Garrett brain and behavior an introduction to biological psychology 4th edition c2015 txtbk

The Origins of Biopsychology Prescientific Psychology and the Mind-Brain Problem Descartes and the Physical Model of Behavior Helmholtz and the Electrical Brain The Localization Issue Na

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To Duejean She walks in beauty, like the night

Of cloudless climes and starry skies;

And all that’s best of dark and bright

Meet in her aspect and her eyes

And on that cheek, and o’er that brow,

So soft, so calm, yet eloquent,

The smiles that win, the tints that glow,

But tell of days in goodness spent,

A mind at peace with all below,

A heart whose love is innocent!

—Lord Byron

Copyright © 2015 by SAGE Publications, Inc.

All rights reserved No part of this book may be reproduced or utilized in any form or by any means,electronic or mechanical, including photocopying, recording, or by any information storage andretrieval system, without permission in writing from the publisher

Includes bibliographical references and index

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Brief Contents

Preface

About the Author

CHAPTER 1 What Is Biopsychology?

PART I Neural Foundations of Behavior: The Basic Equipment CHAPTER 2 Communication Within the Nervous System

CHAPTER 3 The Organization and Functions of the Nervous System CHAPTER 4 The Methods and Ethics of Research

PART II Motivation and Emotion: What Makes Us Go

CHAPTER 5 Drugs, Addiction, and Reward

CHAPTER 6 Motivation and the Regulation of Internal States

CHAPTER 7 The Biology of Sex and Gender

CHAPTER 8 Emotion and Health

PART III Interacting With the World

CHAPTER 9 Hearing and Language

CHAPTER 10 Vision and Visual Perception

CHAPTER 11 The Body Senses and Movement

PART IV Complex Behavior

CHAPTER 12 Learning and Memory

CHAPTER 13 Intelligence and Cognitive Functioning

CHAPTER 14 Psychological Disorders

CHAPTER 15 Sleep and Consciousness

Glossary

References

Chapter-Opening Photo Credits

Author Index

Subject Index

Detailed Contents

Preface

About the Author

CHAPTER 1 What Is Biopsychology?

The Origins of Biopsychology

Prescientific Psychology and the Mind-Brain Problem

Descartes and the Physical Model of Behavior

Helmholtz and the Electrical Brain

The Localization Issue

Nature and Nurture

The Genetic Code

Application: A Computer Made of DNA

Genes and Behavior

The Human Genome Project

Application: Beyond the Human Genome Project

Heredity: Destiny or Predisposition?

PART I Neural Foundations of Behavior: The Basic Equipment

CHAPTER 2 Communication Within the Nervous System

The Cells That Make Us Who We Are

Neurons

Application: Targeting Ion Channels

Glial Cells

How Neurons Communicate With Each Other

Chemical Transmission at the Synapse

Regulating Synaptic Activity

Neurotransmitters

Application: Agonists and Antagonists in the Real World

Of Neuronal Codes, Neural Networks, and Computers

In the News:The Human Brain Project

CHAPTER 3 The Organization and Functions of the Nervous System

The Central Nervous System

The Forebrain

Application: The Case of Phineas Gage

The Midbrain and Hindbrain

The Spinal Cord

Protecting the Central Nervous System

The Peripheral Nervous System

The Cranial Nerves

The Autonomic Nervous System

Development and Change in the Nervous System

The Stages of Development

How Experience Modifies the Nervous System

Damage and Recovery in the Central Nervous System

In the News:Is the Brain Too Fragile for Sports?

In the News:Nuclear Testing Reveals Adult Neurogenesis in HumansApplication: Mending the Brain With Computer Chips

