Input: how organisms survive freezing, lack of water, and high light intensity

Output: - freezing: the ability to avoid ice crystal formation is necessary; supercooling (lowering of the freezing temp of the water in their bodies); some slow the rate of freezing to allow the body time to adapt; diapause; fishes amphibians, This is for salinity:invert. produce glycerol (anti-freeze) - lack of water: produce resting eggs, accumulate sucrose to maintain biological molecules during drying - high light intensity: compounds absorb damaging UV rays by preventing the formation of harmful free radicals, protective pigments and behavioral responses

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: how saline lakes and ponds form; how organismal diversity changes with increasing salinity, and which organisms (generally, not specific genera or species) have the highest salinity tolerance

Output: - occur in closed basins where water primarily leaves through evaporation, leaving salts that have weathered from the surrounded watershed behind - there is a general decrease in diversity of animals and plants and salinity increases (bacteria and archaea dominate in the harshest) most likely because of an inability to osmoregulate

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: sulfur-oxidizing bacteria – where they live and why; how organismal diversity changes with increasing temperature in hot springs, and which organisms (generally) have the highest temperature tolerances

Output: - live in hot springs, and at the highest temps, are the dominant primary producers - oxidize sulfides to sulfuric acid

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: psychrophilic

Output: organisms that require cold temperatures (less than 5 degrees C) to grow and/or reproduce

Freshwater ecology final Flashcards - Cram.com

the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: what organisms dominate Antarctic lakes, and what adaptations allow them to do so

Output: - primary producers (planktonic algae): adapted to compete for light(under thick layers of ice); some can consume small particles and photosynthesize, which allows them to survive in long winters with no light - cyanobacteria (glacial channels to antarctic lakes): can be freeze-dried for much of the year but can actively photosynthesize minutes after being wetted

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: what organisms dominate snowfields

Output: - microbial primary producers such as chlorophytes (most common), euglenoids, chrysophytes, cyanobacteria, and diatoms - these primary producers can support a community of fungi, bacteria, rotifers, protozoa, and some inverts. - most common: single-celled green algae (chlorophytes)

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: what the greatest challenge for organisms in temporary pools is, and what adaptations allow them to overcome it; why amphibians tend to live in these pools while fish do not

Output: - drying: resting stages that are resistant to desication and/or life stages with the ability to fly/crawl or be blown into pools. - use for different parts of life cycles - fish need water at all times, amphibians only need for certain parts of the life cycle (lack of fish predation lets amphibians and invertebrates thrive)

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: small pools in pitcher plants and tires (the authors don't mention bamboo!); why these are ideal study systems and what organisms tend to dominate these habitats

Output: - dominant organisms: insect larvae and tadpoles of some amphibians - attractive study systems b/c they form a well-defined ecosystem in which all members of the community can be identified and pools can be easily replicated and sampled

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: organismal adaptation to ultraoligotrophic habitats

Output: - slow growth - resting or static stages

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: neustonic organisms

Output: microorganisms that live at the surface

Freshwater ecology final Flashcards - Cram.com

the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: why the water surface layer is an extreme environment – challenges that organisms face in the surface layer and how they overcome those challenges

Output: - extreme b/c: biogenic surfactants (humic and fulvic acids) accumulate here; lipids, metals of concern, nutrients, and some microorganisms can also accumulate; bubbles can interact with chemicals on the surface, creating foam; water surface tension exerts considerable force on small organisms - organisms must be able to tolerate very high levels of light (high energy exertion in repair of light damaged cells) - organisms can manipulate surface tension by exuding organic compounds that spread across the surface; e.g., veliid (Velia caprai) and beetles in the genus Stenus are able to excrete material that lowers the water tension behind them, so surface tension in front pulls them forward

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: basic difference between acute and chronic toxin exposure, and lethal and sublethal responses

Output: - acute: exposure that comes in large pulses over a short period of time - chronic: exposure that is in low doses over a long period of time - responses: lethal (death) and sublethal (not causing death)

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: bioconcentration and biomagnification; what influences uptake and retention of a contaminant

Output: - bioconcentration: the ability of a compound to move into an organism from the water - biomagnification: the entire increase in concentration from the bottom to the top of the food web - factors that influence uptake/retention: metabolic rate, rate of assimilation of contaminated food, heterogeneous distribution of the pollutant, and rate of excretion of the contaminant. the less water-soluble the organic compiound, the more they are concentrated by organisms.

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: EPT index:

Output: basic community-level indicator of stream health and water quality that uses the total number of insect taxa in the groups Ephemeroptera, Plecoptera, and Tricoptera, which are usually intolerant to pollution

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: pollution tolerance index

Output: taxa are assigned tolerance values (0-10) based on their distributions across pollution gradients (species found in polluted environments receive values closer to 10)

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: basic definition and examples of organic pollutants; (pesticides, herbicides, insecticides) what we don't know about them

Output: (almost nothing is known about how complex mixtures of these compounds at low concentrations will influence human health, not well regulated due to the large number of them) examples of pharmaceuticals and personal care products found in freshwater environments, and some of the potential negative effects of their presence - birth control pills and painkillers - sunscreen, caffeine - organophosphates, carbamates, pyrethrins, organochlorides, roundup (contains a surfectant plus glycophosphate)

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: acid precipitation: sources, transportation mechanisms, and ecological effects

Output: -source: combustion of coal and oil -->sulfuric and nitric acid formation in precipitation. transported via wind from factories/exhaust, precipitation. Also, mine drainage -lowered rate of microbial decomposition, greater rates of organic material deposition (increased carbon accumulation), algal population bloom and collapse, shifts in algal, plant, and animal communities, decrease in diversity, the efficiency of energy transfer up the food web is lowered, increases concentration of aluminum (damaging fish gills); effects of emission controls on acid precipitation

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: which organisms commonly have lead toxicity and why

Output: water fowl commonly have lead toxicity due to history of lead shot pellets for hunting in freshwater systems-birds consume the pellets that are in sediments. Lead fishing weights also have an effect on the lead concentrations of freshwater systems.

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: how mercury enters aquatic systems and which organisms are most susceptible to lead toxicity

Output: Hg enters system from atmospheric fallout from coal burning, trash incineration, industrial emissions- methylated in anaerobic conditions in sediments-gets into food web-often through periphyton- bio accumulates into fish and then people

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: why climate change may exacerbate salinity problems and why that might be a problem

Output: increased temperature and droughts will increase evaporation which will concentrate solutes. This is problem for organisms: osmotic stress-slower growth, reduced reproduction, death. reduced biodiversity and ecosystem functions-primary production and decomposition rates

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: why suspended solids and sediments can negatively affect freshwater ecosystems

Output: - shading, limiting light transmission, interfering with filter feeding, and harboring pathogens, interfering with reproduction, respiratory O2 transport, habitat availability. increase scour,

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: sources of thermal pollution, and why thermal pollution matters to organisms

Output: - thermal pollution: any deviation from natural temp in a habitat. - small changes can have large effects -industrial cooling activities, discharges of cold water below large impoundments, power plants & industrial factories, deforestation, urban runoff, dams -cool water withdrawn from streams used to cool machinery and hot water returned - urban runoff esp. during intense storm events in areas with lots of asphalt - reduction in flow/volume - withdraws for irrigation, hydroelectric, etc. can effect metabolic rates of ectothermic organisms, cues for spawning fish, facilitate est. of exotic species, alter growth and development of species - thermal shock in fish

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: uptake & assimilation (again)

Output: - nutrients need to be taken into cells from the water surrounding them (uptake) and then incorporated into organic molecules used for growth (assimilation)

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: Michaelis-Menten relationship

Output: how the equation works, KS and Vmax adaptations to low vs high nutrient environments, using the growth curves to predict which organism would dominate in a given scenario -As concentration increases, uptake occurs most rapidly at low levels of nutrients, and asymptotes as the maximum uptake is approached. V=uptake, Vmax=max uptake, [s]=substance concentration, Ks=concentration of S where V=1/2

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: luxury consumption

Output: uptake of nutrients in excess of needs, nutrients are scarce, except in pulses, and it is necessary for organism to store it for future use.

