Biological Psychology 13th Edition PDF

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Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Fit your coursework into your hectic life. Make the most of your time by learning your way. Access the resources you need to succeed wherever, whenever. Study with digital flashcards, listen to audio textbooks, and take quizzes. Review your current course grade and compare your progress with your peers. Get the free MindTap Mobile App and learn wherever you are. Break Limitations. Create your own potential, and be unstoppable with MindTap. MINDTAP. POWERED BY YOU. cengage.com/mindtap Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Biological Psychology 13th Edition James W. Kalat North Carolina State University Australia Brazil Mexico Singapore United Kingdom United States Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. Important Notice: Media content referenced within the product description or the product text may not be available in the eBook version. Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Biological Psychology, Thirteenth Edition © 2019, 2016 Cengage Learning, Inc. James W. Kalat ALL RIGHTS RESERVED. No part of this work covered by the copyright herein Product Director: Marta Lee-Perriard may be reproduced or distributed in any form or by any means, except as permitted by U.S. copyright law, without the prior written permission of the Product Team Manager: Star Burruto copyright owner. Product Manager: Erin Schnair Unless otherwise noted, all content is © Cengage. 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Library of Congress Control Number: 2017945649 Art Director: Vernon Boes Student Edition: Cover/Text Designer: Cheryl Carrington ISBN: 978-1-337-40820-2 Cover Image: Image Source/Getty Images; BeholdingEye/Getty Images Loose-leaf Edition: ISBN: 978-1-337-61861-8 Compositor: MPS Limited Cengage 20 Channel Center Street Boston, MA 02210 USA Cengage is a leading provider of customized learning solutions with employees residing in nearly 40 different countries and sales in more than 125 countries around the world. Find your local representative at www.cengage.com. Cengage products are represented in Canada by Nelson Education, Ltd. To learn more about Cengage platforms and services, visit www.cengage.com. To register or access your online learning solution or purchase materials for your course, visit www.cengagebrain.com. Printed in the United States of America Print Number: 01   Print Year: 2017 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  About the Author James W. Kalat (rhymes with ballot) is professor emeritus of psychology at North Carolina State University, where he taught courses in introduction to psychology and biological psychology from 1977 through 2012. Born in 1946, he received a BA summa cum laude from Duke University in 1968, and a PhD in psychology from the University of Pennsylvania in 1971. He is also the author of Introduction to Psychology (11th edition) and co-author with Michelle Shiota of Emotion (3rd edition). In addition to textbooks, he has written journal articles on taste-aversion learning, the teaching of psychology, and other topics. He was twice the program chair for the annual convention of the American Psychologi- cal Society, now named the Association for Psychological Science. A remarried widower, he has three children, two stepsons, and four grandchildren. Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  To my grandchildren. Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Brief Contents Introduction 3 1 Nerve Cells and Nerve Impulses 17 2 Synapses 41 3 Anatomy and Research Methods 67 4 Genetics, Evolution, Development, and Plasticity 103 5 Vision 147 6 Other Sensory Systems 187 7 Movement 225 8 Wakefulness and Sleep 257 9 Internal Regulation 289 10 Reproductive Behaviors 321 11 Emotional Behaviors 351 12 Learning, Memory, and Intelligence 383 13 Cognitive Functions 423 14 Psychological Disorders 459 A Brief, Basic Chemistry 496 B Society for Neuroscience Policies on the Use of Animals and Human Subjects in Research 502 v Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Contents Introduction Why a Resting Potential? 