Chapter 5: Consciousness



1/INTRODUCTION

TABLE OF CONTENTS

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TEACHING OBJECTIVES

KEY TERMS

LECTURE GUIDE

➢ Understanding Human Consciousness: A Physiological Approach (p. 3)

➢ The Nature of Behavioral Neuroscience (p. 5)

➢ Natural Selection and Evolution (p. 5)

➢ Ethical Issues in Research with Animals (p. 8)

➢ Careers in Neuroscience (p. 8)

➢ Strategies for Learning (p. 9)

FULL CHAPTER RESOURCES

➢ Lecture Launchers (p. 10)

➢ Assignments (p. 12)

➢ Web Links (p. 13)

➢ Handout Descriptions (p. 17)

➢ Handouts (p. 18)

➢ Multimedia Resources (p. 19)

➢ The Virtual Brain (p. 20)

➢ PowerPoint Presentations (p. 20)

➢ Accessing All Resources (p. 20)

Teaching Objectives

AFTER COMPLETION OF THIS CHAPTER, THE STUDENT SHOULD BE ABLE TO:

1. Describe blindsight, the behavior of people with split brains, and unilateral neglect and explain the contribution of these phenomena to our understanding of self-awareness.

2. Describe the nature of physiological psychology and the goals of research.

3. Describe the biological roots of physiological psychology.

4. Describe the role of natural selection in the evolution of behavioral traits.

5. Discuss the evolution of the human species and a large brain.

6. Discuss the value of research with animals and ethical issues concerning their care.

7. Describe career opportunities in neuroscience.

Key Terms

BEHAVIORAL NEUROSCIENTIST (TEXT P. 24)

blindsight (text p. 4)

cerebral hemispheres (text p. 6)

corpus callosum (text p. 4)

doctrine of specific nerve energies (text p. 12)

dualism (text p. 3)

energies (text p. 12)

evolution (text p. 17)

experimental ablation (text p. 13)

functionalism (text p. 15)

generalization (text p. 10)

model (text p. 12)

monism (text p. 3)

mutation (text p. 16)

natural selection (text p. 15)

neoteny (text p. 21)

reduction (text p. 10)

reflex (text p. 11)

selective advantage (text p. 16)

split-brain operation (text p. 4)

unilateral neglect (text p. 6)

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LECTURE GUIDE

I. Understanding Human Consciousness: A Physiological Approach (Text p. 3)

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Lecture Launchers

➢ Blindsight

➢ Split Brain Research

➢ Unilateral Neglect

Handout Descriptions

➢ Concept Maps

Web Links

➢ Blindsight Demonstration

➢ Split Brain Research

➢ Differences Between Left and Right Hemisphere

➢ The Split Brain Student

➢ Secrets of the Mind: From Ramachandran’s Notebook

A. Consciousness

1. Definitions

a. Simple wakefulness (e.g., in rats)

b. Awareness of and ability to share thoughts, perceptions, memories, feelings

2. Brain structure and function related to consciousness

B. Blindsight (Figure 1.2, p. 5)

1. Perceptions do not need to enter consciousness to affect behavior

2. Consciousness is not a general property of all parts of the brain

C. Split Brains

1. Corpus callosum connects two hemispheres (Figure 1.3, p. 5; Figure 1.4, p. 6)

2. Corpus callosum is severed to treat severe epilepsy

3. Brain is lateralized; language abilities are in the left hemisphere

4. We become conscious of something only if the information reaches the verbal parts of the brain

D. Unilateral Neglect (Case Study, p. 2)

1. Damage to cortex in the right parietal lobe (Figure 1.6, p. 8)

a. Receives input from skin, muscles, joints, internal organs, inner ear

b. Receives auditory and visual information

c. Integrates information about the body and objects in space

2. Can detect stimuli on the left half of the world and the left side of the body, but ignore the stimuli

E. Perception of Self

1. Rubber hand illusion (Figure 1.6, p. 8)

a. Person may experience a rubber hand as their own under specific conditions

b. When subjects experienced the rubber hand as their own, activity in the premotor cortex increased

