Ebook Brain and behavior (5E): Part 1

(BQ) Part 1 book “Brain and behavior” has contents: Communication within the nervous system, the organization and functions of the nervous system, the methods and ethics of research, motivation and the regulation of internal states, the biology of sex and gender,… and other contents.

Fifth Edition

Printed in Canada

Cover and title page image: © iStock.com/Krle ISBN 978-1-5063-4920-6

This book is printed on acid-free paper.

Acquisitions Editor: Abbie Rickard

Content Development Editor: Lucy Berbeo Editorial Assistant: Jennifer Cline

Production Editors: David C Felts, Kelly DeRosa Copy Editor: Amy Marks

Typesetter: C&M Digitals (P) Ltd.

Proofreaders: Lawrence W Baker, Scott Oney Indexer: Diggs Publication Services

Cover Designer: Gail Buschman

Marketing Manager: Katherine Hepburn

Nature and Nurture

The Genetic CodeThe Human Genome ProjectApplication | The Promise of DNA Computing

Application | Targeting Ion ChannelsGlial Cells

How Neurons Communicate With Each OtherChemical Transmission at the Synapse

IN THE NEWS | Ramón y Cajal’s Work Received by NewAudience

Regulating Synaptic ActivityNeurotransmitters

Neural Codes and Neural NetworksApplication | Agonists and Antagonists in the Real WorldRESEARCH SPOTLIGHT | DHA for a Better BrainChapter 3 • The Organization and Functions of the Nervous SystemThe Central Nervous System

The ForebrainApplication | The Case of Phineas GageThe Midbrain and Hindbrain

The Spinal Cord

The Cranial NervesThe Autonomic Nervous SystemDevelopment and Change in the Nervous System

The Stages of DevelopmentHow Experience Modifies the Nervous System

IN THE NEWS | Breastmilk Consumption Is Good for the BrainDamage and Recovery in the Central Nervous SystemApplication | Ultrasound Surgery

RESEARCH SPOTLIGHT | Mending the Brain With ComputerChips

Chapter 4 • The Methods and Ethics of Research

Science, Research, and Theory

Theory and Tentativeness in ScienceExperimental Versus Correlational StudiesResearch Techniques

Staining and Imaging NeuronsLight and Electron MicroscopyMeasuring and Manipulating Brain ActivityRESEARCH SPOTLIGHT | Looking Into the Brain

IN THE NEWS | Portable EEG Reveals Real-Life Brain ActivityBrain Imaging Techniques

Application | Scanning King Tut

RESEARCH SPOTLIGHT | Growing a Model Brain From SkinCells

Investigating HeredityRESEARCH SPOTLIGHT | The Brainbow Connection

Research Ethics

Plagiarism and FabricationProtecting the Welfare of Research ParticipantsGene Therapy

The Role of Serotonin, Dopamine, and Cannabinoids

Pain as an Adaptive EmotionBiological Origins of Aggression

The Brain’s Role in AggressionRESEARCH SPOTLIGHT | A Bug That Causes Road Rage?Hormones and Neurotransmitters in Aggression

Application | Neurocriminology, Responsibility, and the LawHeredity and Environment

Part III Interacting With the World

Chapter 9 • Hearing and Language

Hearing

The Adequate Stimulus for HearingThe Auditory Mechanism

Frequency AnalysisRestoring HearingRESEARCH SPOTLIGHT | Beyond Cochlear Implants

Analyzing Complex SoundsLocating Sounds

Application | I Hear a Tree Over There

Language

Broca’s AreaWernicke’s AreaThe Wernicke-Geschwind ModelReading, Writing, and Their ImpairmentsRecovery From Aphasia and Lateralization of Language

A Language-Generating Mechanism?

