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E-raamat: Principles of Behavioral Neuroscience

(City College, City University of New York),
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  • Ilmumisaeg: 07-Jul-2022
  • Kirjastus: Cambridge University Press
  • Keel: eng
  • ISBN-13: 9781108800631
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  • Formaat: PDF+DRM
  • Ilmumisaeg: 07-Jul-2022
  • Kirjastus: Cambridge University Press
  • Keel: eng
  • ISBN-13: 9781108800631

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How does brain activity give rise to sleep, dreams, learning, memory, and language? Do drugs like cocaine and heroin tap into the same neurochemical systems that evolved for life's natural rewards? What are the powerful new tools of molecular biology that are revolutionizing neuroscience? This undergraduate textbook explores the relation between brain, mind, and behavior. It clears away the extraneous detail that so often impedes learning, and describes critical concepts step by step, in straightforward language. Rich illustrations and thought-provoking review questions further illuminate the relations between biological, behavioral, and mental phenomena. With writing that is focused and engaging, even the more challenging topics of neurotransmission and neuroplasticity become enjoyable to learn. While this textbook filters out non-critical details, it includes all key information, allowing readers to remain focused and enjoy the feeling of mastery that comes from a grounded understanding of a topic, from its fundamentals to its implications.

An undergraduate textbook for a first course in brain and behavior. Omitting unnecessary detail, each chapter focuses on key concepts. The book features cutting-edge neuroscience approaches, compelling illustrations, and thought-provoking review questions.

Arvustused

'Horvitz and Jacobs have written a comprehensive text which covers both classical and recent findings. The book is clearly written and beautifully illustrated. This will be a great undergraduate text.' Professor Donald Pfaff, Rockefeller University 'This book is for the scientifically curious, accessible to nonscientists and fascinating for all. Horvitz and Jacobs explore the science of the mind, brain, and behavior by first providing a basic understanding of how neurons work, and then cleverly illustrate functions of the nervous system how they relate to daily life, and how they are altered in neurodevelopmental, neuropsychiatric, and neurodegenerative disorders.' Professor B. J. Casey, Yale University 'This textbook achieves the remarkable feat of bridging the brain, mind, and behavior from animals to humans to patients in a way that is comprehensive, offering a clear understanding of the broader picture of the wide field of neuroscience, whilst also being rich in depth of detail and presenting many state-of-the-art research findings. It is a true delight to read and will be a real asset to any student or expert of neuroscience alike.' Dr. Karen D. Ersche, University of Cambridge 'This textbook strikes a great balance between the big picture and the details that support the big picture. The authors have achieved their important goal of focusing on principles and concepts. Interesting images, key concepts, and reminders of the big picture will keep both introductory and advanced students engaged in the material.' Professor Angela J. Grippo, Northern Illinois University 'This is a beautifully illustrated book that will be the spark for many a student's fascination with how the brain underpins behavior and cognition. Its great achievement is how it manages to collate such a wide range of material from neurons and neurotransmission to memory and language, from early descriptions of mental processes to cutting-edge techniques to measure and manipulate brain activity without ever compromising clarity.' Dr. Mark Walton, University of Oxford 'A Behavioral Neuro textbook that is truly reader-friendly! Horvitz and Jacobs have exceeded their goal of thoroughly explaining brain and behavior without the extra encyclopedia-style detail. The consistently conversational tone and big-picture examples are as accessible as the colorful, modern figures. Students will be encouraged and engaged by this comprehensive yet legible text.' Professor Lisa Payne, Rutgers University 'Principles of Behavioral Neuroscience sets a new standard for readability in a textbook. The authors tell a story in each chapter with compelling examples. The book introduces technical terms as they are needed, with clear definitions in understandable language. Students thus learn the concepts and vocabulary in a meaningful context. This makes it much easier for students on first learning, and much easier to remember. The learning is aided by beautiful illustrations that distill concepts and experimental findings down to the important intellectual point. The organization of the book is so clear that, if there is a topic that you want to add or cover in greater depth, the modification should be seamless. The authors are to be congratulated on creating a truly superb teaching device.' Professor Peter Balsam, Columbia University 'Horvitz and Jacobs set the stage well in the first two chapters, providing the essentials of brain structure and neural function that allow students to explore the core biopsychological processes that are presented in later chapters (such as topics that range from the basics of movement and sensing the world to higher cognitive function). By stripping away non-essential details, the authors provide a readable and engaging text for students.' Professor Cindy J. Lahar, University of South CarolinaBeaufort

Muu info

A user-friendly introduction to brain and behavior, highlighting essential concepts with studies employing modern neuroscience techniques.
