Demonstrating the value of interactions between neurology and the basic sciences that underpin it, this volume considers a range of topics from the points of view of both neurobiologist and clinician and reveals how advances in our understanding have been and continue to be made. The coverage boasts an excellent section on the physiology and pathophysiology of central and peripheral nerve fibers and an in-depth view of motor control including the often ignored but vital respiratory movements. Also notable are the chapters on neuronal plasticity, and cell death and axonal regeneration: active areas in neuroscience, where new knowledge will almost certainly revolutionize neurological treatments in years to come.

Understanding consciousness is the major unsolved problem in biology. One increasingly important method of studying consciousness is to study disorders of consciousness, e.g. brain damage and disease states leading to vegetative states, coma, minimally conscious states, etc. Many of these studies are very much in the public eye because of their relationship to controversies about coma patients (e.g. Terry Schiavo case in the US recently), and the relationship to one of the major philosophical, sociological, political, and religious questions of humankind.This is the first book to summarize our current understanding of the neuroanatomical and functional underpinnings of human consciousness by emphasizing a lesional approach offered via the study of neurological patients. The selected contributors are all outstanding authors and undisputed leaders in their field. - New chapters on the neuroanatomical basis of consciousness, functional intrinsic brain activity, anesthesia, as well as expanded coverage of the unresponsive wakefulness syndrome/ vegetative state and the minimally conscious state - The first comprehensive, authoritative collection to describe disorders of consciousness and how they are used to study and understand the neural correlates of conscious perception in humans - Includes revised and new chapters from the top international researchers in the field

Synthesizing coverage of sensation and reward into a comprehensive systems overview, Neurobiology of Sensation and Reward presents a cutting-edge and multidisciplinary approach to the interplay of sensory and reward processing in the brain. While over the past 70 years these areas have drifted apart, this book makes a case for reuniting sensation a

​How can people master their own thoughts, feelings, and actions? This question is central to the scientific study of self-regulation. The behavioral side of self-regulation has been extensively investigated over the last decades, but the biological machinery that allows people to self-regulate has mostly remained vague and unspecified. Handbook of Biobehavioral Approaches to Self-Regulation corrects this imbalance. Moving beyond traditional mind-body dualities, the various contributions in the book examine how self-regulation becomes established in cardiovascular, hormonal, and central nervous systems. Particular attention is given to the dynamic interplay between affect and cognition in self-regulation. The book also addresses the psychobiology of effort, the impact of depression on self-regulation, the development of self-regulation, and the question what causes self-regulation to succeed or fail. These novel perspectives provide readers with a new, biologically informed understanding of self-awareness and self-agency. Among the topics being covered are: Self-regulation in an evolutionary perspective. The muscle metaphor in self-regulation in the light of current theorizing on muscle physiology. From distraction to mindfulness: psychological and neural mechanisms of attention strategies in self-regulation. Self-regulation in social decision-making: a neurobiological perspective. Mental effort: brain and autonomic correlates in health and disease. A basic and applied model of the body-mind system. Handbook of Biobehavioral Approaches to Self-Regulation provides a wealth of theoretical insights into self-regulation, with great potential for future applications for improving self-regulation in everyday life settings, including education, work, health, and interpersonal relationships. The book highlights a host of exciting new ideas and directions and is sure to provoke a great deal of thought and discussion among researchers, practitioners, and graduate-level students in psychology, education, neuroscience, medicine, and behavioral economics.

This Handbook combines the forces of the many disciplines involved in value research and covers issues such as definitions of value and the role of value in emotion. The book contributes to an interdisciplinary dialogue by providing a common reference point to serve as a resource for disciplinary excellence and interdisciplinary cross-fertilization

Many deep concerns in the life sciences and medicine have to do with the enactment, ordering and displacement of a broad range of values. This volume articulates a pragmatist stance for the study of the making of values in society, exploring various sites within life sciences and medicine and asking how values are at play. This means taking seriously the work scientists, regulators, analysts, professionals and publics regularly do, in order to define what counts as proper conduct in science and health care, what is economically valuable, and what is known and worth knowing. A number of analytical and methodological means to investigate these concerns are presented. The editors introduce a way to indicate an empirically oriented research program into the enacting, ordering and displacing of values. They argue that a research programme of this kind, makes it possible to move orthogonally to the question of what values are, and thus ask how they are constituted. This rectifies some central problems that arise with approaches that depend on stabilized understandings of value. At the heart of it, such a research programme encourages the examination of how and with what means certain things come to count as valuable and desirable, how registers of value are ordered as well as displaced. It further encourages a sense that these matters could be, and sometimes simultaneously are, otherwise.

The Wiley Handbook on the Cognitive Neuroscience of Learning charts the evolution of associative analysis and the neuroscientific study of behavior as parallel approaches to understanding how the brain learns that both challenge and inform each other. Covers a broad range of topics while maintaining an overarching integrative approach Includes contributions from leading authorities in the fields of cognitive neuroscience, associative learning, and behavioral psychology Extends beyond the psychological study of learning to incorporate coverage of the latest developments in neuroscientific research

One of the most pressing questions in neuroscience, psychology and economics today is how does the brain generate preferences and make choices? With a unique interdisciplinary approach, this volume is among the first to explore the cognitive and neural mechanisms mediating the generation of the preferences that guide choice. From preferences determining mundane purchases, to social preferences influencing mating choice, through to moral decisions, the authors adopt diverse approaches to answer the question. Chapters explore the instability of preferences and the common neural processes that occur across preferences. Edited by one of the world's most renowned cognitive neuroscientists, each chapter is authored by an expert in the field, with a host of international contributors. Emphasis on common process underlying preference generation makes material applicable to a variety of disciplines - neuroscience, psychology, economics, law, philosophy, etc. Offers specific focus on how preferences are generated to guide decision making, carefully examining one aspect of the broad field of neuroeconomics and complementing existing volumes Features outstanding, international scholarship, with chapters written by an expert in the topic area

The advent of educational neuroscience, a transdisciplinary exercise emerging from cognitive neuroscience and educational psychology, is the examination of physiological processes that undermine, support, and enhance the capacities to learn and create. The physiological underpinnings of learning and creativity each impact human ability and performance and mediate the processes of becoming educated, expert, and valued. Evidence of learning provides support to an ongoing canon, process, system, field or domain, while evidence of creativity results in an elaboration or departure from an ongoing canon, process, system, field, or domain. Educational neuroscience extends a challenge to scholars from multiple contexts to engage in the characterization and exploration of human ability and performance in these realms. The role of context, both environmental and interoceptive, is an integral part of efforts in educational neuroscience and in theories of constructivist learning to contribute ecologically valid insight to the pragmatic processes of learning and creativity. Examination at this level of specificity is vital to our ability to educate and support human potential in the 21st century. This Research Topic examines the neural basis of cognitive states and processes that influence knowledge and skill acquisition tied to the demonstration of human ability and performance across individual differences and in multiple contexts including STEM learning and the arts.