IN THE NEWS | Learn a New Language While You StudyPsychology

Language in Nonhuman AnimalsNeural and Genetic Antecedents

IN THE NEWS | Language Dialects: You Are From What YouSay

Chapter 10 • Vision and Visual Perception

Light and the Visual Apparatus

The Visible SpectrumThe Eye and Its ReceptorsPathways to the BrainColor Vision

Application | Restoring Lost Vision

A Combined TheoryColor Blindness

IN THE NEWS | Being a Color-Blind Sports Fan

Form Vision

Contrast Enhancement and Edge DetectionApplication | Neural Bases of Visual Illusions

Hubel and Wiesel’s TheorySpatial Frequency TheoryThe Perception of Objects, Color, and Movement

The Two Pathways of Visual AnalysisDisorders of Visual Perception

The Problem of Final IntegrationRESEARCH SPOTLIGHT | When Binding Goes Too Far

Chapter 11 • The Body Sense and Movement

The Body Senses

ProprioceptionThe Skin SensesThe Vestibular SenseThe Somatosensory Cortex and the Posterior Parietal CortexPain and Its Disorders

Movement

The MusclesApplication | Treating Pain in Limbs That Aren’t There

The Spinal CordThe Brain and MovementRESEARCH SPOTLIGHT | Brain-Computer Interfaces

Disorders of MovementApplication | Deep Brain Stimulation and Parkinson’s Disease

Part IV Complex Behavior

Chapter 12 • Learning and Memory

Learning as the Storage of Memories

Amnesia: The Failure of Storage and RetrievalMechanisms of Consolidation and RetrievalApplication | The Legacy of HM

Where Memories Are StoredTwo Kinds of LearningWorking Memory

Application | Enhancing Intelligence and Cognitive PerformanceDeficiencies and Disorders of Intelligence

GlossaryReferencesAuthor IndexSubject Index

A Message From the Authors

Anyone who stops learning is old, whether at twenty or eighty Anyone who keeps learning stays young The greatest thing in life is to keep your mind young.

—Henry Ford

Flip through this book and you’ll see that its pages are chock-full of facts andapplications—just a sampling gleaned from a vast supply that grows too fast forany of us to keep up with and that becomes obsolete just as fast But siftingthrough those facts and reporting them is neither the most difficult nor the mostimportant function of a good textbook A greater challenge is that most studentsfail to share their instructors’ infatuation with learning; perhaps they lack thegenes, or the parental role models, or just the idea that learning can be fun Atany rate, they can find a text like this intimidating, and it is the textbook’s role tochange their minds

The colorful illustrations, case studies, and research vignettes may capture

students’ interest, but sparking interest alone is not enough That’s why we’veadopted a big-picture approach in writing the text, one that marshals facts intoexplanations and discards the ones left standing around with nothing to do

When you put facts to work that way, you begin to see students look up and say,

“That makes sense,” or “I’ve always wondered about that, but I never thought of

it that way,” or “Now I understand what was going on with Uncle Edgar.”

We believe education has the capacity to make a person healthy, happy, andproductive, and it makes a society strong Education realizes that promise when

it leads people to inquire and to question, when they learn how to learn When

45% of the public believes in ghosts, and politics has become a game played byshouting the loudest or telling the most convincing lie, education more than everneeds to teach young people to ask, “Where is the evidence?” and “Is that theonly possible interpretation?”

To the Student

Brain & Behavior is our attempt to reach out to students, to beckon them into the

fascinating world of behavioral neuroscience These are exceptionally excitingtimes, comparable in many ways to the renaissance that thrust Europe from theMiddle Ages into the modern world According to the American neurologistStanley B Prusiner,

Neuroscience is by far the most exciting branch of science because the

brain is the most fascinating object in the universe Every human brain isdifferent—the brain makes each human unique and defines who he or sheis