Preface xxi
Online Resources xxv
1 Nervous Systems xxviii
1.1 The Cells of the Nervous System Are the Neurons and Glia
5(6)
1.1.1 Neurons
5(1)
1.1.2 Glia
6(2)
1.1.3 Gray versus White Matter
8(3)
1.2 The Nervous System Consists of Peripheral and Central Divisions
11(11)
1.2.1 Peripheral Nervous System
12(4)
1.2.2 Central Nervous System
16(6)
1.3 An Information Highway To The Brain: The Spinal Cord
22(4)
1.4 Critical Functions in the Basement of the Brain: The Brainstem
26(4)
1.4.1 Medulla
28(1)
1.4.2 Pons
28(1)
1.4.3 Cerebellum
28(1)
1.4.4 Midbrain
29(1)
1.5 A Gateway to the Cortex and a Center for Motivation: The Diencephalon
30(4)
1.5.1 Thalamus
31(1)
1.5.2 Hypothalamus
32(1)
1.5.3 Pineal Gland
33(1)
1.6 Voluntary Movement, Emotion, and Memory: The Basal Ganglia and the Limbic System
34(3)
1.6.1 Basal Ganglia
34(1)
1.6.2 Limbic System
35(2)
1.7 Sensory, Motor, and Higher Cognitive Processes: The Cerebral Cortex
37(3)
1.8 The Big Picture
40(1)
1.9 Creative Thinking
41(1)
Key Terms
41(2)
References
43(1)
2 How Neurons Work 44(40)
2.1 To Drop a Hot Cup, or Not
46(5)
2.2 Neurons Are Activated by the Entry of Sodium Ions (Na+)
51(11)
2.2.1 Two Factors Cause Sodium to Pass through Ion Channels
51(3)
2.2.2 Depolarization of the Neuron
54(1)
2.2.3 Reaching the Firing Threshold
55(1)
2.2.4 The Neuronal Signal (Action Potential) Sweeps across the Axon
56(1)
2.2.5 A Close-up Look at the Action Potential
57(2)
2.2.6 Myelinated Axons Permit Saltatory Conduction
59(3)
2.3 Neurotransmitters Are Released into the Synapse and Bind to Receptors
62(3)
2.3.1 Neurotransmitters Are Released
62(1)
2.3.2 Neurotransmitters Bind to Receptors
63(1)
2.3.3 Neurotransmitters Are Cleared from the Synapse
64(1)
2.4 Neurotransmitters Excite, Inhibit, or Modulate the Activity of Neurons
65(7)
2.4.1 Neuronal Excitation: EPSPs
66(1)
2.4.2 Neuronal Inhibition: IPSPs
67(2)
2.4.3 Spatial and Temporal Summation
69(1)
2.4.4 Graded Potentials Get Smaller as They Spread along the Membrane
69(3)
2.5 There Are Various Forms of Neurotransmission
72(2)
2.5.1 Ionotropic and Metabotropic Receptors
72(1)
2.5.2 Neural Communication without Neurotransmitters
73(1)
2.6 Behavior Depends upon the Activity of Neurons: Revisited
74(2)
2.7 Neurons Can Make Recurrent, Divergent, and Convergent Connections
76(2)
2.8 Psychoactive Drugs Affect Neurotransmission
78(2)
2.9 The Big Picture
80(1)
2.10 Creative Thinking
81(1)
Key Terms
81(1)
References
82(2)
3 Sensory Systems 84(60)
3.1 Sensory Systems in General