31 The Action Potential 31 Overview and Major The All-or-None Law 32 Issues 3 The Molecular Basis of the Action Potential 32 Propagation of the Action Potential 33 The Biological Approach to The Myelin Sheath and Saltatory Conduction 35 Behavior 4 The Refractory Period 36 The Field of Biological Psychology 5 Local Neurons 36 Three Main Points to Remember from This Book 6 IN CLOSING: Neurons and Messages 37 Biological Explanations of Behavior 6 Career Opportunities 8 Chapter 2 The Use of Animals in Research 9 Degrees of Opposition 11 Synapses 41 IN CLOSING: Your Brain and Your Experience 12 Module 2.1 Chapter 1 The Concept of the Synapse 42 Nerve Cells Properties of Synapses 42 and Nerve Speed of a Reflex and Delayed Transmission at the Synapse 43 Impulses 17 Temporal Summation 43 Spatial Summation 43 Module 1.1 Inhibitory Synapses 45 The Cells of the Nervous System 18 Relationship among EPSP, IPSP, and Action Neurons and Glia 18 Potentials 46 Santiago Ramón y Cajal, a Pioneer IN CLOSING: The Neuron as Decision Maker 47 of Neuroscience 18 The Structures of an Animal Cell 19 Module 2.2 The Structure of a Neuron 19 Chemical Events at the Synapse 50 Variations among Neurons 21 The Discovery of Chemical Transmission at Synapses 50 Glia 21 The Sequence of Chemical Events at a Synapse 51 The Blood–Brain Barrier 23 Types of Neurotransmitters 52 Why We Need a Blood–Brain Barrier 23 Synthesis of Transmitters 52 How the Blood–Brain Barrier Works 24 Storage of Transmitters 53 Nourishment of Vertebrate Neurons 25 Release and Diffusion of Transmitters 53 IN CLOSING: Neurons 25 Activating Receptors of the Postsynaptic Cell 54 Inactivation and Reuptake of Neurotransmitters 57 Module 1.2 Negative Feedback from the Postsynaptic Cell 57 The Nerve Impulse 28 Electrical Synapses 59 The Resting Potential of the Neuron 28 Hormones 59 Forces Acting on Sodium and Potassium Ions 29 IN CLOSING: Neurotransmitters and Behavior 62 vii Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. viii  Contents Chapter 3 Chapter 4 Anatomy Genetics, Evolution, and Research Development, Methods 67 and Plasticity 103 Module 3.1 Module 4.1 Structure of the Vertebrate Nervous Genetics and Evolution of Behavior 104 System 68 Mendelian Genetics 104 Terminology to Describe the Nervous Sex-Linked and Sex-Limited Genes 106 System 68 Genetic Changes 107 The Spinal Cord 70 Epigenetics 107 The Autonomic Nervous System 71 Heredity and Environment 108 The Hindbrain 72 Environmental Modification 109 The Midbrain 73 How Genes Influence Behavior 110 The Forebrain 74 The Evolution of Behavior 110 Thalamus 76 Common Misunderstandings about Evolution 110 Hypothalamus and Pituitary Gland 77 Evolutionary Psychology 112 Basal Ganglia 77 IN CLOSING: Genes and Behavior 114 Basal Forebrain 78 Hippocampus 79 Module 4.2 The Ventricles 79 Development of the Brain 117 IN CLOSING: Learning Neuroanatomy 80 Maturation of the Vertebrate Brain 117 Growth and Development of Neurons 118 Module 3.2 New Neurons Later in Life 119 The Cerebral Cortex 82 Pathfinding by Axons 119 Organization of the Cerebral Cortex 82 Chemical Pathfinding by Axons 119 The Occipital Lobe 84 Competition among Axons as a General The Parietal Lobe 84 Principle 121 The Temporal Lobe 85 Determinants of Neuronal Survival 122 The Frontal Lobe 85 The Vulnerable Developing Brain 123 The Rise and Fall of Prefrontal Differentiation of the Cortex 124 Lobotomies 86 Fine-Tuning by Experience 125 Functions of the Prefrontal Cortex 87 Experience and Dendritic Branching 125 How Do the Parts Work Together? 87 Effects of Special Experiences 127 IN CLOSING: Functions of the Cerebral Cortex 89 Brain Development and Behavioral Development 131 Adolescence 131 Module 3.3 Old Age 132 Research Methods 91 IN CLOSING: Brain Development 132 Effects of Brain Damage 91 Effects of Brain Stimulation 92 Module 4.3 Recording Brain Activity 93 Plasticity after Brain Damage 136 Correlating Brain Anatomy with Brain Damage and Short-Term Recovery 136 Behavior 96 Reducing the Harm from a Stroke 136 IN CLOSING: Research Methods and Progress 99 Later Mechanisms of Recovery 138 Increased Brain Stimulation 138 Copyright 2019 Cengage Learning. 