Biopsychology (with MyPsychKit Student Access Code Card)

Biopsychologyclearly presents the fundamentals of the study of the biology of behavior and makes the topics personally and socially relevant to the student. The defining feature of Biopsychology is its unique combination of biopsychological science and personal, reader-oriented discourse.  Rather than introducing biopsychology in the usual textbook fashion, it interweaves the fundamentals of the field with clinical case studies, social issues, personal implications, and humorous anecdotes. It tries to be a friendly mentor that speaks directly to the reader, enthusiastically relating recent advances in biopsychological science.

Table of Contents:
Detailed Table of Contents   Chapter 1:  Biopsychology as a Neuroscience:  What is Biopsychology Anyway? The Case of Jimmie G., the Man Frozen in Time Four Major Themes of This Book Thinking Clearly About Biopsychology Clinical Implications The Evolutionary Perspective Neuroplasticity 1.1      What is Biopsychology? 1.2      What is the Relation between Biopsychology and the Other Disciplines of Neuroscience? 1.3      What Types of Research Characterize the Biopsychology Approach? Human and Nonhuman Subjects Experiments and Nonexperiments Quasiexperimental Studies Pure and Applied Research 1.4      What are the Divisions of Biopsychology? Physiological Psychology Psychopharmacology Neuropsychology The Case of Mr. R., the Brain-Damaged Student Who Switched to Architecture Psychophysiology Cognitive Neuroscience Comparative Psychology 1.5      Converging Operations:  How Do Biopsychologists Work Together? 1.6      Scientific Inference:  How Do Biopsychologists Study the Unobservable Workings of the Brian? 1.7      Critical Thinking about Biopsychological Claims Case 1:  Jose and the Bull Case 2:  Becky, Moniz, and Prefrontal Lobotomy   Chapter 2:  Evolution, Genetics, and Experience:  Thinking about the Biology of Behavior 2.1      Thinking about the Biology of Behavior:  From Dichotomies to Relations and Interactions Is It Physiological, or Is It Psychological? Is It Inherited, or Is It Learned? Problems with Thinking about the Biology of Behavior in Terms of Traditional Dichotomies A Model of the Biology of Behavior 2.2      Human Evolution Evolution and Behavior Course of Human Evolution Thinking about Human Evolution Evolution of the Human Brain Evolutionary Psychology:  Understanding Mate Bonding Thinking about Evolutionary Psychology 2.3      Fundamental Genetics Mendelian Genetics Chromosomes:  Reproduction, Linkage, and Recombination Chromosome:  Structure and Replication Sex Chromosomes and Sex-Linked Traits The Genetic Code and Gene Expression Mitochondrial DNA Modern Genetics 2.4      Behavioral Development:  The Interaction of Genetic Factors and Experience Selective Breeding of “Maze-Bright” and “Maze-Dull”  Rats Phenylketonuria:  A Single-Gene Metabolic Disorder Development of Birdsong 2.5      The Genetics of Human Psychological Differences Development of Individuals versus Development of Differences among Individuals Minnesota Study of Twins Reared Apart   Chapter 3:  The Anatomy of the Nervous System:  The System, Structures, and Cells That Make Up Your Nervous System 3.1      General Layout of the Nervous System Division of the Nervous System Meninges, Ventricles, and Cerebrospinal Fluid Blood-Brain Barrier 3.2      Cells of the Nervous System Anatomy of Neurons Glial Cells:  The Forgotten Majority 3.3      Neuroanatomical Techniques and Directions Neuroanatomical Techniques Directions in the Vertebrate Nervous System 3.4      The Spinal Cord 3.5      The Five Major Divisions of the Brain 3.6      Major Structures of the Brain Myelencephalon Metencephalon Mesencephalon Diencephalon Telencephalon   Chapter 4  Neural Conduction and Synaptic Transmission:  How Neurons Send and Receive Signals The Lizard, a Case of Parkinson’s Disease 4.1      The Neuron’s Resting Membrane Potential Recording the Membrane Potential The Resting Membrane Potential 4.2      Generation and Conduction of Postsynaptic Potentials 4.3      Integration of Postsynaptic