86(1)
3.2 Vision
87(36)
3.2.1 The Eye Bends Light to Produce a Focused Image on the Retina
88(2)
3.2.2 Photoreceptors: The Light-Sensitive Neurons of the Retina
90(8)
3.2.3 From Light to Retinal Output
98(8)
3.2.4 Neurons at Early Stages of the Visual System Respond to Simple Stimuli
106(10)
3.2.5 The Dorsal and Ventral Streams
116(1)
3.2.6 The Visual Cortex Contains Columns of Neurons with Similar Receptive Fields
117(2)
3.2.7 Functional Issues
119(4)
3.3 Other Sensory Systems
123(16)
3.3.1 Audition
123(6)
3.3.2 Somatosensation
129(3)
3.3.3 Smell (Olfaction) and Taste (Gustation)
132(7)
3.4 The Big Picture
139(1)
3.5 Creative Thinking
139(1)
Key Terms
140(1)
References
141(3)
4 Movement 144(46)
4.1 From Spinal Cord to Muscle
148(10)
4.1.1 Motor Neurons Communicate with Muscles
148(2)
4.1.2 Muscle Contractions Move Body Parts
150(6)
4.1.3 The Spinal Cord Controls Reflexes and Some Repetitive Body Movements
156(2)
4.2 Primary Motor Cortex
158(9)
4.2.1 The Primary Motor Cortex Controls Movement of the Opposite Side of the Body
160(1)
4.2.2 Body Parts Are Represented in a Map within the Motor Cortex
160(4)
4.2.3 The Parietal Cortex Sends Tactile Feedback to the Primary Motor Cortex
164(1)
4.2.4 The Primary Motor Cortex Contributes to Integrated Behaviors
165(2)
4.3 Premotor Areas
167(6)
4.3.1 The Supplementary Motor Area Is Active during the Conscious Desire to Move
167(4)
4.3.2 Movement Preparation Is Associated with Premotor Activity
171(1)
4.3.3 Visuomotor Neurons Prepare the Hand to Grasp Objects
172(1)
4.3.4 Mirror Neurons Are a Bridge from Observation to Imitation
172(1)
4.4 Prefrontal Cortex
173(3)
4.4.1 The Prefrontal Cortex Keeps Movement Goals in Mind
173(1)
4.4.2 Behavioral Control Sometimes Requires Withholding Actions until a Later Time
174(1)
4.4.3 Frontal Eye Fields Locate Objects Relevant to the Current Goal
175(1)
4.5 Basal Ganglia
176(4)
4.5.1 The Basal Ganglia Form a Looped Circuit
177(1)
4.5.2 Dopamine Influences the Initiation of Behavior
177(2)
4.5.3 Some Areas of the Striatum Are Necessary for Automatized Behavior
179(1)
4.6 Cerebellum
180(5)
4.6.1 The Cerebellum Predicts Movement Consequences
181(1)
4.6.2 Cerebellar Damage Impairs the Coordination and Accuracy of Movements
182(1)
4.6.3 The Anatomy of the Cerebellum Allows Fine-Tuning of Movements before They Occur
183(2)
4.7 The Big Picture
185(1)
4.8 Creative Thinking
185(1)
Key Terms
186(1)
References
187(3)
5 Sleep-Waking and Circadian Rhythms 190(40)
5.1 Circadian Rhythms
192(5)