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: what affects nutrient uptake, aside from nutrient concentration

Output: temperature, light, pH, metabolic characteristics

Freshwater ecology final Flashcards - Cram.com

the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: main limiting nutrients for organismal growth in freshwater systems

Output: usually N or P, sometimes both. they are spatially and temporally variable (this is from class notes, she drew that diagram showing inputs of N and P)

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: Redfield ratio

Output: use of the ratio to determine nutrient limitation-(the relative ratio of C:N:P for balanced growth is 106:16:1)

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: Leibig's law of the minimum

Output: the rate of a process is limited by the rate of its slowest sub process, the weakest link in a sense

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: colimited ecosystems

Output: ecosystems that are limited by both nitrogen and phosphorous

Freshwater ecology final Flashcards - Cram.com

the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: paradox of the (phyto)plankton: basic argument that Hutchinson proposed, and why the paradox doesn't really exist: Why don’t one/few plankton dominate in well mixed lakes?

Output: different species have different needs and are not necessarily directly competing temporal and spatial small scale variability the time between the mixing events is less than they need to compete zooplankton predation and viruses modify population dynamics mutually beneficial interactions between some models have trouble with more than 3 limiting factors

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: microbial loop and its importance for remineralization

Output: dominates nutrient cycling in many groundwater aquifers and sediments, where larger organisms do not occur and there is little new nutrient input.

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: organisms as concentrations of nutrients

Output: e.g., diatoms and Si, fish and P, or salmon and marine-derived N

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: oligotrophic, eutrophic, mesotrophic: what parameters are used to determine the trophic state of an ecosystem, and why that ecosystem might not fit into one trophic system classification (e.g., why would Loch Ness be characterized as ultraoligotrophic for chlorophyll but meso- or even eutrophic for Secchi depth?)

Output: - (Based on water clarity, phytoplankton biomass, and nutrient concentration) - (Lake may not fall into an individual category. ex. phosphorus could be high enough to classify as eutrophic, but, but light attenuation by suspended sediments could keep chlorophyll levels at mesotrophic level)

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: why determining the trophic levels of a stream is particularly difficult

Output: B/c of hydrological variation,flooding, and light limitation by riparian canopy leads to high variability in benthic algal biomass over time and space

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: how productivity of wetlands is generally characterized

Output: - use biological characteristics. ex. many oligotrophic N-limited wetlands have carnivorous plants that capture insects to receive nutrients, while high nutrient concentrations often result in weedy species

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: negative and positive effects of eutrophication in lakes

Output: increased production, but can lead to decreased O2 and dead zones. eutrophication can lead to acid rain resistance b/c of buffering by metabolic activities

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: how could lake fertilization lead to increased fish production, but why might it also not work?

Output: Fertilization could increase autotrophs , but could lead to toxic algal bloom that depletes O2

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: what might you need to consider when trying to mitigate eutrophication in a freshwater ecosystem?

Output: 1. identify lake with problem 2. characterization of system including morphology, land use, and nutrient loading 3. identify feasible strategies for nutrient control understanding point and nonpoint sources 4. projecting influence of management actions on nutrient concentrations in lakes, predicting response of chlorophyll to lower nutrient level 5. assess potential effects of decreased chlorophyll with lake clarity 6. cost benefit 7. monitoring how does it differ in lakes vs. rivers and streams? - in lakes, mitigation is mostly focused on biological controls via removal of macrophytes, providing O2 to hypolimnion to keep P in sediments, destratification (same reason), use of copper to control algae and releasing water from the hypolimnion - in streams and rivers, focus is on controlling nutrient levels, especially from sewage effluent.

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: point sources of nutrients, and nonpoint sources, and the differences in controlling them

Output: point source nutrients come from a single identifiable source eg a single sewage input. non point sources from a variety of non identifiable factors such as groundwater, leaching, rain and other large scale sources

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: what are the problems associated with sewage input into streams?

Output: -increased nutrients, eutrophication Sewage input into streams leads to a loss in O2 and the introduction of pathogenic bacteria. Current sewage treatment does not lower total nutrient input much, but does lower loads of biochemical oxygen demand and pathogenic bacteria

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: nutrient sinks:

Output: Wetlands can have major impacts on flows of nutrients, sediments and water through watersheds. Wetlands are successful at nutrient removal and sewage treatment. Essentially all wetlands retain nitrogen and therefore function as nutrient sinks.

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: the mechanism that makes it possible for cyanobacteria to sink and rise in the water column with differing nutrient concentrations (taxis)

Output: (Gas vacules allow cyanobacteria to float or sink.

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: cyanobacteria as example of phototaxis

Output: phototaxis is a kind of locomotion of an organism based on response to light-ex. may be positively phototactic , as light increases the organism moves toward light, may be photophobic at high light levels. may move down into microbial mat for nutrients at night, until day comes and phototaxis overrides chemotaxis

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: microbial loop (again)

Output: Transfer of energy, carbon, and other nutrients through the microbial food web. The majority of organic material that originates in terrestrial environments and enters aquatic environments must be processed by microbes. organisms that eat these bacteria or fungi, or use them in their guts, return the carbon back into the food web. without microbes, the majority of carbon would be tied up in nonliving dissolved and particulate organic matter. microbial loops are dominated by phytoplankton, bacteria, protozoa, viruses, and rotifers.

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: bacteria and fungi as key suppliers of C in stream food webs-

Output: Bacteria and fungi break down wood and leaves, making carbon available to primary consumers

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: role of viruses in plankton communities

Output: Viral infections occur in all known organisms, and viruses predate on bacteria and other microbes, helps control population. also, viruses are important vectors for gene transfer. Transduction, is when gene transfer among bacteria by viruses occurs. viral infection keeping cell densities below a threshold may prevent competitive dominants from overrunning less competitive cells. some cyanobacterial bloom collapses have been attributed to viral infections. helps explain “paradox of the plankton”

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: factors that control grazing on planktonic food webs

Output: plankton are difficult to consume because very small particles are hard to remove from water via infiltration due to low Re and high viscosity. Clearance rate is the volume of water that can be cleared of particles per unit time. viscosity affected by temperature, so feeding is more difficult in cold environments, and feeding on plankton decreases. Particle size, as particles become more dilute, greater volumes of water must be cleared to receive the same amount of food.

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: scrapers

Output: scrape biofilms, feed on subsurface strata, consuming algae, heterotrophic components of biofilm, and associated organic sediments

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: shredders

Output: organisms that eat detritus & are essentially microbial predators, since the microbes make up much of the nutritional value of the detritus. Shredders are key in the decomposition of organic material, by breaking down CPOM. prefer conditioned detritus, due to microbes


Input: collector-gatherers

Output: organisms that consume relatively small, less than 1mm diameter, deposited organic material from the surface of substrata are collector gatherers. many eat entire microbial assemblages or pick out particles that are rich in cellular material and more biologically active. contribute significantly to turnover rates of organic particles. affects higher trophic levels

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: filter feeders

Output: passive vs. active, and what that means for how much they can consume and its effect on the ecosystem):(Active=pump water through filtering structure, ex.bivalves. can filter large quantities of water and remove significant amounts of phytoplankton and suspended particles Passive filter feeders are often dominant in flowing water

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: parasites

Output: including trematodes that affect frogs, and how that happens):(Trematoda Ribeiroia has been linked to deformities in frogs bc the cercariae larvae of this parasite penetrate and encyst in developing limb buds of larval amphibians.Trematoda Gorgoderina vitellioba, infects frogs by tadpoles ingest trematoda and enters kidneys, after 21 days the fluke enters the bladder and deposits eggs, which are excreted into the water. they hatch, and small swimmer form enters gills of fingernail clam, then they emerge as worm that is eaten by tadpoles


Input: conditioning, and the peanut-butter-on-the-cracker example

Output: Microbial colonization of detritus is conditioning. Microbes=peanutbutter or Nitrogen source, detritus=cracker or Carbon source. Together they are just smearing in...