Potentials and Generation of Action Potentials 4.4      Conduction of Action Potentials The Ionic Basis of Action Potentials Refractory Periods Axonal Conduction of Action Potentials Conduction in Myelinated Axons The Velocity of Axonal Conduction Conduction in Neurons without Axons The Hodgkin-Huxley Model and the Changing View of Dendritic Function 4.5      Synaptic Transmission:  Chemical Transmission of Signals from One Neuron to Another Structure of Synapses Synthesis, Packaging, and Transport of Neurotransmitter Molecules Release of Neurotransmitter Molecules Activation of Receptors by Neurotransmitter Molecules Reuptake, Enzymatic Degradation, and Recycling Glial Function and Synaptic Transmission 4.6      The Neurotransmitters Amino Acid Neurotransmitters Monoamine Neurotransmitters Acetylcholine Unconventional Neurotransmitters Neuropeptides 4.7      Pharmacology of Synaptic Transmission and Behavior How Drugs Influence Synaptic Transmission Behavioral Pharmacology:  Three Influential Lines of Research   Chapter 5  The Research Methods of Biopsychology:  Understanding What Biopsychologists Do The Ironic Case of Professor P. PART ONE 5.1      Methods of Visualizing and Stimulating the Living Human Brain Contrast X-Rays X-Ray Computed Tomography Magnetic Resonance Imaging Positron Emission Technology Functional MRI Magnetoencephalography Brain-Image Archives Transcranial Magnetic Stimulation 5.2      Recording Human Psychophysiological Activity Scalp Electroencephalography Muscle Tension Eye Movement Skin Conductance Cardiovascular Activity 5.3      Invasive Physiological Research Methods Stereotaxic Surgery Lesion Methods Electrical Stimulation Invasive Electrophysiological Recording Methods 5.4      Pharmacological Research Methods Routes of Drug Administration Selective Chemical Lesions Measuring Chemical Activity of the Brain Location Neurotransmitters and Receptors in the Brain 5.5      Genetic Engineering Gene Knockout Techniques Gene Replacement Techniques PART TWO:  Behavioral Research Methods of Biopsychology 5.6      Neuropsychological Testing Modern Approach to Neuropsychological Testing Tests of the Common Neuropsychological Test Battery Tests of Specific Neuropsychological Function Frontal Lobe Function 5.7      Behavioral Methods of Cognitive Neuroscience 5.8      Biopsychological Paradigms of Animal Behavior Paradigms for Assessment of Species-Common Behaviors Traditional Conditioning Paradigms Seminatural Animal Learning Paradigms   Chapter 6  The Visual System:  How We See The Case of Mrs. Richards:  Fortification Illusions and the Astronomer 6.1      Light Enters the Eye and Reaches the Retina The Pupil and the Lens Eye Position and Binocular Disparity 6.2      The Retina and Translation of Light into Neural Signals Cone and Rod Vision Spectral Sensitivity Eye Movement Visual Transduction:  The Conversion of Light to Neural Signals 6.3      From Retina to Primary Visual Cortex Retinotopic Organization The M and P Channels 6.4      Seeing Edges Lateral Inhibition and Contrast Enhancement Receptive Fields of Visual Neurons Receptive Fields:  Neurons of the Retina-Geniculate-Striate System Receptive Fields:  Simple Cortical Cells Receptive Fields:  Complex Cortical Cells Columnar Organization of Primary Visual Cortex The Case of Mrs. Richards Revisited Plasticity of Receptive Fields of Neurons in the Visual Cortex 6.5      Seeing Color Component and Opponent Processing Color Constancy and the Retinex Theory 6.6      Cortical Mechanisms of Vision and Conscious Awareness Damage to Primary Visual Cortex:  Scotomas and Completion The Case of the Physiological Psychologist Who Made Faces Disappear Damage to Primary Visual Cortex:  Scotomas, Blindsight, and Conscious Awareness The Case of D.B., the Man Confused by His Own Blindsight Functional Areas of Secondary and Association Visual Cortex Dorsal and Ventral Streams The Case of D.F., the Woman Who Could Grasp Objects She Did Not Consciously See The Case of A.T., the Woman Who Could Not Accurately Grasp Unfamiliar Objects That She Saw Prosopagnosia Conclusion   Chapter 7  Mechanisms