Additional Information
Book Details
Abstract
Assuming no prior knowledge of biology and building upon previous editions, Biological Psychology third edition uses everyday experiences to explain complex concepts in an interesting and highly accessible way. This is complemented by a range of inventive pedagogical features and extensive full-colour illustrations to stimulate interest and help students to develop and test their understanding.
Online resources accompanying the text can be found at www.pearsoned.co.uk/toates
These include video clips, interactions, animations, self-test questions and research updates to help students consolidate their understanding and prepare for assessment.
"Professor of Biological Psychology Frederick Toates from The Open University has done the field an enormous service in the Third Edition of Biological Psychology. Students worldwide will enjoy this text as it sets a new benchmark for a life science approach to brain and behaviour. The inclusion of evolutionary (both ultimate function and phylogeny), neurobiological and developmental perspectives on brain and behaviour make this textbook a first choice for the next generation of undergraduates studying biology and psychology." Dr William M Brown, BA (Hons) MSc PhD, Lecturer, School of Psychology, University of East London
"Toates third edition is both readable and palatable. It arouses interest by focusing on the thought-provoking questions that arise within a study of biological psychology. The author's conversational style is helpful as he talks the reader through the more straightforward and also the more conceptually demanding sections. Although accessible, the text provides a thorough account of key areas. It answers questions and stimulates interest. This up-to-date third edition retains the excellent pedagogical features of the previous edition. This is an enormously useful textbook. The author understands the problems, questions and fascinations of biological psychology students. Toates is an excellent teacher and a real authority in this area. This textbook captures his knowledge and understanding, and his infectious love of the subject." Dr Graham Mitchell, The University of Northampton
"If the processes of the mind and brain have baffled you, this book is the key to unlocking its mysteries. Toates introduces the main topics of neuroscience in a beautifully simple yet highly informative manner. Each topic is covered in a massively integrative way. This renders the text suitable for both students and lay readers, for both medics and psychologists, for both undergraduates and postgraduates. Chapters are hugely informative and achieve the perfect combination of presenting scientific findings and research with the author's personal experience and good humour. This text is engaging at all times, and I strongly recommend it in the study of biological psychology. No stone is left unturned in the quest for understanding the brain." Dr Anna Scarnà, Senior Lecturer, Department of Psychology, Oxford Brookes University
"Toates Biological Psychology offers its readers a lucid and well-balanced exploration of this conceptually challenging field. Over the last decade I have found the various editions of this textbook invaluable as a teaching aid for my students. It is no mean feat to have improved on the second edition but Toates seems somehow to have managed it. I especially enjoyed the additional material on evolutionary psychology and, in particular, how this might help to explain both when things work out (e.g. the complexities of the human visual system) and when things go wrong (e.g. why depression might be kept in the population)." Dr Lance Workman, Head of Research, Bath Spa University
Table of Contents
Section Title | Page | Action | Price |
---|---|---|---|
Cover | Cover | ||
Biological\rPsychology | i | ||
Brief contents | v | ||
Contents | vii | ||
Preface | xiii | ||
Guided tour of the textbook and website | xvi | ||
Reviewers | xx | ||
Acknowledgements | xxi | ||
Introduction | 1 | ||
Why should a psychologist be interested in biology? | 2 | ||
The physiology of the body | 5 | ||
Some sources of understanding | 7 | ||
The way of thinking of biological psychologists | 11 | ||
Genes, development and learning | 14 | ||
The comparative approach: psychology and ethology | 15 | ||