Freshwater ecology final Flashcards - Cram.com

the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: a. You are at a scientific conference and go to hear two presentations by two different research teams about the same lake. In the first presentation the lake is described as oligotrophic, but in the second presentation the lake is described as mesotrophic. Assuming both research teams are correct, how could this be? Give specific examples. If you had only heard the first presentation, what would you assume about O2 concentrations in the hypolimnion and why? If you had only heard the second presentation, how would that assumption about O2 concentrations in the hypolimnion have been different?

Output: There is more available oxygen in oligotrophic lakes in the hypolimnion because there are fewer organisms in the lake that die and sink to the bottom where they decompose (eutrophic lakes can be anoxic at the hypolimnion due to algal blooms). it depends on what factors that determine classification you are focusing on. A lake can appear to be mesotrophic due to higher concentrations of phosphorus, however there may be other facts limiting algal growth, so if you look at the algal growth in the lake, the lake would appear to be oligotrophic. The classification of lakes is based on water clarity, phytoplankton, and nutrient concentration. Because of variances in these categories, lakes may not fall into one particular classification. Loch Ness - Lake may not fall into an individual category. ex. phosphorus could be high enough to classify as eutrophic, but, but light attenuation by suspended sediments could keep chlorophyll levels at mesotrophic level Lake Baikal: the intensity of primary production in lake baikal makes it near mesotrophic, however its physico-chemical characteristics categorize it as ultra-oligotrophic.

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: Describe G.E. Hutchinson's paradox of the plankton. What are three reasons that can explain this apparent paradox? Why does the paradox of the plankton refer to communities in lakes but doesn't cross over to apply to plankton in rivers or in groundwater?

Output: The paradox stems from liebigs law of the minimum and the competitive exclusion principle that when two or more organisms are competing for the same resources, one will out compete the other and will dominate. However, plankton occur in high diversity and generally have similar requirements, and so they are competing for the same nutrients. Nutrients are evenly dispersed due to the regular mixing in lakes, and each species of plankton has a chance of survival. Explanations: 1.Species have different needs, so they may not be directly competing. 2.there is temporal and spatial variability, or micropatches of nutrients from uneven mixing . 3.The time between mixing events is not long enough for species to outcompete- lake isn’t sitting as a well mixed environment for long. 4. Zooplankton predation and viruses modify population dynamics by removing dominant competitors. 5.some have mutually beneficial interactions, where a weaker species may rely upon a stronger, dominant species. 6. Models have trouble when three or more limiting factors are present.

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: Does Loch Ness provide an appropriate habitat for the existence of a monster? Use ecological evidence to defend your position

Output: Loch Ness is oligotrophic in terms of nutrients, has low light levels deeper in the lake due to a brown color (resulting from humic acids from surrounding peat) and it has a very small littoral zone. These all limit primary production in the lake. Also, the top predator (excluding any pleiosaur), ferrox trout (a piscivorous and cannibalistic fish) was found with empty stomach contents in february and march.

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: List and discuss three forms of carbon available to heterotrophs in aquatic ecosystems. For each form, describe the location in a river where it would dominate, and how that relates to the types of invertebrates and fish that would be found at that location.

Output: DOC CPOM: found in headwaters - higher abundance of shredders and collectors. fish which consume invertebrates are therefore also abundant. FPOM: in midsized rivers, higher abundance of grazers and collectors, because the greater availability of sunlight which increase algae production (consumed by grazers). Grazer activity can also enhance algae production by reducing light limitations, cycling nutrients. predators are both invertivores and piscivorous. FPOM: in large rivers, filter feeders and collectors are dominant (declining primary production because of growing pelagic zone with river order), and fish which consume invertebrates, plankton and fish may be present.

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: What human impacts are common across many freshwater system case studies? Give three examples of impacts using at least two case studies each

Output: -Eutrophication due to nutrient input -Ag runoff into Florida Everglades produces huge cattail blooms and eutrophication -Flow alteration- water use for agriculture, consumption, construction of Dams, Levees -three gorges dam on Yangtze River- flooding of upper portion of river: erosion & siltation, loss of wetlands & lakes, reduced temp. & O2 levels downstream which affects the fish and plant life. - Yuba river dams and mining: dams prevent species such as the Chinook salmon from their full range, while mining releases large amounts of sediments, altering river formation -Mesopotamian Marshlands: draining-over 70% gone -diversion of water from Mono Lake for Los Angeles area -Introduction of invasive species - fish stocks at flathead lake, MO-extreme changes in foodweb -introduction of Nile Perch to Lake Victoria- decline of native cichlid population - Climate Change - vernal pools-changes in both drought and rainfall would alter the presence of this type of wetland -Florida everglades-same as above - Channelization - Missouri River - Sacramento - San Joaquin Delta Mesopotamian marshlands

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the distinction is often arbitrary, commonly based on the ability to pass through a filter of a given size


Input: [auditory canal] auditory meatus

Output: auditory canal

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channel that leads from the pinna to the eardrum


Input: [auditory canal] auditory nerve fibers

Output: carry impulses from the inner ear to the brain(cerebral cortex). These fibers compose the vestibulocochlear nerve (cranial nerve 8).

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] auditory tube

Output: channel between the middle ear and the nasopharynx;eustachian tube

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] auricle

Output: flap of the ear;the protruding part of the external ear,or pinna

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] cerumen

Output: waxy substance secreted by the external ear;also called ear wax

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] cochlea

Output: snail-shaped,spirally wound tube in the inner ear;contains hearing- sensitive receptor cells

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] endolymph

Output: fluid within the labyrinth of the inner ear

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] eustachian tube

Output: auditory tube

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] incus

Output: second ossicle(bone)of the middle ear;incus means anvil

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channel that leads from the pinna to the eardrum


Input: [auditory canal] labyrinth

Output: maze-like series of canals of the inner ear. This includes the cochlea,vestibule,and semicircular canals

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] malleus

Output: first ossicle of the middle ear;malleus means hammer

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] organ of Corti

Output: sensitive auditory receptor area found in the cochlea of the middle ear

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] ossicle

Output: small bone of the ear;includes the malleus,incus, and stapes

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] oval window

Output: membrane between the middle and the inner ears

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] perilymph

Output: fluid contained in the labyrinth of the inner ear

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] pinna

Output: auricle;flap of the ear

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] semicircular canals

Output: passages in the inner ear associated with maintaining equilibruim

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] stapes

Output: third ossicle of the middle ear

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] tympanic membrane

Output: membrane between the outer ear and the middle ear;also called the eardrum

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] vestibule

Output: central cavity of the labyrinth,connecting the semicircular canals and the cochlea. The vestibule contains two structures,the saccule and the utricle, that help maintain equilibrium

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] acoustic neuroma

Output: benign tumor arising from the acoustic vestibulocochlear nerve (8th cranial nerve)in the brain

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] cholesteatoma

Output: collection of skin cells and cholesterol in a sac within the middle ear

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] deafness

Output: loss of the ability to hear

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] Meniere disease

Output: disorder of the labyrinth of the inner ear marked by elevated endolymph pressure within the cochlea(cochlear hydrops)and semicircular canals(vestibular hydrops)

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] otitis media

Output: inflammation of the middle ear

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] otosclerosis

Output: hardening of the bony tissue of the labryrinth of the ear

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] tinnitus

Output: sensation of noises (ringing,buzzing,whistling, booming)in the ears

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] vertigo

Output: sensation of irregular of whirling motion either of oneself or of external objects

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] audiometry

Output: testing the sense of hearing

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] ear thermometry

Output: measurement of the temperature of the tympanic membrane by detection of infrared radiation from the eardrum

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] otoscopy

Output: visual examination of the ear with an otoscope

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: [auditory canal] tuning fork test

Output: test of and ear conduction using a vibration source(tuning fork)

LOM Ch 17 Vocab (Ears) Foreign Language Flashcards - Cram.com

channel that leads from the pinna to the eardrum


Input: Fossils are remains of an animal or plant compacted together by the sediment of earths over thousands of years. It is important because it is a piece to the Evolution Theory and helps show the change overtime. [What is Evolution?]

Output: What is a Fossil & why are fossils important?