of Perception:  Hearing, Touch, Smell, Taste, and Attention:  How You Know the World The Case of the Man Who Could Only Hear One Thing at a Time 7.1      Principals of Sensory System Organization Hierarchical Organization The Case of the Man Who Mistook His Wife for a Hat Functional Segregation Parallel Processing The Current Model of Sensory System Organization 7.2      Auditory System The Ear From the Ear to the Primary Auditory Cortex Subcortical Mechanisms of Sound Localization Primary and Secondary Auditory Cortex Effects of Damage to the Auditory System 7.3      Somatosensory System:  Touch and Pain Cutaneous Receptors Dermatomes The Two Major Somatosensory Pathways Cortical Areas of Somatosensation Effects of Damage to the Primary Somatosensory Cortex Somatosensory System and Association Cortex The Case of W.M., Who Reduced His Scotoma with His Hand Somatosensory Agnosias The Case of Aunt Betty, Who Lost Half of Her Body The Perception of Pain Neuropathic Path 7.4      The Chemical Senses:  Smell and Taste The Olfactory System The Gustatory System Brain Damage and the Chemical Senses 7.5      Selective Attention Change Blindness Neural Mechanisms of Attention Simultanagnosia   Chapter 8  The Sensorimotor System:  How You Move The Case of Rhonda, The Dexterous Cashier 8.1      The Principles of Sensorimotor Function The Sensorimotor System Is Hierarchically Organized Motor Output is Guided by Sensory Input The Case of G.O., the Man with Too Little Feedback Learning Changes the Nature and Locus of Sensorimotor Control A General Model of Sensorimotor System Function 8.2      Sensorimotor Association Cortex Posterior Parietal Association Cortex The Case of Mrs. S., the Woman Who Turned in Circles Dorsolateral Prefrontal Association Cortex 8.3      Secondary Motor Cortex Identifying the Areas of Secondary Motor Cortex Mirror Neurons 8.4      Primary Motor Cortex Conventional View of Primary Motor Cortex Current View of Primary Motor Cortex Belle:  The Monkey That Controlled a Robot with Her Mind Effects of Primary Motor Cortex Lesions 8.5      Cerebellum and Basal Ganglia Cerebellum Basal Ganglia 8.6      Descending Motor Pathways Dorsolateral Corticospinal Tract and Dorsolateral Corticorubrospinal Tract Ventromedial Corticospinal Tract and Ventromedial Cortico-brainstem-spinal Tract Comparison of the Two Dorsolateral Motor Pathways and the Two Ventromedial Motor Pathways 8.7      Sensory Spinal Circuits Muscles Receptor Organs of Tendons and Muscles Stretch Reflex Withdrawal Reflex Reciprocal Innervation Recurrent Collateral Inhibition Walking:  A Complex Sensorimotor Reflex 8.8      Central Sensorimotor Programs Central Sensorimotor Programs Are Capable of Motor Equivalence Sensory Information That Controls Central Sensorimotor Programs Is Not Necessarily Conscious Central Sensorimotor Programs Can Develop without Practice Practice Can Create Central Sensorimotor Programs Functioning Brain Imaging of Sensorimotor Learning The Case of Rhonda Revisited   Chapter 9  Development of the Nervous System:  From Fertilized Egg to You The Case of Genie 9.1      Phases of Neurodevelopment Induction of the Neural Plate Neural Proliferation Migration and Aggregation Migration Aggregation Axon Growth and Synapse Formation Axon Growth Synapse Formation Neuron Death and Synapse Rearrangement Neuron Death Synapse Rearrangement 9.2      Postnatal Cerebral Development in Human Infants Postnatal Growth of the Human Brain Development of the Prefrontal Cortex 9.3      Effects of Experience on the Early Development, Maintenance, and Reorganization of Neural Circuits Early Studies of Experience and Neurodevelopment: Deprivation and Enrichment Competitive Nature of Experience and Neurodevelopment: Ocular Dominance Columns Effects of Experience on Topographic Sensory Cortex Maps Mechanisms by Which Experience Might Influence Neurodevelopment 9.4      Neuroplasticity in Adults Neurogenesis in Adult Mammals Effects of Experience on the Reorganization of the Adult Cortex 9.5      Disorders of Neurodevelopment: Autism and Williams Syndrome Autism The Case of Alex:  Are You Ready