II. The Nature of the Behavioral Neuroscientist (Text p. 9)

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Lecture Launchers

➢ 1.4 The History of the Brain

Assignments

➢ 1.1 Rene Descartes

Handout Descriptions

➢ 1.1 Concept Maps

Web Links

➢ 1.6 History of the Brain

➢ 1.7 Society for Neuroscience: Public Resources

➢ 1.8 Discourse on the Method of Rightly Conducting the Reason and Seeking for Truth in the Sciences. Rene Descartes (1637)

A. Introduction

1. Ultimate function of the brain is movement

2. Other functions (e.g., perception) support this ultimate function

B. The Goals of Research

1. Goal is to explain the phenomenon they study

2. Levels of explanation

a. Generalization: deduce general laws from specific events

b. Reduction: explain a phenomenon in terms of more basic elements

3. Example: nest building in mice

a. Build nests under two conditions

1. non-pregnant mice build nests only in cool temperatures

2. pregnant mice build nests irrespective of temperature

b. Same behavior occurs for two different reasons

c. Two different physiological mechanisms

C. Biological Roots of Behavioral Neuroscience

1. The Greeks

a. The Greeks (including Aristotle) thought behavior was based in the heart

b. Hippocrates thought behavior was associated with the brain

c. Galen dissected and studied non-human animal brains

2. René Descartes (17th century)

a. Speculated about the relationship between the mind and the body (Figure 1.7, p. 12)

b. World was a mechanical entity; God set it up then let it run its course

c. To understand the world, only needed to understand its construction

d. Animal behavior was a mechanistic response to an environmental stimulus (i.e., reflexive)

e. Although a dualist, was the first to suggest a link between the mind and the brain

1. Senses interacted with mind

2. Interaction occurred in the pineal body (Figure 1.8, p. 13)

f. Used mechanized statues as a model for behavior

1. Model—a relatively simple system working on known principles that can do at least some of the things a more complex system can do

g. Very important because it generated testable hypotheses

1. Was soon proven wrong

3. Luigi Galvani (17th century)

a. Electrical stimulation of nerves to muscle caused contraction; don’t need the brain

b. Prompted others to study the nature of the message transmitted by nerves

4. Johannes Müller (18th century)

a. Espoused applying experimental techniques to study physiology

b. Doctrine of specific nerve energies

1. His most important contribution

2. States that all nerves carry the same signal; specificity of signal is a function of the area receiving the signal

5. Pierre Flourens (19th century)

a. Experimental ablation

6. Paul Broca (19th century)

a. Observed brains damaged by stroke (Figure 1.10, p. 13)

b. Concluded that cortex in the front of the left hemisphere is essential for speech

7. Gustav Fritsch and Eduard Hitzig (1870s)

a. Used electrical stimulation to understand the physiology of the brain

b. Applied current to dog brain

1. Stimulation of parts of the right side of the brain resulted in movement on the left side of the body

8. Hermann von Helmholtz (19th century)

a. Thought that all aspects of human physiology were subject to the laws of nature

b. First to measure speed of conduction through nerves

1. Much slower (90ft/sec) than thought (speed of light)

2. The speed of conduction through nerves was slower than the conduction of electricity through wires, which suggests conduction was a physiological phenomenon

III. Natural Selection and Evolution (Text p. 14)

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Lecture Launchers

➢ 1.5 Basic Evolution

Web Links

➢ 1.9 The Descent of Man (2nd Edition), Charles Darwin (1874)

