use at least five scholarly resources, including a minimum of three from the Ashford Online Library.
  • Must document all sources in APA style, as outlined in the Ashford Writing Center.
  • Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
 
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