Preface Welcome to the fourth edition!When cognitive neurosci- Teaching students to think and ask questions like ence emerged in the late 1970's,it remained to be seen cognitive neuroscientists is a major goal of our text.As if this new field would have "legs."Today,the answer cognitive neuroscientists,we examine mind-brain rela- is clear:the field has blossomed in spectacular fashion tionships with a wide range of techniques,such as func. Cognitive neuroscience is well represented at all research tional and structural brain imaging,neurophysiological universities,providing researchers and graduate students recording in animals,human EEG and MEG recording, with the tools and opportunities to develop the interdis brain stimulation methods,and analysis of syndromes resulting from brain damage.We highlight the strengths M and weaknesses of these methods to demonstrate how rs spe ogie the hay technique must be us in a complementary ma or resea ven ner. an what questions to as repor s1 to an tive por ate.The ish pite Yhile 400 pilgrim n 2013 m g the bra nded by ith tery almost 2000 people uo ha style of w we faced in laying the thr hout the boo ad ults ndwork for our early ed to de e the tha he i ted in m tha y,helr cience disti the r ader to r ize that there are possible alrer ative cognitive psychology,or neuropsychology.It is now obvious that Since the first edition there have been many maior de. ognitive neuroscience overlans with.and synthesizes. velopments.both methodological and theoretical There these disciplinary approaches as researchers aim to un has been an explosion of brain imaging studies almost derstand the neural bases of cognition.In addition.how 1.500 a vear for the last decade.New technologies.such ever,cognitive neuroscience is increasingly informing and as transcranial magnetic stimulation,diffusion tensor im- informed by disciplines outside the mind-brain sciences, ging and optogenetics have been added to the arsena as exemplified by our new Chapter 14:"Consciousness, of the cognitive neuroscientist.New links to genetics. Free Will,and the Law' comparative anatomy,computation and robotics have As in previous editi s,we cor to seek a baland dhenpsdhologtcalih ocus on the ones enge t the b at inf his eory.We ma stra mind tha dge t hil cogn a ql e first thr cur efforts ha their firs dge technology that is suchan as well as a for grad- tive ne roscience in contrast to nurely uate students and re rchers Over 400 colleges and o. universities worldwide have adonted the text moreoy instructors tell us that in addition to our interdisciplinary science,particularly studies of higher mental function pproach.they like that our book has a strong narrative We also provide examples of research using computa- voice and offers a manageable number of chapters to tional techniques to complete the story. teach in a one-semester survey course. Preface Welcome to the fourth edition! When cognitive neurosci￾ence emerged in the late 1970’s, it remained to be see n if this new fi eld would have “legs.” Today, the answer is clear: the fi eld has blossomed in spectacular fashion. Cognitive neuroscience is well represented at all research universities, providing researchers and graduate students with the tools and opportunities to develop the interdis￾ciplinary research programs that are the mainstay of the fi eld. Multiple journals, some designed to cover the entire fi eld, and others specialized for particular methodologies or research themes, have bee n launched to provide ven￾ues to report the latest fi ndings. Th e number of papers rises at an exponential rate. Th e annual mee ting of the Cognitive Neuroscience Society has also fl ourished. While 400 pilgrims att ended the fi rst mee ting in 1993, the 20th anniversary mee ting in 2013 was att ended by almost 2000 people. Th e fundamental challenge we faced in laying the groundwork for our early editions was to determine the basic principles that make cognitive neuroscience distinct fr om physiological psychology, neuroscience, cognitive psychology, or neuropsychology. It is now obvious that cognitive neuroscience overlaps with, and synthesizes, these disciplinary approaches as researchers aim to un￾derstand the neural bases of cognition. In addition, how￾ever, cognitive neuroscience is increasingly informing and informed by disciplines outside the mind-brain sciences, as exemplifi ed by our new Chapter 14: “Consciousness, Free Will, and the Law” As in previous editions, we continue to see k a balance betw ee n psychological theory, with its focus on the mind, and the neuropsychological and neuroscientifi c evidence about the brain that informs this theory. We make liberal use of patient case studies to illustrate essential points and observations that provide keys to understanding the architecture of cognition, rather than providing an exhaustive description of brain disorders. In every sec￾tion, we strive to include the most current information and theoretical views, supported by evidence fr om the cutt ing-edge technology that is such an important part of cognitive neuroscience. In contrast to purely cognitive or neuropsychological approaches, this text emphasizes the convergence of evidence that is a crucial aspect of any science, particularly studies of higher mental function. We also provide examples of research using computa￾tional techniques to complete the story. Teaching students to think and ask questions like cognitive neuroscientists is a major goal of our text. As cognitive neuroscientists, we examine mind–brain rela￾tionships with a wide range of techniques, such as func￾tional and structural brain imaging, neurophysiological recording in animals, human EEG and MEG recording, brain stimulation methods, and analysis of syndromes resulting fr om brain damage. We highlight the strengths and weaknesses of these methods to demonstrate how these techniques must be used in a complementary man￾ner. We want our readers to learn what questions to ask, how to choose the tools and design experiments to an￾swer these questions, and how to evaluate and interpret the results of those experiments. Despite the amazing progress of the neurosciences, the brain remains a great mystery, with each insight inspiring new questions. For this reason, we have not used a declarative sty le of writing throughout the book. Instead, we tend to present results that can be interpreted in more than one way, helping the reader to recognize that there are possible alternative interpretations. Since the fi rst edition, there have bee n many major de￾velopments, both methodological and theoretical. Th ere has bee n an explosion of brain imaging studies—almost 1,500 a year for the last decade. New technologies, such as transcranial magnetic stimulation, diff usion tensor im￾aging and optogenetics have bee n added to the arsenal of the cognitive neuroscientist. New links to genetics, comparative anatomy, computation and robotics have emerged. Parsing all of these studies and deciding which ones should be included has bee n a major challenge for us. We fi rmly believe that technology is a cornerstone of scientifi c advancement. As such, we have felt it essen￾tial to capture the cutt ing-edge trends in the fi eld, while kee ping in mind that this is an undergraduate survey text that nee ds to be completed in a quarter or semester. Th e fi rst three editions have provided compelling ev￾idence that our eff orts have led to a highly useful text for undergraduates taking their fi rst course in cognitive neu￾roscience, as well as a concise reference volume for grad￾uate students and researchers. Over 400 colleges and universities worldwide have adopted the text. Moreover, instructors tell us that in addition to our interdisciplinary approach, they like that our book has a strong narrative voice and off ers a manageable number of chapters to teach in a one-semester survey course. xiii 00i_xviii_Cogneu_4e_FM.indd xiii 8/1/13 1:23 PM