➢ 1.10 The Origin of Species Charles Robert Darwin

➢ 1.11 Talk.Origins Home Page

➢ 1.12 Introduction to Evolutionary Biology

➢ 1.13 Comparative Mammalian Brain Collection

A. Charles Darwin (Figure 1.11, p. 14)

1. 19th century

2. Formulated the principles of natural selection and evolution

B. Functionalism and the Inheritance of Traits

1. An organism’s characteristics perform useful functions

2. Functionalism

a. Characteristics of organisms perform useful functions (Figure 1.12, p. 15)

b. Characteristics do not have a purpose, but do have a function

c. Blest (1957)

1. Demonstrated that the spots on the wings of some moths and butterflies deter birds from eating the animal (Figure 1.13, p. 16)

3. Natural selection

a. Heritable variation among individual exists

b. If an individual has characteristics that result in greater reproductive success, some of an individual’s offspring will inherit the characteristics and will themselves reproduce more

c. The characteristics will become more prevalent in the population

d. If breeders could select for traits (artificial selection), perhaps natural selection could be responsible for the development of species

4. Mechanism of natural selection

a. Basics of molecular genetics

1. Cells have chromosomes

2. Chromosomes contain the genes (the recipes for the proteins that direct the cell’s functions)

3. Changes in these recipes change the proteins and how they function

b. Mutations

1. Accidental changes in the chromosomes

2. Most are deleterious

3. A small percentage are beneficial and confer a selective advantage

4. Traits altered by mutations are physical (i.e., in proteins) but the effects of the altered proteins can affect behavior

5. Neutral mutations can also be passed on

6. Provide the variation necessary for natural selection

C. Evolution of the Human Species

1. Evolution is “A gradual change in the structure and physiology of plant and animal species as a result of natural selection”

2. New species evolve when organisms develop novel characteristics that can take advantage of unexploited opportunities

3. Evolution of vertebrate species (Figure 1.14, p. 18)

a. Vertebrates first left the sea 360 million years ago

1. Amphibians live on land, but lay eggs in the water

b. Reptiles first appeared 290 million years ago

1. Shell around eggs enabled reproduction out of water

2. Three lines of reptiles

a. Anapsids (ancestors of turtles)

b. Diapsids (ancestors of dinosaurs, birds, lizards, crocodiles, and snakes)

c. Synapsids (ancestors of mammals; therapsids were dominant line of synapsids and were the ancestors of the mammals)

c. Mass extinction at end of the Permian period—248 million years ago

1. 95% of animal species became extinct

d. Direct mammalian ancestor (cynodont) appears 220 million years ago

1. Small therapsid

2. Direct ancestor of mammals

3. Earliest were small nocturnal insectivores

e. Mass extinction—65 million years ago

1. Meteorite stuck Yucatan peninsula

2. Many species, including dinosaurs, went extinct

f. First primates appeared just after the extinction during the Cenozoic period

1. Tropical forests abounded

2. Plants evolved fruit, opening opportunity for fruit eating species

a. Original advantage of color vision may have been to discriminate ripe fruit from leaves

g. The first hominids

1. Appeared in Africa

2. In dry woodlands and savanna

3. Human ancestors evolved traits that enabled them to gather food, hunt, defend against predators, make tools, etc.

h. Hominid evolution (Figure 1.15, p. 19)

1. Closest relatives to humans are chimpanzees, gorillas, orangutans

a. Very little genetic difference among these species (Figure 1.16, p. 19)