to Rock? Autism is a Heterogeneous Disorder   Autistic Savants Genetic Basis of Autism Neural Mechanisms of Autism   Williams Syndrome The Case of Anne Louise McGarrah: The Uneven Abilities of Williams Syndrome   Chapter 10:  Brain Damage and Neuroplasticity:  Can the Brain Recover from Damage? The Ironic Case of Professor P. 10.1  Causes of Brain Damage Brain Tumors Cerebrovascular Disorders:  Strokes    Cerebral Hemorrhage    Cerebral Ischemia Closed-Head Injuries The Case of Jerry Quarry:  Ex-Boxer Infections of the Brain Neurotoxins Genetic Factors Programmed Cell Death 10.2  Neuropsychological Diseases Epilepsy The Subtlety of Complex Partial Seizures:  Two Cases Parkinson’s Disease Huntington’s Disease Multiple Sclerosis Alzheimer’s Disease            10.3  Animal Models of Human Neuropsychological Disease Kindling Model of Epilepsy Transgenic Mouse Model of Alzheimer’s Disease MPTP Model of Parkinson’s Disease The Case of the Frozen Addicts 10.4 Neuroplastic Responses to Nervous System Damage: Degeneration, Regeneration, Reorganization, and Recovery Neural Degeneration Neural Regeneration Neural Reorganization Recovery of Function after Brain Damage 10.5  Neuroplasticity and the Treatment of Nervous System Damage Reducing Brain Damage by Blocking Neurodegeneration Promoting Recovery from CNS Damage by Promoting Regeneration Promoting Recovery from CNS Damage by Neurotransplantation The Case of Roberto Garcia d’Orta: The Lizard Gets an Autotransplant Promoting Recovery from CNS Damage by Rehabilitative Training The Cases of Tom and Philip: Phantom Limbs and Ramachandran The Ironic Case of Professor P.: Recovery   Chapter 11:  Learning, Memory, and Amnesia:  How Your Brain Stores Information 11.1  Amnesic Effects of Bilateral Medial Temporal Lobectomy The Case of H.M., the Man Who Changed the Study of Memory Formal Assessment of H.M.’s Anterograde Amnesia Scientific Contributions of H.M.’s Case Medial Temporal Lobe Amnesia Semantic and Episodic Memories The Case of K. C.: The Man Who Can’t Time Travel The Case of the Clever Neuropsychologist: Spotting Episodic Memory Deficits Effects of Cerebral Ischemia on the Hippocampus and Memory The Case of R.B.: Product of a Bungled Operation 11.2  Amnesia of Korsakoff’s Syndrome The Up-Your-Nose Case of N.A. 11.3  Amnesia of Alzheimer’s Disease 11.4 Amnesia after Concussion: Evidence for Consolidation Posttraumatic Amnesia Gradients of Retrograde Amnesia and Memory Consolidation Reconsolidation The Hippocampus and Consolidation 11.5  Neuroanatomy of Object-Recognition Memory Monkey Model of Object-Recognition Amnesia: The Delayed Nonmatching-to-Sample Test The Delayed Nonmatching-to-Sample Test for Rats Neuroanatomical Basis of the Object-Recognition Deficits Resulting from Medial Temporal Lobectomy 11.6  The Hippocampus and Memory for Spatial Location Hippocampal Lesions Disrupt Spatial Memory Hippocampal Place Cells Comparative Studies of the Hippocampus and Spatial Memory Theories of Hippocampal Function 11.7  Where Are Memories Stored? Inferotemporal Cortex Amygdala Prefrontal Cortex The Case of the Cook Who Couldn’t Cerebellum and Striatum 11.8  Synaptic Mechanisms of Learning and Memory Long-Term Potentiation Induction of LTP: Learning Maintenance and Expression of LTP: Storage and Recall Variability of LTP 11.9  Conclusion: Infantile Amnesia and the Biopsychologist Who Remembered H.M. Infantile Amnesia Posttraumatic Amnesia and Episodic Memory The Case of R.M., the Biopsychologist Who Remembered H.M.   