Chapter 16 Evolution Flashcards - Cram.com


Input: They are traits that we human pick due to it being dominant and strong to be produced or mated. [What is Evolution?]

Output: What is Artificial Selection?

Chapter 16 Evolution Flashcards - Cram.com


Input: It is an animals that is able to survive and reproduce and pass its gene on to its offspring. [What is Evolution?]

Output: What is Fitness?

Chapter 16 Evolution Flashcards - Cram.com


Input: It is an animals trait that is inherited to survive with their environment. [What is Evolution?]

Output: What is Adaptation?

Chapter 16 Evolution Flashcards - Cram.com


Input: It is the process in which the animal that is able to live and reproduce its strong genes to its offspring and the animal that was not able to survive are not able to reproduce. [What is Evolution?]

Output: What is Natural Selection?

Chapter 16 Evolution Flashcards - Cram.com


Input: Body parts share a common function but are not structurally related. [What is Evolution?]

Output: What is a Analogous Structure?

Chapter 16 Evolution Flashcards - Cram.com


Input: The study of where organisms live and where their ancestors lived in the past. [What is Evolution?]

Output: What is Biogeography?

Chapter 16 Evolution Flashcards - Cram.com


Input: Structures of an animal that are the same as other, but are different. [What is Evolution?]

Output: What is Homologous Structures?

Chapter 16 Evolution Flashcards - Cram.com


Input: Parts that an animal share in common, but is no longer useful. [What is Evolution?]

Output: What is Vestigal Organ?

Chapter 16 Evolution Flashcards - Cram.com


Input: [2] leg armor worn below the knee [1]

Output: greave

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] a room where meals are served, especially in a college or other institution [1]

Output: refectory

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] a long cassock with buttons down the front worn by Roman Catholic priests [1]

Output: soutane

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] a servant employed to mential tasks in a kitchen [1]

Output: scullion

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] a deocrated platform or framework on which a coffin rests in state during a funeral; a coffin-shaped structure draped with a pall, used to represent the corpse at a requiem Mass after the burial. [1]

Output: catafalque

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] a room in the church housing the sacred vessels and vestments [1]

Output: sacristy

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] a loose-fitting, white ecllesiastical gown with wide sleeves, worn over a cassock [1]

Output: surplice

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] a vessel in which incense is burned, especially during religious services [1]

Output: censer

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] a vessel in which the consecrated host is exposed for the adoration of the faithful [1]

Output: monstrance

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] conductive or favorable to health or well-being [1]

Output: salubrious

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] characterized by a narrow, often ostentations concern for book learning and formal rules [1]

Output: pedantic

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] given to excessive and often trivial or rambling talk; tiresomely talkative [1]

Output: garrulous

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] a state of disuse or inactivity [1]

Output: desuetude

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] a society or an association, especially a devotional or charitable society for the laity in the Roman Catholic Church; a fellowship or fraternity [1]

Output: sodality

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] containing or implying false or malicious statements intended to blacken another's reputation; slanderous or defamatory [1]

Output: calumnious

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] the killing of one's father, mother or close relative; one who commits such a murder [1]

Output: parricide

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] clothing; garments [1]

Output: raiment

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] a person, especially a diplomatic agent, envoy or ambassador invested with full power to transact business [1]

Output: plenipotentiary

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] excrement; something that is morally offensive or degrading [1]

Output: ordure

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] a gaping grin or grimace; the expanse of an open mouth, a bird's beak or similar structure [1]

Output: rictus

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] a covered receptable for holding the consecrated wafers to the Eucharist [1]

Output: ciborium

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] the act of performing more than is required by duty, obligation or need [1]

Output: supererogation

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] a hymn or song derived from the Bible [1]

Output: canticle

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] somethign that covers or cloaks [1]

Output: vesture

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] a shroud for the dead; a burial garment [1]

Output: cerement

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] the act of cursing; a curse [1]

Output: execration

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] characteristic of a girl or woman of saucy, boisterous or carefree behavior [1]

Output: hoydenish

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] exhaustion, as from lack of nourishment or vitality; the absence or loss of social, moral or intellectual vitality or vigor; the condition or quality of being empty [1]

Output: inanition

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] an instrument, such as a cane, stick, or flat piece fo wood, used in punishing children [1]

Output: ferule

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [2] the act of beheading [1]

Output: decollation

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: displacing one object to another (D,T,K) [What is sound?]

Output: Mechanical disturbance

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: tends to want to maintain it's shape [What is sound?]

Output: Elastic medium

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: number of cycles per second [What is sound?]

Output: Frequency

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: sound deflects or bends around [What is sound?]

Output: diffraction

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: reflects off objects [What is sound?]

Output: small wavelength...

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: bends around objects [What is sound?]

Output: large wavelength...

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: two or more sounds add together [What is sound?]

Output: Interference

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: reinforce one another and add together [What is sound?]

Output: Constructive interference

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: two forces headed in opposite direction and sound is reduced [What is sound?]

Output: Destructive interference

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Natural frequencies at which objects oscillate. unique to each object [What is sound?]

Output: Modes

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: sum of oscillations. All complex sounds are a superposition ofoscillations [What is sound?]

Output: superposition

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: bending of sounds around objects [What is sound?]

Output: diffraction

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: bouncing of sound off of objects [What is sound?]

Output: reflection

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: frequency analysis [What is sound?]

Output: How do we make sense of our surroundings from sound?

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: pinna, ear canal [What is sound?]

Output: Outer ear

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: tympanic membrane, oval window, ossciles [What is sound?]

Output: Middle ear

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: cochlea [What is sound?]

Output: Inner ear

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Sound localization, Directionally-dependent filter [What is sound?]

Output: Pinna

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Funnels sound to amplify important speech frequencies [What is sound?]

Output: Concha, Ear canal

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Eardrum, contact airborne sound [What is sound?]

Output: Tympanic Membrane

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Impedence match between air and cochlear fluid. Prevents sound from bouncing back out the ear [What is sound?]

Output: Ossicular Chain

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: stapes contact with base of cochlea [What is sound?]

Output: Oval window

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: prevents damage from the inner ear. Acoustic Reflex [What is sound?]

Output: Middle ear muscles

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Area differential between tympanic membrane and oval window focuses pressure on oval window. Prevents sound from bouncing back out the ear. [What is sound?]

Output: Impedance Match

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Resonant element of inner ear, place code [What is sound?]

Output: Basilar membrane

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: hair cells and supporting structures [What is sound?]

Output: Organ of corti

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: creates shearing force across stereocillia of hair cells [What is sound?]

Output: Tectorial membrane

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: electroacoustic transduction [What is sound?]

Output: Hair cells, Sterecillia

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: conversion of mechanical disturbance in fluids of cochlea to change in electrical potential across hair cell body [What is sound?]

Output: Transduction

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: electrical disturbance to flow [What is sound?]

Output: Tiplinks/Stereocillia allow...

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Basic structures of all nerve fibers [What is sound?]

Output: Soma, Axon, Dendrites

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Fatty sheath of axon, electrical insulation [What is sound?]

Output: Myelination

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: carry info from brain to ear [What is sound?]

Output: efferent fibers

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: carry info from ear to brain [What is sound?]

Output: afferent fibers

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: connection between nerve fibers [What is sound?]

Output: synapse

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: chemical substance released by nerve fibers that creates a graded electrical potential [What is sound?]

Output: neurotransmitter

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: 5% [What is sound?]

Output: Percentage of afferent nerve fibers connected to the outer hair cells

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: 95% [What is sound?]

Output: Percentage of afferent nerve fibers connected to the inner hair cells

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: 80% [What is sound?]

Output: Percentage of efferent nerve fibers are connected to the outer hair cells

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: 20% [What is sound?]

Output: Percentage of efferent nerve fibers that are connected to the inner hair cells

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Many to one arrangement (Nerve fibers to Inner hair cells)(Detection) [What is sound?]

Output: Specificity

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: One to many arrangement (Afferent nerve fibers to Outer hair cells)(Identification) [What is sound?]

