| Preface |
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xvii | |
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What Are the Origins of Brain and Behavior? |
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1 | (33) |
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Focus on Disorders: Traumatic Brain Injury |
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1 | (1) |
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Why Study Brain and Behavior? |
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2 | (6) |
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Focus on Disorders: Linking Brain Function to Brain Injury |
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3 | (2) |
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5 | (1) |
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Gross Structure of the Nervous System |
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6 | (1) |
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7 | (1) |
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Perspectives on Brain and Behavior |
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8 | (5) |
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9 | (1) |
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9 | (2) |
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Focus on New Research: The Origins of Spoken Language |
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11 | (1) |
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11 | (2) |
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Evolution of Brain and Behavior |
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13 | (6) |
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Origin of Brain Cells and Brains |
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14 | (1) |
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14 | (1) |
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Evolution of Animals with Nervous Systems |
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15 | (1) |
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The Chordate Nervous System |
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16 | (3) |
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19 | (3) |
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Humans: Members of the Primate Order |
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19 | (1) |
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Australopithecus: Our Distant Ancestor |
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20 | (1) |
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21 | (1) |
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Evolution of the Human Brain |
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22 | (4) |
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22 | (1) |
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Why the Hominid Brain Enlarged |
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23 | (3) |
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Studying Brain and Behavior in Modern Humans |
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26 | (5) |
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Fallacies of Human Brain-Size Comparisons |
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27 | (1) |
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28 | (1) |
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Focus on Disorders: Learning Disabilities |
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29 | (2) |
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31 | (1) |
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32 | (1) |
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32 | (1) |
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32 | (1) |
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32 | (2) |
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How Does the Nervous System Function? |
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34 | (40) |
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Focus on New Research: Optimizing Connections in the Brain |
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35 | (1) |
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An Overview of Brain Function and Structure |
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36 | (11) |
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The Brain's Primary Functions |
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36 | (2) |
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38 | (2) |
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The Brain's Surface Features |
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40 | (2) |
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Focus on Disorders: Meningitis and Encephalitis |
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42 | (1) |
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The Brain's Internal Features |
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43 | (1) |
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Focus on Disorders: Stroke |
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44 | (1) |
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Microscopic Inspection: Cells and Fibers |
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45 | (2) |
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Neuroanatomy and Functional Organization of the Nervous System |
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47 | (15) |
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Evolutionary Development of the Nervous System |
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47 | (1) |
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The Central Nervous System |
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48 | (8) |
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The Somatic Nervous System |
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56 | (4) |
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Focus on Disorders: Magendie, Bell, and Bell's Palsy |
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60 | (1) |
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The Autonomic Nervous System |
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60 | (2) |
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Eight Principles of Nervous System Function |
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62 | (8) |
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Principle 1: The Sequence of Brain Processing Is ``In → Integrate → Out'' |
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62 | (2) |
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Principle 2: Sensory and Motor Divisions Exist Throughout the Nervous System |
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64 | (1) |
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Principle 3: Many of the Brain's Circuits Are Crossed |
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65 | (1) |
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Principle 4: The Brain Is Both Symmetrical and Asymmetrical |
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66 | (1) |
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Principle 5: The Nervous System Works Through Excitation and Inhibition |
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66 | (1) |
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Principle 6: The Central Nervous System Functions on Multiple Levels |
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67 | (1) |
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Principle 7: Brain Systems Are Organized Both Hierarchically and in Parallel |
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68 | (1) |
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Principle 8: Functions in the Brain Are Both Localized and Distributed |