5.1.1 If You Lived in a Cave, Cut Off from the Outside World, Would You Still Wake Up Every Morning at the Same Time?
193(2)
5.1.2 The Suprachiasmatic Nucleus Is the Brain's Master Clock
195(1)
5.1.3 Two Factors Influence the Sleep-Wake Cycle
196(1)
5.2 Stages of Sleep
197(5)
5.3 Sleep Varies with Age and Species
202(5)
5.3.1 The Amount of Time Spent Sleeping Changes over the Lifespan
203(1)
5.3.2 Sleep Patterns Vary across Species
204(3)
5.4 Dreams
207(3)
5.5 Brain Mechanisms
210(8)
5.5.1 Activation of the Thalamus and Cerebral Cortex Is Key to the Waking State
210(2)
5.5.2 Neurons within the Hypothalamus Trigger Non-REM Sleep
212(2)
5.5.3 REM Sleep Depends upon Activation of Neurons in the Brainstem
214(4)
5.6 Diseases and Disruptions
218(5)
5.6.1 Insomnia, the Most Common Sleep Disorder, Is an Inability to Sleep
218(2)
5.6.2 Narcolepsy Involves Intense Sleepiness during the Daytime
220(2)
5.6.3 Sleep Apnea Deprives the Sleeper of Oxygen
222(1)
5.6.4 In REM Sleep Behavior Disorder (RBD), the Sleeper Can Act Out His Dreams
223(1)
5.7 Benefits of Sleep
223(2)
5.8 The Big Picture
225(1)
5.9 Creative Thinking
226(1)
Key Terms
226(1)
References
227(3)
6 Hunger 230(42)
6.1 Complex Physiological Processes Keep Neurobiological Variables in Safe Ranges
232(3)
6.2 Digestion of Food Provides Nutrients and Energy for Use and Storage
235(5)
6.2.1 Short-Term Storage
236(1)
6.2.2 Long-Term Storage
237(3)
6.3 Does Homeostasis Completely Determine When We Eat?
240(1)
6.4 Physiological, Emotional, and Cognitive Signals Tell the Brain to Start or Stop Eating
241(4)
6.4.1 Physiological Signals
241(3)
6.4.2 Emotional and Cognitive Signals
244(1)
6.5 The Hypothalamus Is a Key Brain Structure for Hunger and Satiety
245(5)
6.6 Various Factors Influence Body Weight
250(1)
6.7 Obesity Is a Modern Epidemic with Many Causes and Few Easy Cures
251(9)
6.7.1 How Much Body Weight Is Too Much?
251(3)
6.7.2 Industrialization and Technology Have Contributed to Obesity
254(1)
6.7.3 Genetic, Neurobiological, and Interpersonal Factors May Contribute to Obesity
255(1)
6.7.4 Treatments for Obesity
256(4)
6.8 The Three Main Types of Eating Disorders Are Anorexia, Bulimia, and Binge-Eating Disorder
260(6)
6.8.1 Anorexia
260(3)
6.8.2 Bulimia
263(2)
6.8.3 Binge-Eating Disorder
265(1)
6.9 The Big Picture
266(1)
6.10 Creative Thinking
266(1)
Key Terms
267(1)
References
267(5)
7 Sex 272(34)
7.1 Hormones Influence Sexual Development and Sexual Behavior
274(5)
7.2 Sexual Differentiation Begins with the SRY Gene
279(1)
7.3 Hormones Released by the Testes Masculinize the Sex Organs
280(3)