CHAPTER 4 The Methods and Ethics of Research

Science, Research, and Theory

Theory and Tentativeness in Science

Experimental Versus Correlational Studies

Research Techniques

Staining and Imaging Neurons

Light and Electron Microscopy

Measuring and Manipulating Brain Activity

In the News:Looking Into the Brain

Brain Imaging Techniques

Application: Scanning King Tut

In the News:Growing a Model Brain From Stem Cells

Investigating Heredity

Research Ethics

Plagiarism and Fabrication

Protecting the Welfare of Research Participants

In the News:NIH Is Retiring Most of Its Research Chimps

Gene Therapy

Stem Cell Therapy

PART II Motivation and Emotion: What Makes Us Go

CHAPTER 5 Drugs, Addiction, and Reward

In the News:Changing Attitudes Toward Marijuana

Addiction

The Neural Basis of Addiction and Reward

Dopamine and Reward

Dopamine, Learning, and Brain Plasticity

Treating Drug Addiction

Application: Preventing Addiction by Targeting the Immune SystemThe Role of Genes in Addiction

Separating Genetic and Environmental Influences

What Is Inherited?

Implications of Addiction Research

CHAPTER 6 Motivation and the Regulation of Internal States

Motivation and Homeostasis

Theoretical Approaches to Motivation

Simple Homeostatic Drives

Hunger: A Complex Drive

The Role of Taste

Application: Predator Control Through Learned Taste Aversion

Digestion and the Two Phases of Metabolism

Signals That Start a Meal

Signals That End a Meal

Long-Term Controls

Application: How Nicotine and Marijuana Affect Appetite

Obesity

The Myths of Obesity

The Contributions of Heredity and Environment

In the News:How the FTO Gene Makes Us Obese

Application: The Sweet Taste of Obesity

Obesity and Reduced Metabolism

Treating Obesity

Anorexia, Bulimia, and Binge Eating Disorder

Environmental and Genetic Contributions

The Role of Serotonin, Dopamine, and Cannabinoids

CHAPTER 7 The Biology of Sex and Gender

Sex as a Form of Motivation

Arousal and Satiation

The Role of Testosterone

Brain Structures and Neurotransmitters

Odors, Pheromones, and Sexual Attraction

Application: Of Love and Bonding

The Biological Determination of Sex

Chromosomes and Hormones

Prenatal Hormones and the Brain

Gender-Related Behavioral and Cognitive Differences

Some Demonstrated Male–Female Differences

Origins of Male–Female Differences

Biological Origins of Gender Identity

Gender Identity Reversal

46 XY Difference in Sexual Development

46 XX Difference in Sexual Development

Cognitive and Behavioral Effects

Ablatio Penis: A Natural Experiment

Application: Sex, Gender, and Sports

In the News:Who Chooses a Child’s Sex?

Sexual Orientation

The Social Influence Hypothesis

Genetic and Epigenetic Influences

Prenatal Influences on Brain Structure and Function

Social Implications of the Biological Model

CHAPTER 8 Emotion and Health

Emotion and the Nervous System

Autonomic and Muscular Involvement in Emotion

The Emotional Brain

The Prefrontal Cortex

Application: Why I Don’t Jump Out of Airplanes

The Amygdala

Hemispheric Specialization in Emotion

Stress, Immunity, and Health

Stress as an Adaptive Response

Negative Effects of Stress

In the News:Keeping Odd Hours Could Make You Sick

Application: One Aftermath of 9/11 Is Stress-Related Brain Damage

Social, Personality, and Genetic Factors

Pain as an Adaptive Emotion

Biological Origins of Aggression

Hormones and Aggression

The Brain’s Role in Aggression

Neurotransmitters and Aggression

Application: Neurocriminology, Responsibility, and the Law

Heredity and Environment

PART III Interacting With the World

CHAPTER 9 Hearing and Language

Hearing

The Stimulus for Hearing

The Auditory Mechanism

Frequency Analysis

Application: Restoring Hearing

Locating Sounds With Binaural Cues

Application: I Hear a Tree Over There

Language

Broca’s Area

Wernicke’s Area

The Wernicke-Geschwind Model

Reading, Writing, and Their Impairment

Mechanisms of Recovery From Aphasia

A Language-Generating Mechanism?

