Chapter 13 Touch + answer key Test bank 6e

Test Bank

by Evan M. Palmer

to accompany

Sensation & Perception, Sixth Edition

Wolfe • Kluender • Levi • Bartoshuk • Herz • Klatzky • Merfeld

Chapter 13: Touch

Multiple Choice

1. Which term describes the perception of the position and movement of our limbs in space?

a. Homunculus

b. Thermoception

c. Nociception

d. Neural plasticity

e. Kinesthesis

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 1. Remembering

2. Proprioception is perception mediated by

a. positive attitudes.

b. variations in vibrations.

c. kinesthetic and vestibular receptors.

d. cognitive and emotional processing.

e. olfactory and gustatory contributions.

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 1. Remembering

3. Which functionality would be most affected if you lost your SA I (Merkel) touch receptors?

a. Texture perception and pattern/form perception, like for reading Braille

b. Sensitivity to finger position and downward skin pressure, as when holding an object

c. The ability to detect stable grasp and whether an object is slipping

d. The ability to feel when an object you are holding contacts another object, or a mosquito landing on your arm

e. The ability to sense cold and warmth of objects touching the skin

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 3. Applying

4. Which functionality would be most affected if you lost your FA I (Meissner) touch receptors?

a. Texture perception and pattern/form perception, like for reading Braille

b. Sensitivity to finger position and downward skin pressure, as when holding an object

c. The ability to detect stable grasp and whether an object is slipping

d. The ability to feel when an object you are holding contacts another object, or a mosquito landing on your arm

e. The ability to sense cold and warmth of objects touching the skin

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 3. Applying

5. Which functionality would be most affected if you lost your SA II (Ruffini) touch receptors?

a. Texture perception and pattern/form perception, like for reading Braille

b. Sensitivity to finger position and downward skin pressure, as when holding an object

c. The ability to detect stable grasp and whether an object is slipping

d. The ability to feel when an object you are holding contacts another object, or a mosquito landing on your arm

e. The ability to sense cold and warmth of objects touching the skin

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 3. Applying

6. Which functionality would be most affected if you lost your FA II (Pacinian) touch receptors?

a. Texture perception and pattern/form perception, like for reading Braille

b. Sensitivity to finger position and downward skin pressure, as when holding an object

c. The ability to detect stable grasp and whether an object is slipping

d. The ability to feel when an object you are holding contacts another object, or a mosquito landing on your arm

e. The ability to sense cold and warmth of objects touching the skin

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 3. Applying

7. Mechanoreceptors that have a slow adaptation rate and small receptive field size are called

a. Meissner corpuscles.

b. Ruffini endings.

c. Pacinian corpuscles.

d. Merkel cell neurite complexes.

e. muscle spindles.

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 1. Remembering

8. Mechanoreceptors that have a slow adaptation rate and large receptive field size are called

a. Meissner corpuscles.

b. Ruffini endings.

c. Pacinian corpuscles.

d. Merkel cell neurite complexes.

e. muscle spindles.

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 1. Remembering

9. Mechanoreceptors that have a fast adaptation rate and small receptive field size are called

a. Meissner corpuscles.

b. Ruffini endings.

c. Pacinian corpuscles.

d. Merkel cell neurite complexes.

e. muscle spindles.

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 1. Remembering

10. Mechanoreceptors that have a fast adaptation rate and large receptive field size are called

a. Meissner corpuscles.

b. Ruffini endings.

c. Pacinian corpuscles.

d. Merkel cell neurite complexes.

e. muscle spindles.

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 1. Remembering

11. _______ fibers respond best to steady pressure, fine spatial details, and very low frequency vibrations of 5 Hz or less, and they terminate in Merkel cell neurite complexes.

a. SA I

b. SA II

c. FA I

d. FA II

e. Extrafusal muscle

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 2. Understanding

12. _______ fibers respond best to sustained pressure and particularly to lateral skin stretch, and they terminate in Ruffini endings.

a. SA I

b. SA II

c. FA I

d. FA II

e. Extrafusal muscle

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 2. Understanding

13. _______ fibers respond best to low-frequency vibrations from about 5 to 50 Hz, such as are produced when an object slips from one’s grasp, and they terminate in Meissner corpuscles.

a. SA I

b. SA II

c. FA I

d. FA II

e. Extrafusal muscle

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 2. Understanding

14. _______ fibers respond best to high-frequency vibrations from about 50 to 700 Hz, which occur when an object first makes contact with the skin or when two objects contact each other, and they terminate in Pacinian corpuscles.