Chapter 12:  Hunger, Eating, and Health:  Why Do Many People Eat Too Much? The Case of the Man Who Forgot Not to Eat 12.1  Digestion, Energy Storage, and Energy Utilization Energy Storage in the Body Three Phases of Energy Metabolism 12.2  Theories of Hunger and Eating: Set Points versus Positive Incentives Set-Point Assumption Glucostatic and Lipostatic Set-Point Theories of Hunger and Eating Problems with Set-Point Theories of Hunger and Eating Positive-Incentive Perspective 12.3  Factors That Determine What, When, and How Much We Eat Factors That Determine What We Eat Factors That Influence When We Eat Factors That Influence How Much We Eat 12.4  Physiological Research on Hunger and Satiety Role of Blood Glucose Levels in Hunger and Satiety Myth of Hypothalamic Hunger and Satiety Centers Role of the Gastrointestinal Tract in Satiety Hunger and Satiety Peptides Serotonin and Satiety Prader-Willi Syndrome: The Case of Miss A. 12.5  Body Weight Regulation: Set Points versus Settling Points Set-Point Assumptions about Body Weight and Eating Set Points and Settling Points in Weight Control 12.6  Human Obesity: Causes, Treatments, and Mechanisms Why Is There an Epidemic of Obesity? Why Do Some People Become Obese While Others Do Not? Why Are Weight-Loss Programs Typically Ineffective? The Case of the Child with No Leptin Serotonergic Drugs and the Treatment of Obesity 12.7  Anorexia and Bulimia Nervosa The Relation Between Anorexia and Bulimia Anorexia and Positive Incentives The Case of the Anorexic Student   Chapter 13:  Hormones and Sex:  What’s Wrong with the Mamawawa? The Developmental and Activational Effects of Sex Hormones The Men-Are-Men-and-Women-Are-Women Assumption 13.1  The Neuroendocrine System Glands Classes of Hormones Gonads Sex Steroids Hormones of the Pituitary Female Gonadal Hormone Levels Are Cyclic; Male Gonadal Hormone Levels Are Steady Neural Control of the Pituitary Control of the Anterior and Posterior Pituitary by the Hypothalamus Discovery of Hypothalamic Releasing Hormones Regulation of Hormone Levels Pulsatile Hormone Release A Summary Model of Gonadal Endocrine Regulation 13.2  Hormones and Sexual Development Fetal Hormones and the Development of Reproductive Organs Sex Differences in the Brain Perinatal Hormones and Behavioral Development Puberty: Hormones and the Development of Secondary Sex Characteristics 13.3  Three Cases of Exceptional Human Sexual Development The Case of Anne S., the Woman Who Wasn’t The Case of the Little Girl Who Grew into a Boy The Case of the Twin Who Lost His Penis Do the Exceptional Cases Prove the Rule? 13.4  Effects of Gonadal Hormones on Adults Male Reproduction-Related Behavior and Testosterone The Case of the Man Who Lost and Regained His Manhood Female Reproduction-Related Behavior and Gonadal Hormones Anabolic Steroid Abuse The Neuroprotective Effects of Estradiol 13.5  Neural Mechanisms of Sexual Behavior Structural Differences between the Male Hypothalamus and the Female Hypothalamus The Hypothalamus and Male Sexual Behavior The Hypothalamus and Female Sexual Behavior 13.6  Sexual Orientation, Hormones, and the Brain Sexual Orientation and Genes Sexual Orientation and Early Hormones What Triggers the Development of Sexual Attraction? Is There a Difference in the Brains of Homosexuals and Heterosexuals? Transsexualism The Independence of Sexual Orientation and Sexual Identity   Chapter 14:  Sleep, Dreaming, and Circadian Rhythms:  How Much Do You Need to Sleep? The Case of the Woman Who Wouldn’t Sleep 14.1  The Measures and Stages of Sleep The Three Standard Psychophysiological Measures of Sleep Four Stages of Sleep EEG 14.2  REM Sleep and Dreaming Testing Common Beliefs about Dreaming The Interpretation of Dreams 14.3  Why Do We Sleep, and Why Do We Sleep When We Do? 14.4  Comparative Analysis of Sleep 14.5  Circadian Sleep Cycles Free-Running Circadian Sleep-Wake Cycles Jet Lag and Shift Work 14.6  Effects of Sleep Deprivation Personal Experience of Sleep Deprivation: A Cautionary Note Two Classic Sleep-Deprivation Case Studies The Case of the Sleep-Deprived Students The Case of Randy Gardner Experimental Studies of Sleep Deprivation in Humans Sleep-Deprivation Studies with Laboratory Animals REM-Sleep Deprivation Sleep Deprivation Increases the Efficiency of Sleep 14.7  Four Areas of the Brain Involved in Sleep Two Areas of the Hypothalamus Involved in Sleep The Case of Constantin von Economo, the Insightful Neurologist Reticular Activating System and Sleep Reticular REM-Sleep Nuclei 14.8  The Circadian Clock: Neural and Molecular Mechanisms Location of the Circadian Clock in the Suprachiasmatic Nuclei Mechanisms of Entrainment Genetics of Circadian Rhythms 14.9  Drugs That Affect