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69 | (1) |
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70 | (2) |
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72 | (1) |
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72 | (1) |
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72 | (1) |
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72 | (2) |
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What Are the Units of Nervous System Function? |
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74 | (36) |
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Focus on New Research: Programming Behavior |
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75 | (1) |
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Cells of the Nervous System |
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76 | (11) |
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78 | (4) |
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82 | (1) |
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Focus on Disorders: Brain Tumors |
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83 | (3) |
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Focus on Disorders: Multiple Sclerosis |
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86 | (1) |
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Internal Structure of a Cell |
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87 | (11) |
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88 | (1) |
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89 | (1) |
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90 | (8) |
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Genes, Cells, and Behavior |
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98 | (10) |
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99 | (1) |
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Focus on New Research: Knocking out Genes |
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100 | (1) |
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101 | (1) |
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Dominant and Recessive Alleles |
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102 | (1) |
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102 | (1) |
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Mendel's Principles Apply to Genetic Disorders |
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103 | (1) |
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104 | (1) |
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Focus on Disorders: Huntington's Chorea |
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105 | (1) |
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106 | (2) |
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108 | (1) |
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109 | (1) |
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109 | (1) |
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109 | (1) |
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109 | (1) |
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How Do Neurons Transmit Information? |
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110 | (38) |
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Focus on Disorders: Epilepsy |
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111 | (1) |
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112 | (9) |
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Early Clues to Electrical Activity in the Nervous System |
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113 | (3) |
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Modern Tools for Measuring a Neuron's Electrical Activity |
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116 | (3) |
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How the Movement of Ions Creates Electrical Charges |
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119 | (2) |
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Electrical Activity of a Membrane |
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121 | (10) |
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121 | (2) |
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123 | (2) |
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125 | (2) |
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Focus on New Research: Opening the Voltage-Sensitive Gates |
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127 | (1) |
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128 | (1) |
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Saltatory Conduction and Myelin Sheaths |
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129 | (2) |
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How Neurons Integrate Information |
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131 | (4) |
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Excitatory and Inhibitory Postsynaptic Potentials |
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131 | (1) |
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Focus on Disorders: Myasthenia Gravis |
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132 | (1) |
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133 | (1) |
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134 | (1) |
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Into the Nervous System and Back Out |
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135 | (4) |
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How Sensory Stimuli Produce Action Potentials |
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135 | (1) |
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How Nerve Impulses Produce Movement |
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136 | (1) |
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Focus on Disorders: Lou Gehrig's Disease |
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137 | (2) |
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Studying the Brain's Electrical Activity |
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139 | (5) |
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139 | (1) |
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140 | (2) |
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142 | (2) |
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144 | (2) |
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146 | (1) |
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146 | (1) |
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146 | (1) |
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147 | (1) |
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How Do Neurons Communicate and Adapt? |
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148 | (38) |
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Focus on Classic Research: The Basis of Neural Communication in a Heartbeat |
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149 | (1) |
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150 | (9) |
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151 | (1) |
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Focus on Disorders: Parkinson's Disease |
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152 | (1) |
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Neurotransmission in Fours Steps |
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153 | (3) |
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156 | (1) |
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Excitatory and Inhibitory Messages |
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157 | (1) |
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Evolution of Complex Neurotransmission Systems |
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158 | (1) |
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Varieties of Neurotransmitters |
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159 | (7) |