a. SA I

b. SA II

c. FA I

d. FA II

e. Extrafusal muscle

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 2. Understanding

15. _______ are sensory receptors that signal information about changes in skin temperature.

a. Thermoreceptors

b. Thermal neurons

c. Mechanoreceptors

d. Kinesthetic receptors

e. C tactile afferents

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 1. Remembering

16. Which sensation would you become insensitive to if you lost your thermoTRP receptors?

a. The burn of chili peppers

b. The cooling sensation from mint

c. Pain associated with touching an extremely cold surface

d. Pain associated with touching an extremely hot surface

e. All of the above

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 3. Applying

17. Touch receptors can be found in the epidermis and

a. skull.

b. dermis.

c. muscle spindles.

d. spinothalamic pathway.

e. intrafusal muscle fibers.

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 2. Understanding

18. Refer to the figure.

The figure demonstrates the locations of four types of

a. skin layers.

b. muscle spindles.

c. mechanoreceptors.

d. neuronal axons.

e. neurotransmitters.

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 2. Understanding

19. Which of the following is not a type of mechanoreceptor?

a. Meissner corpuscle

b. Ruffini ending

c. Pacinian corpuscle

d. Retinal ganglion cell

e. Merkel cell neurite complex

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 2. Understanding

20. The _______ horn is the region at the rear of the spinal cord that receives inputs from receptors in the skin.

a. dorsal

b. ventral

c. medial

d. lateral

e. anterior

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 1. Remembering

21. The _______ pathway is the route from the spinal cord to the brain that carries most of the information about skin temperature and pain.

a. dorsal column–medial lemniscal

b. primary somatosensory

c. dorsalateral

d. spinothalamic

e. ventricular

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 2. Understanding

22. If you stick your hand in a bucket of ice water for a few moments you will most likely feel both cold and pain sensations. Which pathway, from the spinal cord to the brain, carries this information?

a. Dorsal column–medial lemniscal

b. Primary somatosensory

c. Dorsolateral

d. Spinothalamic

e. Ventricular

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 3. Applying

23. The _______ pathway is the route from the spinal cord to the brain that carries signals from skin, muscles, tendons, and joints.

a. dorsal column–medial lemniscal

b. primary somatosensory

c. dorsalateral

d. spinothalamic

e. ventricular

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 2. Understanding

24. When you walk on an uneven surface your brain senses the information from your skin, muscles, tendons, and joints to help you keep your balance. Which pathway, from the spinal cord to the brain, carries this information?

a. Dorsal column–medial lemniscal

b. Primary somatosensory

c. Dorsolateral

d. Spinothalamic

e. Ventricular

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 3. Applying

25. Refer to the figure.

As shown in the figure, from the thalamus, much of the touch information is carried up to the cortex into

a. the spinal cord.

b. the homunculus.

c. somatosensory area 1 (S1).

d. somatosensory area 2 (S2).

e. the central sulcus.

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 2. Understanding

26. The _______ is a maplike representation of regions of the body processed in the brain.

a. homunculus

b. somatosensory receiving area

c. topographic map

d. tonotopic map

e. retinotopic map

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 1. Remembering

27. Suppose you are a patient in one of Penfield’s famous experiments involving stimulation of the somatosensory cortex. During the procedure, the brain stimulation causes you to feel a tingling in your right arm. If Penfield moves the probe a centimeter along the cortex and stimulates the brain there, which part of your body will most likely feel a tingle?

a. Lips

b. Right leg

c. Right foot

d. Right elbow

e. Eyes

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 3. Applying

28. Which part of the body has the largest representation in the somatosensory map?

a. Eye

b. Forearm

c. Back

d. Neck

e. Hand

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 3. Applying

29. Suppose the amount of cortical area dedicated to processing skin sensations from your elbow dramatically increased. This would most likely result in a(n) _______ in your touch sensitivity and _______ in the two-point touch threshold in your elbow.

a. increase; an increase

b. decrease; a decrease

c. decrease; an increase

d. increase; a decrease

e. increase; no change

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 3. Applying

30. _______ means mapped in correspondence to the skin.