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Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Contents  ix Regrowth of Axons 138 Module 5.3 Axon Sprouting 139 Parallel Processing in the Denervation Supersensitivity 139 Visual Cortex 177 Reorganized Sensory Representations The Ventral and Dorsal Paths 177 and the Phantom Limb 140 Detailed Analysis of Shape 178 Learned Adjustments in Behavior 141 The Inferior Temporal Cortex 178 IN CLOSING: Brain Damage and Recovery 142 Recognizing Faces 179 Motion Perception 181 Chapter 5 The Middle Temporal Cortex 181 Vision 147 Motion Blindness 182 IN CLOSING: Aspects of Vision 183 Module 5.1 Visual Coding 148 Chapter 6 General Principles of Perception 148 Other Sensory The Eye and Its Connections to the Brain 149 Systems 187 Route within the Retina 149 Fovea and Periphery of the Retina 149 Module 6.1 Visual Receptors: Rods and Cones 152 Audition 188 Color Vision 153 Sound and the Ear 188 The Trichromatic (Young-Helmholtz) Theory 154 Physics and Psychology of Sound 188 The Opponent-Process Theory 155 Structures of the Ear 189 The Retinex Theory 156 Pitch Perception 190 Color Vision Deficiency 158 The Auditory Cortex 191 IN CLOSING: Visual Receptors 159 Sound Localization 193 Individual Differences 195 Module 5.2 Deafness 195 How the Brain Processes Visual Hearing, Attention, and Old Age 196 Information 162 IN CLOSING: Functions of Hearing 196 An Overview of the Mammalian Visual System 162 Processing in the Retina 163 Module 6.2 Further Processing 164 The Mechanical Senses 199 The Primary Visual Cortex 166 Vestibular Sensation 199 Simple and Complex Receptive Fields 167 Somatosensation 199 The Columnar Organization of the Visual Cortex 168 Somatosensory Receptors 200 Are Visual Cortex Cells Feature Detectors? 169 Tickle 201 Development of the Visual Cortex 170 Somatosensation in the Central Deprived Experience in One Eye 171 Nervous System 202 Deprived Experience in Both Eyes 171 Pain 203 Uncorrelated Stimulation in the Two Eyes 171 Stimuli and Spinal Cord Paths 203 Early Exposure to a Limited Emotional Pain 204 Array of Patterns 172 Ways of Relieving Pain 205 Impaired Infant Vision Sensitization of Pain 207 and Long-Term Consequences 173 Itch 208 IN CLOSING: Understanding Vision by Understanding IN CLOSING: The Mechanical Senses 208 the Wiring Diagram 174 Copyright 2019 Cengage Learning. 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Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. x  Contents Module 6.3 Module 7.3 The Chemical Senses 211 Movement Disorders 249 Taste 211 Parkinson’s Disease 249 Taste Receptors 211 Causes 250 How Many Kinds of Taste Receptors? 211 L-Dopa Treatment 250 Mechanisms of Taste Receptors 213 Other Therapies 250 Taste Coding in the Brain 214 Huntington’s Disease 251 Variations in Taste Sensitivity 214 Heredity and Presymptomatic Testing 252 Olfaction 216 IN CLOSING: Movement Disorders Affect More Olfactory Receptors 217 than Movement 254 Implications for Coding 218 Messages to the Brain 219 Chapter 8 Individual Differences 219 Pheromones 220 Wakefulness and Synesthesia 220 Sleep 257 IN CLOSING: Senses as Ways of Knowing the World 221 Module 8.1 Rhythms of Waking Chapter 7 and Sleeping 258 Movement 225 Endogenous Rhythms 258 Setting and Resetting the Biological Clock 259 Module 7.1 Jet Lag 261 The Control of Shift Work 261 Movement 226 Morning People and Evening People 261 Muscles and Their Movements 226 Mechanisms of the Biological Clock 262 Fast and Slow Muscles 226 The Suprachiasmatic Nucleus (SCN) 263 Muscle Control by Proprioceptors 228 How Light Resets the SCN 264 Units of Movement 230 The Biochemistry of the Circadian Rhythm 264 Voluntary and Involuntary Movements 230 Melatonin 265 Movements Varying in Sensitivity to Feedback 230 IN CLOSING: Sleep–Wake Cycles 266 Sequences of Behaviors 230 IN CLOSING: Categories of Movement 231 Module 8.2 Stages of Sleep and Brain Mechanisms 268 Module 7.2 Sleep and Other Interruptions of Consciousness 268 Brain Mechanisms of Movement 233 The Stages of Sleep 268 The Cerebral Cortex 233 Paradoxical or REM Sleep 269 Planning a Movement 235 Brain Mechanisms of Wakefulness, Arousal, Inhibiting a Movement 