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Identifying Neurotransmitters |
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159 | (1) |
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Classifying Neurotransmitters |
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160 | (3) |
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Focus on Disorders: Awakening with L-Dopa |
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163 | (1) |
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Receptors for Direct and Indirect Effects |
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164 | (2) |
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Neurotransmitter Systems and Behavior |
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166 | (6) |
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Neurotransmission in the Somatic Nervous System |
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167 | (1) |
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Neurotransmission in the Autonomic Nervous System |
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167 | (1) |
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Neurotransmission in the Central Nervous System |
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168 | (3) |
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Focus on Disorders: The Case of the Frozen Addict |
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171 | (1) |
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Role of Synapses in Learning and Memory |
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172 | (11) |
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173 | (2) |
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175 | (2) |
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Long-Term Potentiation and Associative Learning |
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177 | (3) |
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180 | (1) |
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Focus on New Research: Dendritic Spines, Small but Mighty |
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181 | (2) |
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183 | (1) |
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184 | (1) |
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184 | (1) |
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185 | (1) |
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185 | (1) |
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How Does the Brain Develop and Adapt? |
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186 | (38) |
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Focus on Comparative Biology: Metamorphosis |
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187 | (1) |
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Perspectives on Brain Development |
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188 | (2) |
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Mr. Higgins Builds a House |
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188 | (1) |
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Linking Brain and Behavioral Development |
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189 | (1) |
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Neurobiology of Development |
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190 | (12) |
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Gross Development of the Human Nervous System |
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191 | (3) |
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Origins of Neurons and Glia |
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194 | (1) |
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Growth and Development of Neurons |
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195 | (1) |
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Focus on Disorders: Cerebral Palsy |
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196 | (5) |
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201 | (1) |
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Correlating Behavior with Brain Development |
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202 | (6) |
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202 | (1) |
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203 | (1) |
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Development of Problem-Solving Ability |
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204 | (3) |
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A Caution about Linking Correlation to Causation |
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207 | (1) |
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Brain Development and the Environment |
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208 | (12) |
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Experience and Cortical Organization |
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205 | (5) |
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Experience and Neural Connectivity |
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210 | (1) |
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Critical Periods for Experience and Brain Development |
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211 | (2) |
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Abnormal Experience and Brain Development |
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213 | (1) |
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Focus on Disorders: Romanian Orphans |
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214 | (1) |
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Hormones and Brain Development |
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214 | (3) |
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Focus on New Research: Hormones and the Range of a Behavior |
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217 | (1) |
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Injury and Brain Development |
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217 | (1) |
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Drugs and Brain Development |
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218 | (1) |
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Other Kinds of Abnormal Brain Development |
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218 | (1) |
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219 | (1) |
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Focus on Disorders: Schizophrenia |
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220 | (1) |
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How Do Any of Us Develop a Normal Brain? |
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220 | (2) |
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222 | (1) |
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222 | (1) |
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223 | (1) |
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223 | (1) |
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223 | (1) |
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How Do Drugs and Hormones Influence the Brain and Behavior? |
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224 | (42) |
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Focus on New Research: The Neural Basis of Drug Cravings |
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225 | (1) |
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226 | (1) |
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Principles of Psychopharmacology |
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227 | (6) |
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Drug Routes into the Nervous System |
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227 | (4) |