Output: Sensitivity

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Tonotopic Organization, Mapping of frequency to place along the basilar membrane preserved in central auditory nervous system [What is sound?]

Output: Auditory Nerve Complex

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Lateral inhibition, ehances contrast [What is sound?]

Output: Cochlear Nucleus

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: An auditory delay line which helps explain whether sound comes form left or right by localization through coincidence detection [What is sound?]

Output: Superior Olivary Complex

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: When hair cells no longer synapse at a certain frequency reorganize very rapidly with other hair cells to allow to hear certain frequencies [What is sound?]

Output: Plasticity

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: No such thing as all or none threshold. 75% signal strength required for correct performance [What is sound?]

Output: Definition Threshold

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Threshold for the signal in quiet. Best sensitivity (1.0 - 4.0khz) of pure tone. Consonants help distinguish the difference between each word [What is sound?]

Output: Absolute Threshold

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: A little more or less than 1dB [What is sound?]

Output: Differential Threshold of Intensity

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: neural networks designed to detect specific features of sound. Specialization for speech [What is sound?]

Output: Inferior Colliculus and Medial Geniculate Body

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: a fraction of a percent change between 600-2000 Hz. Ex. 1000hz to 1002hz [What is sound?]

Output: Differential Threshold for Frequency

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Effects of phase only audible through interference. Can either create sound or cancel sound. [What is sound?]

Output: Differential threshold for phase

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Only energy within a critical band of frequencies surrounding the signal are effective in masking the signal [What is sound?]

Output: Fletcher's Bandlimiting Experiment

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: 250 noise bandwidth - point of which there is no further masking [What is sound?]

Output: Critical band

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: For wavelengths greater than the diameter of the head (f<2000hz),the primary cue is ITD. which ever ear it reaches first [What is sound?]

Output: Duplex Theory; Interaural Time difference

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: For wavelengths < than the diameter of the head (f>2000hz), the primary cue is IID. Sound reflects and sound shadow is produced. [What is sound?]

Output: Duplex Theory; Interaural Intensity difference

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Threshold change in angle for a change in sound source position (1degree) [What is sound?]

Output: Minimal Audible Angle

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: 2000Hz [What is sound?]

Output: "Auditory blind spot"

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: first arriving wavefront dominates perceived location (auditory illusion) [What is sound?]

Output: Echos and the precedence effect

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Improved audibility in dichotic listening. Loud party [What is sound?]

Output: Binaural masking level difference

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Exposure to intense sound or to moderately intense sounds over long periods of time [What is sound?]

Output: Acoustic Trauma

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Hearing loss due to the aging process [What is sound?]

Output: Presbyacusis

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: 90% [What is sound?]

Output: Percentage of sensorineural hearing loss due to damage to the stereocillia or hair cells

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: shearing force subjects delicate stereocillia to potential damage [What is sound?]

Output: Sensorineural hearing loss

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Higher hz have much higher threshold to hear. First thing that goes are high frequencies [What is sound?]

Output: Threshold elevation at high frequencies

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: don't hear small wavelenghts, loss of OHC's results in abnormal growth of loudness [What is sound?]

Output: Loudness recruitment

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: loss of OHC's results in loss of frequency selectivity. frequencies become blurred together [What is sound?]

Output: Frequency Selectivity

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: 1 in 22 births [What is sound?]

Output: Rate of births of newborns with hearing loss

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: purpose is to identify those who may have a hearing loss [What is sound?]

Output: Hearing screening

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Purpose is to determine degree, shape, type, and possible site of hearing loss; also to determine possible cause and treatment [What is sound?]

Output: Hearing evaluation

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: problem in outer or middle ear [What is sound?]

Output: Conductive hearing loss

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: problem in cochlea, auditory nerve or central auditory nervous system [What is sound?]

Output: Sensorineural hearing loss

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: both conductive and sensorineural [What is sound?]

Output: Mixed hearing loss

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: from client reports and medical records [What is sound?]

Output: case history

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: check for outer each occlusion [What is sound?]

Output: otoscopic evaluation

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: a measure of eardrum and middle ear function [What is sound?]

Output: tympanogram

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: pure tone thresholds, air and bone conduction [What is sound?]

Output: audiogram

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: ability to understand speech at intensity levels well above the threshold of hearing [What is sound?]

Output: word recognition score

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Conductive hearing loss, other and middle ear [What is sound?]

Output: Air bone gap

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: sensorineural hearing loss inner ear and cochlea [What is sound?]

Output: No air-bone gap

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: conductive [What is sound?]

Output: Graphs: Shape is linear. What type of hearing loss?

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: sensorineural [What is sound?]

Output: Graphs: Shape is sloped/curvy. What type of hearing loss?

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: infection of the middle ear, most common cause of conductive hearing loss in childeren (conductive) [What is sound?]

Output: Otitis Media

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: fixation of the stapes, most common cause of conductive hearing loss in adults [What is sound?]

Output: Otosclerosis

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: abnormal volume of fluid within the inner ear (sensorineural) [What is sound?]

Output: Meniere's disease

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: hearing loss due to aging, most common overall (sensorineural) [What is sound?]

Output: Presbycusis

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Low level acoustic signals of cochlear origin that may be recorded in the closed ear canal. Hearing screening in newborns [What is sound?]

Output: Otoacoustic Emissions

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: rocking motion of OHC's causes basilar membrane to vibrate, produces sound that travels out the ear canal. Hair cells functioning properly [What is sound?]

Output: Source of Otoacoustic Emissions

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: The ABR is a waveform that is formed by the synchronous electric activity of neurons in various parts of the auditory brainstem. They are typically elicited by acoustic signals that trigger a neural response, but they do not imply hearing. People who don't have behavioral responses [What is sound?]

Output: Auditory Brainstem Response

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Abnormal amplitude and latency indication of hearing loss [What is sound?]

Output: Auditory Brainstem Response: Hearing Loss

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Tumor on Auditory Nerve [What is sound?]

Output: Auditory Brainstem Response: Acoustic Neuroma

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: a hearing disorder in which sound enters the inner ear normally but the transmission of signals from the inner ear to the brain is impaired (Physiological). [What is sound?]

Output: Auditory Neuropathy

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: an inability to differentiate, recognize, or understand sounds when hearing and intelligence are normal (Psychological). [What is sound?]

Output: Central Auditory Processing disorder

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: A rapid loss of hearing occurring over a period of 3 days or less. [What is sound?]

Output: Sudden Sensorineural Hearing Loss

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Hearing trumpets, early electronic hearing aids, transistorized hearing aids, Digital hearing aid, in ear hearing aids [What is sound?]

Output: List hearing instruments in chronological order

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: microphone to circuit to reciever to ear canal and powered by battery [What is sound?]

Output: How hearing aids work

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: Transducer vibrates ossicular chain [What is sound?]

Output: Middle ear plants

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: 150,000 people worldwide. Coded signals to transducer which vibrates sclap to electrodes to auditory nerve to brain [What is sound?]

Output: Cochlear implants

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: attempt to provide spatial info [What is sound?]

Output: Bilateral Cochlear Implants

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: electrode stimulation of auditory brainstem [What is sound?]

Output: brainstem

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: acoustic stimulation of cochlear through bone conduction [What is sound?]

Output: bone conduction

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: incomplete development of the cochlea [What is sound?]

Output: cochlear hypoplasia

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: abnormal skin growth (tumor) in middle ear [What is sound?]

Output: middle ear cholesteatoma

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: detached bones of the ossicular chain [What is sound?]

Output: ossicular discontinuity

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: (small ear) congenital deformity of the pinna [What is sound?]

Output: microtia

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: (no ear) absence of the pinna [What is sound?]

Output: anotia

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: absence of the ear canal [What is sound?]

Output: atresia

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: tumor on auditory nerve complex [What is sound?]

Output: acoustic neuroma

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: startle response to loud sounds, increase sucking in response to sound [What is sound?]

Output: Auditory development: birth

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: turns head in search of sound, reaches with hands [What is sound?]

Output: 5 months

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: mobile, doesnt sit still [What is sound?]

Output: 1-2 years

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: talks and understand simple intstructions, plays games/computers, likes to please adults [What is sound?]