b. Humans and chimpanzees share 99% of their DNA

2. First hominid (Homo erectus) left Africa 1.7 million years ago

3. Homo neanderthalis inhabited Western Europe 120,000-30,000 years ago

4. Homo sapiens evolved in East Africa 100,000 years ago

D. Evolution of Large Brains

1. Many characteristics that enabled humans to compete with other species require a large brain

a. Tool use

b. Color vision—spot food and danger

c. Fire—cook and heat

d. Upright posture—can walk long distances and carry objects, see at a distance

e. Language—communicate with group

2. Constraints limit the size of the human head (and therefore the brain) at birth

a. Upright posture limits size of the birth canal

b. Brain is relatively immature at birth and can continue to grow after birth

3. Brain and neural circuits can develop and mature after birth

a. Adults nourish, protect, and teach offspring

b. Circuits can be modified by experience

4. Comparison with other animals

a. Size

1. Other animals have larger brains (both absolute size and relative size)

2. Humans have more nerve cells not committed to basic functions, leaving more neurons for learning, remembering, etc.

3. In primates, brain size increases very little with body size (Figure 1.18, p. 21)

b. Number of neurons per gram of tissue

1. Primate brains have more neurons per gram than rodents

2. e.g., capuchin monkeys have a 52 gram brain with 3.7 billion neurons; capybaras (rodent) have a 76 gram brain, but only 1.6 billion neurons

c. Genetic changes underlying evolution of human brain

1. More time for growth since human brain development is prolonged (a phenomenon termed neoteny; Figure 1.19, p. 21)

2. Prenatal cell division is prolonged in humans

3. After birth, the birth of neurons slows, but the birth of support cells (the glia) increases

4. Human brain reaches adult size in late adolescence

IV. Ethical Issues in Research with Animals (Text p. 22)

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Lecture Launchers

➢ 1.6 Research with Animals in Psychology

Web Links

➢ 1.14 Ethical Principles for Psychologists and Code of Conduct

➢ 1.15 Guidelines for Ethical Conduct in the Care and Use of Animals

➢ 1.16 Research with Animals in Psychology

➢ 1.17 PETA: People for the Ethical Treatment of Animals

A. Laboratory animals are housed comfortably and treated humanely

B. Is experimentation worthwhile?

1. Animals are used for many purposes

a. Food

b. Clothing

c. Hormones like insulin

d. Train for work and entertainment

e. Pets

C. Pet owning causes more suffering than scientific research

1. Conditions for pets are not inspected routinely, as they are for research

2. 50 times more dogs and cats are killed after being abandoned by pet owners than are killed for scientific research

D. Research is disproportionately attacked

E. Advantages of Animal Research

1. Advances in Medicine

2. Understand Behavior

3. Improve Understanding in General

V. Careers in Neuroscience (Text p. 23)

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Lecture Launchers

➢ Careers in Neuroscience

Web Links

➢ Career Counseling of College Students

A. Physiological Psychology

1. Devoted to the understanding of the physiology of behavior

2. Part of neuroscience

B. Research

C. Teaching

D. Neurology

E. Experimental Neuropsychology

VI. Strategies for Learning (Text p. 25)

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A. Involves more than just learning facts—must understand what lies behind the conclusions

B. In addition to facts, the book provides the procedures, experiments, and logic behind the conclusions

C. Practical advice

1. First reading should be uninterrupted

2. After class, read the assignment again and take notes

3. Be active, not passive

4. If the figure reference is bold italic, stop reading and go to the figure

5. Italicized words mean either emphasis or a new term that is unnecessary to learn

6. Bold words should be learned

7. Section summaries are at the end of each major section and are good to review before the exam

FULL CHAPTER RESOURCES

▼Lecture Launchers

➢ LECTURE LAUNCHER 1.1 BLINDSIGHT

➢ Lecture Launcher 1.2 Split Brain Research

➢ Lecture Launcher 1.3 Unilateral Neglect

➢ Lecture Launcher 1.4 The History of the Brain

➢ Lecture Launcher 1.5 Basic Evolution

➢ Lecture Launcher 1.6 Research with Animals in Psychology

➢ Lecture Launcher 1.7 Careers in Neuroscience

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Lecture Launcher 1.1 Blindsight

Have students experience a phenomenon similar to the neurological damage based blindsight referred to in the text. This can be an in-class activity or an assignment.

Web Link

➢ Web Link 1.1 Blindsight Demonstration

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Lecture Launcher 1.2 Split Brain Research

What does it mean to have a “split brain”?

What does this have to do with hemispheric differences?