236 and Sleep 271 Mirror Neurons 236 Brain Structures of Arousal and Attention 271 Connections from the Brain to the Spinal Cord 238 Sleep and the Inhibition of Brain Activity 273 The Cerebellum 239 Brain Activity in REM Sleep 274 Functions Other than Movement 240 Sleep Disorders 274 Cellular Organization 241 Sleep Apnea 276 The Basal Ganglia 241 Narcolepsy 276 Brain Areas and Motor Learning 244 Periodic Limb Movement Disorder 277 Conscious Decisions and Movement 244 REM Behavior Disorder 277 IN CLOSING: Movement Control and Cognition 246 Night Terrors and Sleepwalking 277 IN CLOSING: Stages of Sleep 278 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Contents  xi Module 8.3 Glucose, Insulin, and Glucagon 306 Why Sleep? Why REM? Why Leptin 308 Dreams? 280 Brain Mechanisms 309 The Arcuate Nucleus and Paraventricular Functions of Sleep 280 Hypothalamus 309 Sleep and Energy Conservation 280 The Lateral Hypothalamus 311 Analogous to Sleep: Hibernation 280 Medial Areas of the Hypothalamus 312 Species Differences in Sleep 281 Eating Disorders 313 Sleep and Memory 283 Genetics and Body Weight 314 Functions of REM Sleep 283 Weight Loss Techniques 314 Biological Perspectives on Dreaming 284 Bulimia Nervosa 315 The Activation-Synthesis Hypothesis 284 Anorexia Nervosa 316 The Neurocognitive Hypothesis 285 IN CLOSING: The Multiple Controls of Hunger 317 IN CLOSING: Our Limited Self-Understanding 285 Chapter 10 Chapter 9 Internal Reproductive Regulation 289 Behaviors 321 Module 10.1 Module 9.1 Sex and Hormones 322 Temperature Organizing Effects of Sex Hormones 324 Regulation 290 Sex Differences in the Brain 325 Homeostasis and Allostasis 291 Sex Differences in Play 327 Controlling Body Temperature 292 Activating Effects of Sex Hormones 328 Surviving in Extreme Cold 293 Males 328 The Advantages of Constant High Body Females 329 Temperature 293 Effects of Sex Hormones on Nonsexual Brain Mechanisms 294 Characteristics 331 Fever 295 Parental Behavior 332 IN CLOSING: Combining Physiological and Behavioral IN CLOSING: Reproductive Behaviors Mechanisms 296 and Motivations 334 Module 9.2 Module 10.2 Thirst 298 Variations in Sexual Behavior 337 Mechanisms of Water Regulation 298 Evolutionary Interpretations of Mating Behavior 337 Osmotic Thirst 298 Interest in Multiple Mates 337 Hypovolemic Thirst and Sodium-Specific Hunger 300 What Men and Women Seek in a Mate 338 IN CLOSING: The Psychology and Biology of Thirst 301 Differences in Jealousy 338 Module 9.3 Evolved or Learned? 338 303 Gender Identity and Gender-Differentiated Hunger Behaviors 338 Digestion and Food Selection 303 Intersexes 339 Consumption of Dairy Products 304 Interests and Preferences of Girls with CAH 340 Food Selection and Behavior 304 Testicular Feminization 340 Short- and Long-Term Regulation of Feeding 305 Issues of Gender Assignment and Rearing 340 Oral Factors 305 Discrepancies of Sexual Appearance 341 The Stomach and Intestines 306 Copyright 2019 Cengage Learning. 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Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. xii  Contents Sexual Orientation 342 Module 11.3 Behavioral and Anatomical Differences 342 Stress and Health 376 Genetics 342 Stress and the General Adaptation Syndrome 376 An Evolutionary Question 343 Stress and the Hypothalamus-Pituitary-Adrenal Cortex Prenatal Influences 344 Axis 377 Brain Anatomy 344 The Immune System 377 IN CLOSING: We Are Not All the Same 346 Effects of Stress on the Immune System 378 Coping with Stress 379 Chapter 11 IN CLOSING: Emotions and Body Reactions 380 Emotional Chapter 12 Behaviors 351 Module 11.1 Learning, What Is Emotion? 352 Memory, and Emotions and Autonomic Arousal 352 Intelligence 383 Is Physiological Arousal Necessary for Emotional Feelings? 353 Module 12.1 Is Physiological Arousal Sufficient for Learning, Memory, and Memory Loss 384 Emotions? 354 Localized Representations of Memory 384 Is Emotion a Useful Concept? 354 Lashley’s Search for the Engram 384 Do People Have a Few Basic Emotions? 