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Individual Differences in Response to Psychoactive Drugs |
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231 | (1) |
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Drug Action at Synapses: Agonists and Antagonists |
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231 | (1) |
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An Acetylcholine Synapse: Examples of Drug Action |
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232 | (1) |
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Classification of Psychoactive Drugs |
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233 | (10) |
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Antianxiety Agents and Sedative Hypnotics |
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235 | (1) |
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Focus on Disorders: Fetal Alcohol Syndrome |
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236 | (1) |
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237 | (1) |
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238 | (1) |
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239 | (1) |
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Focus on Disorders: Major Depression |
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240 | (1) |
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241 | (2) |
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Drugs, Experience, Context, and Genes |
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243 | (14) |
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244 | (1) |
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245 | (2) |
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247 | (1) |
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248 | (2) |
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250 | (2) |
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Why Doesn't Everyone Abuse Drugs? |
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252 | (1) |
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Can Drugs Cause Brain Damage? |
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253 | (2) |
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Focus on Disorders: Drug-Induced Psychosis |
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255 | (2) |
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257 | (6) |
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Hierarchical Control of Hormones |
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258 | (1) |
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259 | (1) |
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259 | (1) |
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260 | (1) |
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261 | (2) |
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263 | (1) |
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264 | (1) |
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265 | (1) |
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265 | (1) |
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265 | (1) |
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How Do We Sense, Perceive, and See the World? |
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266 | (40) |
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Focus on Disorders: Migraines and a Case of Blindsight |
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267 | (1) |
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The Nature of Sensation and Perception |
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268 | (4) |
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Sensory Experience and Sensory Reality |
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269 | (1) |
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Focus on New Research: Testing Vision in Nonhuman Subjects |
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270 | (1) |
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Analyzing Sensory Information |
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270 | (2) |
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Anatomy of the Visual System |
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272 | (12) |
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Light: The Stimulus for Vision |
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272 | (1) |
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273 | (2) |
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Focus on Disorders: Optical Errors of Refraction and Visual Illuminance |
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275 | (1) |
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276 | (2) |
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278 | (1) |
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279 | (1) |
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Dorsal and Ventral Visual Streams |
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280 | (4) |
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Location in the Visual World |
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284 | (4) |
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Coding Location in the Retina |
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285 | (1) |
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Location in the LGN and Cortical Region VI |
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285 | (2) |
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The Visual Corpus Callosum |
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287 | (1) |
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288 | (10) |
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288 | (6) |
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294 | (3) |
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Neural Activity in the Dorsal Stream |
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297 | (1) |
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The Visual Brain in Action |
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298 | (4) |
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Injury to the Visual Pathway Leading to the Cortex |
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298 | (1) |
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Injury to the ``What'' Pathway |
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299 | (1) |
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Focus on Disorders: Carbon Monoxide Poisoning |
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300 | (2) |
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Injury to the ``How'' Pathway |
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302 | (1) |
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302 | (2) |
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304 | (1) |
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304 | (1) |
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304 | (1) |
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305 | (1) |
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How Do We Hear, Speak, and Make Music? |
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306 | (36) |
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Focus on New Research: The Evolution of Language and Music |
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307 | (1) |
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Sound Waves: The Stimulus for Audition |
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308 | (6) |
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Physical Properties of Sound Waves |
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309 | (3) |
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312 | (1) |
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Properties of Language and Music As Sounds |