Output: 3-5 years

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: conditioned head turn response [What is sound?]

Output: Visual reinforcement response

Exam 1 Comm. Disorders Flashcards - Cram.com


Input: [1] greave [2]

Output: leg armor worn below the knee

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] refectory [2]

Output: a room where meals are served, especially in a college or other institution

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] soutane [2]

Output: a long cassock with buttons down the front worn by Roman Catholic priests

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] scullion [2]

Output: a servant employed to mential tasks in a kitchen

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] catafalque [2]

Output: a deocrated platform or framework on which a coffin rests in state during a funeral; a coffin-shaped structure draped with a pall, used to represent the corpse at a requiem Mass after the burial.

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] sacristy [2]

Output: a room in the church housing the sacred vessels and vestments

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] surplice [2]

Output: a loose-fitting, white ecllesiastical gown with wide sleeves, worn over a cassock

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] censer [2]

Output: a vessel in which incense is burned, especially during religious services

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] monstrance [2]

Output: a vessel in which the consecrated host is exposed for the adoration of the faithful

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] salubrious [2]

Output: conductive or favorable to health or well-being

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] pedantic [2]

Output: characterized by a narrow, often ostentations concern for book learning and formal rules

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] garrulous [2]

Output: given to excessive and often trivial or rambling talk; tiresomely talkative

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] desuetude [2]

Output: a state of disuse or inactivity

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] sodality [2]

Output: a society or an association, especially a devotional or charitable society for the laity in the Roman Catholic Church; a fellowship or fraternity

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] calumnious [2]

Output: containing or implying false or malicious statements intended to blacken another's reputation; slanderous or defamatory

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] parricide [2]

Output: the killing of one's father, mother or close relative; one who commits such a murder

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] raiment [2]

Output: clothing; garments

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] plenipotentiary [2]

Output: a person, especially a diplomatic agent, envoy or ambassador invested with full power to transact business

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] ordure [2]

Output: excrement; something that is morally offensive or degrading

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] rictus [2]

Output: a gaping grin or grimace; the expanse of an open mouth, a bird's beak or similar structure

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] ciborium [2]

Output: a covered receptable for holding the consecrated wafers to the Eucharist

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] supererogation [2]

Output: the act of performing more than is required by duty, obligation or need

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] canticle [2]

Output: a hymn or song derived from the Bible

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] vesture [2]

Output: somethign that covers or cloaks

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] cerement [2]

Output: a shroud for the dead; a burial garment

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] execration [2]

Output: the act of cursing; a curse

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] hoydenish [2]

Output: characteristic of a girl or woman of saucy, boisterous or carefree behavior

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] inanition [2]

Output: exhaustion, as from lack of nourishment or vitality; the absence or loss of social, moral or intellectual vitality or vigor; the condition or quality of being empty

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] ferule [2]

Output: an instrument, such as a cane, stick, or flat piece fo wood, used in punishing children

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [1] decollation [2]

Output: the act of beheading

A Portrait of an Artist as a Young Man Flashcards - Cram.com


Input: [Shock] Systemic Inflammatory Response Syndrome (SIRS)

Output: Inflammatory state affecting the whole body, frequently a response of the immune system to infection.

Shock, SIRS, MODS Foreign Language Flashcards - Cram.com

Syndrome characterized by inadequate tissue perfusion and imbalanced oxygen supply and demand.


Input: [Shock] Multiple Organ Dysfunction Syndrome (MODS)

Output: Failure of 2 or more organ systems so that homeostasis cannot be maintained without intervention.

Shock, SIRS, MODS Foreign Language Flashcards - Cram.com

Syndrome characterized by inadequate tissue perfusion and imbalanced oxygen supply and demand.


Input: [Shock] Hypovolemic Shock

Output: Type of shock that results from the loss of blood due to trauma or hemorrhage.

Shock, SIRS, MODS Foreign Language Flashcards - Cram.com

Syndrome characterized by inadequate tissue perfusion and imbalanced oxygen supply and demand.


Input: [Shock] Cardiogenic Shock

Output: Type of shock resulting from dysfunction of the heart- either diastolic or systolic dysfunction.

Shock, SIRS, MODS Foreign Language Flashcards - Cram.com

Syndrome characterized by inadequate tissue perfusion and imbalanced oxygen supply and demand.


Input: [Shock] Neurogenic Shock

Output: Type of shock resulting from a spinal cord insult leading to massive vasodilation.

Shock, SIRS, MODS Foreign Language Flashcards - Cram.com

Syndrome characterized by inadequate tissue perfusion and imbalanced oxygen supply and demand.


Input: [Shock] Anaphylactic Shock

Output: Type of shock resulting from an immune response to a substance in the environment; very rapid and dramatic decline.

Shock, SIRS, MODS Foreign Language Flashcards - Cram.com

Syndrome characterized by inadequate tissue perfusion and imbalanced oxygen supply and demand.


Input: [Shock] Obstructive Shock

Output: Type of shock resulting from a blockage in the vessels, such as a pulmonary embolism.

Shock, SIRS, MODS Foreign Language Flashcards - Cram.com

Syndrome characterized by inadequate tissue perfusion and imbalanced oxygen supply and demand.


Input: [Shock] Septic Shock

Output: Type of shock resulting from an infectious organism that initiates a widespread inflammatory response.

Shock, SIRS, MODS Foreign Language Flashcards - Cram.com

Syndrome characterized by inadequate tissue perfusion and imbalanced oxygen supply and demand.


Input: [Shock] Compensatory Stage

Output: Stage of shock where the body uses defensive mechanisms to correct the insult or cause.

Shock, SIRS, MODS Foreign Language Flashcards - Cram.com

Syndrome characterized by inadequate tissue perfusion and imbalanced oxygen supply and demand.


Input: [Shock] Irreversible or Refractory Stage

Output: At this stage of shock, the vital organs have failed. Brain damage and cell death have occurred. Death will occur imminently.

Shock, SIRS, MODS Foreign Language Flashcards - Cram.com

Syndrome characterized by inadequate tissue perfusion and imbalanced oxygen supply and demand.


Input: [Shock] Progressive or Decompensatory Stage

Output: In this stage of shock, compensatory mechanisms begin to fail and organs begin to fail.

Shock, SIRS, MODS Foreign Language Flashcards - Cram.com

Syndrome characterized by inadequate tissue perfusion and imbalanced oxygen supply and demand.


Input: Water soluable hormone (first messanger) binds with a membrane receptor on surface of cell. This activates second messenger inside of cell. Ex. peptide hormone binds with membrane receptor which stimulates cAMP (second messenger)

Output: What is meant by the term “second messenger”? Give one example of a second messenger. Are second messengers important for water soluble hormones or fat soluble ones?

Why must water soluble hormones act via receptors located on the cell surface, whereas fat soluble ones act via nuclear receptors?


Input: negative feedback helps maintain more or less stable levels of thyroid hormones in the blood. (Is like heating in home) when concentration of thyroid hormones in blood is low, thyroid stimulating hormone produces more thyroid hormones.

Output: How is it that the concentration of thyroid hormones in the blood at a particular time can regulate the production of additional thyroid hormone by the thyroid gland? What other factors regulate the production of thyroid hormones by the thyroid gland?

Why must water soluble hormones act via receptors located on the cell surface, whereas fat soluble ones act via nuclear receptors?


Output: When doctors suspect a thyroid problem in a patient, they most commonly will order a blood test to measure the levels of circulating thyroid stimulating hormone (TSH). Given that TSH is produced by the anterior pituitary (adenohypophysis) rather than the thyroid gland, explain the rationale for this test.

Why must water soluble hormones act via receptors located on the cell surface, whereas fat soluble ones act via nuclear receptors?


Input: Regulate other endocrine glands, ex=thyroid stimulating hormone, adrenocorticotrophic hormone, follicle stimulating hormone, lutenizing hormone

Output: What are tropic hormones? Give some examples.

Why must water soluble hormones act via receptors located on the cell surface, whereas fat soluble ones act via nuclear receptors?