In the News:Learning Language Starts Before Birth

Language in Nonhumans

Neural and Genetic Antecedents

In the News:The Link Between Human Language and Birdsong

CHAPTER 10 Vision and Visual Perception

Light and the Visual Apparatus

The Visible Spectrum

The Eye and Its Receptors

Pathways to the Brain

Application: Restoring Lost Vision

Contrast Enhancement and Edge Detection

Hubel and Wiesel’s Theory

Spatial Frequency Theory

The Perception of Objects, Color, and Movement

The Two Pathways of Visual Analysis

Disorders of Visual Perception

The Problem of Final Integration

Application: When Binding Goes Too Far

CHAPTER 11 The Body Senses and Movement

The Body Senses

Proprioception

The Skin Senses

The Vestibular Sense

The Somatosensory Cortex and the Posterior Parietal Cortex Pain and Its Disorders

Application: Treating Pain in Limbs That Aren’t There

Movement

The Muscles

The Spinal Cord

The Brain and Movement

In the News:Coordinating Artificial Limbs

Disorders of Movement

In the News:Curing Parkinson’s in a Dish

PART IV Complex Behavior

CHAPTER 12 Learning and Memory

Learning as the Storage of Memories

Amnesia: The Failure of Storage and Retrieval

Application: The Legacy of HM

Mechanisms of Consolidation and Retrieval

Where Memories Are Stored

Two Kinds of Learning

Changing Our Memories

Application: Total Recall

In the News:Recalling It Now Helps You Remember It LaterLearning Deficiencies and Disorders

Effects of Aging on Memory

Alzheimer’s Disease

In the News:NIH Teams With Drug Companies

Korsakoff’s Syndrome

CHAPTER 13 Intelligence and Cognitive Functioning

The Nature of Intelligence

What Does “Intelligence” Mean?

The Structure of Intelligence

The Biological Origins of Intelligence

The Brain and Intelligence

Specific Abilities and the Brain

Application: We Aren’t the Only Tool Users

Heredity and Environment

Application: Enhancing Intelligence and Performance

Deficiencies and Disorders of Intelligence

Effects of Aging on Intelligence

Intellectual Disability

Autism Spectrum Disorder

Application: Childhood Vaccines and Autism

Attention-Deficit/Hyperactivity Disorder

In the News:Testing for ADHD

CHAPTER 14 Psychological Disorders

Schizophrenia

Characteristics of the Disorder

Heredity

Two Kinds of Schizophrenia

The Dopamine Hypothesis

Beyond the Dopamine Hypothesis

Brain Anomalies in Schizophrenia

Application: Electrical Stimulation for Depression

Rhythms and Affective Disorders

Bipolar Disorder

Brain Anomalies in Affective Disorders

Suicide

Anxiety Disorders

Generalized Anxiety, Panic Disorder, and Phobia

Posttraumatic Stress Disorder

In the News:Virtual Reality Isn’t Just for Video Games

Anomalies in Brain Functioning

Obsessive-Compulsive Disorder

Brain Anomalies in Obsessive-Compulsive Disorder Treating Obsessive-Compulsive Disorder

Related Disorders

Application: Of Hermits and Hoarders

CHAPTER 15 Sleep and Consciousness

Sleep and Dreaming

Circadian Rhythms

Rhythms During Waking and Sleeping

The Functions of REM and Non-REM Sleep

Sleep and Memory

Brain Structures of Sleep and Waking

Sleep Disorders

Application: In the Still of the Night

Sleep as a Form of Consciousness

The Neural Bases of Consciousness

Awareness

Attention

The Sense of Self

Network Explanations of Consciousness

In the News:Consciousness and the Dying Brain

Application: Determining Consciousness When It Counts

Glossary

References

Chapter-Opening Photo Credits

Author Index

Subject Index

Preface

A Message From the Author

“What one knows in youth is of little moment; they know enough who know how to learn.”

—Henry Brooks Adamslip through this book and you’ll see that its pages are chock-full of facts—just a sampling gleanedfrom a vast supply that grows too fast for any of us to keep up But sifting through those facts andreporting them is neither the most difficult nor the most important function of a good textbook Agreater challenge is that most students fail to share their instructors’ infatuation with learning; perhapsthey lack the genes or the parental role models, or just the revelation that education is life enriching

At any rate, they can find a text like this intimidating, and it is the textbook’s role to change theirminds

The colorful illustrations and intriguing case studies may capture students’ interest, but interestalone is not enough That’s why I’ve adopted a “big-picture” approach in writing the text, one thatmarshals facts into explanations and discards the ones left standing around with nothing to do Whenyou 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 wasgoing on with Uncle Edgar.”