356 The Modern Search for the Engram 386 The Functions of Emotion 357 Types of Memory 387 Emotions and Moral Decisions 358 Short-Term and Long-Term Memory 387 IN CLOSING: Emotions and the Nervous System 360 Our Changing Views of Consolidation 388 Module 11.2 Working Memory 389 Attack and Escape Behaviors 362 Memory Loss 389 Attack Behaviors 362 Korsakoff ’s Syndrome 390 Heredity and Environment in Violence 363 Alzheimer’s Disease 390 Hormonal Effects 363 Infant Amnesia 392 Serotonin Synapses and Aggressive Behavior 364 IN CLOSING: Memory and Forgetting 392 Testosterone, Serotonin, and Cortisol 365 Module 12.2 Fear and Anxiety 365 The Hippocampus and the Striatum 395 Role of the Amygdala in Rodents 366 Memory Loss after Damage to the Hippocampus 395 Studies of the Amygdala in Monkeys 367 Theories of the Function of the Hippocampus 398 Response of the Human Amygdala to Visual Stimuli 367 Navigation 399 Individual Differences in Amygdala Response and The Striatum 401 Anxiety 368 Other Brain Areas and Memory 402 Damage to the Human Amygdala 369 IN CLOSING: Brain Damage and Memory 403 Anxiety Disorders 371 Module 12.3 Relief from Anxiety 372 Storing Information in the Nervous Pharmacological Relief 372 Alcohol and Anxiety 373 System 405 Blind Alleys and Abandoned Mines 405 IN CLOSING: Doing Something about Emotions 373 Learning and the Hebbian Synapse 406 Copyright 2019 Cengage Learning. 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Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Contents  xiii Single-Cell Mechanisms of Invertebrate Behavior Wernicke’s Aphasia (Fluent Aphasia) 436 Change 407 Dyslexia 437 Aplysia as an Experimental Animal 407 IN CLOSING: Language and the Brain 438 Habituation in Aplysia 407 Sensitization in Aplysia 407 Module 13.2 Long-Term Potentiation in Vertebrates 408 Conscious and Unconscious Biochemical Mechanisms 408 Processes 441 Improving Memory 412 The Mind–Brain Relationship 441 IN CLOSING: The Physiology of Memory 413 Consciousness of a Stimulus 442 Experiments Using Masking 442 Module 12.4 Experiments Using Binocular Rivalry 443 Intelligence 415 The Fate of an Unattended Stimulus 444 Brain Size and Intelligence 415 Consciousness as a Threshold Comparing Species 415 Phenomenon 445 Human Data 416 The Timing of Consciousness 445 Genetics and Intelligence 417 Conscious and Unconscious People 446 Brain Evolution 418 Attention 446 IN CLOSING: Why Are We So Intelligent? 419 Brain Areas Controlling Attention 446 Spatial Neglect 447 Chapter 13 IN CLOSING: Attending to Attention and Being Conscious of Consciousness 449 Cognitive Functions 423 Module 13.3 Making Decisions and Social Module 13.1 Neuroscience 452 Lateralization and Perceptual Decisions 452 Language 424 Decisions Based on Values 453 The Left and Right Hemispheres 424 The Biology of Love 454 Anatomical Differences between the Empathy and Altruism 455 Hemispheres 425 IN CLOSING: Biology of Decisions Visual and Auditory Connections to and Social Behavior 456 the Hemispheres 425 The Corpus Callosum and the Split-Brain Operation 426 Chapter 14 Split Hemispheres: Competition and Cooperation 428 Psychological The Right Hemisphere 429 Avoiding Overstatements 429 Disorders 459 Evolution of Language 430 Module 14.1 Chimpanzees 430 Substance Abuse 460 Bonobos 430 Drug Mechanisms 460 Nonprimates 431 Predispositions 460 How Did Humans Evolve Language? 432 Genetic Influences 460 Is Language a By-Product of Intelligence? 432 Environmental Influences 461 Language as a Specialization 433 Behavioral Predictors of Abuse 461 A Sensitive Period for Language Learning 434 Synaptic Mechanisms 462 Brain Damage and Language 434 The Role of Dopamine 462 Broca’s Aphasia (Nonfluent Aphasia) 434 Cravings 464 Copyright 2019 Cengage Learning. 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Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. xiv  Contents Tolerance and Withdrawal 464 Efforts to Locate a Gene 483 Treatments 465 The Neurodevelopmental Hypothesis 483 Medications to Combat Alcohol Abuse 465 Prenatal and Neonatal Environment 484 Medications to Combat Opiate Abuse 465 Mild Brain Abnormalities 484 IN CLOSING: The Psychology and Biology Long-Term Course 485 of Substance Abuse 466 Early Development and Later Psychopathology 485 Treatments 486 Module 14.2 Antipsychotic Drugs and Dopamine 486 Mood Disorders 468 Second-Generation Antipsychotic Drugs 487 Major Depressive Disorder 468 Role of Glutamate 488 Genetics 469 IN CLOSING: Many Remaining Mysteries 489 Abnormalities of Hemispheric Dominance 470 Antidepressant Drugs 470 Module 14.4 Types of Antidepressants 470 Autism Spectrum Disorders 492 How Are Antidepressants Effective? 