MSN 610 Quiz 2
cerebrum - ANSWER: primarily responsible for a person's mental status
cerebral cortex - ANSWER: gray outer layer of cerebrum. houses the higher mental functions and is
responsible for perception and behavior.
Broca area - ANSWER: Located in the frontal lobe; is responsible for the formation of words or speech
frontal lobe - ANSWER: responsible for decision making, problem solving, the ability to concentrate, and short-
term memory. Associated areas—related to emotions, affect, drive, and awareness of self and the autonomic
responses related to emotional states—also originate in the frontal lobe.
parietal lobe - ANSWER: primarily responsible for receiving and processing sensory data.
temporal lobe - ANSWER: responsible for perception and interpretation of sounds as well as localizing their
source. The temporal lobe is also involved in the integration of behavior, emotion, and personality, as well as
long-term memory
Wernicke speech area - ANSWER: which allows a person to understand spoken and written language. Located
in temporal lobe.
The limbic system - ANSWER: mediates certain patterns of behavior that determine survival (e.g., mating,
aggression, fear, and affection). Reactions to emotions such as anger, love, hostility, and envy originate here,
but the expression of emotion and behavior is mediated by connections between the limbic system and the
frontal lobe. A major function is memory consolidation needed for long-term memory.
reticular system - ANSWER: a collection of nuclei in the brainstem, regulates vital reflexes such as heart and
respiratory functioning. It also maintains wakefulness, which is important for consciousness and for awareness
and arousal functions. Disruption of the ascending reticular activating system can lead to altered mental status
(e.g., confusion and delirium)
Infants and children (brain) - ANSWER: All brain neurons are present at birth in a full-term infant, but brain
development continues with myelinization of nerve cells over several years. Brain insults, such as infection
(e.g., Zika virus or rubella), trauma, or metabolic imbalance, can damage brain cells, which may result in
, serious per- manent dysfunction in mental status. Genetic disorders may also affect cognitive development
and mental status.
adolescents (brain) - ANSWER: Intellectual maturation continues, with greater capacity for information and
vocabulary development. Abstract thinking (i.e., the ability to develop theories, use logical reasoning, make
future plans, use generalizations, and consider risks and possibilities) develops during this period. Judgment
begins to develop with education, intelligence, and experience.
Older adults (brain) - ANSWER: Cognitive function should be intact in the healthy older adult, but declines in
cognitive abilities occur in some older adults after 60 or 70 years of age. Speed of information processing and
psychomotor speed begin declining at a modest rate after 30 years of age. However, verbal skills and general
knowledge continue to increase into the 60s and often remain stable into the 80s. Cognitive declines in
executive functioning (the ability to plan and develop strategies, organize, concentrate and remember details,
and manage activities) may precede memory loss and other cognitive impairments. The cognitive decline
leading to dementia may occur over 20 to 30 years, and it may begin as early as 45 years of age in some
persons.
State of Consciousness - ANSWER: The patient should be oriented to person, place, and time and make
appropriate responses to questions, as well as physical and environmental stimuli. Person disorientation
results from cerebral trauma, seizures, or amnesia. Place disorientation occurs with psychiatric disorders,
delirium, and cognitive impairment. Time disorientation is associated with anxiety, delirium, depression, and
cognitive impairment. The Glasgow Coma Scale is used to quantify the level of consciousness after an acute
brain injury or medical condition
Analogies (Cognitive Abilities) - ANSWER: Ask the patient to describe simple analogies first and then more
complex analogies: • What is similar about these objects: Peaches and lemons?
Ocean and lake? Trumpet and flute? • Complete this comparison: An engine is to an airplane
as an oar is to a ____. • What is different about these two objects: A magazine
Cognitive Abilities - ANSWER: Evaluate cognitive functions as the patient responds to questions during the
history-taking process. Specific questions and tasks can provide a detailed assessment of cognition, the
execution of complex mental processes (e.g., learning, perceiving, decision making, and memory).
Signs of possible cognitive impairment include the following: significant memory loss, confusion (impaired
cognitive function with disorientation, attention and memory deficits, and difficulty answering questions or
following multiple-step directions), impaired communication, inappropriate affect, personal care difficulties,
hazardous behavior, agitation, and suspiciousness.
cerebrum - ANSWER: primarily responsible for a person's mental status
cerebral cortex - ANSWER: gray outer layer of cerebrum. houses the higher mental functions and is
responsible for perception and behavior.