a. Topographic

b. Somatosensory

c. Somatotopic

d. Kinesthetic

e. Skintopic

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 2. Understanding

31. In the brain, the _______ is associated with the perceived unpleasantness of pain sensation.

a. primary somatosensory cortex (S1)

b. secondary somatosensory cortex (S2)

c. extrastriate body area (EBA)

d. prefrontal cortex

e. anterior cingulate cortex (ACC)

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 1. Remembering

32. Whereas _______ cortex processes the intensity of touch sensations, _______ cortex processes their pleasantness.

a. somatosensory; anterior cingulate

b. anterior cingulate; somatosensory

c. homunculus; somatotopic

d. somatotopic; homunculus

e. anterior cingulate; somatotopic

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 1. Remembering

33. Suppose two people experience the same painful stimulation (e.g., putting their hand in a bucket of ice water for one minute), but one feels less emotional unpleasantness than the other. Activation of which brain area probably differs between the two people?

a. Primary somatosensory cortex (S1)

b. Secondary somatosensory cortex (S2)

c. Anterior cingulate cortex (ACC)

d. Extrastriate body area (EBA)

e. Prefrontal cortex

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 3. Applying

34. In the brain, the _______ is associated with cognition and executive control and is involved when, for example, cancer patients dread facing another round of chemotherapy because they remember the pain of the first round.

a. primary somatosensory cortex (S1)

b. secondary somatosensory cortex (S2)

c. extrastriate body area (EBA)

d. prefrontal cortex

e. anterior cingulate cortex (ACC)

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 1. Remembering

35. The story of soldiers in battle who did not feel painful wounds until the stress was over describes a reduction of pain sensations known as

a. analgesia.

b. blocked pain.

c. delayed pain perception.

d. phantom limb phenomenon.

e. battle frenzy.

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 3. Applying

36. _______ are chemicals released by the body that block the release or uptake of neurotransmitters necessary to transmit pain sensations to the brain.

a. Hyperalgesics

b. Endogenous opiates

c. Touch neurotransmitters

d. Heterogeneous fibers

e. Corticosteroids

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 1. Remembering

37. An increased or heightened response to a normally painful stimulus is called

a. hyperalgesia.

b. analgesia.

c. the placebo effect.

d. the endogenous opiate effect.

e. habituation.

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 1. Remembering

38. Which concept explains why a cut on your finger is more sensitive to pain until it heals?

a. Analgesia

b. The placebo effect

c. Hyperalgesia

d. The endogenous opiate effect

e. Habituation

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 3. Applying

39. Nociceptors transmit information about

a. skin stretch and downward pressure.

b. noxious or painful stimuli.

c. muscular pain.

d. high frequency vibrations on the skin.

e. body position.

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 2. Understanding

40. The A-delta and C fibers are types of

a. photoreceptors.

b. thermoreceptors.

c. nociceptors.

d. mechanoreceptors.

e. Both b and c

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 2. Understanding

41. When you stub your toe, you first feel a quick, sharp pain transmitted by _______, and then a moment later, a dull, throbbing pain transmitted by _______.

a. C fibers; A-delta fibers

b. C fibers; thermoTRP receptors

c. A-delta fibers; C fibers

d. A-delta fibers; thermoTRP receptors

e. thermoTRP receptors; C fibers

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 3. Applying

42. _______ are narrow-diameter, unmyelinated sensory nerve fibers that transmit signals from pleasant touch.

a. PT nerves

b. P tactile efferents

c. C tactile efferents

d. P tactile afferents

e. C tactile afferents

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 1. Remembering

43. The _______ describes the system that transmits pain and incorporates modulating signals from the brain.

a. two-point threshold

b. gate control theory

c. pain sensitization theory

d. theory of vestibulation

e. theory of kinesthetics

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 2. Understanding

44. Suppose you hit your shin on a piece of furniture and it starts to hurt. Which theory explains why rubbing your shin might make it hurt less?

a. Theory of vestibulation

b. Pain sensitization theory

c. Theory of kinesthetics

d. Two-point threshold

e. Gate control theory

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 3. Applying

45. _______ are sensory receptors located in a muscle that sense the muscle’s tension.

a. Thermoreceptors

b. A-beta fibers

c. A-delta fibers

d. C fibers

e. Spindles

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.4 Give examples of how mental representations of the body can be accurate, inaccurate, and affected by neural plasticity, as in the case of phantom limbs.