7.4 Are Male and Female Brains Different?
283(3)
7.5 Hormones Guide the Development of Sexual Behavior in Animals
286(2)
7.6 Early Hormone Exposure and Genetics Affect Gender Identity and Human Sexual Behavior
288(7)
7.6.1 Gender Identity and Gender-Related Behavior
288(2)
7.6.2 Transsexual and Transgender Individuals
290(2)
7.6.3 Sexual Orientation
292(3)
7.7 Sexually Arousing Stimuli Activate the Brain
295(2)
7.8 Sex Hormones and Other Neurochemicals Can Strongly Affect Sexual Behavior
297(3)
7.9 The Big Picture
300(1)
7.10 Creative Thinking
301(1)
Key Terms
301(1)
References
302(4)
8 Brain Development and Plasticity 306(42)
8.1 Development
308(14)
8.1.1 The Nervous Systems of Mammals, Birds, Reptiles, and Fish All Develop According to a Similar Plan
308(2)
8.1.2 Neurons Pass through Five Developmental Phases
310(7)
8.1.3 Neurotrophic Factors Allow Neurons to Survive and Grow
317(1)
8.1.4 Behavioral Abilities Advance as the Nervous System Develops
318(2)
8.1.5 The Brain Produces New Neurons Even in Adulthood
320(2)
8.2 Plasticity
322(22)
8.2.1 Increased Use of a Brain Region Results in Its Expansion
322(3)
8.2.2 Brain Areas Adapt to Changes in Their Inputs
325(7)
8.2.3 What Gets Plasticity Going?
332(3)
8.2.4 The Central Nervous System Is Susceptible to Injury
335(2)
8.2.5 Biological Processes and Technologies Offer Hope for CNS Recovery
337(7)
8.3 The Big Picture
344(1)
8.4 Creative Thinking
344(1)
Key Terms
344(1)
References
345(3)
9 Long-Term Learning and Memory 348(50)
9.1 Memory of Experiences
351(18)
9.1.1 Damage to the Medial Temporal Lobes Produces Amnesia
352(2)
9.1.2 Old, Recent, and New Memories
354(2)
9.1.3 The Hippocampus and Cortex Interact during Memory Recall
356(4)
9.1.4 Information Travels through the Hippocampus
360(2)
9.1.5 Can the Activity of Individual Neurons Reveal What Someone Is Recalling?
362(1)
9.1.6 Memory of Familiar Places
363(3)
9.1.7 Memory of Familiar People and Things
366(3)
9.2 Memories Rewire the Brain
369(9)
9.2.1 Synaptic Plasticity and Learning
369(6)
9.2.2 A Hypothetical Example
375(2)
9.2.3 Learning and the Birth of New Neurons
377(1)
9.3 Skill Learning
378(5)
9.3.1 Neuronal Assemblies in the Motor Cortex Grow Larger
379(1)
9.3.2 Automaticity of Well-Learned Behaviors
380(1)
9.3.4 The Cerebellum and Refinement of Skilled Movements
381(2)
9.4 Digging Deeper into the Neurobiology of Memory
383(10)
9.4.1 Fear Conditioning
383(5)
9.4.2 Eyeblink Conditioning
388(2)
9.4.3 Learning in Aplysia: Eric and the Snail
390(3)
9.5 The Big Picture
393(1)
9.6 Creative Thinking
393(1)
Key Terms
393(1)
References
394(4)
10 Attention and Working Memory 398(40)
10.1 Attention
400(20)
10.1.1 Norepinephrine Neurons Play a Key Role in Alertness
400(3)
10.1.2 Attention Can Be Stimulus-Driven or Goal-Directed
403(10)
10.1.3 Frontal and Parietal Damage Can Lead to Attentional Neglect
413(1)
10.1.4 Frontal Lobe Executive Control Is Needed to Inhibit Attention to Distractors
414(3)
10.1.5 What Causes the Attentional Problems in Attention Deficit Hyperactivity Disorder?
417(1)
10.1.6 Can Attentional Ability Be Improved with Neuroscience-Based Training?
418(2)
10.2 Working Memory
420(13)
10.2.1 How Much Information Can You Hold in Working Memory?
421(1)
10.2.2 An Influential Model Described Three Key Components of Working Memory
421(1)
10.2.3 Neurons Become Active as Monkeys Hold Information in Working Memory
422(5)
10.2.4 Why Does Working Memory Sometimes Fail?
427(2)
10.2.5 How Do Neurons Stay Active during the Delay Period of a Working Memory Task?
429(1)