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313 | (1) |
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Anatomy of the Auditory System |
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314 | (7) |
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315 | (2) |
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317 | (1) |
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Pathways to the Auditory Cortex |
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318 | (1) |
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319 | (2) |
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Neural Activity and Hearing |
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321 | (3) |
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321 | (1) |
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322 | (1) |
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322 | (2) |
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Detecting Patterns in Sound |
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324 | (1) |
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Anatomy of Language and Music |
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324 | (11) |
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325 | (5) |
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Focus on Disorders: Left-Hemisphere Dysfunction |
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330 | (2) |
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Focus on Disorders: Arteriovenous Malformations |
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332 | (1) |
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333 | (1) |
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Focus on Disorders: Cerebral Aneurysms |
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334 | (1) |
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Auditory Communication in Nonhuman Species |
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335 | (4) |
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336 | (1) |
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337 | (2) |
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339 | (1) |
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340 | (1) |
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341 | (1) |
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341 | (1) |
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341 | (1) |
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How Does the Nervous System Respond to Stimulation and Produce Movement? |
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342 | (46) |
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Focus on Comparative Biology: Portrait of an Artist |
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343 | (1) |
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Hierarchical Control of Movement |
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344 | (9) |
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The Forebrain and Initiating Movement |
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345 | (2) |
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The Brainstem and Species-Typical Movement |
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347 | (2) |
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The Spinal Cord and Executing Movement |
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349 | (1) |
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Focus on Disorders: Autism |
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350 | (2) |
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Focus on Disorders: Spinal-Cord Injury |
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352 | (1) |
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Organization of the Motor System |
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353 | (5) |
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353 | (2) |
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355 | (1) |
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356 | (1) |
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357 | (1) |
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The Motor Cortex and Skilled Movements |
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358 | (5) |
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Investigating Neural Control of Skilled Movements |
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358 | (2) |
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Control of Skilled Movements in Nonhuman Species |
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360 | (1) |
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How Motor-Cortex Damage Affects Skilled Movements |
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361 | (2) |
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The Basal Ganglia and the Cerebellum |
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363 | (5) |
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The Basal Ganglia and Movement Force |
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363 | (1) |
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Focus on Disorders: Tourette's Syndrome |
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364 | (1) |
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The Cerebellum and Movement Skill |
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365 | (3) |
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Organization of the Somatosensory System |
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368 | (11) |
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Somatosensory Receptors and Perception |
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369 | (2) |
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Dorsal-Root Ganglion Neurons |
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371 | (2) |
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Somatosensory Pathways to the Brain |
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373 | (1) |
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374 | (1) |
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Feeling and Treating Pain |
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375 | (2) |
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The Vestibular System and Balance |
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377 | (2) |
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Exploring the Somatosensory Cortex |
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379 | (6) |
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The Somatosensory Homunculus |
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379 | (2) |
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Focus on New Research: Tickling |
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381 | (1) |
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Effects of Damage to the Somatosensory Cortex |
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382 | (1) |
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The Somatosensory Cortex and Complex Movement |
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383 | (2) |
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385 | (1) |
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386 | (1) |
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386 | (1) |
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387 | (1) |
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387 | (1) |
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What Causes Emotional and Motivated Behavior? |
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388 | (50) |
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Focus on New Research: The Pain of Rejection |
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389 | (1) |
