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• Cover Page
• Half Title Page
• The Student’s Guide to Cognitive Neuroscience
• Title Page
• Copyright Page
• Contents
• About the author
• Preface to the fourth edition
• 1 Introducing cognitive neuroscience
• Cognitive Neuroscience in Historical Perspective
• Philosophical approaches to mind and brain
• Scientific approaches to mind and brain
• The birth of cognitive neuroscience
• Does Cognitive Psychology Need the Brain?
• Does Neuroscience Need Cognitive Psychology?
• From Modules to Networks
• 2 Introducing the brain
• Structure and Function of the Neuron
• Electrical signaling and the action potential
• Chemical signaling and the postsynaptic neuron
• How do neurons code information?
• The Gross Organization of the Brain
• Gray matter, white matter and cerebrospinal fluid
• A hierarchical view of the central nervous system
• Terms of reference and section
• The Cerebral Cortex
• The Subcortex
• The basal ganglia
• The limbic system
• The diencephalon
• The Midbrain And Hindbrain
• 3 The electrophysiological brain
• In search of neural representations: single-cell recordings
• How are single-cell recordings obtained?
• Distributed versus sparse coding
• Evaluation
• Electroencephalography and Eevent-Related Potentials
• How does EEG work?
• Event-related potentials (ERPs)
• Rhythmic oscillations in the EEG signal
• Mental Chronometry in Electrophysiology and Cognitive Psychology
• Investigating face processing with ERPs and reaction times
• Endogenous and exogenous ERP components
• The spatial resolution of ERPs
• Evaluation
• Magnetoencephalography
• 4 The imaged brain
• Structural Imaging
• Computerized tomography
• Magnetic resonance imaging
• MRI physics for non-physicists
• Functional Imaging
• Basic physiology underpinning functional imaging
• Functional magnetic resonance imaging
• Functional near infrared spectroscopy
• From Image to Cognitive Theory: Experimental Design
• An example of cognitive subtraction methodology
• Problems with cognitive subtraction
• Cognitive conjunctions and factorial designs
• Parametric designs
• Functional integration: measuring networks in the brain
• Analyzing Data From Functional Imaging
• Correction for head movement
• Stereotactic normalization
• Smoothing
• Statistical comparison
• Interpreting Data From Functional Imaging
• Inhibition versus excitation
• Activation versus deactivation
• Necessity versus sufficiency
• Why do Functional Imaging Data Sometimes Disagree With Lesion Data?
• Having your cake and eating it
• Brain-Reading: is “Big Brother” Round the Corner?
• Evaluation
• 5 The lesioned brain and stimulated brain
• Dissociations and associations in neuropsychology
• Single-Case Studies in Cognitive Neuropsychology
• Caramazza’s assumptions for theorizing in cognitive neuropsychology
• The case for single-case studies
• Evaluation
• Group Studies and Lesion-Deficit Analysis in Neuropsychology
• Ways of grouping patients
• Caveats and complications
• Evaluation
• Animal Models in Neuropsychology
• Transcranial magnetic stimulation (TMS)
• How does TMS work?
• The “virtual lesion”
• Using TMS to study functional integration
• Practical aspects of using TMS
• Timing issues—repetitive or single pulse?
• How to hit the spot?
• What is the appropriate control condition?
• Evaluation
• Transcranial Electrical Stimulation (tES)
• Transcranial direct current stimulation (tDCS)
• Transcranial alternating current and random noise stimulation (tACS, tRNS)
• Evaluation
• 6 The developing brain
• Structural Development of the Brain
• Prenatal development
• Postnatal development
• Evaluation
• Functional Development of the Brain
• Functional brain plasticity in rewired brains
• Critical and sensitive periods in development
• Innate knowledge?
• Evaluation
• Nature and Nurture of Individual Differences
• Twin studies and adoption studies
• Heritability estimates of brain and behavior
• Linking genetic differences to brain and behavior
• Mechanisms for gene–environment interplay
• Epigenetics
• Gene–environment correlations (rGE)
• Gene–environment interactions (G x E)
• Evaluation
• 7 The seeing brain
• From Eye To Brain
• The retina
• The primary visual cortex and geniculostriate pathway
• Cortical and non-cortical routes to seeing
• Evaluation
• Cortical Blindness and “Blindsight”
• Functional Specialization of the Visual Cortex Beyond V1
• V4: the main color center of the brain
• V5/MT: the main movement center of the brain
• Evaluation
• Recognizing Objects
• Parts and wholes: gestalt grouping principles
• Case HJA: seeing the parts but not the whole
• Accessing structural descriptions: object constancy
• Category specificity in visual object recognition?
• Recognizing Faces
• Models of face processing
• Evidence that faces are special
• Why are faces special?