Linking brains and minds | 16 | ||
Bringing things together | 18 | ||
Summary of Chapter 1 | 19 | ||
Further reading | 19 | ||
Answers | 19 | ||
Genes, environment and evolution | 20 | ||
Introduction | 21 | ||
Principles of evolution | 22 | ||
Processes controlling behaviour | 24 | ||
Genes, replication and reproduction | 28 | ||
The process of inheritance | 31 | ||
Genes, brains and behaviour | 33 | ||
Genes, learning and the environment | 36 | ||
Evolutionary psychology | 39 | ||
Depression: a case study | 41 | ||
Bringing things together | 47 | ||
Summary of Chapter 2 | 47 | ||
Further reading | 48 | ||
Answers | 48 | ||
The nervous and endocrine systems | 49 | ||
Introduction | 50 | ||
What nervous systems do | 51 | ||
Neurochemical actions at synapses | 58 | ||
Neurons: development and learning | 61 | ||
Terminology and organization of the nervous system | 63 | ||
Hormones – the endocrine system | 68 | ||
The autonomic nervous system | 73 | ||
Bringing things together | 80 | ||
Summary of Chapter 3 | 81 | ||
Further reading | 81 | ||
Answers | 81 | ||
How the cells of the nervous system work | 82 | ||
Introduction | 83 | ||
The neuron as a typical cell | 83 | ||
The neuron: an excitable cell | 87 | ||
Glial cells | 91 | ||
The synapse and neurotransmitters | 94 | ||
Alterations in synaptic strength | 100 | ||
Bringing things together | 103 | ||
Summary of Chapter 4 | 104 | ||
Further reading | 104 | ||
Answers | 104 | ||
The brain: basics of structure and role | 105 | ||
Introduction | 106 | ||
Describing the brain and finding your way around it | 106 | ||
Relating structure to role: sensory and motor systems | 114 | ||
Emotion, regulation and motivation | 122 | ||
Integration, reasoning, planning and anticipation | 129 | ||
Comparative and evolutionary perspectives | 130 | ||
Techniques for studying the brain | 137 | ||
Bringing things together | 148 | ||
Summary of Chapter 5 | 149 | ||
Further reading | 149 | ||
Answers | 149 | ||
Development and plasticity | 150 | ||
Introduction | 151 | ||
Conceptual issues in development | 152 | ||
The basic biology of nervous system development | 156 | ||
Development of neurons, neural systems and behaviour | 162 | ||
Hormones and development | 167 | ||
The brain: cognitive and social development | 171 | ||
Atypical development and health issues | 174 | ||
Ethology and a comparative perspective | 176 | ||
Change and plasticity in adults | 178 | ||
Bringing things together | 182 | ||
Summary of Chapter 6 | 183 | ||
Further reading | 183 | ||
Answers | 183 | ||
Sensory systems: general principles | 184 | ||
Introduction | 185 | ||
Sensory systems and perception | 186 | ||
General principles | 190 | ||
Bringing things togeth | 194 | ||
Summary of Chapter 7 | 195 | ||
Further reading | 195 | ||
Answers | 195 | ||
Vision | 196 | ||
Introduction | 197 | ||
Within the eye | 198 | ||
Basics of visual pathways | 207 | ||
Functional specialization: perception and action | 211 | ||
Functional specialization within perception | 215 | ||
Linking brain activity and conscious perception | 219 | ||
Bringing things together | 222 | ||
Summary of Chapter 8 | 223 | ||
Further reading | 223 | ||
Answers | 223 | ||
The other sensory systems | 224 | ||
Introduction | 225 | ||
Hearing | 225 | ||
The vestibular system | 231 | ||
The somatosensory system | 232 | ||
Chemical senses – taste and smell | 242 | ||
Bringing things together | 249 | ||
Summary of Chapter 9 | 249 | ||
Further reading | 249 | ||
Answers | 249 | ||
The control of movement | 250 | ||
Introduction | 251 | ||
Basics of control | 252 | ||
How stability is maintained | 256 | ||
Muscles and motor neurons | 259 | ||
The control of skeletal muscle | 262 | ||
The control of movement by the brain | 266 | ||
From brain to motor neurons | 274 | ||
Motor imagery | 276 | ||
Development of motor systems | 278 | ||
Bringing things together | 279 | ||
Summary of Chapter 10 | 279 | ||
Further reading | 280 | ||
Answers | 280 | ||
Learning and memory | 281 | ||
Introduction | 282 | ||
The learning tradition | 283 | ||
The memory tradition | 293 | ||
Linking brains to evolution and function | 302 | ||
Cellular mechanisms | 304 | ||
Bringing things together | 309 | ||
Summary of Chapter 11 | 310 | ||
Further reading | 310 | ||
Answers | 310 | ||
Emotion | 311 | ||
Introduction | 312 | ||
The nature and function of emotion | 313 | ||