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Identifying the Causes of Behavior |
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390 | (5) |
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Behavior for Brain Maintenance |
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391 | (1) |
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392 | (1) |
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Neural Circuits and Behavior |
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393 | (1) |
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The Nature of Behavior: Why Cats Kill Birds |
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394 | (1) |
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Biology, Evolution, and Environment |
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395 | (9) |
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Evolutionary Influences on Behavior |
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395 | (2) |
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397 | (3) |
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Environmental Influences on Behavior |
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400 | (2) |
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Inferring Purpose in Behavior: To Know a Fly |
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402 | (2) |
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Neuroanatomy of Motivated Behavior |
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|
404 | (11) |
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Regulatory and Nonregulatory Behavior |
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404 | (2) |
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The Hypothalamic Circuit's Regulatory Function |
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406 | (4) |
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The Limbic Circuit's Organizing Function |
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410 | (2) |
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The Frontal Lobes' Executive Function |
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412 | (2) |
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Focus on Disorders: Agenesis of the Frontal Lobe |
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414 | (1) |
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415 | (6) |
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The Amygdala and Emotional Behavior |
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416 | (1) |
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The Prefrontal Cortex and Emotional Behavior |
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417 | (2) |
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419 | (1) |
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Focus on Disorders: Anxiety Disorders |
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420 | (1) |
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Control of Regulatory Behavior |
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421 | (6) |
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421 | (1) |
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Focus on Disorders: Weight-Loss Strategies |
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422 | (4) |
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426 | (1) |
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Control of Nonregulatory Behavior |
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427 | (6) |
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Effects of Sex Hormones on the Brain |
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427 | (2) |
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Focus on Disorders: Androgen-Insensitivity Syndrome and the Androgenital Syndrome |
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429 | (1) |
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The Hypothalamus, the Amygdala, and Sexual Behavior |
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430 | (1) |
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Sexual Orientation, Sexual Identity, and Brain Organization |
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431 | (1) |
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Cognitive Influences on Sexual Behavior |
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432 | (1) |
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433 | (2) |
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435 | (1) |
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436 | (1) |
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436 | (1) |
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437 | (1) |
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437 | (1) |
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Why Do We Sleep and Dream? |
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438 | (44) |
|
Focus on Comparative Biology: The Variety of Biological Rhythms |
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439 | (1) |
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440 | (8) |
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Origins of Biological Rhythms |
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440 | (1) |
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441 | (1) |
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442 | (1) |
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443 | (2) |
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445 | (1) |
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Focus on Disorders: Seasonal Affective Disorder |
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446 | (2) |
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Neural Basis of the Biological Clock |
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448 | (6) |
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448 | (1) |
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449 | (1) |
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450 | (1) |
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450 | (1) |
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Pacemaking Circadian Rhythms |
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451 | (1) |
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Focus on New Research: Synchronizing Biorhythms at the Molecular Level |
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452 | (1) |
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Pacemaking Circannual Rhythms |
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452 | (2) |
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Sleep Stages and Dreaming |
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454 | (10) |
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Measuring How Long We Sleep |
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454 | (1) |
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Measuring Sleep in the Laboratory |
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454 | (2) |
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456 | (1) |
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457 | (1) |
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Focus on Disorders: Restless Legs Syndrome |
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458 | (1) |
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458 | (2) |
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460 | (4) |
|
What Does Sleep Accomplish? |
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464 | (5) |
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Sleep As a Passive Process |
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464 | (1) |
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Sleep As a Biological Adaptation |
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465 | (1) |
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Sleep As a Restorative Process |