We know of no scientific discipline with greater potential to answer the burningquestions about ourselves than behavioral neuroscience We hope this textbookwill convey that kind of excitement as you read about discoveries that will

revolutionize our understanding of what it means to be human

We want you to succeed in this course, but, more than that, we want you to learnmore than you ever imagined you could and to go away with a new appreciationfor the promise of behavioral neuroscience So, we have a few tips we want topass along First, try to sit near the front of the class, because those studentsusually get the best grades That is probably because they stay more engaged andare encouraged to ask more questions; but to ask good questions, you shouldalways read the text before you go to class And so you’ll know where you’regoing before you begin to read, take a look at “After reading this chapter, youwill be able to,” then skim the chapter subheadings, and read the summary at theend of the chapter Make sure you can define the terms, and visualize the

pathways and brain areas as you come across them Use the questions in themargins as you go through the text, answer the Concept Check questions, and besure to test yourself at the end using the Test Your Understanding questions Asyou read, pay special attention to the text in blue; these are definitions of themost important terms, which are defined again in the glossary at the end of thebook A “play button” icon like the one you see here will tell you which figureshave been animated on the text’s website to help sharpen your understanding

Reading Finally, carefully curated lists of web resources at the end of everychapter are fully hyperlinked on the Student Resources site at

edge.sagepub.com/garrett5e, directing you to a wealth of additional

information on the web If you are considering a career in behavioral

neuroscience, make sure you look at the For Further Thought questions at theend of each chapter If you do all of these things, you won’t just do better in thiscourse; you will leave saying, “I really got something out of that class!” Andwhen it’s time to take the GRE (or MCAT or VCAT), or talk to your doctor, or

written for you.

To the Instructor

When Bob wrote the first edition of Brain & Behavior, he had one goal: to entice

students into the adventure of behavioral neuroscience There were other goodtexts out there, but they read as though they were written for students preparingfor further neuroscience courses in graduate school Those students will find this

book adequately challenging, but Bob wrote Brain & Behavior so that anyone

interested in behavior, including the newly declared sophomore major or thecurious student who has wandered over from the history department, can havethe deeper understanding that comes from a biological perspective as they takeother courses in psychology

It is not enough to draw students in with lively writing or by piquing their

interest with case studies and telling an occasional story along the way; unlessthey feel they are learning something significant, they won’t stay—they’ll lookfor excitement in more traditional places As Bob wrote, he remembered the text

he struggled with in his first behavioral neuroscience class; it wasn’t very

interesting because neuroscientists knew much less about the biological

understand how intricate networks of brain cells produce language, make usintelligent, and help us play the piano or find a mate In other words, behavioralneuroscience has become a lot more interesting So the material is there; now it

is our job to communicate the excitement we have felt in discovering the secrets

of the brain and to make a convincing case that behavioral neuroscience has thepower to answer students’ questions about behavior

A good textbook is all about teaching, but there is no teaching if there is no

learning Over the years, our students have taught us a great deal about what theyneeded to help them learn For one thing, we realized how important it is forstudents to build on their knowledge throughout the course, so we have madeseveral changes from the organization of other texts First, the chapter on

neuronal physiology precedes the chapter on the nervous system, because webelieve that you can’t begin to understand the brain until you know how its

neurons work And we reversed the usual order of the vision and audition

chapters, because audition provides a friendlier context for introducing the basicprinciples of sensation and perception The chapters on addiction, motivation,emotion, and sex follow the introduction to neurophysiology; this was done tobuild student motivation before tackling sensation and perception Perhaps moresignificant, some topics have been moved around among chapters so that theycan be developed in a more behaviorally meaningful context So we discusslanguage along with audition, the body senses with the mechanisms of

movement, the sense of taste in the context of feeding behavior, and olfaction inconjunction with sexual behavior Most unique, though, is the inclusion of achapter on the biology of intelligence and another on consciousness The latter is

a full treatment of recent developments in the field, rather than being limited tothe usual topics of sleep and split-brain behavior These two chapters stronglyreinforce the theme that behavioral neuroscience is personally relevant and

capable of addressing important questions

Brain & Behavior has several features that will motivate students to learn and

encourage them to take an active role in their learning It engages the studentwith interest-grabbing opening vignettes; illustrative case studies; and In theNews, Application, and Research Spotlight features that take an intriguing stepbeyond the chapter content Throughout each chapter, questions in the marginskeep the student focused on key points, and a Concept Check at the end of each

In Perspective emphasizes the importance and implications of what the studenthas just read, a summary helps organize that information, and Test Your