10.2.6 Do Perception and Working Memory Activate Common Brain Areas?
430(2)
10.2.7 Future Questions about Working Memory
432(1)
10.3 The Big Picture
433(1)
10.4 Creative Thinking
433(1)
Key Terms
434(1)
References
435(3)
11 Reward, Reinforcement, and Addiction 438(46)
11.1 Reward-Related Learning
440(5)
11.2 Dopamine and Brain Stimulation Reward
445(3)
11.2.1 Electrical Brain Stimulation
445(1)
11.2.2 Anatomy of the Dopamine Pathways
446(2)
11.2.3 Is Dopamine Responsible for the Reinforcing Effects of Brain Stimulation Reward?
448(11)
11.3 The Neurobiology of Natural Reward
452(1)
11.3.1 Does Dopamine Play a Role in Food Reward?
452(1)
11.3.2 Dopamine Responses to Primary and Conditioned Food Reward
453(3)
11.3.3 Brain Responses to Financial, Social, and Sexual Reward
456(3)
11.4 Drug Reward and Addiction
459(14)
11.4.1 Cocaine and Amphetamine
460(5)
11.4.2 Nicotine
465(2)
11.4.3 Heroin, Morphine, and Oxycodone
467(1)
11.4.4 Alcohol
467(1)
11.4.5 Tolerance
468(1)
11.4.6 Withdrawal and Craving
469(1)
11.4.7 Impulse Control
470(3)
11.5 Reward Learning and Plasticity
473(5)
11.6 The Big Picture
478(1)
11.7 Creative Thinking
479(1)
Key Terms
479(1)
References
480(4)
12 Stress, Fear, and Anxiety 484(42)
12.1 Stress
486(15)
12.1.1 Stress Activates Fight or Flight Responses of the Sympathetic Nervous System
487(1)
12.1.2 Stress Releases Hypothalamic-Pituitary-Adrenal Axis Hormones
488(2)
12.1.3 The Brain Responds to Threatening Situations and Controls Stress Responses
490(3)
12.1.4 Stress Affects the Immune System
493(3)
12.1.5 Why Do Some People Recover from Stress So Quickly?
496(1)
12.1.6 Early Life Experiences Influence How an Individual Responds to Stress in Adulthood
497(4)
12.2 Fear and Anxiety
501(18)
12.2.1 The Amygdala Responds to Threatening Stimuli
502(1)
12.2.2 The Woman without an Amygdala
503(2)
12.2.3 Learning Not to Be Afraid
505(1)
12.2.4 The Medial Prefrontal Cortex Inhibits Fear Responses
506(3)
12.2.5 Anxiety Disorders Are Associated with Abnormal Activation of Fear Circuitry
509(3)
12.2.6 Psychological and Drug Therapies Can Reduce Excessive Anxiety
512(3)
12.2.7 Glucocorticoid Stress Hormones Elevate Anxiety
515(4)
12.3 The Big Picture
519(1)
12.4 Creative Thinking
519(1)
Key Terms
520(1)
References
521(5)
13 Neuropathology in Neurology and Psychiatry 526(52)
13.1 Major Depressive Disorder
528(11)
13.1.1 Major Depression Includes Feelings of Hopelessness, Worthlessness, and a Risk of Suicide
529(1)
13.1.2 Stress, Genes, and Their Interaction May Cause Depression
530(1)
13.1.3 Depression Is Associated with Changes in Brain Structure and Function
531(2)
13.1.4 Drugs and Psychotherapy Help Many People with Depression, and New Treatments Are Emerging
533(6)
13.2 Schizophrenia
539(11)
13.2.1 Clinical Signs of Schizophrenia Include Positive, Negative, and Cognitive Symptoms
540(3)
13.2.2 Genes and Environmental Influences Contribute to Schizophrenia
543(2)
13.2.3 Schizophrenia Is Associated with Structural and Functional Abnormalities of the Brain
545(1)
13.2.4 Nearly All Antipsychotic Drugs Block Dopamine Receptors
546(3)