Sleep Hypnotic Drugs Antihypnotic Drugs Melatonin 14.10  Sleep Disorders Insomnia Mr. B., the Case of Iatrogenic Insomnia Hypersomnia REM-Sleep-Related Disorders The Case of the Sleeper Who Ran Over Tackle 14.11 The Effects of Long-Term Sleep Reduction Long-Term Reduction of Nightly Sleep Long-Term Sleep Reduction by Napping Long-Term Sleep Reduction: A Personal Case Study The Case of the Author Who Reduced His Sleep  Effects of Short Sleep Times on Health Conclusion         Chapter 15:  Drug Addiction and the Brain’s Reward Circuits Chemicals That Harm with Pleasure Case of the Drugged High School Teachers 15.1  Basic Principles of Drug Action Drug Administration and Absorption Drug Penetration of the Central Nervous System Mechanisms of Drug Action Drug Metabolism and Elimination Drug Tolerance Drug Withdrawal Effects and Physical Dependence Addiction: What Is It? 15.2  Role of Learning in Drug Tolerance Contingent Drug Tolerance Conditioned Drug Tolerance Thinking about Drug Conditioning 15.3  Five Commonly Abused Drugs Tobacco Alcohol Marijuana Cocaine and Other Stimulants The Opiates: Heroin and Morphine Comparison of the Hazards of Tobacco, Alcohol, Marijuana, Cocaine, and Heroin The Drug Dilemmas: Striking the Right Balance 15.4  Biopsychological Approaches to Theories of Addiction Physical-Dependence and Positive-Incentive Perspectives of Addiction From Pleasure to Compulsion: Incentive-Sensitization Theory Relapse and Its Causes 15.5  Intracranial Self-Stimulation and the Pleasure Centers of the Brain Fundamental Characteristics of Intracranial Self-Stimulation Mesotelencephalic Dopamine System and Intracranial Self-Stimulation 15.6  Early Studies of Brain Mechanisms of Addiction: Dopamine Two Key Methods for Measuring Drug-Produced Reinforcement in Laboratory Animals Early Evidence of the Involvement of Dopamine in Drug Addiction Nucleus Accumbens and Drug Addiction Support for the Involvement of Dopamine in Addiction: Evidence from Imaging Human Brains Dopamine Release in the Nucleus Accumbens: Reward or Expectation of Reward 15.7  Current Approaches to Brain Mechanisms of Addiction Brain Mechanisms of Addiction: Recent Developments Structures that Mediate Addiction: The Current View 15.8  A Noteworthy Case of Addiction The Case of Sigmund Freud         Chapter 16:  Lateralization, Language, and the Split Brain:  The Left Brain and the Right Brain of Language 16.1  Cerebral Lateralization of Function: Introduction Discovery of the Special Contributions of Left-Hemisphere Damage to Aphasia and Apraxia Tests of Cerebral Lateralization Discovery of the Relation between Speech Laterality and Handedness Sex Differences in Brain Lateralization 16.2  The Split Brain Groundbreaking Experiment of Myers and Sperry Commissurotomy in Human Epileptics Evidence That the Hemispheres of Split-Brain Patients Can Function Independently Cross-Cuing Doing Two Things at Once The Z Lens     Dual Mental Functioning and Conflict in Split-Brain Patients The Case of Peter, the Split-Brain Patient Tormented by Conflict Independence of Split Hemispheres: Current Perspective 16.3  Differences between the Left and Right Hemispheres Slight Biases versus All-or-None Hemispheric Differences Examples of Cerebral Lateralization of Function What Is Lateralized--Broad Clusters of Abilities or Individual Cognitive Processes? Anatomical Asymmetries of the Brain Theories of Cerebral  Lateralization of Function: Why Did Cerebral Lateralization Evolve? The Case of W.L., the Man Who Experienced Aphasia for Sign Language 16.4  Cortical Localization of Language: The Wernicke-Geschwind Model Historical Antecedents of the Wernicke-Geschwind Model The Wernicke-Geschwind Model 16.5  Evaluation of the Wernicke-Geschwind Model Effects of Damage to Various Areas of Cortex on Language-Related Abilities Electrical Stimulation of the Cortex and Localization of Language Current Status of the Wernicke-Geschwind Model 16.6  Cognitive Neuroscience Approach to Language Functional Brain Imaging and the Localization of Language 16.7  Cognitive Neuroscience Approach to Dyslexia Developmental Dyslexia: Causes and Neural Mechanisms Developmental Dyslexia: Cultural Diversity and Biological Unity Cognitive Neuroscience Analysis of Reading Aloud: Deep and Surface Dyslexia The Case of N.I., the Woman Who Read with Her Right Hemisphere         Chapter 17:  Biopsychology of Emotion, Stress, and Health:  Fear, the Dark Side of Emotion 17.1  Biopsychology of Emotion: Introduction Early Landmarks in the Biopsychological Investigation of Emotion The Mind-Blowing Case of Phineas Gage A Human Case of Kluver-Bucy Syndrome Emotions and the Autonomic Nervous System Emotions and Facial Expression 17.2  Fear, Defense, and Aggression Types of Aggressive and Defensive Behaviors Aggression and Testosterone 17.3  Neural Mechanisms of Fear Conditioning Amygdala and Fear Conditioning Contextual Fear Conditioning and the Hippocampus Lateral Nucleus of the Amygdala and Fear Conditioning 17.4  Stress and Health The Stress Response Animal Models of Stress Stress and Gastric Ulcers Psychoneuroimmunology: Stress, the Immune System, and the Brain Early Experience of Stress Stress and the Hippocampus 17.5  Brain Mechanisms of Human Emotion Specific Role of the Amygdala in Human Emotion The Case of S.P., the Woman Who Couldn’t Perceive Fear Specific Role of the Medial Prefrontal Lobes in Human Emotion Lateralization of Emotion Individual Differences in the Neural Mechanisms of Emotion The Case of Charles Whitman, the Texas Tower Sniper         Chapter 18:  Biopsychology of Psychiatric Disorders:  The Brain Unhinged 18.1  Schizophrenia The Case of Lena, the Catatonic Schizophrenic What Is Schizophrenia? Causal Factors in Schizophrenia Discovery of the First Antischizophrenic Drugs Dopamine Theory of Schizophrenia Current Research on the Neural Basis of Schizophrenia 18.2  Affective Disorders: Depression and Mania The Case of P.S., the Weeping Widow Major Categories of Affective Disorders Causal Factors in Affective Disorders Discovery of Antidepressant Drugs Brain Pathology and Affective Disorders Theories of Depression Antidepressant Effect of Sleep Deprivation and Exercise 18.3  Anxiety Disorders The Case of M.R., the Woman Who Was Afraid To Go Out Five Classes of Anxiety Disorders Etiology of Anxiety Disorders Pharmacological Treatment of Anxiety Disorders Antidepressant Drugs Animal Models of Anxiety Neural Bases of Anxiety Disorders 18.4  Tourette Syndrome The Case of R.G.--Barking Mad What Is Tourette Syndrome? Study of the Neuropathology of Tourette Syndrome Brain Mechanisms of Tourette Syndrome Treatment of Tourette Syndrome The Case of P.H., the Neuroscientist with Tourette Syndrome 18.5  Clinical Trials: Development of New Psychotherapeutic Drugs Clinical Trials: The Three Phases Controversial Aspects of Clinical Trials Effectiveness of Clinical Trials The Case of S.B., the Biopsychology Student Who Took Control  

About the Author :
John Pinel, the author of Biopsychology, obtained his PhD from McGill University in Montreal. He worked briefly at the Massachusetts Institute of Technology before taking up his current position at the University of British Columbia in Vancouver. Professor Pinel is an award-winning teacher and the author of over 200 scientific papers; however, he feels that Biopsychology is his major career-related accomplishment. “It ties together everything that I love about my job: students, teaching, writing, and research.”   When asked about his personal interests, Professor Pinel speaks glowingly of his partner, Maggie, and son, Greg. The high quality of the illustrations in Biopsychology is largely attributable to the effort and talents of Maggie, who is an artist and technical writer. Greg is currently completing his PhD at the London School of Economics, specializing in social and educational programs for indigenous peoples. “I get most of my exercise by rehearsing and performing West African drum rhythms,” Professor Pinel says. “For a peak mental and physical experience, a bit of Kpanlogo with my friend, Nigerian drum master Kwasi Iruoje is hard to beat.” Most of Professor Pinel’s relaxation comes from cuddling his cats, Sambala, Rastaman, and Squeak.