Bloom’s Level: 1. Remembering

46. _______ refers to our mental representation of our bodies in space.

a. Touch sense

b. Touch image

c. Body sense

d. Body agnosia

e. Body image

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.4 Give examples of how mental representations of the body can be accurate, inaccurate, and affected by neural plasticity, as in the case of phantom limbs.

Bloom’s Level: 1. Remembering

47. The perceived sensation from a physically amputated limb of the body is known as

a. fake sensation.

b. phantom limb.

c. nonexistent limb.

d. missing limb.

e. illusory limb.

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.4 Give examples of how mental representations of the body can be accurate, inaccurate, and affected by neural plasticity, as in the case of phantom limbs.

Bloom’s Level: 1. Remembering

48. Suppose you have surgery to amputate your left leg. You wake up from the surgery and still feel like your left leg is there. You are experiencing a(n)

a. nonexistent limb.

b. missing limb.

c. fake sensation.

d. phantom limb.

e. illusory limb.

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.4 Give examples of how mental representations of the body can be accurate, inaccurate, and affected by neural plasticity, as in the case of phantom limbs.

Bloom’s Level: 2. Understanding

49. Which of the following describes the ability of neural circuits to undergo changes in function or organization as a result of previous activity?

a. Neural rewiring

b. Neural recoding

c. Neural pliability

d. Neural plasticity

e. Neural regression

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.4 Give examples of how mental representations of the body can be accurate, inaccurate, and affected by neural plasticity, as in the case of phantom limbs.

Bloom’s Level: 1. Remembering

50. Which concept explains why people with an amputated arm might feel a touch on their face as occurring both on their face and on their missing arm?

a. Neural plasticity

b. Neural rewiring

c. Neural recoding

d. Neural pliability

e. Neural regression

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.4 Give examples of how mental representations of the body can be accurate, inaccurate, and affected by neural plasticity, as in the case of phantom limbs.

Bloom’s Level: 3. Applying

51. The _______ is the minimum distance at which two stimuli are just perceptible as separate.

a. haptic separation threshold

b. simultaneous touch threshold

c. two-point touch threshold

d. minimum amplitude

e. minimum two-touch distance

Textbook Reference: 13.2 Tactile Sensitivity and Acuity

Learning Objective: 13.2.1 Describe the various ways to measure tactile sensitivity pressure, vibration, and two-point touch thresholds and the experimental methods used to measure them.

Bloom’s Level: 1. Remembering

52. Which of the following is the correct order of body parts, from the largest two-point threshold to the smallest?

a. Lips; back; forehead

b. Forehead; back; lips

c. Forehead; lips; back

d. Back; lips; forehead

e. Back; forehead; lips

Textbook Reference: 13.2 Tactile Sensitivity and Acuity

Learning Objective: 13.2.1 Describe the various ways to measure tactile sensitivity pressure, vibration, and two-point touch thresholds and the experimental methods used to measure them.

Bloom’s Level: 3. Applying

53. For people who are blind, what typically happens to their tactile acuity as they get older?

a. It decreases steadily as they age, starting in their 20s.

b. It stays the same until their 70s, and then decreases rapidly.

c. It stays the same for their entire life span.

d. It improves steadily as they age, starting in their 20s.

e. It stays the same until their 70s, and then improves rapidly.

Textbook Reference: 13.2 Tactile Sensitivity and Acuity

Learning Objective: 13.2.2 Explain how individual differences in age, sensory ability, and the autistic spectrum affect touch sensitivity.

Bloom’s Level: 2. Understanding

54. _______ perception is knowledge of the world that is derived from sensory receptors in skin, muscles, tendons, and joints, and usually involves active exploration.

a. Comprehensive body

b. Haptic

c. Active

d. External

e. Reactive

Textbook Reference: 13.3 Haptic Perception

Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 1. Remembering

55. Suppose you reach into the depths of your backpack without looking and find a pencil using your sense of touch alone. You have just engaged in _______ perception.

a. comprehensive body

b. active

c. external

d. somatosensory

e. haptic

Textbook Reference: 13.3 Haptic Perception

Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 3. Applying

56. If you pick up a novel object that you’ve never seen before and run your fingers along it to get a better sense of its shape, you are engaging in

a. proprioceptive feedback.

b. two-point touch.

c. a haptic exploratory procedure.

d. nociception.

e. increased touch sensitivity.