471 Symptoms and Characteristics 492 How Effective Are Antidepressants? 472 Genetics and Other Causes 493 Alternatives to Antidepressant Drugs 473 Treatments 494 Exercise and Diet 474 IN CLOSING: Development and Disorders 494 Bipolar Disorder 476 Treatments 476 Appendix A IN CLOSING: The Biology of Mood Swings 477 Brief, Basic Chemistry 496 Module 14.3 Appendix B Schizophrenia 480 Society for Neuroscience Policies on the Use of Animals Diagnosis 480 and Human Subjects in Research 502 Differential Diagnosis of Schizophrenia 481 Demographic Data 481 References 504 Genetics 482 Name Index 567 Family Studies 482 Subject Index/Glossary 589 Adopted Children Who Develop Schizophrenia 482 Copyright 2019 Cengage Learning. 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Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Preface I n the first edition of this text, published in 1981, I remarked, “I almost wish I could get parts of this text... printed in disappearing ink, programmed to fade within 10 years of publication, so that I will not be embarrassed by statements that will look primitive from some future perspective.” I would For faculty, MindTap provides: the ability to specify what the students read and when, matched to the course syllabus. an opportunity to assign relevant activities. the ability to supplement the MindTap Reader with say the same thing today, except that I would like for the ink your own documents or sources such as RSS feeds, to fade faster. Biological psychology progresses rapidly, and YouTube videos, websites, or Google Docs. much that we thought we knew becomes obsolete. reports on students’ progress and completion of as- Biological psychology is the most interesting topic in signments. the world. No doubt many people in other fields think their topic is the most interesting, but they are wrong. This re- ally is the most interesting. Unfortunately, it is easy to get so Changes in This Edition bogged down in memorizing facts that one loses the big pic- ture. The big picture here is fascinating and profound: Your Reflecting the rapid changes in biological psychology, this brain activity is your mind. I hope that readers of this book edition includes revised content throughout, with almost will remember that message even after they forget many of 700 new references, including more than 550 from 2014 or the details. later. Some of the figures are new or revised, and most of the Each chapter is divided into modules that begin with an review questions at the end of modules are new. The most introduction and end with a summary, a list of key terms, and extensive changes are in the later chapters. These organiza- some review questions. This organization makes it easy for in- tional changes are worth notice: Chapter 9 (“Internal Regula- structors to assign part of a chapter per day instead of a whole tion”) includes a new section about anorexia nervosa. Chap- chapter per week. Modules can also be covered in a different ter 12 (“Learning, Memory, and Intelligence”) now has four order, or of course omitted. modules instead of two. What used to be the first module has I assume that readers have a basic background in psy- been split into two, and a new module has been added about chology and biology, and understand such terms as classical intelligence. That module includes some material previously conditioning, reinforcement, vertebrate, mammal, gene, chro- in the anatomy chapter, plus more, and all of it reorganized. mosome, cell, and mitochondrion. I also assume at least a high In Chapter 13 (“Cognitive Functions”), the previous modules school chemistry course. Those with a weak background in on lateralization and language have been shortened and com- chemistry or a fading memory of it may consult Appendix A. bined into one module. The previous module on social neuro- science has been expanded with the