Input: Growth hormone (stimulates growth, cell reproduction and regeneration) is produced and secretes by the adenohypophsis. Oxyocin (stimulates contraction of uterus during childbirth) and antidiuretic hormone (promotes water reabsorption in kidneys) are examples of hormones produces in hypothalamus and travel to the neurohypophsis

Output: The hypothalamus produces many hormones, some of which travel to the anterior pituitary (adenohypophysis), others of which travel to the posterior pituitary (neurohypophysis). Give one example of the former, and two examples of the latter. For each example, describe the action of that particular hormone. Be specific.

Why must water soluble hormones act via receptors located on the cell surface, whereas fat soluble ones act via nuclear receptors?


Input: Oxytocin is the hormone that stimulates ejection of milk by mammary glands and also stimulates contraction of uterus during childbirth.

Output: Women who put their infants to the breast soon after delivery often experience uterine cramping. Explain this from an endocrinological standpoint.

Why must water soluble hormones act via receptors located on the cell surface, whereas fat soluble ones act via nuclear receptors?


Input: Environmental cues affect the hypothalamus which releases TRH which affect the pituitary gland which stimulates prolactin (delays metamorphosis). The thyroid gland releases t4 and t3 that promote metamorphosis.

Output: How do environmental changes, like pond drying or pond freezing, influence the timing of amphibian metamorphosis? In your discussion, be sure to include all hormones and all endocrine glands that are involved in this process.

Why must water soluble hormones act via receptors located on the cell surface, whereas fat soluble ones act via nuclear receptors?


Input: Early metamorphosis creates small frog.

Output: why is the timing of metamorphosis significant for amphibians?

Why must water soluble hormones act via receptors located on the cell surface, whereas fat soluble ones act via nuclear receptors?


Input: an institution that binds people together through a common set of political aspirations, among which the most important is self-government. [ethnic identity]

Output: national identity

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: a group of people who identify themselves as belonging together because of cultural, geographic, or linguistic ties [ethnic identity]

Output: nation

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: aspirations for state independence and sovereignty; devotion to the interests of one’s culture, nation, or state; belief in the superiority of one’s culture, nation, or state [ethnic identity]

Output: nationalism

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: a territorial unit controlled by a single state and governed by a single government [ethnic identity]

Output: nation-state

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: an individual's or a group's relationship to the state; those who are citizens swear allegiance to that state, and that state in return is obligated to provide rights to those individuals or the members of that group. [ethnic identity]

Output: citizenship

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: pride in one's state; people are patriotic when they have pride in their political system and seek to defend and promote it. [ethnic identity]

Output: patriotism

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: when different ethnic groups struggle to achieve certain political or economic goals at each other's expense. [ethnic identity]

Output: ethnic conflict

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: when one or more groups do develop clear aspirations for sovereignty, clashing with others as a result. [ethnic identity]

Output: national conflict

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: Describe views regarding the necessary pace and scope of change between freedom and equality. These are typically broken up into the categories of radical, liberal, conservative, and reactionary. [ethnic identity]

Output: political attitudes

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: believes in dramatic, often revolutionary change of the existing political, social, or economic order. Believes that the current system is broken and will only be improved when the entire political structure has been fundamentally transformed. [ethnic identity]

Output: radical political attitude

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: believe that progressive change can happen through changes within the system; it does not require an overthrow of the system itself. [ethnic identity]

Output: liberal political attitude

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: they question whether any significant or profound change in existing institutions is necessary. Should too much change take place, the very legitimacy of the system might be undermines, destroying the basic values and norms that hold society together. Change will simply replace one set of problems with others, possible worse ones. [ethnic identity]

Output: conservative political attitude

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: seek to restore political, social, and economic institutions that once existed. Restoration of older values, a change back to a previous regime or state that they believe was superior to the current order. [ethnic identity]

Output: reactionary political attitude

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: dealing with things sensibly and realistically in a way that is based on practical rather than theoretical considerations. [ethnic identity]

Output: moderate (pragmatic) political attitude

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: sets of political values held by individuals regarding the fundamental goals of politics. They are concerned with the ideal relationship between freedom and equality for all individuals and the proper role of political institutions in achieving or maintaining this relationship. [ethnic identity]

Output: political ideology

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: ideology that favors a limited role of the state in people’s lives and emphasizes individual freedoms [ethnic identity]

Output: liberalism

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: ideology that rejects the idea that personal freedom will ensure prosperity for the majority. To eliminate exploitation, it advocates that the state control all economic resources in order to produce true economic equality for the community as a whole. [ethnic identity]

Output: communism

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: a political philosophy centered on electoral politics, egalitarian social policies, and the creation of social welfare systems [ethnic identity]

Output: social democracy

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: ideology that favors a collective approach to human organization, rejects notion of equality; it rests on the idea that people and groups can be classified in terms of inferiority and superiority. [ethnic identity]

Output: fascism

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: ideology that rejects the notion of the state altogether. Believe that private property leads to inequality but opposed to the idea that the state can solve this problem. [ethnic identity]

Output: anarchism

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: ideology that seeks to unite religion with the state, or rather, to make faith the sovereign authority. [ethnic identity]

Output: fundamentalism

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: form of representative democracy where elected representatives that hold the decision power are moderated by a constitution that emphasizes protecting individual liberties and the rights of minorities in society [ethnic identity]

Output: liberal-democracy

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: a combined religious and political ruler [ethnic identity]

Output: theocracy

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: the collection of history, values, beliefs, assumptions, attitudes, traditions, and symbols that define and influence political behavior within a nation- state [ethnic identity]

Output: political culture

AP Comp. Govt. terms from Chapter 3 Flashcards - Cram.com


Input: [c) projective] d) adolescent depression

Output: Which of the following psychological disorders are more common among females than males?

Rorsharch is an example of what kind of test?


Input: [c) projective] b) idiographic

Output: What kind of case formulation aims to provide a detailed representation of the individual child or family as a unique entity?

Rorsharch is an example of what kind of test?


Input: [c) projective] d) abnormal development is most easily traced to biological bases

Output: Which of the following is not an underlying assumption regarding abnormal child behavior?

Rorsharch is an example of what kind of test?


Input: [c) projective] b) frontal

Output: Which lobes of the brain contain the functions underlying much of our thinking and reasoning abilities?

Rorsharch is an example of what kind of test?


Input: [c) projective] c) social learning

Output: What category of theorists emphasize attributional biases, modeling, and cognitions in their explanation of abnormal behavior?

Rorsharch is an example of what kind of test?


Input: [c) projective] d) prognosis

Output: What term refers to predictions concerning future behavior under specified conditions?

Rorsharch is an example of what kind of test?


Input: [c) projective] a) reliability

Output: Emily’s mother was asked to complete a behavior checklist on two separate occasions several weeks apart. The results from both occasions were very similar. What concept is illustrated here?

Rorsharch is an example of what kind of test?


Input: [c) projective] d) comorbidity

Output: You are a clinician working with an adolescent girl who was referred for treatment due to concerns with depression. However, during the course of assessment you also learn that she has severe anxiety problems and may also have an eating disorder. What term refers to the simultaneous occurrence of two or more disorders in the same person?

Rorsharch is an example of what kind of test?


Input: [c) projective] a) it has external validity

Output: After reviewing a lab based research study on the effects of television violence on children’s aggressive behavior, you conclude that the results can be easily generalized to children in other settings. What would you say about the study?

Rorsharch is an example of what kind of test?


Input: [c) projective] d) normative developmental tasks

Output: What area of knowledge is most important as a foundation for evaluating a child’s competencies and making judgements about his/her progress or impairments?

Rorsharch is an example of what kind of test?


Input: [c) projective] a) equifinality

Output: Amanda and Angela were both recently diagnosed with Conduct Disorder; however, the course leading up to this diagnosis involved very different developmental pathways for each of them. What concept does this example illustrate?

Rorsharch is an example of what kind of test?


Input: [c) projective] c) boys are more likely than girls to be referred for treatment.

Output: What is most likely reason for the over-representation of boys seen for psychological disorders?

Rorsharch is an example of what kind of test?