Textbook Reference: 13.3 Haptic Perception

Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 3. Applying

57. Exploratory procedures are used to

a. contact objects in order to perceive their properties.

b. transmit touch signals from nerve endings to the brain.

c. alert the brain to especially hot objects.

d. filter out unnecessary stimuli in the environment.

e. walk around a new environment to learn the layout.

Textbook Reference: 13.3 Haptic Perception

Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 2. Understanding

58. Refer to the figure.

This figure illustrates an apparatus used to

a. measure bodily reaction to hot and cold stimuli.

b. measure signals from the fingers to the brain.

c. display targets to the fingertips.

d. administer painful sensations to the fingertips.

e. measure pain thresholds.

Textbook Reference: 13.3 Haptic Perception

Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 2. Understanding

59. _______ is a method of communication that uses touch sensations only.

a. Kinesthesia

b. Braille

c. Affection

d. Haptic perception

e. Sign language

Textbook Reference: 13.3 Haptic Perception

Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 1. Remembering

60. _______ is the inability to identify objects by touch.

a. Somatosensory agnosia

b. Sensorineural aphasia

c. Prosopagnosia

d. Tactile agnosia

e. Kinesthagnosia

Textbook Reference: 13.3 Haptic Perception

Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 1. Remembering

61. Refer to the figure.

This figure illustrates the study of

a. tactile stimuli.

b. competition between sensory modalities.

c. how hot and cold stimuli affect touch sensations.

d. the response to painful sensations.

e. cooperation between sensory modalities.

Textbook Reference: 13.3 Haptic Perception

Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 2. Understanding

62. Frame of reference is used to

a. perceive touch.

b. define locations in space.

c. identify objects.

d. refer to specific objects.

e. envelope objects with the hand.

Textbook Reference: 13.3 Haptic Perception

Learning Objective: 13.3.2 Explain how the sense of touch is used to perceive where objects are, including haptic frame of reference and tactile spatial attention.

Bloom’s Level: 2. Understanding

63. _______ describes the center of a reference frame.

a. Haptic center

b. Haptic origin

c. Kinesthetic origin

d. Somatosensory origin

e. Egocenter

Textbook Reference: 13.3 Haptic Perception

Learning Objective: 13.3.2 Explain how the sense of touch is used to perceive where objects are, including haptic frame of reference and tactile spatial attention.

Bloom’s Level: 1. Remembering

64. Suppose a rat pup is born to a mother who does not lick and groom her offspring but is raised by a foster mother who does lick and groom the rat pup. What can we expect of the rat pup’s behavior as they mature?

a. The rat pup will be less timid but still unlikely to groom its own offspring.

b. The rat pup will be less timid and more likely to groom its own offspring.

c. The rat pup will be more timid and unlikely to groom its own offspring.

d. The rat pup will be more timid but more likely to groom its own offspring.

e. The rat pup will be more timid but unchanged in its likelihood to groom its own offspring.

Textbook Reference: 13.3 Haptic Perception

Learning Objective: 13.3.3 Describe the concept of social touch and how it affects human and animals.

Bloom’s Level: 3. Applying

Short Answer

65. When you stub your toe, why is there a short delay between sensing that you hit your toe and feeling the pain from the impact?

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 4. Analyzing

66. What is the sensory homunculus?

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.4 Give examples of how mental representations of the body can be accurate, inaccurate, and affected by neural plasticity, as in the case of phantom limbs.

Bloom’s Level: 2. Understanding

67. Describe some exploratory procedures people use in haptic perception.

Textbook Reference: 13.3 Haptic Perception

Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 3. Applying

68. What sort of frame of reference do we use for haptic object localization?

Textbook Reference: 13.3 Haptic Perception

Learning Objective: 13.3.2 Explain how the sense of touch is used to perceive where objects are, including haptic frame of reference and tactile spatial attention.

Bloom’s Level: 4. Analyzing

Essay

69. Describe the four types of mechanoreceptors in the skin and the sorts of stimuli that they best respond to.

Textbook Reference: 13.1 Physical Inputs to Touch

Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 3. Applying

70. Describe how touch sensitivity is measured and how it varies across different parts of the body.

Textbook Reference: 13.2 Tactile Sensitivity and Acuity

Learning Objective: 13.2.1 Describe the various ways to measure tactile sensitivity pressure, vibration, and two-point touch thresholds and the experimental methods used to measure them.

Bloom’s Level: 4. Analyzing

71. What are some ways that touch perception interacts with other sensory modalities?

Textbook Reference: 13.3 Haptic Perception

Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 4. Analyzing