addition of a section on the neurobiology of making decisions. In Chapter 14 (“Psy- MindTap for Biological chological Disorders”), the first module (“Substance Abuse”) Psychology, 13e has been reorganized and reordered. With regard to new or revised content, here are some of MindTap for Biological Psychology, 13th edition, engages the highlights: students to produce their best work. By integrating course This edition continues the tradition of including photo- material with videos, activities, and much more, MindTap graphs and quotes of some prominent researchers, now provides an opportunity for increased comprehension and adding Karl Deisseroth, Margaret McCarthy, May-Britt retention. Moser and Edvard Moser, and Stanislas Dehaene. For students, MindTap provides: Students can name hundreds of singers, actors, and activities and assignments that build critical thinking athletes. I think they should be able to identify some and analytic skills that can transfer to other domains. important researchers too, especially in the field in guidance to focus on what the instructor emphasizes, which they chose to major. with tools for mastering the content. Neuroscientists no longer believe that glia outnumber feedback on progress, compared to the student’s own neurons in the human brain. past performance and the performance of other stu- Although many psychologists and others have ex- dents in the class. plained risky adolescent behavior in terms of an xv Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. xvi  Preface immature prefrontal cortex, that explanation looks less far as, say, a 10th episode. Therefore, the mean duration plausible. Between early adolescence and age 20, most of all first episodes is not comparable to the mean delay risky behaviors increase, even while the prefrontal cor- of later episodes. tex is approaching maturity. Risky behavior more likely I would also like to mention certain points about my writ- reflects increased drive for excitement. ing style. You would not have noticed these points, and I know Current research indicates that astrocytes and scar that you don’t care either, but I shall mention them anyway: tissue are more helpful than harmful for regrowth of I avoid the term incredible, which has been so overused that axons. it has lost its original meaning of “not believable.” I also avoid A new study found that people who lose a sensation the terms intriguing, involved, and outrageous, which are also as a result of brain damage also have trouble thinking overused and misused. Finally, I avoid the term different after about concepts related to that sensation. For example, a quantifier. For example, I would not say, “They offered four someone with damage to the auditory cortex might different explanations.” If they offered four explanations, we regard “thunder” as a nonword. can take it for granted that the explanations were different! Previous data showed that acetaminophen decreases emotional pain. New data say that it also decreases pleasant experiences. Instructor Ancillaries The text includes updated information about the Biological Psychology, 13th edition, is accompanied by an genetic basis of Parkinson’s disease, substance abuse, array of supplements developed to facilitate both instructors’ depression, schizophrenia, and autism. and students’ best experience inside as well as outside the Certain bird species sleep while they are flying over classroom. All of the supplements continuing from the 12th great distances. Frigate birds, which are large enough edition have been revised and updated. Cengage invites you to for researchers to monitor in the air, sometimes sleep take full advantage of the teaching and learning tools available in one hemisphere at a time, sometimes sleep briefly to you and has prepared the following descriptions of each. in both hemispheres at once, but overall get very little sleep on days when they are at sea. Thirst anticipates needs, and so does satiation of thirst. Online Instructor’s Manual We stop drinking long before the water we have drunk The manual includes learning objectives, key terms, a detailed reaches the cells that need it. chapter outline, a chapter