• Task difficulty
• Holistic versus part-based perceptual processing
• Visual expertise at within-category discrimination
• Faces are a distinct category
• Evaluation
• Vision Imagined
• 8 The hearing brain
• The nature of sound
• From ear to brain
• Basic Processing Of Auditory Information
• Feature processing in the auditory cortex
• “What” versus “where”
• Auditory memory and auditory stream segregation
• Evaluation
• Music Perception
• Memory for tunes
• Rhythm
• Pitch
• Melody and musical syntax
• Timbre
• Music and emotion
• Voice Perception
• Speech Perception
• The nature of the speech signal
• The motor theory of speech perception
• Auditory ventral and dorsal routes for “what” and “how”
• 9 The attending brain
• Spatial and Non-Spatial Attentional Process
• The Role of the Frontoparietal Network in Attention
• The “where” pathway, salience maps and orienting of attention
• Hemispheric differences in parietal lobe contributions to attention
• The relationship between attention, perception and awareness
• Evaluation
• Theories of Attention
• Feature integration theory
• Biased competition theory
• The premotor theory of attention
• Evaluation
• Neglect as a Disorder of Spatial Attention and Awareness
• Characteristics of neglect
• Neglect and the relationship between attention, perception and awareness
• Different types of neglect and different types of space
• Perceptual versus representational neglect
• Near versus far space
• Personal and peripersonal space
• Within objects versus between objects (or object-based versus space-based)
• Evaluation
• 10 The acting brain
• A Basic Cognitive Framework for Movement and Action
• The Role of the Frontal Lobes in Movement and Action
• Primary motor cortex
• Frontal eye fields
• Lateral and medial premotor cortex
• Prefrontal contributions to action
• Evaluation
• Ownership and Awareness of Actions
• Evaluation
• Action Comprehension and Imitation
• Mirror neurons
• Acting on Objects
• “What” versus “how”: the dorsal and ventral streams reconsidered
• Neural mechanisms of sensorimotor transformation
• Evaluation
• Fronto-Striatal and Cerebellar Networks in Action
• Role of subcortical structures in movement and action
• Hypokinetic disorders of the basal ganglia: Parkinson’s disease
• Hyperkinetic disorders of the basal ganglia: Huntington’s disease and Tourette’s syndrome
• Evaluation
• 11 The remembering brain
• Short-Term and Working Memory
• Models of STM and working memory
• Phonological short-term memory
• Visuo-spatial short-term memory
• Evaluation
• Different Types of Long-Term Memory
• Amnesia
• Preserved and impaired memory in amnesia
• Episodic memory
• Short-term memory
• Procedural and perceptual (implicit) memory
• Semantic memory
• Accounting for the memory deficits in amnesia
• Evaluation
• Functions of the Hippocampus and Medial Temporal Lobes in Memory
• Consolidation
• Multiple-trace theory/trace transformation theory
• Cognitive map theory
• Evaluation
• Theories of remembering, knowing and forgetting
• Recall versus recognition and familiarity versus recollection
• Why do we forget things?
• Memory distortions and false memories
• The role of the prefrontal cortex in long-term memory
• Memory encoding
• Monitoring and memory retrieval
• Experiential states
• Source monitoring
• Memory for temporal context
• Evaluation
• 12 The speaking brain
• Spoken Word Recognition
• What are the access units for auditory word forms?
• The cohort model
• Word recognition in context: the N400
• Evaluation
• Semantic Memory and the Meaning of Words
• Is semantic memory organized hierarchically?
• Is semantic memory amodal or grounded?
• Category specificity in semantic knowledge: innate or emergent property?
• Evaluation
• Understanding and Producing Sentences
• The role of Broca’s area in sentence processing
• Is syntax independent from semantics?
• Is syntax independent from working memory?
• Evaluation
• Retrieving and Producing Spoken Words
• Studies of speech errors
• Different stages in spoken word retrieval
• Articulation: closing the communication loop
• 13 The literate brain
• Visual word recognition
• Cognitive mechanisms of visual word recognition
• The visual word form area (VWFA)
• Pure alexia or “letter-by-letter” reading
• Evaluation
• Reading Aloud: Routes From Spelling to Sound
• Profiles of acquired central dyslexias
• Developmental dyslexia
• What has functional imaging revealed about the existence of multiple routes?
• Inferior frontal lobe (Broca’s area, BA44 and BA45)
• Inferior parietal lobe
• Anterior and mid-temporal lobe
• Is the same reading system universal across languages?
• Evaluation
• Spelling and Writing
• A model of spelling and writing
• The graphemic buffer
• Output processes in writing and oral spelling
• Does Spelling Use the Same Mechanisms as Reading?
• Evaluation
• 14 The numerate brain
• Universal Numeracy?
• Infants
• The unschooled
• Cavemen
• Other species
• The Meaning of Numbers
• Processing nonsymbolic numbers: collections and quantities
• Processing number symbols: digits and words
• Neural substrates of number meaning
• Is number meaning discrete or continuous?
• What is the relationship between numbers and space?
• Evaluation
• Models of Number Processing
• Base-10 units or mental number line
• Calculation: multiplication, addition, subtraction and division
• Transcoding: reading, writing and saying numbers
• Evaluation
• 15 The executive brain
• Anatomical and Functional Divisions Of The Prefrontal Cortex
• Executive Functions in Practice
• Working memory
• Task-setting and problem-solving
• Overcoming potent or habitual responses
• Task-switching
• Multi-tasking
• Evaluation
• The Organization of Executive Functions
• “Hot” versus “cold” control processes
• The multiple-demand network
• A posterior-to-anterior organization?
• Hemispheric differences
• Evaluation
• The Role of the Anterior Cingulate in Executive Functions
• 16 The social and emotional brain
• Theories of Emotion
• Darwin and Freud
• James–Lange and Cannon–Bard
• Papez circuit and the limbic brain
• Contemporary views of emotion: categories, dimensions and appraisals
• Evaluation
• Neural Substrates of Emotion Processing
• The amygdala: fear and other emotions
• The insula: disgust and interoception
• Orbitofrontal cortex: contextualized emotions and emotional feelings
• Anterior cingulate: response evaluation, autonomic responses and pain
• Ventral striatum and reward
• Evaluation
• Reading Faces
• Recognizing facial expressions
• Detecting and utilizing eye gaze information
• Evaluation
• Understanding Other Minds
• Empathy, mirroring and simulation theory
• Mind-reading in autism
• Neural basis of theory of mind
• Temporal poles
• Medial prefrontal cortex
• Temporoparietal junction (TPJ)
• Evaluation
• References
• Author index
• Subject index