13.2.5 Is Psychological Therapy Beneficial for Individuals with Schizophrenia?
549(1)
13.3 Parkinson's Disease
550(10)
13.3.1 Parkinsonian Motor Symptoms Result from the Loss of Nigrostriatal Dopamine Neurons
550(3)
13.3.2 Clumps of Misfolded Proteins Are Often Found within Dying Dopamine Neurons
553(2)
13.3.3 Genetic and Environmental Factors Contribute to Parkinson's Disease
555(1)
13.3.4 L-DOPA Is the Gold Standard for Treating Parkinson's Disease
556(1)
13.3.5 Modern Technologies Promise Better Ways to Overcome Parkinsonian Motor Impairments
557(3)
13.4 Alzheimer's Disease
560(9)
13.4.1 Alzheimer's Includes Memory Loss and Other Signs of Cognitive Deterioration
560(1)
13.4.2 Neuronal Loss, Amyloid Plaques, and Neurofibrillary Tangles Are Signs of Alzheimer's
561(4)
13.4.3 Genetic Factors Contribute to Alzheimer's
565(2)
13.4.4 It Remains Unclear Whether Environmental Factors Contribute to Alzheimer's
567(1)
13.4.5 Current Research Is Focused on Preventing Plaques and Tangles
568(1)
13.5 The Big Picture
569(1)
13.6 Creative Thinking
569(1)
Key Terms
570(1)
References
571(7)
14 Higher Cognitive Function 578(38)
14.1 The Two-Sided Brain
580(8)
14.1.1 The Left and Right Hemispheres Have Distinct Specializations
580(2)
14.1.2 Split-Brain Surgery Interrupts Communication between the Two Hemispheres
582(6)
14.2 Language and the Brain
588(14)
14.2.1 Speech Production and Comprehension Depend upon Different Brain Areas
590(1)
14.2.2 Broca's Aphasia Disrupts Speech Production
590(2)
14.2.3 What Does Broca's Area Do?
592(2)
14.2.4 Wernicke's Aphasia Disrupts the Comprehension and Meaningful Content of Speech
594(1)
14.2.5 Perceiving Words Activates Different Brain Regions than Understanding Their Meanings
594(4)
14.2.6 Beyond Broca's or Wernicke's Aphasia
598(2)
14.2.7 Dyslexia Is Associated with Reduced Activity in the Visual Word Form Area
600(1)
14.2.8 Bilinguals Show Increased Density of Connections between Brain Areas
601(1)
14.3 The Thinking Self
602(7)
14.3.1 The Default Network: The Wandering Mind
603(2)
14.3.2 Metacognition: Thinking about Thinking
605(1)
14.3.3 Mentalizing: Reflecting on the Thoughts of Others
606(3)
14.4 The Big Picture
609(1)
14.5 Creative Thinking
609(1)
Key Terms
610(1)
References
610(6)
Index 616
Jon C. Horvitz grew up in Philadelphia, and graduated from Haverford College before receiving his PhD in Psychology at the University of Calfornia, Santa Barbara. After post-doctoral work in neuroscience at Princeton University, he was a professor of psychology at Columbia University, Boston College, and now City College of New York/CUNY. A passionate teacher who enjoys finding ways to excite his students, his brainmind courses have won many accolades. His research examines brain circuits underlying natural and drug rewards, and he has been a grant reviewer for the National Institute on Drug Abuse. He loves to play jazz piano. He and his wife regularly travel to Spain to visit her family. Barry L. Jacobs was a professor of psychology and neuroscience at Princeton University. He taught one of the university's most popular courses, 'The Brain: A User's Guide', and was a leading researcher in the areas of serotonin, sleep, and depression. He grew up in Chicago, graduated from the University of IllinoisChicago, and received his doctorate in psychology from the University of CaliforniaLos Angeles. He was a postdoctoral fellow in the psychiatry department at Stanford University Medical School before coming to Princeton. He has taken joy in being a mentor to many young neuroscientists throughout the world.