I believe education has the capacity to make a person healthy, happy, and productive, and it makes

a culture 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 by shouting 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 the only possibleinterpretation?”

To those who would teach and those who would learn, this book is for you

To the Student

Brain & Behavior is my attempt to reach out to students, to beckon them into the fascinating world of

biological psychology These are exceptionally exciting times, comparable in many ways to therenaissance that thrust Europe from the Middle Ages into the modern world In Chapter 1, I quote KayJamison’s comparison of neuroscience, which includes biopsychology, to a “romantic, moon-walksense of exploration.” I know of no scientific discipline with greater potential to answer the burningquestions about ourselves than neuroscience in general and biopsychology in particular I hope thistextbook will convey that kind of excitement as you read about discoveries that will revolutionize ourunderstanding of what it means to be human

I want you to succeed in this course, but, more than that, I want you to learn more than you everimagined you could and to go away with a new appreciation for the promise of biologicalpsychology So, I have a few tips I want to pass along First, try to sit near the front of the class,because those students usually get the best grades That is probably because they stay more engaged

and ask more questions; but to ask good questions you should always read the text assignment before

you go to class And so you’ll know where you’re going before you begin to read, take a look at “Inthis chapter you will learn,” then skim the chapter subheadings, and read the summary at the end of thechapter Use the questions in the margins as you go through, answer the Concept Check questions, and

be sure to test yourself at the end As you read, pay special attention to the text in blue; these aredefinitions of the most important terms Computer icons like the one you see here will tell you whichfigures have been animated on the text’s website to help sharpen your understanding, and numberedWWW icons in the margins will direct you to a wealth of additional information on the web Thendon’t forget to look up some of the books and articles in For Further Reading If you do all of thesethings, you won’t just do better in this course; you will leave saying, “I really got something out ofthat class!”

I wrote Brain & Behavior with you in mind, so I hope you will let me know where I have done things

right and, especially, where I have not (bgarrett@calpoly.edu) I wish you the satisfaction of

discovery and knowledge as you read what I have written for you.

To the Instructor

When I first wrote Brain & Behavior, I had one goal: to entice students into the adventure of

biological psychology There were other good texts out there, but they read as though they werewritten for students preparing for their next biopsych course in graduate school Those students willfind this book adequately challenging, but I wrote it so anyone who is interested in behavior,including the newly declared sophomore major or the curious student who has wandered over fromthe history department, could have the deeper understanding that comes from a biological perspective

as they take other courses in psychology

It is not enough to draw students in with lively writing or by piquing their interest with case studiesand telling an occasional story along the way; unless they feel they are learning something significant,they won’t stay—they’ll look for excitement in more traditional places As I wrote, I remembered thetext I struggled with in my first biopsychology class; it wasn’t very interesting because we knew muchless about the biological underpinnings of behavior than we do now Since that time, we have learnedhow the brain changes during learning, we have discovered some of the genes and brain deficienciesthat cause schizophrenia, and we are beginning to understand how intricate networks of brain cellsproduce language, make us intelligent, and help us play the piano or find a mate In other words,biopsychology has become a lot more interesting So the material is there; now it is my job tocommunicate the excitement I have felt in discovering the secrets of the brain and to make a

convincing case that biopsychology has the power to answer the questions students have about

behavior

A good textbook is all about teaching, but there is no teaching if there is no learning Over theyears, my students taught me a great deal about what they needed to help them learn For one thing, Irealized how important it is for students to build on their knowledge throughout the course, so I madeseveral changes from the organization I saw in other texts First, the chapter on neuronal physiologyprecedes the chapter on the nervous system, because I believe that you can’t begin to understand thebrain until you know how its neurons work And I reversed the usual order of the vision and auditionchapters, because I came to understand that audition provides a friendlier context for introducing the

basic principles of sensation and perception The chapters on addiction, motivation, emotion, and sexfollow the introduction to neurophysiology; this was done to build student motivation before tacklingsensation and perception Perhaps more significantly, some topics have been moved around amongchapters so they can be developed in a more behaviorally meaningful context So language isdiscussed along with audition, the body senses with the mechanisms of movement, the sense of taste