summary, lesson plans, discussion New research sheds important light on male–female topics, student activities, media tools, a sample syllabus, and differences in brain anatomy. Because the mechanisms an expanded test bank. The learning objectives are correlated controlling male–female differences vary from one with the discussion topics, student activities, and media tools. brain area to another, it is common for someone to have a patchwork of male-typical, female-typical, and approximately neutral anatomy in different brain areas. Online PowerPoints A new hypothesis holds that the rapid formation of Helping you make your lectures more engaging while effec- new neurons in an infant hippocampus is responsible tively reaching your visually oriented students, these handy for both the ease of new learning and the phenomenon Microsoft PowerPoint® slides outline the chapters of the main of infant amnesia. That is, infants learn rapidly, but also text in a classroom-ready presentation. The PowerPoint® tend to forget episodic memories. slides are updated to reflect the content and organization of Chapter 12 includes a new section about the role of the new edition of the text. the hippocampus and surrounding areas in control of navigation. Cengage Learning Testing, Powered Accumulating data cast doubt on the central role of by Cognero® dopamine in addictive behaviors. The previous belief that later episodes of depression Cengage Learning Testing, Powered by Cognero®, is a flex- get shorter and shorter was based on a methodological ible online system that allows you to author, edit, and manage artifact. Many people have only one episode, possibly test bank content. You can create multiple test versions in an a very long one. Only people with short episodes get as instant and deliver tests from your LMS in your classroom. Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Acknowledgments L et me tell you something about researchers in this field: Jackie Hembrook, University of New Hampshire As a rule, they are amazingly cooperative with textbook Phu Hoang, Texas A&M International University authors. Many colleagues and students sent me com- Richard Howe, College of the Canyon ments and helpful suggestions. I thank all of these instructors Barry Hurwitz, University of Miami who have reviewed one or more editions of the text: Karen Jennings, Keene State College Craig Johnson, Towson University Text Reviewers and Contributors: Robert Tex Johnson, Delaware County Community College John Agnew, University of Colorado at Boulder Kathryn Kelly, Northwestern State University John Dale Alden III, Lipscomb University Shannon Kundey, Hood College Joanne Altman, Washburn University Craig Kinsley, University of Richmond Kevin Antshel, SUNY–Upstate Medical University Philip Langlais, Old Dominion University Bryan Auday, Gordon College Jerry Lee, Albright College Susan Baillet, University of Portland Robert Lennartz, Sierra College Teresa Barber, Dickinson College Hui-Yun Li, Oregon Institute of Technology Christie Bartholomew, Kent State University Cyrille Magne, Middle Tennessee State University Howard Bashinski, University of Colorado Michael Matthews, U.S. Military Academy (West Point) Bakhtawar Bhadha, Pasadena City College Estelle Mayhew, Rutgers University–New Brunswick Chris Brill, Old Dominion University Daniel McConnell, University of Central Florida J. Timothy Cannon, The University of Scranton Maria McLean, Thomas More College Lorelei Carvajal, Triton College Elaine McLeskey, Belmont Technical College Sarah Cavanagh, Assumption College Corinne McNamara, Kennesaw State University Linda Bryant Caviness, La Sierra University Brian Metcalf, Hawaii Pacific University Cathy Cleveland, East Los Angeles College Richard Mills, College of DuPage Elie Cohen, Lander College for Men (Touro College) Daniel Montoya, Fayetteville State University Howard Cromwell, Bowling Green State University Paulina Multhaupt, Macomb Community College David Crowley, Washington University Walter Murphy, Texas A&M University–Central Texas Carol DeVolder, St. Ambrose University Joseph Nedelec, Florida State University Jaime L. Diaz-Granados, Baylor University Ian Norris, Mu