Broca area - ANSWER: Located in the frontal lobe; is responsible for the formation of words or speech
frontal lobe - ANSWER: responsible for decision making, problem solving, the ability to concentrate, and short-
term memory. Associated areas—related to emotions, affect, drive, and awareness of self and the autonomic
responses related to emotional states—also originate in the frontal lobe.
parietal lobe - ANSWER: primarily responsible for receiving and processing sensory data.
temporal lobe - ANSWER: responsible for perception and interpretation of sounds as well as localizing their
source. The temporal lobe is also involved in the integration of behavior, emotion, and personality, as well as
long-term memory
Wernicke speech area - ANSWER: which allows a person to understand spoken and written language. Located
in temporal lobe.
The limbic system - ANSWER: mediates certain patterns of behavior that determine survival (e.g., mating,
aggression, fear, and affection). Reactions to emotions such as anger, love, hostility, and envy originate here,
but the expression of emotion and behavior is mediated by connections between the limbic system and the
frontal lobe. A major function is memory consolidation needed for long-term memory.
reticular system - ANSWER: a collection of nuclei in the brainstem, regulates vital reflexes such as heart and
respiratory functioning. It also maintains wakefulness, which is important for consciousness and for awareness
and arousal functions. Disruption of the ascending reticular activating system can lead to altered mental status
(e.g., confusion and delirium)
Infants and children (brain) - ANSWER: All brain neurons are present at birth in a full-term infant, but brain
development continues with myelinization of nerve cells over several years. Brain insults, such as infection
(e.g., Zika virus or rubella), trauma, or metabolic imbalance, can damage brain cells, which may result in
, serious per- manent dysfunction in mental status. Genetic disorders may also affect cognitive development
and mental status.
adolescents (brain) - ANSWER: Intellectual maturation continues, with greater capacity for information and
vocabulary development. Abstract thinking (i.e., the ability to develop theories, use logical reasoning, make
future plans, use generalizations, and consider risks and possibilities) develops during this period. Judgment
begins to develop with education, intelligence, and experience.
Older adults (brain) - ANSWER: Cognitive function should be intact in the healthy older adult, but declines in
cognitive abilities occur in some older adults after 60 or 70 years of age. Speed of information processing and
psychomotor speed begin declining at a modest rate after 30 years of age. However, verbal skills and general
knowledge continue to increase into the 60s and often remain stable into the 80s. Cognitive declines in
executive functioning (the ability to plan and develop strategies, organize, concentrate and remember details,
and manage activities) may precede memory loss and other cognitive impairments. The cognitive decline
leading to dementia may occur over 20 to 30 years, and it may begin as early as 45 years of age in some
persons.
State of Consciousness - ANSWER: The patient should be oriented to person, place, and time and make
appropriate responses to questions, as well as physical and environmental stimuli. Person disorientation
results from cerebral trauma, seizures, or amnesia. Place disorientation occurs with psychiatric disorders,
delirium, and cognitive impairment. Time disorientation is associated with anxiety, delirium, depression, and
cognitive impairment. The Glasgow Coma Scale is used to quantify the level of consciousness after an acute
brain injury or medical condition
Analogies (Cognitive Abilities) - ANSWER: Ask the patient to describe simple analogies first and then more
complex analogies: • What is similar about these objects: Peaches and lemons?
Ocean and lake? Trumpet and flute? • Complete this comparison: An engine is to an airplane
as an oar is to a ____. • What is different about these two objects: A magazine
Cognitive Abilities - ANSWER: Evaluate cognitive functions as the patient responds to questions during the
history-taking process. Specific questions and tasks can provide a detailed assessment of cognition, the
execution of complex mental processes (e.g., learning, perceiving, decision making, and memory).
Signs of possible cognitive impairment include the following: significant memory loss, confusion (impaired
cognitive function with disorientation, attention and memory deficits, and difficulty answering questions or
following multiple-step directions), impaired communication, inappropriate affect, personal care difficulties,
hazardous behavior, agitation, and suspiciousness.