If you are left-handed, are you in your right mind?

Students are exposed to a great deal of information suggesting that they can “train” the hemispheres differently, or that they have special abilities that only involve one hemisphere. The balance between functional localization and the functioning of a whole intact brain is an important concept.

Web Link

➢ Web Link 1.2 Split Brain Research

➢ Web Link 1.3 Differences Between Left and Right Hemisphere

➢ Web Link 1.4 The Split Brain Student

➢ Web Link 1.5 Secrets of the Mind: From Ramachandran’s Notebook

References and Readings

Morin, Alain (2001). The Split-Brain debate revisited: On the importance of language and self-recognition for right hemispheric consciousness. The Journal of Mind and Behavior 22(2). Abstract: “In this commentary I use recent empirical evidence and theoretical analyses concerning the importance of language and the meaning of self-recognition to reevaluate the claim that the right mute hemisphere in commissurotomized patients possesses a full consciousness. Preliminary data indicate that inner speech is deeply linked to self-awareness; also, four hypotheses concerning the crucial role inner speech plays in self-focus are presented. The legitimacy of self-recognition as a strong operationalization of self-awareness in the right hemisphere is also questioned on the basis that it might rather tap a preexisting body awareness having little to do with an access to mental events. I conclude with the formulation of an alternative interpretation of commissurotomy according to self-awareness—a “complete” one in the left hemisphere and a “primitive” one in the right hemisphere.”

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Lecture Launcher 1.3 Unilateral Neglect

You may wish to expand on this topic now or later in the course. The recent review article listed below may give you some more detailed information. Another good source is the Oliver Sacks book on his own injury and his experience with neglect based, not on a brain injury, but on temporary denervation of his leg.

References and Readings

Driver J., Vuilleumier P. (2001). Perceptual awareness and its loss in unilateral neglect and extinction. Cognition. 79 (1-2):39-88. Abstract: “We review recent evidence from studies of patients with unilateral neglect and/or extinction, who suffer from a loss of awareness for stimuli towards the affected side of space. We contrast their deficit with the effects of damage to primary sensory areas, noting that such areas can remain structurally intact in neglect, with lesions typically centered on the right inferior parietal lobe. In keeping with preservation of initial sensory pathways, many recent studies have shown that considerable residual processing can still take place for neglected or extinguished stimuli, yet without reaching the patient’s awareness. … We relate the patient findings to neurophysiological data from areas in the monkey parietal lobe….”

Sacks, O. (1984). A leg to stand on. Touchstone Books.

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Lecture Launcher 1.4 The History of the Brain

Use the PBS Web site on the History of Research on the Brain to find events and illustrations for use in a classroom presentation. Images can often be copied from a Web site and inserted into a PowerPoint Presentation for in-class use. (Make sure you keep a record of where the image came from.) This is not only good for legal defense of fair use, but it may allow you to find something again when you need it.

Web Link

➢ Web Link 1.6 History of the Brain

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Lecture Launcher 1.5 Basic Evolution

Evolution is easily misunderstood. The Talk.Origins Web site is an exceptional resource for basic evolutionary biology. Large parts of the Web site, including the “Introduction to Evolutionary Biology” page, assume the reader has had little or no Biology. This makes it very accessible to most Psychology majors.

Web Link

➢ Web Link 1.9 The Descent of Man

➢ Web Link 1.10 The Origin of Species

➢ Web Link 1.11 Talk.Origins Home Page

➢ Web Link 1.12 Introduction to Evolutionary Biology

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Lecture Launcher 1.6 Research with Animals in Psychology

“Psychologists undertake research with animals ‘...with a clear scientific purpose.’...There should be a reasonable expectation that the research will a) increase knowledge of the processes underlying the evolution, development, maintenance, alteration, control, or biological significance of behavior, b) increase understanding of the species under study, or c) provide results that benefit the health or welfare of humans or other animals.” (APA Guidelines for Ethical Conduct in the Care and Use of Animals, Section VI.A.)