Understanding questions assess the student’s conceptual understanding as well

as factual knowledge Then, For Further Reading suggestions guide the student

in exploring the chapter’s topics more fully, and a list of websites points the way

to related information on the Internet We have found over the years that studentswho use the study aids in a class are also the best performers in the course

New in the Fifth Edition

It has been just three years since publication of the fourth edition of Brain &

Behavior, but that short time has witnessed unprecedented activity in the

neurosciences We (founding author Bob Garrett and new author Gerald Hough)have reviewed thousands of research articles to ensure that the fifth edition

provides students with the most up-to-date coverage of behavioral neuroscience

possible We have undertaken the most ambitious revision of Brain & Behavior

since the second edition We have updated more than 300 references, added 30new terms, revised more than 50 illustrations, freshened the overall look of thetext, and polished its presentation We completely rewrote several sections, notonly to bring them up to date but also to provide better organization and clarityand to shift focus to the most significant aspects We have, for example, addedoptogenetics as one of the research techniques in Chapter 4; recast the Chapter 5

discussion of reward, brain plasticity, and learning in addiction; in Chapter 8

developed recent thinking that aggression depends on both testosterone-to-cortisol ratio and the balance of activity among the hypothalamus, amygdala,and prefrontal cortex; revised the discussion of long-term potentiation in Chapter

developments In addition, we updated the online material and added new

animations to better explain difficult concepts

In recent years behavioral neuroscience has been dominated by two areas of

of these is genetics New gene associations continue to be discovered, for

example, linking autism spectrum disorder to genes for GABA and oxytocinreceptors and genes concerned with the formation of synaptic proteins At thesame time, intelligence, schizophrenia, Down syndrome, and Alzheimer’s

disease are yielding additional secrets as researchers shift their attention to de

novo mutations, copy number variations, and epigenetic influences Also on the

genetic front, the CRISPR technique of gene editing (the American Associationfor the Advancement of Science’s 2015 breakthrough of the year) is showinggreat promise for medicine while generating increased concerns about modifyingthe human gene line

The second research area, involving neural connectivity and networks, is

continuing to reveal how the brain works and, in the case of disorders, how itfails to work For example, we are beginning to appreciate the role of the

salience network in consciousness, by detecting conditions that require attentionand switching between the default mode network and the executive network.Other recent studies have found decreased connectivity in the cortex, corpuscallosum, and thalamus in bipolar disorder, and both decreased and increasedconnectivity in different brain areas in depression

At the same time, we are keenly aware of the need to translate research findingsinto applications whenever possible Newly developing treatments featured inthe text include the use of anti-inflammatory drugs and memory-inhibiting drugs

to fight addiction; and treatment of Alzheimer’s disease with nerve growth

factor, brain-growth neurotrophic factor, and the drug aducanumab, which are inphase 1, phase 2, and phase 3 clinical trials, respectively We also applaud thegood news in two recent reports that prevalence of autism spectrum disorderappears to have leveled off and the risk for Alzheimer’s disease has declined inseveral countries, including the United Kingdom (by 20%) and the United States(by 26%)

Acknowledgments

Revising a textbook like Brain & Behavior is incredibly hard work, and in spite

of Bob’s and Gerald’s best efforts, the fifth edition would not be possible withoutthe help of many others Kudos to acquisitions editor Abbie Rickard and contentdevelopment editor Lucy Berbeo for their insights, their patience, and their

Buschman, marketing manager Katherine Hepburn, and marketing associateTzveta Mihaylov

Bob has had a number of mentors along the way, to whom he is forever grateful

A few of those special people are Wayne Kilgore, who taught the joys of sciencealong with high school chemistry and physics; Garvin McCain, who introducedhim to the satisfactions of research; Roger Kirk, who taught him that anythingworth doing is worth doing over and over until it’s right; and Ellen Roye andOuilda Piner, who shared their love of language These dedicated teachers

showed him that learning was his responsibility, and they shaped his life withtheir unique gifts and quiet enthusiasm