in the context of feeding behavior, and olfaction in conjunction with sexual behavior Most unique,though, is the inclusion of a chapter on the biology of intelligence and another on consciousness Thelatter is a full treatment of recent developments in the field, rather than limited to the usual topics ofsleep and split-brain behavior These two chapters strongly reinforce the theme that biopsychology ispersonally 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 student with interest-grabbing opening vignettes,illustrative case studies, and In the News items and Application boxes that take an intriguing stepbeyond the chapter content Throughout each chapter, questions in the margins keep the studentfocused on key points, a Concept Check at the end of each section serves as a reminder of theimportant ideas, and On the Web icons point the way to related information on the Internet At the end

of the chapter, In Perspective emphasizes the importance and implications of what the student has justread, a summary helps organize that information, and Testing Your Understanding assesses thestudent’s conceptual understanding as well as factual knowledge Then, For Further Reading is aguide for students who want to explore the chapter’s topics more fully I have found over the yearsthat students who use the study aids in a class are also the best performers in the course

New in the Fourth Edition

A new edition is largely about updates, and in an effort to maintain the currency lauded by its

reviewers, Brain & Behavior, Fourth Edition , has added more than 400 new references, almost 27

per chapter Several sections have been extensively rewritten, not only to bring them up to date, butalso to provide better organization and clarity and to shift focus to the most significant aspects Thediscussion of chronic pain, for example, now emphasizes vulnerability factors in the form of brainconnectivity, genes, and depression; the section on sexual orientation has been restructuredcompletely, and it has been rewritten to conform to currently accepted terminology; and thediscussion of dyslexia now highlights brain anomalies and phonological problems that are detectablebefore a child begins to learn to read To support these changes, there are 23 new figures, numerousother figures have been refined to improve clarity and appearance, there are 19 In the News features,and new Applications bring their total up to 39 In addition, the text reflects the current thinking about

disorders contained in the newly revised Diagnostic and Statistical Manual of Mental Disorders.

Familiar themes from past editions have been preserved and expanded The pervasive theme of

genetic influence is augmented by recent developments, such as the discovery that the RORA gene,

which targets 2,500 other genes and is upregulated by estrogen but downregulated by testosterone, notonly contributes to autism but also may help explain its gender difference On the larger front,genome-wide studies are rapidly adding new genes, including more than 70 that are suspected ofplaying a role in schizophrenia Ever mindful of the interplay between genetic and environmentalinfluences, this edition continues to highlight epigenetic contributions, such as the differentialexpression of large numbers of genes in Alzheimer’s disease and autism A second recurring theme isthe importance of brain connectivity, and this edition includes new evidence of its role inintelligence, autism, schizophrenia, and even chronic pain The promise of stem cells appears inseveral chapters, ranging from applications in treating spinal cord injuries, deafness, and blindness to

evidence that the rate of neurogenesis in the adult human brain is adequate to support repair Finally,the text has always emphasized the ways that neuroscience is applied, because real-life applicationtells students that neuroscience is not just interesting but relevant and useful In that vein, the textdescribes the latest treatments for deafness and blindness, documents the trials and tribulations ofcoming up with effective drugs for obesity and Alzheimer’s, and tackles issues such as criminalresponsibility as viewed from the perspective of the neuroscientist.

But the engine of progress is pure science, and unprecedented funding for the brain sciences isresulting in several ambitious projects in the spirit of the past decade’s Human Genome Project Ifsuccessful, the Human Connectome Project will map all the brain’s connections, the Human BrainProject will simulate its activity on a computer, BigBrain and The Brain Observatory will createhigh-resolution 3-D maps of the brain, and the BRAIN Initiative will map the activity of everyneuron

Supplemental Material

Student Study Guide

This affordable student study guide and workbook to accompany Bob Garrett’s Brain & Behavior, Fourth Edition, will help students get the added review and practice they need to improve their skills

and master their course Each part of the study guide corresponds to the appropriate chapter in the textand includes the following: chapter outline, chapter summary, study quiz, and a chapter posttest