Web Link

➢ Web Link 1.14 Ethical Principles for Psychologists and Code of Conduct

➢ Web Link 1.15 Guidelines for Ethical Conduct in the Care and Use of Animals

➢ Web Link 1.16 Research with Animals in Psychoogy

➢ Web Link 1.17 PETA: People for the Ethical Treatment of Animals

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Lecture Launcher 1.7 Careers in Neuroscience

Have a neuroscientist visit your classroom. The Society for Neuroscience has a listing of Neuroscientists willing to make classroom visits. The list is organized by state.

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▼Assignments

➢ ASSIGNMENT 1.1 RENE DESCARTES

Assignment 1.1 Rene Descartes

For advanced students, reading some of the original writings of some of the historical figures in the discipline can be useful. Chapters of the work of Descartes and Darwin are available online for easy access.

Web Link

➢ Web Link 1.8 Discourse on the Method of Rightly Conducting the Reason and Seeking for Truth in the Sciences

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▼Web Links

➢ WEB LINK 1.1 BLINDSIGHT DEMONSTRATION

➢ Web Link 1.2 Split Brain Research

➢ Web Link 1.3 Differences Between Left and Right Hemisphere

➢ Web Link 1.4 The Split Brain Student

➢ Web Link 1.5 Secrets of the Mind: From Ramachandran’s Notebook

➢ Web Link 1.6 History of the Brain

➢ Web Link 1.7 Society for Neuroscience: Public Resources

➢ Web Link 1.8 Discourse on the Method of Rightly Conducting the Reason and Seeking for Truth in the Sciences. Rene Descartes (1637)

➢ Web Link 1.9 The Descent of Man (2nd ed.) Charles Darwin (1874)

➢ Web Link 1.10 The Origin of Species Charles Robert Darwin

➢ Web Link 1.11 Talk.Origins Home Page

➢ Web Link 1.12 Introduction to Evolutionary Biology

➢ Web Link 1.13 Comparative Mammalian Brain Collection

➢ Web Link 1.14 Ethical Principles for Psychologists and Code of Conduct

➢ Web Link 1.15 Guidelines for Ethical Conduct in the Care and Use of Animals

➢ Web Link 1.16 Research with Animals in Psychology

➢ Web Link 1.17 PETA: People for Ethical Treatment of Animals

➢ Web Link 1.18 Career Counseling of College Students

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Web Link 1.1 Blindsight Demonstration



This site provides an online demonstration of the phenomenon known as blindsight.

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Web Link 1.2 Split Brain Research



Morin, Alain (2001). The Split-Brain debate revisited: On the importance of language and self-recognition for right hemispheric consciousness. The Journal of Mind and Behavior 22 (2).

Commentary on recent empirical evidence and theoretical analyses concerning the importance of language and the meaning of self-recognition to reevaluate the claim that the right mute hemisphere in commissurotomized patients possesses a full consciousness.

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Web Link 1.3 Differences Between Left and Right Hemisphere



This site includes a quiz to see if you are left or right brain dominant and discusses the implications in terms of learning styles.

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Web Link 1.4 The Split Brain Student



A student activity modeling the split brain.

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Web Link 1.5 Secrets of the Mind: From Ramachandran’s Notebook



This discussion includes instructions on creating an illusion similar to the “rubber hand” mentioned in the text.

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Web Link 1.6 History of the Brain



“The history of our quest to understand the brain is certainly as long as human history itself. Use this extensive timeline to meander through some of the high-lights (and low-lights) of this great journey of understanding.”

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Web Link 1.7 Society for Neuroscience: Public Resources



Neuroscience-related resources are intended to help you stay apprised of neuroscience research in its path from laboratory to bedside and to better understand the functions of the healthy brain. Links are provided to hundreds of sites related to neuroscience, including patient advocacy groups. Have a neuroscientist visit your classroom and learn about pursuing a career in neuroscience.