But of all of Bob’s supporters, the most important was his wife, Duejean; loveand thanks to her for fond memories and for her patient understanding and herappreciation of how important this project has been to him

For Gerald, becoming a coauthor on this textbook, which he has used in hisclasses over the past decade, is an amazing privilege He hopes that the

instructors and students who use this book find that the overall presentation andhelpfulness in assisting in the learning process are unchanged from the previouseditions His background in behavioral neuroethology (a mouthful for sure!)provides a background in understanding the neural bases of behavior He wouldlike to thank his academic mentors who have helped him find his way in a

complex scientific world: Erich Klinghammer at Wolf Park in Battle Ground,Indiana, sowed the seeds for a love of wolves and understanding behavior innaturalistic settings; Susan Volman at The Ohio State University introduced him

to the complexities of behavioral neuroscience through their investigation ofhow birds learn (and forget) songs at the neural level; and Verner Bingman gavehim the opportunity to develop as a scholar and mentor to his students at

Bowling Green State University in Ohio He would also like to thank his family

In addition, the following reviewers gave generously of their time and expertisethroughout the development of this text; they contributed immensely to the

quality of Brain & Behavior:

First edition: Susan Anderson, University of South Alabama; Patrizia Curran,

University of Massachusetts–Dartmouth; Lloyd Dawe, Cameron University;Tami Eggleston, McKendree College; James Hunsicker, Southwestern

Oklahoma State University; Eric Laws, Longwood College; Margaret Letterman,Eastern Connecticut State University; Doug Matthews, University of Memphis;Grant McLaren, Edinboro University of Pennsylvania; Rob Mowrer, AngeloState University; Anna Napoli, University of Redlands; Robert Patterson,

Washington State University; Joseph Porter, Virginia Commonwealth

University; Jeffrey Stern, University of Michigan–Dearborn; Aurora Torres,University of Alabama in Huntsville; Michael Woodruff, East Tennessee StateUniversity; and Phil Zeigler, Hunter College

Second edition: M Todd Allen, University of Northern Colorado; Patricia A.

Bach, Illinois Institute of Technology; Wayne Brake, University of California–Santa Barbara; Steven I Dworkin, University of North Carolina; Sean Laraway,San Jose State University; Mindy J Miserendino, Sacred Heart University;

Brady Phelps, South Dakota State University; Susan A Todd, Bridgewater StateCollege; and Elizabeth Walter, University of Oregon

Third edition: John A Agnew, University of Colorado Boulder; Michael A.

Bock, American International College; Rachel E Bowman, Sacred Heart

University; Jessica Cail, Pepperdine University; Mary Jo Carnot, Chadron StateCollege; Cheryl A Frye, The University at Albany–State University of NewYork; Rebecca L M Fuller, Catholic University of America; Cindy Gibson,Washington College; Bennet Givens, Department of Psychology, The Ohio StateUniversity; Robert B Glassman, Lake Forest College; Gerald E Hough, RowanUniversity; Joseph Nuñez, Michigan State University; and Kimberly L Thomas,University of Central Oklahoma

Fourth edition: John A Agnew, University of Colorado Boulder; Ben Allen,

University of Pittsburgh; Scott L Decker, University of South Carolina; Carol L.DeVolder, St Ambrose University; Jeff Dyche, James Madison University;

University; William Meil, Indiana University of Pennsylvania; Samar SaadeNeedham, California State University, Long Beach; M Foster Olive, ArizonaState University; Catherine Powers Ozyurt, Bay Path College; Allen Salo,

University of Maine at Presque Isle; Justin P Smith, University of South Dakota;Gretchen Sprow, University of North Carolina at Chapel Hill; and Sandra

Trafalis, San Jose State University

Fifth edition: Kurt T Choate, Northeastern State University; Andrea L O Hebb,

Saint Mary’s University; Bryant Horowitz, East Los Angeles College, CaliforniaState University, Northridge, and The Chicago School of Professional

Student Resources

Additional resources are available to students using Brain & Behavior, Fifth

Edition The interactive eBook includes animations of key figures in the text,

and the SAGE edge site at edge.sagepub.com/garrett5e links to On the Web sitesand other digital resources, eFlashcards, study quizzes (students can receive theirscores immediately), and relevant SAGE journal articles