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466 | (1) |
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467 | (2) |
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469 | (4) |
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Reticular Activating System and Sleep |
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470 | (1) |
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Neural Basis of the EEG Changes Associated with Waking |
|
|
471 | (1) |
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Neural Basis of REM Sleep |
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|
472 | (1) |
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473 | (6) |
|
Disorders of Non-REM Sleep |
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473 | (2) |
|
Focus on Disorders: Sleep Apnea |
|
|
475 | (1) |
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|
475 | (2) |
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477 | (2) |
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479 | (1) |
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480 | (1) |
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|
480 | (1) |
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480 | (1) |
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481 | (1) |
|
How Do We Learn and Remember? |
|
|
482 | (38) |
|
Focus on New Research: Movement, Learning, and Neuroplasticity |
|
|
483 | (1) |
|
Connecting Learning and Memory |
|
|
484 | (9) |
|
Studying Learning and Memory in the Laboratory |
|
|
484 | (4) |
|
|
|
488 | (2) |
|
What Makes Explicit and Implicit Memory Different? |
|
|
490 | (2) |
|
What Is Special about Personal Memories? |
|
|
492 | (1) |
|
Dissociating Memory Circuits |
|
|
493 | (3) |
|
Focus on Disorders: Patient Boswell's Amnesia |
|
|
495 | (1) |
|
Neural Systems Underlying Explicit and Implicit Memories |
|
|
496 | (8) |
|
Neural Circuit for Explicit Memories |
|
|
496 | (2) |
|
Focus on Disorders: Alzheimer's Disease |
|
|
498 | (2) |
|
Neural Circuit for Implicit Memories |
|
|
500 | (2) |
|
Focus on Disorders: Korsakoff's Syndrome |
|
|
502 | (1) |
|
Neural Circuit for Emotional Memories |
|
|
503 | (1) |
|
Structural Basis of Brain Plasticity |
|
|
504 | (10) |
|
Measuring Synaptic Change |
|
|
505 | (2) |
|
Enriched Experience and Plasticity |
|
|
507 | (1) |
|
Sensory or Motor Training and Plasticity |
|
|
508 | (3) |
|
Plasticity, Hormones, Trophic Factors, and Drugs |
|
|
511 | (3) |
|
Recovery from Brain Injury |
|
|
514 | (4) |
|
Donna's Experience with Brain Injury |
|
|
514 | (1) |
|
Three-Legged Cat Solution |
|
|
515 | (1) |
|
|
|
516 | (1) |
|
Lost-Neuron-Replacement Solution |
|
|
517 | (1) |
|
|
|
518 | (1) |
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|
|
518 | (1) |
|
|
|
518 | (1) |
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|
519 | (1) |
|
|
|
519 | (1) |
|
How Does the Brain Think? |
|
|
520 | (48) |
|
Focus on Comparative Biology: Animal Intelligence |
|
|
521 | (1) |
|
|
|
522 | (5) |
|
Characteristics of Human Thought |
|
|
523 | (2) |
|
The Neural Unit of Thought |
|
|
525 | (2) |
|
Cognition and the Association Cortex |
|
|
527 | (9) |
|
|
|
527 | (1) |
|
|
|
528 | (2) |
|
|
|
530 | (1) |
|
Focus on New Research: Pay Attention! |
|
|
530 | (4) |
|
|
|
534 | (1) |
|
Imitation and Understanding |
|
|
535 | (1) |
|
Studying the Human Brain and Cognition |
|
|
536 | (6) |
|
Methods of Cognitive Neuroscience |
|
|
536 | (1) |
|
Focus on Disorders: Neuropsychological Assessment |
|
|
537 | (2) |
|
The Power of Cognitive Neuroscientific Analysis |
|
|
539 | (3) |
|
Cerebral Asymmetry in Thinking |
|
|
542 | (8) |
|
|
|
543 | (1) |
|
Functional Asymmetry in Neurological Patients |
|
|
543 | (2) |
|
Functional Asymmetry in the Normal Brain |
|
|
545 | (1) |
|
|
|
546 | (3) |
|
Explaining Cerebral Asymmetry |
|
|
549 | (1) |
|
The Left Hemisphere, Language, and Thought |
|
|
549 | (1) |
|
Variations in Cognitive Organization |
|
|
550 | (8) |
|
Sex Differences in Cognitive Organization |
|
|
551 | (4) |
|
Handedness and Cognitive Organization |
|
|
555 | (1) |
|
|
|
555 | (1) |
|
Focus on Disorders: The Sodium Amobarbital Test |
|
|
556 | (1) |
|
Focus on Disorders: A Case of Synesthesia |
|
|
557 | (1) |
|
|
|
558 | (4) |
|
The Concept of General Intelligence |
|
|
558 | (1) |
|
|
|
559 | (1) |
|
Divergent and Convergent Intelligence |
|
|
560 | (1) |
|
Intelligence, Heredity, Environment, and the Synapse |
|
|
561 | (1) |
|
|
|
562 | (2) |
|
|
|
562 | (1) |
|
What Is the Neural Basis of Consciousness? |
|
|
563 | (1) |
|
|
|
564 | (2) |
|
|
|
566 | (1) |
|
|
|
566 | (1) |
|
|
|
566 | (1) |
|
|
|
566 | (2) |
|
What Happens When the Brain Misbehaves? |
|
|
568 | (40) |
|
Focus on New Research: Neuropsychoanalysis |
|
|
569 | (2) |
|
Research on Brain and Behavioral Disorders |
|
|
571 | (5) |
|
Multidisciplinary Research Methods |
|
|
571 | (1) |
|
Causes of Abnormal Behavior |
|
|
572 | (1) |
|
Investigating the Neurobiology of Behavior Disorders |
|
|
573 | (3) |
|
Classifying and Treating Brain and Behavioral Disorders |
|
|
576 | (9) |
|
Identifying and Classifying Mental Disorders |
|
|
577 | (1) |
|
|
|
578 | (3) |
|
Focus on New Research: Treating Behavioral Disorders with TMS |
|
|
581 | (4) |
|
Understanding and Treating Neurological Disorders |
|
|
585 | (12) |
|
|
|
585 | (1) |
|
|
|
586 | (1) |
|
|
|
587 | (2) |
|
|
|
589 | (1) |
|
Neurodegenerative Disorders |
|
|
590 | (6) |
|
Are Parkinson's and Alzheimer's Aspects of One Disease? |
|
|
596 | (1) |
|
Understanding and Treating Psychiatric Disorders |
|
|
597 | (8) |
|
|
|
598 | (2) |
|
|
|
600 | (2) |
|
Focus on New Research: Antidepressant Action in Neurogenesis |
|
|
602 | (1) |
|
|
|
603 | (1) |
|
Is Misbehavior Always Bad? |
|
|
604 | (1) |
|
|
|
605 | (1) |
|
|
|
606 | (1) |
|
|
|
606 | (1) |
|
|
|
606 | (1) |
|
|
|
607 | (1) |
|
Epilogue What Have We Learned and What Is Its Value? |
|
|
608 | |
|
Neuroscience in an Evolutionary Context |
|
|
609 | (1) |
|
Revisiting the Principles of Nervous System Function |
|
|
609 | (11) |
|
Principle 1: Information-Processing Sequence in the Brain Is ``In → Integrate → Out'' |
|
|
610 | (3) |
|
Principle 2: Sensory and Motor Functions Throughout the Nervous System Are Separated |
|
|
613 | (2) |
|
Principle 3: Inputs and Outputs to the Brain Are Crossed |
|
|
615 | (1) |
|
Principle 4: Brain Anatomy and Function Display Both Symmetry and Asymmetry |
|
|
616 | (1) |
|
Principle 5: The Nervous System Works Through Excitation and Inhibition |
|
|
616 | (1) |
|
Principle 6: The Nervous System Functions on Multiple Levels |
|
|
617 | (1) |
|
Principle 7: Brain Components Operate Both Hierarchically and in Parallel |
|
|
618 | (1) |
|
Principle 8: Functions in the Brain Are Both Localized in Specific Regions and Distributed |
|
|
619 | (1) |
|
Neuroscience in the Twenty-first Century |
|
|
620 | |
|
Appendix Why Do Scientists Use Animals in Research? |
|
|
0 | (1) |
|
Focus on Comparative Biology: Ethics and Animal Research |
|
|
0 | (1) |
|
Framing the Animal Research Controversy |
|
|
1 | (1) |
|
Arguments That Favor the Use of Animals in Research |
|
|
2 | (3) |
|
Argument 1. The Health and Well-being of Animals and Humans |
|
|
3 | (1) |
|
Argument 2. Insights into the Evolution of the Human Body |
|
|
4 | (1) |
|
Argument 3. Restricted Experimentation on Humans |
|
|
4 | (1) |
|
Arguments Against the Use of Animals in Research |
|
|
5 | (3) |
|
|
|
6 | (1) |
|
The Philosophical Arguments |
|
|
7 | (1) |
|
Legislation and Professional Guidelines for the Use of Animals in Research |
|
|
8 | (1) |
|
Policies of Professional Societies on the Use of Animals in Research |
|
|
9 | (1) |
|
The Future of Research with Animals |
|
|
10 | |
| Glossary |
|
1 | (1) |
| References |
|
1 | (1) |
| Name Index |
|
| Subject Index |
|
1 | |
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