Some emotions and their triggers | 319 | ||
Feedback from the periphery | 323 | ||
Role of brain regions | 326 | ||
Neurochemicals | 334 | ||
Some other effects of emotions | 335 | ||
Bringing things together | 338 | ||
Summary of Chapter 12 | 338 | ||
Further reading | 339 | ||
Answers | 339 | ||
Stress and coping | 340 | ||
Introduction | 341 | ||
Characterizing stress | 342 | ||
Two neurohormonal systems | 344 | ||
Stressors, contexts and reactions | 346 | ||
Stress and the immune system | 349 | ||
Brain mechanisms | 352 | ||
Depression | 354 | ||
Stress and the cardiovascular system | 355 | ||
Post-traumatic stress disorder | 357 | ||
Influence of stress on the gut | 358 | ||
Positive action for health | 359 | ||
Bringing things together | 360 | ||
Summary of Chapter 13 | 361 | ||
Further reading | 362 | ||
Answers | 362 | ||
Pain | 363 | ||
Introduction | 364 | ||
Adaptive value of pain | 365 | ||
Tissue damage and the sensory input side | 366 | ||
The gate theory | 368 | ||
Brain processes | 370 | ||
Analgesia | 372 | ||
Some unusual types of pain | 374 | ||
Cognitive and social factors: theory and therapy | 378 | ||
Bringing things together | 381 | ||
Summary of Chapter 14 | 382 | ||
Further reading | 382 | ||
Answers | 382 | ||
Motivation | 383 | ||
Introduction | 384 | ||
Properties of motivation | 386 | ||
The neuroscience of motivation | 389 | ||
Temperature regulation | 393 | ||
Social behaviour | 396 | ||
Aggression | 399 | ||
Exploration | 404 | ||
Bringing things together | 406 | ||
Summary of Chapter 15 | 407 | ||
Further reading | 408 | ||
Answers | 408 | ||
Feeding and drinking | 409 | ||
Introduction | 410 | ||
Some physiology | 411 | ||
The internal cue for feeding | 414 | ||
The role of sensory factors, learning and cognition | 417 | ||
Satiety | 419 | ||
Neuronal and hormonal mechanisms of eating | 421 | ||
Abnormalities of feeding | 427 | ||
Drinking and sodium ingestion | 432 | ||
Bringing things together | 438 | ||
Summary of Chapter 16 | 438 | ||
Further reading | 439 | ||
Answers | 439 | ||
Sexual behaviour | 440 | ||
Introduction | 441 | ||
An organizing framework | 442 | ||
Control of the secretion of sex hormones | 444 | ||
A comparative perspective | 445 | ||
Human sexual desire, motivation and arousal | 449 | ||
The human genital response | 455 | ||
Chemical interventions and sexual behaviour | 458 | ||
Sexual orientation | 460 | ||
Sexual disgust | 462 | ||
Bringing things together | 465 | ||
Summary of Chapter 17 | 466 | ||
Further reading | 466 | ||
Answers | 466 | ||
Drugs and addiction | 467 | ||
Introduction | 468 | ||
Characteristics of drug-taking | 469 | ||
Drugs and drug-taking | 474 | ||
Non-drug-related activities | 483 | ||
Trying to explain addiction | 484 | ||
Bringing things together | 489 | ||
Summary of Chapter 18 | 490 | ||
Further reading | 490 | ||
Answers | 490 | ||
Sleep and waking | 491 | ||
Introduction | 492 | ||
Rhythms of sleep–waking | 493 | ||
The function of sleep and its link to causation | 496 | ||
The motivation to sleep | 499 | ||
Characterizing sleep | 500 | ||
Brain mechanisms | 502 | ||
Development | 506 | ||
Dreaming | 507 | ||
Issues of health | 509 | ||
Bringing things together | 512 | ||
Summary of Chapter 19 | 513 | ||
Further reading | 513 | ||
Answers | 513 | ||
Cognition and action | 514 | ||
Introduction | 515 | ||
Modularity | 516 | ||
Attention | 518 | ||
Hemispheric asymmetry | 525 | ||
Goal-directed behaviour | 529 | ||
Language | 533 | ||
Bringing things together | 544 | ||
Summary of Chapter 20 | 544 | ||
Further reading | 544 | ||
Answers | 544 | ||
Brains, minds and consciousness | 546 | ||
Introduction | 547 | ||
Conscious and unconscious information processing | 548 | ||
Neuroscience perspectives | 551 | ||
Functional and comparative issues | 557 | ||
Some philosophical considerations | 558 | ||
Bringing things together | 561 | ||
Summary of Chapter 21 | 562 | ||
Further reading | 562 | ||
Answers | 562 | ||
When things go wrong | 563 | ||
Introduction | 564 | ||
Dementia | 565 | ||
Schizophrenia | 570 | ||
Obsessive-compulsive disorder | 579 | ||
Attention deficit hyperactivity disorder | 581 | ||
Bringing things together | 585 | ||
Summary of Chapter 22 | 586 | ||
Further reading | 586 | ||
Answers | 586 | ||
Glossary | 587 | ||
References | 601 | ||
Index | 648 |