Review :
Excerpt from a letter to the author (used with permission):   Dr. Pinel,  OUTSTANDING!!!!!   I am a student at Walden University in the PhD Psychology program, I live in Michigan.  I must admit, when I first heard that I would have to take Biopsychology I was not happy as I gasped for breath.  I had already made up in my mind that it would prove to be a difficult course and I would probably have to drop the course.  However, surprisingly, I found that your ease of writing in talking with the student proved me wrong.  I actually LOVED the textbook.  It was as if you were talking right to me in a manner in which I could easily comprehend.  I never thought of learning about the human brain before taking the class, but must admit, it has to this point in my program been one of my favorites.    I wanted to say thank you, thank you, thank you.  You opened up a new world to me.  I just started teaching at a local college this year and I tell you, having taken Biopsychology has truly prepared me to teach general psychology and other classes within the counseling cohort.  I am still amazed at how much information I have retained due to the colorful illustrations and ease of reading.  Though I am in a doctorate program, and the program is truly rigourous, having read your text was a breath of fresh air.  Top quality education with all of the learning tools needed for todays adult learners.  Continued success to you on your endeavors.  By the way, thanks for all of the stories including yours that you shared.   Sincerely grateful," - Michelle Brown, Ph.D. candidate at Walden University     Excerpt from a letter to the author (used with permission): "I am currently a 2nd year Psychology student at the University of Western Ontario and I am taking a Biopsychology class...I have to say what an amazing text this is...     I recently switched majors from physiology/medical sciences to psychology and I was confused for a while about what I liked more: biological sciences or psychology. I didn't know I could combine them until I read your textbook. Your book was inspirational for me and I now have a clearer, more defined idea of what I would like to do with my degree and future endeavours. Thank you very much for writing such an interesting textbook that was so clearly aimed to help students understand and appreciate biopsychology. I honestly attribute my new-found interest in biopsychology to the amazing work you put in to this text. Too bad I am several provinces away from B.C, I would have loved to be in one of your classes! Thank you again and I hope to read more of your work in the future."   -  Tannis, student at University of Western Ontario   Excerpt from a letter to the author (used with permission): "I am doing a Graduate Diploma in Psychology in Brisbane, Australia and just wanted to say that your textbook is particularly interesting and stimulating.  I can see that there is passion and clarity in every chapter and your own experiences with the tumour as relayed in Chapter 10 was fascinating.  It’s good to know that some texts can have that “human” factor, and this really makes an impact on the reader. "  - Simon, student at Brisbane, Australia   Excerpt from a letter to the author (used with permission): "Dr. Pinel:   I just completed a Physiological Psychology class at Chapman University College.  Your Biopsychology text was required for the class.  It was the BEST textbook I have ever used.  I'm 51 years old and have taken many classes in my life so that's saying a heck of lot!!!  Believe me, I have certainly never written to the author to complement him on the text. You made me laugh out loud on more than one occasion.    Thank you, thank you, thank you for making a tough class enjoyable." - Eileen, student at Chapman University Excerpt from a letter to the author (used with permission): "I have just finished reading your book and wanted to thank you for writing it. I like the way you presented the information as if you were "chatting" with me. It was very easy to understand and a fun read. I especially liked all the vignettes and diagrams. They helped me to visualize and understand the topic you were discussing. I also reviewed the CD after every chapter I read and found it to be a helpful tool in preparing for my exams. Before taking this class I was very nervous and unsure of whether or not I would be able to grasp the information. Now class is almost over and I have a 95% in my class. I am taking my final exam tomorrow and I am confident I will do well. I feel that my understanding of the information in your book was due to the way it was written. It was very relaxed and personal, a goal you strived for in writing this book. So again, thanks for sharing your knowledge with me."  - Priscilla, student at Chapman University Excerpt from a letter to the author (used with permission): "Dr. Pinel,   I am a student who has just completed a Biopsychology course designed around your textbook (6th ed.) at Birmingham-Southern College.  To confess my initial thoughts, I largely began this course because it is one of the requirements of my Psychology major and I gazed rather unexcitedly upon the cover of your textbook, assuming it to be like some of the other repetitive, over-written books I had become accustomed to during my three years at this college.  However, as I delved a little deeper into the subject matter, exploring topics from sex and hormones to sleep cycles to neuroplasticity, I began to realize that your textbook is unlike any I had ever used.  Not only is the research you include very pertinent to the subject and thought-provoking, but you seem to take the time to include personal notes, stories, and anecdotes that truly set your work apart from other texts.  I can tell that Psychology is a field that really excites you, and in turn, I am more excited about my major.  I just wanted to send you this small token of my graditude and a thanks for changing my mind about Psychology.   - Jeff Tullis, Birmingham-Southern College 2008"      Excerpt from a letter to the author (used with permission):   "Dr. Pinel:   What a fabulous textbook on neuropsychology. I never thought I would use the words "fabulous textbook" and "neuropsychology" in the same sentence, but there it is.   I can't tell you how surprised and delighted I was to read the book you wrote. The topic can be a bit obtuse, (there is an understatement!), but you have an incredible talent for making it not just tolerable, but interesting and even compelling.   Anyway, since I tell everyone else about what a wonderful book Biopsychology is I thought it only appropriate that I tell you as well. Thank you for writing such a profound and easily understood book about a topic that is so challenging to comprehend."   -Vic Napier