Produktdetaljer
Biographical note
Neil R. Carlson pursued his undergraduate studies at the University of Illinois. He had planned to study nuclear physics, but when he discovered in an Introductory Psychology course that psychology was really a science, he decided that was what he wanted to do. Before changing his major, Carlson talked with several professors and visited their laboratories, and when he saw what physiological psychologists do, he knew that he had found his niche. He stayed on at Illinois and received his Ph.D. Then, after a two-year postdoctoral fellowship at the University of Iowa, Carlson came to the University of Massachusetts, where he taught throughout his entire career. He retired from UMass in the fall of 2004, but continues to keep up with developments in the field of behavioral neuroscience and to revise this book.
As an undergraduate psychology major at Cornell University, Melissa A. Birkett discovered courses in biopsychology, behavior, endocrinology, and evolutionary psychology. There, she was introduced to interdisciplinary research incorporating multiple perspectives in the challenging task of understanding behavior. She became interested in learning about behavior and its underlying mechanisms. She worked as an undergraduate research assistant in several laboratories on projects ranging from insect behavior to sleep in undergraduates. Those formative experiences and interactions with several influential research mentors convinced her to pursue a career in research.
Birkett completed her Ph.D. in the Neuroscience and Behavior program at the University of Massachusetts Amherst (where Neil Carlson was a faculty member at the time). In 2007, she accepted a faculty position at Northern Arizona University in the Department of Psychological Sciences, and in the fall of 2018 became an assistant professor at Southern Oregon University. Birkett currently conducts research related to the stress response and teaches undergraduate courses in psychology, research methods, statistics, behavioral neuroscience, and psychopharmacology. Each semester, she supervises student researchers and seeks to provide them with the kinds of opportunities she found valuable as a student. Her work has been recognized with awards for both outstanding teaching and teaching innovation, and she has contributed to several publications on best practices in teaching neuroscience.
For courses in Physiological Psychology and Biopsychology.
Physiology of Behavior, 13th edition, by Carlson and Birkett provides a scholarly yet accessible portrait of the dynamic interaction between biology and behaviour. Authors Neil Carlson and Melissa Birkett drew upon their experience of teaching and working with students to create this comprehensive and accessible guide in behavioural neuroscience.
Key features include:
- chapter-opening case studies sharing real-life experiences around important issues in neuroscience
- Chapter Review questions that will help you review and understand what you have read
- a new chapter on the disorders of the developing nervous system with information about disorders of development, autism-spectrum disorders, and attention-deficit/ hyperactivity disorders
- rich, updated art to improve accessibility, and in line with the latest findings and studies in the field
This edition is also available in Revel®.
Revel® is Pearson's newest way of delivering respected content. Fully digital and highly engaging, Revel is an interactive learning environment that enables you to read, practice, and study in one continuous experience.
- Introduction
- Structure and Functions of Cells of the Nervous System
- Structure of the Nervous System
- Psychopharmacology and Neurotransmitters
- Methods and Strategies of Research
- Vision
- Audition, the Body Senses, and the Chemical Senses
- Control of Movement
- Sleep and Biological Rhythms
- Reproductive and Parental Behavior
- Emotion
- Ingestive Behavior
- Learning and Memory
- Human Communication
- Disorders of the Developing Nervous System
- Neurological Disorders
- Schizophrenia and the Affective Disorders
- Stress and Anxiety Disorders
- Substance Abuse
- Chapter-opening case studies describe the experiences of people whose lives are impacted by an important issue in neuroscience. The authors include additional case studies elsewhere in the body of many chapters.
- Critical Concepts features in each chapter highlight important topics in neuroscience, and provide opportunities for students to explore them in greater depth.
- Learning objectives at the beginning of each major section help students identify and understand the key points. The learning objectives are revisited at the end of each section.
- Thought questions at the end of each section encourage students to think deeply about what they’ve learned.
- Chapter Review questions enable students to review what they’ve read and test their understanding.
- NEW: Freshly developed for the 13th Edition, Chapter 15: Disorders of the Developing Nervous System combines information about the development of the nervous system with information about disorders of development, autism spectrum disorders and attention-deficit/ hyperactivity disorder.
- UPDATED: The art throughout the 13th Edition has been updated to improve accessibility, as well as to keep up with the latest findings and studies in the field.
- UPDATED: Additional headings and subheadings in many chapters, as well as more concise learning objectives, help readers more easily identify main themes and concepts.
- UPDATED: The 13th Edition has been thoroughly revised to reflect the latest research and the current state of the discipline. Key updates include research on adult neurogenesis, lucid dreaming, and heredity, and coverage of dyspraxia and new treatments for binge eating.
Produktdetaljer
Biographical note
Neil R. Carlson pursued his undergraduate studies at the University of Illinois. He had planned to study nuclear physics, but when he discovered in an Introductory Psychology course that psychology was really a science, he decided that was what he wanted to do. Before changing his major, Carlson talked with several professors and visited their laboratories, and when he saw what physiological psychologists do, he knew that he had found his niche. He stayed on at Illinois and received his Ph.D. Then, after a two-year postdoctoral fellowship at the University of Iowa, Carlson came to the University of Massachusetts, where he taught throughout his entire career. He retired from UMass in the fall of 2004, but continues to keep up with developments in the field of behavioral neuroscience and to revise this book.
As an undergraduate psychology major at Cornell University, Melissa A. Birkett discovered courses in biopsychology, behavior, endocrinology, and evolutionary psychology. There, she was introduced to interdisciplinary research incorporating multiple perspectives in the challenging task of understanding behavior. She became interested in learning about behavior and its underlying mechanisms. She worked as an undergraduate research assistant in several laboratories on projects ranging from insect behavior to sleep in undergraduates. Those formative experiences and interactions with several influential research mentors convinced her to pursue a career in research.
Birkett completed her Ph.D. in the Neuroscience and Behavior program at the University of Massachusetts Amherst (where Neil Carlson was a faculty member at the time). In 2007, she accepted a faculty position at Northern Arizona University in the Department of Psychological Sciences, and in the fall of 2018 became an assistant professor at Southern Oregon University. Birkett currently conducts research related to the stress response and teaches undergraduate courses in psychology, research methods, statistics, behavioral neuroscience, and psychopharmacology. Each semester, she supervises student researchers and seeks to provide them with the kinds of opportunities she found valuable as a student. Her work has been recognized with awards for both outstanding teaching and teaching innovation, and she has contributed to several publications on best practices in teaching neuroscience.