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Web Link 1.8 Discourse on the Method of Rightly Conducting the Reason and Seeking for Truth in the Sciences. Rene Descartes (1637)



Source: Discourse on Method (1637). Cambridge University Press, edited Haldane and Ross; first five parts.

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Web Link 1.9 The Descent of Man (2nd ed.) Charles Darwin (1874)



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Web Link 1.10 The Origin of Species Charles Robert Darwin



“Over fifteen years in the writing, this scientific treatise not only revolutionized every branch of the natural sciences with its theory of evolution, but influenced every literary, philosophical, and religious thinker who followed.”

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Web Link 1.11 Talk.Origins Home Page



“Talk.Origins is a Usenet newsgroup devoted to the discussion and debate of biological and physical origins.”

“The Talk.Origins Archive is a collection of articles and essays, most of which have appeared in Talk.Origins at one time or another. The primary reason for this archive’s existence is to provide mainstream scientific responses to the many frequently asked questions (FAQs) that appear in the Talk.Origins newsgroup and the frequently rebutted assertions of those advocating intelligent design or other creationist pseudosciences.”

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Web Link 1.12 Introduction to Evolutionary Biology



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Web Link 1.13 Comparative Mammalian Brain Collection



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Web Link 1.14 Ethical Principles for Psychologists and Code of Conduct



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Web Link 1.15 Guidelines for Ethical Conduct in the Care and Use of Animals



Developed by the American Psychological Association’s Committee on Animal Research and Ethics (CARE)

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Web Link 1.16 Research with Animals in Psychology



Suggestions from APA on why it is important to use animals in research.

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Web Link 1.17 PETA: People for Ethical Treatment of Animals



For another point of view, see information from the animal rights perspective.

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Web Links 1.18 Career Counseling of College Students



Chapters are available for purchase.

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▼Handout Descriptions

➢ 1.1 CONCEPT MAPS

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1.1 Concept Maps

These maps may assist students in organizing the material in this chapter. You can make these maps available to the students or encourage them to construct their own maps.

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Handouts

HANDOUT 1.1 CONCEPT MAPS

[pic]

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MULTIMEDIA RESOURCES

▼ON-LINE RESOURCES: MYPSYCHLAB WWW.

➢ MYPSYCHLAB

MyPsychLab

What Is MyPsychLab? MyPsychLab is a learning and assessment tool that enables instructors to assess student performance and adapt course content. Students benefit from the ability to test themselves on key content, track their progress, and utilize individually-tailored study plans. In addition to the activities students can access in their customized study plans, instructors are provided with extra lecture notes, video clips, and activities that reflect the content areas their class is still struggling with. Instructors can bring these resources to class, or easily post on-line for students to access.

Instructors and students have been using MyPsychLab for over 10 years. To date, over 600,000 students have used MyPsychLab. During that time, three white papers on the efficacy of MyPsychLab were published. Both the white papers and user feedback show compelling results: MyPsychLab helps students succeed and improve their test scores. One of the key ways MyPsychLab improves student outcomes is by providing continuous assessment as part of the learning process. Over the years, both instructor and student feedback have guided numerous improvements, making MyPsychLab even more flexible and effective.

Pearson is committed to helping instructors and students succeed with MyPsychLab. To that end, we offer a Psychology Faculty Advisor Program designed to provide peer-to-peer support for new users of MyPsychLab. Experienced Faculty Advisors help instructors understand how MyPsychLab can improve student performance. To learn more about the Faculty Advisor Program, please contact your local Pearson representative. In addition to the eText and complete audio files, the New MyPsychLab video series, MyPsychLab offers these valuable and unique tools:

Bioflix animations are highly visual interactive videos on the toughest topics in Physiological Psychology, such as how neurons and synapses work.