Input: [c) projective] c) children are emotionally sensitive beings.

Output: Which of the following beliefs about children was advanced by John Locke?

Rorsharch is an example of what kind of test?


Input: [c) projective] b) ecological

Output: What kind of theoretical model portrays the child’s environment as a series of nested and interconnected structures?

Rorsharch is an example of what kind of test?


Input: [c) projective] d) eclectic

Output: How do most practicing clinicians describe their therapeutic approach?

Rorsharch is an example of what kind of test?


Input: [c) projective] b) developmental tasks and processes

Output: Which of the following concepts is most emphasized in the developmental psychopathology approach to studying childhood disorders?

Rorsharch is an example of what kind of test?


Input: [c) projective] d) what is normative for a given period of development.

Output: From a developmental psychopathology perspective, which of the following considerations is most central to understanding maladaptive behavior?

Rorsharch is an example of what kind of test?


Input: [c) projective] a) causes of disorders

Output: What does the term etiology mean?

Rorsharch is an example of what kind of test?


Input: [c) projective] c) cognitive-behavioral

Output: What therapeutic approach views child psychopathology as the result of faulty thought patterns and faulty learning and environmental experiences?

Rorsharch is an example of what kind of test?


Input: [c) projective] a) EEG

Output: What procedure measure electrical activity in the brain?

Rorsharch is an example of what kind of test?


Input: [c) projective] b) they are shown to some degree by most children.

Output: Which statement is most true about problematic behaviors shown by children?

Rorsharch is an example of what kind of test?


Input: [c) projective] d) prevalence rates

Output: What term refers to all cases of a disorder, whether new or previously existing, that are observed during a specified time period?

Rorsharch is an example of what kind of test?


Input: [c) projective] a) intervention

Output: What does the “B” represent in an A-B-A-B research design?

Rorsharch is an example of what kind of test?


Input: [c) projective] a) epidemiological research

Output: What type of research addresses questions about the prevalence, nature, and distribution of childhood disorders at different ages and in different settings?

Rorsharch is an example of what kind of test?


Input: [c) projective] a) consequences

Output: What does the “C” represent in the “ABCs of behavioral assessments” stand for?

Rorsharch is an example of what kind of test?


Input: [c) projective] d) eugenics and segregation

Output: What impact did the biological disease model of mental problems have during the early part of the 20th century?

Rorsharch is an example of what kind of test?


Input: [c) projective] d) it raised questions about the harmful impact of institutionalization on children’s development.

Output: What impact did the work of Rene Spitz have on children’s mental health treatment?

Rorsharch is an example of what kind of test?


Input: [c) projective] c) cross sectional

Output: A study was conducted to examine the relation between children’s reading performance and the average number of hours per week parents reportedly read to their children. Students from the 1st, 3rd, and 5th grades were chosen to participate in the study, and were all tested once at the end of the school year. This example best illustrates what type of research design?

Rorsharch is an example of what kind of test?


Input: [c) projective] c) genetic contributions to psychological disorders come from many genes, which each make a small contribution.

Output: Which of the following answers best summarizes the conclusion of behavioral geneticists with regard to research on genes and behavior?

Rorsharch is an example of what kind of test?


Input: [c) projective] c) standardized

Output: What term describes an assessment measure that allows for the scores of one child to be compared to the scores of other similar children?

Rorsharch is an example of what kind of test?


Input: [c) projective] d) moderating variable

Output: Dr. Love conducted a study exploring the effects of marriage problems on children’s behavior. She found that reports of parental discord were positibely correlated with children’s disruptive behavior at home and at school; however, the strength of this correlation depended on whether the child was a boy or a girl. Moderate correlations were observed between these two variables for boys. What term best describes the function of the gender variable in this example?

Rorsharch is an example of what kind of test?


Input: [c) projective] c) the connection in the brain are relatively pre-determined and the environment cannot change their course.

Output: Which of the following statements about neural development is false?

Rorsharch is an example of what kind of test?


Input: [c) projective] d) resilience may vary over time and across situations.

Output: Which of the following is true with respect to resilience?

Rorsharch is an example of what kind of test?


Input: [c) projective] b) valid

Output: What term describes an assessment tool that actually measures the construct it is intended to measure?

Rorsharch is an example of what kind of test?


Input: [c) projective] a) convergent

Output: What kind of validity refers to the degree of correlation between measures that are expected to be related to one another?

Rorsharch is an example of what kind of test?


Input: [c) projective] a) this is an example of treatment efficacy research

Output: Dr. Feelbetter conducted a controlled study of his newly developed treatment for trichotillomania. To ensure that the treatment worked for this specific disorder, he excercized careful control over the selection of cases, therapists, and delivery of treatment in the study. Which of the following statements is most accurate of this example?

Rorsharch is an example of what kind of test?


Input: [c) projective] d) it is a means of enhancing the infant-caregiver relationship.

Output: To an attachment theorist, how would crying (in an infant) most likely be explained?

Rorsharch is an example of what kind of test?


Input: [c) projective] a) genes determine behavior

Output: Which of the following statements about genetics is false?

Rorsharch is an example of what kind of test?


Input: [c) projective] c) Eureka! Parental monitoring is a mediator variable

Output: In a follow-up of Dr. Loves study, Dr. Harmony also found links between parental discord and children’s disruptive behavior. Howerver, her results suggested that the reason parental discord may lead to disruptive behavior in children is that it had a negative impact on parental monitoring of children’s behavior, and that low parental monitoring was related to children’s disruptive behavior. In other words, it appeared that decreased parental monitoring was the mechanism through which parental discord resulted in chldren’s disruptive behavior. What was Dr. Harmony’s conclusion?

Rorsharch is an example of what kind of test?


Input: [c) projective] d) IV

Output: If a child’s best friend had recently died, on which axis of the DSM-IV would this observation be noted?

Rorsharch is an example of what kind of test?


Input: [c) projective] a) possession by the devil or other evil forces.

Output: To what were children’s disturbing behaviors attributed during the 17th and 18th centuries?

Rorsharch is an example of what kind of test?


Input: [c) projective] c) relational aggression

Output: Jessica, age 15, gossips, verbally insults peers, and often ostracizes others. Jessica is displaying:

Rorsharch is an example of what kind of test?


Input: [c) projective] a) macroparadigm

Output: Which of the following terms best describes the developmental psychopathology perspective?

Rorsharch is an example of what kind of test?


Input: [c) projective] c) resilience

Output: What term is most often used to describe positive adaptation in the context of significant adversity?

Rorsharch is an example of what kind of test?


Input: [c) projective] c) the clinical interview

Output: What is the most universally used assessment procedure with parents and children?

Rorsharch is an example of what kind of test?


Input: [c) projective] b) behavior may be altered as a function of participants awareness of being observed

Output: What is one of the major limitations of structured observational research methods?

Rorsharch is an example of what kind of test?


Input: [c) projective] b) they are relatively arbitrary

Output: What can be said about the boundaries between abnormal versus normal functioning in children?

Rorsharch is an example of what kind of test?


Input: [c) projective] a) childhood depression

Output: Which of the following is equally common among males and females?

Rorsharch is an example of what kind of test?


Input: [c) projective] c) results can be compared to a normative sample.

Output: For assessment purposes, what advantage do behavior checklists typically have over interviews?

Rorsharch is an example of what kind of test?


Input: [c) projective] c. fear

Output: which term describes an immediate alarm reaction to current danger or life-threatening emergencies?

Rorsharch is an example of what kind of test?


Input: [c) projective] it could explain only a very small number of cases of ADHD

Output: the brain damage theory of ADHD, which arse in the 1940s and 1950s, used labels such as minimal brain damage and minimal brain dysfunction to describe children with ADHD-like symptoms. Why was this theory eventually rejected?

Rorsharch is an example of what kind of test?


Input: [c) projective] d. adolescence

Output: at what developmental stage do most social phobias first occur?

Rorsharch is an example of what kind of test?


Input: [c) projective] the presence of co-morbid ADHD

Output: deficits in executive functions in children with conduct problems are likely due to:

Rorsharch is an example of what kind of test?