Instructor Resources

A number of helpful teaching aids are available for professors new to teaching

are PowerPoint slides, a computerized test bank to allow for easy creation ofexams, lecture outlines, suggested class activities and critical thinking questions,and video and Web resources for each chapter of the text

In the electronic edition of the book you have purchased, there are several icons that reference links (videos, journal articles) to additional content Though the electronic edition links are not live, all content referenced may be accessed at edge.sagepub.com/garrett5e This URL is referenced at

several points throughout your electronic edition.

Bob Garrett

is a Visiting Scholar at California Polytechnic State University, San LuisObispo He was Professor of Psychology at DePauw University in

Greencastle, Indiana, and held several positions there, including

Chairperson of the Department of Psychology, Faculty Development

Coordinator, and Interim Dean of Academic Affairs He received his BAfrom the University of Texas at Arlington and his MA and PhD from BaylorUniversity He received further training in the Department of Physiology atBaylor University College of Medicine and at the Aeromedical ResearchPrimate Laboratory, Holloman Air Force Base Bob lives on a 3,200-acreranch he shares with 47 other families in the hills outside San Luis Obispo.His two sons and three beautiful grandchildren all live nearby

Gerald (Jerry) Hough

is an Associate Professor of Biological Sciences and Psychology at RowanUniversity in Glassboro, New Jersey He received his BA from PurdueUniversity and his MS and PhD from The Ohio State University He alsoworked in the lab of Verner Bingman at Bowling Green State University

He has taught undergraduate and graduate courses on anatomy, animal

behaviors in birds, as well as the effect of aging on learning and memory.Gerald; his wife, Kerry; their two sons; and their pets live in southern NewJersey A lifelong Cubs fan, he was able to experience the joy of a WorldSeries Championship for the first time in 2016 with his family Dad,

sensation and perception, and neuroethics She has served as the

Psychology and Neuroscience Program Coordinator, an advisor for thecampus chapter of Psi Chi, and a member of the Women’s and Gender

Studies committee Her research focus is on the role of olfactory cues inspatial learning and conditional discrimination learning in pigeons Shereceived her BA from Alfred University and her MA and PhD from

Bowling Green State University

Scott Camazine/Science Source

Identify the role of physiologists in the establishment of modern-day behavioral neuroscience Compare the relative contributions of genes and environment in the development of behavioral characteristics.

Critique the fixed nature of heredity in shaping behavior.

That device you carry in your pocket is a wonder of modern technology Itrepresents a very recent step in the evolution of long-distance communications,which began with smoke signals and drum beats and progressed through thetelegraph, the wireless radio, and the landline telephone

My cell phone is my best friend It’s my lifeline to the outside world.

—Carrie Underwood

smartphone, you have access to many additional people by way of email, text,and video, as well as more than 1 billion websites on the Internet Your phonealso allows you to record memories in the form of notes and images, performcalculations, identify a tune or a flower, and determine the best route for yourroad trip

Master the content

edge.sagepub.com/garrett5e

The brain has many similarities The neural cells (neurons) generate a tiny

electrical signal that allows each one to communicate with a thousand otherneurons, which in turn connect to thousands of others in a network of more than

80 billion neurons One computational neuroscientist estimates that the brain’sstorage capability rivals that of the Internet; as a psychologist put it, if the brain

were a video recorder it could store 300 years of video But storage of memories

and information is only one of the brain’s many tasks The brain is organizedinto specialized subnetworks that orchestrate your body’s 640 muscles, generatethought and make decisions, perform calculations, keep track of where you areand help you navigate around your world, tell you when to drink and when andwhat to eat, and provide your humanly unique language capability and range ofsensory capabilities Like the cell phone, the brain has evolved over time andacross species, but in this case as its capability has grown so has its size Still, all

of its amazing power is packed into just three pounds of tissue that consumes thesame amount of energy as a 20-watt light bulb!