Student Study Site

This free student study site provides additional support to students using Brain & Behavior, Fourth Edition The website includes animations of key figures in the text, links to On the Web sites

and other Internet resources, e-flashcards, study quizzes (students can receive their scoreimmediately), and relevant SAGE journal articles with critical thinking questions Visit the study site

at edge.sagepub.com/garrett4e

Instructor’s Resources on the Web

This set of instructor’s resources provides a number of helpful teaching aids for professors new to

teaching biological psychology and to using Brain & Behavior, Fourth Edition Included are

PowerPoint slides, a computerized test bank to allow for easy creation of exams, lecture outlines,suggested class activities and critical thinking questions, and video and Internet resources for eachchapter of the text

Acknowledgments

Vicki Knight has been the editor for all four editions of Brain & Behavior Without her support and

vision, the book wouldn’t have reached the second edition, much less the fourth Her patience andfriendship have borne me through all the difficulties a project like this entails Vicki and I have beennobly aided by production editors Stephanie Palermini and David Felts, photo researcher EricSchrader, editorial assistants Jessica Miller and Yvonne McDuffee, cover designer Candice Harman,marketing manager Shari Countryman, and market development editor Michelle Rodgerson Theirskill and their good humor have made them a joy to work with I want to extend special recognition toGerald Hough at Rowan University and John Agnew at the University of Colorado Boulder Jerry hasproduced an exceptional set of ancillaries, particularly the completely revised PowerPoint slides; inaddition, he has found my errors, offered criticism, and provided articles that I overlooked Johnwrote most of the new Applications and In the News features, and constantly surprised me withadditional research material Kudos to both for their knowledge, keenness, and inspiring commitment

I have had a number of mentors along the way, to whom I am forever grateful A few of thosespecial people are Wayne Kilgore, who taught the joys of science along with high school chemistry

and physics; Garvin McCain, who introduced me to the satisfactions of research; Roger Kirk, whotaught me that anything worth 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 me that learningwas my responsibility, and they shaped my life with their unique gifts and quiet enthusiasm.

But of all my supporters, the most important has been my wife, Duejean; love and thanks to her forher patient understanding and her appreciation of how important this project is to me

In addition, the following reviewers gave generously of their time and expertise throughout 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; MargaretLetterman, Eastern Connecticut State University; Doug Matthews, University of Memphis; GrantMcLaren, Edinboro University of Pennsylvania; Rob Mowrer, Angelo State University; Anna Napoli,University of Redlands; Robert Patterson, Washington State University; Joseph Porter, VirginiaCommonwealth University; Jeffrey Stern, University of Michigan–Dearborn; Aurora Torres,University of Alabama in Huntsville; Michael Woodruff, East Tennessee State University; and PhilZeigler, 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, BridgewaterState College; 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, PepperdineUniversity; Mary Jo Carnot, Chadron State College; Cheryl A Frye, The University at Albany–StateUniversity of New York; Rebecca L M Fuller, Catholic University of America; Cindy Gibson,Washington College; Bennet Givens, Department of Psychology, Ohio State University; Robert B.Glassman, Lake Forest College; Gerald E Hough, Rowan University; Joseph Nuñez, Michigan StateUniversity; 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 AmbroseUniversity; Jeff Dyche, James Madison University; Cindy Gibson, Washington College; Deirdre C.Greer, Columbus State University; William Meil; Indiana University of Pennsylvania; Samar SaadeNeedham, California State University, Long Beach; M Foster Olive, Arizona State 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

—Bob Garrett

About the Author

Bob Garrett is a Visiting Scholar at California Polytechnic State University,

San Luis Obispo He was Professor of Psychology at DePauw University inGreencastle, Indiana, and held several positions there, including Chairperson ofthe Department of Psychology, Faculty Development Coordinator, and InterimDean of Academic Affairs He received his BA from the University of Texas atArlington and his MA and PhD from Baylor University He received furthertraining in the Department of Physiology at Baylor University College ofMedicine and at the Aeromedical Research Primate Laboratory, Holloman AirForce Base Bob and his wife, Duejean, live on a 3,200-acre ranch they share with 47 other families

in the hills outside San Luis Obispo Their two sons, daughter-in-law, and three beautifulgrandchildren all live nearby