MyPsychLab study plan: students have access to a personalized study plan, based on Bloom’s Taxonomy, arranges content from less complex thinking—like remembering and understanding—to more complex critical thinking, like applying and analyzing. This layered approach promotes better critical-thinking skills, and helps students succeed in the course and beyond.

ClassPrep available in MyPsychLab. Finding, sorting, organizing, and presenting your instructor resources is faster and easier than ever before with ClassPrep. This fully searchable database contains hundreds and hundreds of our best teacher resources, such as lecture launchers and discussion topics, in-class and out-of-class activities and assignments, handouts, as well as video clips, photos, illustrations, charts, graphs, and animations. Instructors can search or browse by topic, and it is easy to sort your results by type, such as photo, document, or animation. You can create personalized folders to organize and store what you like, or you can download resources. You can also upload your own content and present directly from ClassPrep, or make it available on-line directly to your students.

MyPsychLab Highlights for Chapter 1: Introduction

← Simulate: Perception of Motion

← Simulate: The Virtual Brain

← Simulate: Psychological Experiments

Audio File of the Chapter

A helpful study tool for students—they can listen to a complete audio file of the chapter. Suggest they listen while they read, or use the audio file as a review of key material.

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The Virtual Brain

MYPSYCHLAB INCLUDES A 3D VIRTUAL BRAIN, APPLICATION WHICH ALLOWS STUDENTS TO IMMERSE THEMSELVES IN AN INTERACTIVE LANDSCAPE OF THE HUMAN BRAIN. THE VIRTUAL BRAIN INCORPORATES REAL-LIFE SCENARIOS, AS WELL AS SIMULATIONS, ACTIVITIES, QUIZZES, AND MORE. THERE ARE 14 MODULES IN THE VIRTUAL BRAIN, EACH FEATURING THE NEURAL CIRCUITRY UNDERLYING A GENERAL PROCESS.

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Virtual Brain Module applicable to Chapter 1, Introduction

← The Nervous System

Biopsychology is, in many ways, a visual science. It can be a challenge to picture the location of brain regions and the functional connections among them from written descriptions. Although a cliché, it is true that a picture can be worth a thousand words.

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POwerpoint presentations

TWO SETS OF STANDARD LECTURE POWERPOINT SLIDES—COMPREHENSIVE AND BRIEF, PREPARED BY GRANT MCLAREN, PH.D, EDINBORO UNIVERSITY OF PENNSYLVANIA, ARE ALSO OFFERED AND INCLUDES DETAILED OUTLINES OF KEY POINTS FOR EACH CHAPTER SUPPORTED BY SELECTED VISUALS FROM THE TEXTBOOK. A SEPARATE ART AND FIGURE VERSION OF THESE PRESENTATIONS CONTAINS ALL ART FROM THE TEXTBOOK FOR WHICH PEARSON HAS BEEN GRANTED ELECTRONIC PERMISSIONS.

Both sets of PowerPoint slides are available for download at the instructor’s resource center at irc.

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Accessing All Resources for Physiology of Behavior, Eleventh Edition:

FOR A LIST OF ALL STUDENT RESOURCES AVAILABLE WITH PHYSIOLOGY OF BEHAVIOR, GO TO WWW., ENTER THE TEXT ISBN (0205239390) AND CHECK OUT THE “EVERYTHING THAT GOES WITH IT” SECTION UNDER THE BOOK COVER.

For access to the instructor supplements for Physiology of Behavior, Eleventh Edition, simply go to and follow the directions to register (or log in if you already have a Pearson user name and password).

Once you have registered and your status as an instructor is verified, you will be e-mailed a login name and password. Use your login name and password to access the catalogue. Click on the “online catalogue” link, click on “psychology” followed by “introductory psychology” and then the Carlson Physiology of Behavior, Eleventh Edition text. Under the description of each supplement is a link that allows you to download and save the supplement to your desktop.

For technical support for any of your Pearson products, you and your students can contact .

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