Mobile phones came into their own in the last decade of the 20th century, interms of both their capabilities—such as built-in cameras, Bluetooth

connectivity, and international calling—and their popularity, indicated by moresales worldwide in 1998 than for cars and PCs combined The period was alsoseminal for the awakening field of neuroscience, so much so that in the United

increase public awareness of the benefits of brain research, the Decade of theBrain was also a celebration of past achievements and a sober look at the future

At the threshold of a new millennium, we understood that we had an obligation

to expand the horizons of human knowledge and advance the treatment of

neurological diseases, emotional disorders, and addictions that cost the country atrillion dollars a year in care, lost productivity, and crime (Uhl & Grow, 2004).Since then, in the span of your lifetime, we have developed new treatments fordepression, identified key genes responsible for the devastation of schizophrenia,developed agents that block addiction to drugs, found ways to slow the memoryimpairment of Alzheimer’s, produced a map of the human genes, and literallypeered into the brain itself to watch it work These achievements seem

remarkable for such a brief span of time, but in fact they have their roots in a300-year scientific past and in 22 centuries of thought and inquiry before that.For that reason, we will spend a brief time examining those links to our past

Figure 1.1 Lead Engineer Martin Cooper With the Motorola DynaTAC 8000X.

Source: Ted Soqui/Corbis Historical/Getty Images

The Origins of Behavioral Neuroscience

thinking, and emotion Behavioral neuroscientists attempt to answer questionslike “What changes in the brain when a person learns?” “Why does one persondevelop depression and another, under similar circumstances, becomes anxiouswhile another seems unaffected?” “What is the physiological explanation foremotions?” “How do we recognize the face of a friend?” “How does the brain’sactivity result in consciousness?” Behavioral neuroscientists use a variety ofresearch techniques to answer these questions, as you will see in Chapter 4

Whatever their area of study or their strategy for doing research, behavioralneuroscientists try to go beyond the mechanics of how the brain works to focus

on the brain’s role in behavior

What is behavioral neuroscience, and how does it relate to psychology?

To really appreciate the impressive accomplishments of today’s brain

researchers, it is useful, perhaps even necessary, to understand the thinking andthe work of their predecessors Contemporary scientists stand on the shoulders oftheir intellectual ancestors, who made heroic advances with far less information

at their disposal than is available to today’s undergraduate student

Writers have pointed out that psychology has a brief history but a long past.What they mean is that thinkers have struggled with the questions of behaviorand experience for more than two millennia, but psychology arose as a separatediscipline fairly recently; the date most people accept is 1879, when WilhelmWundt (Figure 1.2) established the first psychology laboratory in Leipzig,

Germany But biological psychology would not emerge as a separate scienceuntil psychologists offered convincing evidence that the biological approach

planning, and feeling But when we think, sense, plan, and feel, we get the

compelling impression that there is a mind behind it all, guiding what we do.

Most neuroscientists say this is just an illusion, that the sense of mind is nothingmore than the awareness of what the brain is doing Mind, like weather, is just a

concept; it is not a something; it does not do anything.

Figure 1.2 Wilhelm Wundt (1832–1920).

This position is known as monism, from the Greek monos, meaning “alone” or

“single.” Monism is the idea that the mind and the body consist of the same

substance Idealistic monists believe that everything is nonphysical mind, but most monists take the position that the body and mind and everything else are

physical; this view is called materialistic monism The idea that the mind and the brain are separate is known as dualism For most dualists, the body is

material and the mind is nonmaterial Most dualists also believe that the mindinfluences behavior by interacting with the brain

How do monists and dualists disagree on the mind-brain question?

This question did not originate with modern psychology The Greek

philosophers were debating it in the fifth century BCE (G Murphy, 1949), whenDemocritus proposed that everything in the world was made up of atoms

(atomos, meaning “indivisible”), his term for the smallest particle possible Even

the soul, which included the mind, was made up of atoms, so it, too, was

material Plato and Aristotle, considered the two greatest intellectuals among theancient Greeks, continued the argument into the fourth century BCE Plato was a