About the Contributors

Gerald Hough is an Associate Professor of Biological Sciences and Psychology

at Rowan University in Glassboro, New Jersey He has taught undergraduatecourses in both departments on anatomy, animal behavior, research methods, andlearning He has served as the undergraduate advising coordinator forPsychology, the Chair of the IACUC, and curriculum development for the newCooper Medical School at Rowan University His research focus is in the neuralbases of spatial and communication behaviors in birds He received his BS fromPurdue University and his MS and PhD from The Ohio State University

John Agnew is an Instructor in the Department of Psychology and Neuroscience

at the University of Colorado Boulder and a Clinical Instructor in the Department

of Psychiatry at the University of Colorado Denver Health Science Center Johnhas taught courses and laboratories in biology, psychology and neuroscience and

is an active researcher, studying the efficacy of behavioral interventions forindividuals with an Autism Spectrum Disorder He earned his BA in Chemistryand Biochemistry from Haverford College and his PhD in Neuroscience fromGeorgetown University In his spare time, he enjoys spending time with his family and skiing andexploring Colorado

1

What Is Biopsychology?

In this chapter you will learn

• How biological psychology grew out of philosophy and physiology

• How brain scientists think about the mind-brain problem

• How behavior is inherited and the relationship between heredity and environment

The Origins of Biopsychology

Prescientific Psychology and the Mind-Brain Problem

Descartes and the Physical Model of Behavior

Helmholtz and the Electrical Brain

The Localization Issue

CONCEPT CHECK

Nature and Nurture

The Genetic Code

APPLICATION: A COMPUTER MADE OF DNA

Genes and Behavior

The Human Genome Project

APPLICATION: BEYOND THE HUMAN GENOME PROJECT

Heredity: Destiny or Predisposition?

CONCEPT CHECK

In Perspective

Summary

Study Resources

euroscience is the multidisciplinary study of the nervous system and its role in behavior An

interesting topic, surely, but neuroscience is a romantic moonwalk? To understand why Kay

Jamison chose this analogy, you would need to have watched in astonishment from your backyard

on an October night in 1957 as the faint glint of reflected light from Sputnik crossed the NorthAmerican sky The American people were stunned and fearful as the Russian space program left themfar behind But as the implications of this technological coup sank in, the United States set aboutconstructing its own space program and revamping education in science and technology Less than 4years later, President Kennedy made his startling commitment to put an American astronaut on themoon by the end of the decade But the real excitement would come on the evening of July 20, 1969,

as you sat glued to your television set watching the Eagle lander settle effortlessly on the moon and

the first human step onto the surface of another world (Figure 1.1) For Kay Jamison and the rest of usinvolved in solving the mysteries of the brain, there is a very meaningful parallel between theexcitement of Neil Armstrong’s “giant leap for mankind” and the thrill of exploring the inner space ofhuman thought and emotion

“

There is a wonderful kind of excitement in modern neuroscience, a romantic, moon-walk sense of exploration and setting out for new frontiers The science is elegant and the pace of discovery absolutely staggering.

—Kay R Jamison, An Unquiet Mind

a year in care, lost productivity, and crime (Uhl & Grow, 2004)

Another difference was that the moon-landing project was born out of desperation and a sense offailure, while the Decade of the Brain was a celebration of achievements, both past and current In thepast few years, we have developed new treatments for depression, identified key genes responsiblefor the devastation of Alzheimer’s disease, discovered agents that block addiction to some drugs,learned ways to hold off the memory impairment associated with old age, and produced a map of thehuman genes

FIGURE 1.1 The Original Romantic Moonwalk.

Space exploration and solving the mysteries of the brain offer similar challenges and excitement.Which do you think will have the greater impact on your life?

SOURCE: Courtesy of NASA

The United States could not have constructed a space program from scratch in the 1960s; theachievement was built on a long history of scientific research and technological experience In thesame way, the accomplishments of the Decade of the Brain had their roots in a 300-year scientific