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Cover of Biopsychology: Fundamentals and Contemporary Issues v1.0
October 2019
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Biopsychology: Fundamentals and Contemporary Issues

Version 1.0
By Martin S. Shapiro
Homework system included

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Key Features

  • Balanced treatment of research and application, with examples drawn from situations ranging from head injuries in sports and the military to the opioid crisis, the obesity epidemic, genetic engineering and testing, and treatments for neuropsychiatric disorders.
  • Strives to use everyday language when possible, but also ensures students are exposed to the terminology used in neuroscience.
  • Early chapters confirm why it is important to study biopsychology, explain the field’s roots, and debunk common myths while modeling critical thinking skills. Basics of neural networks and anatomy are fully explained without overwhelming the reader with details.
  • Excellent and distinct coverage of key or high-interest topics, such as neural networks/connections (Chapter 3); research methods (Chapter 4); imaging techniques (Chapter 4); biofeedback (Chapter 4); genetics (Chapter 5); taste and olfaction (Chapter 6); language and the auditory system (Chapter 7); the chemistry of sleep (Chapter 9); weight regulation and the Brain-Gut axis (Chapter 10); enhancing memories (Chapter 13); smart pills/genetic engineering (Chapter 13); opioids, vaping, sleep and pharmacological agents (Chapter 14); addiction (Chapter 15); traumatic brain injury (TBI) and TBI testing (Chapter 16); Chronic Traumatic Encephalopathy (CTE) experienced by athletes and others (Chapter 16), and many more.
  • In-text features guide and reinforce learning.
    • “Learning Objectives” lay out the key ideas to be discussed in the following main section.
    • “Key Terms” highlight key terms in a running, marginal glossary.
    • “Key Takeaways” at the end of each main section summarize key ideas in bullet-point fashion. Key Takeaways enable the learner to pause and consolidate the information just read or experienced into a ‘chunk.’ This process enables the reader to better understand and retain the chapter’s content and its key concepts.
    • “Embedded multimedia links”—over 140 carefully chosen short videos streaming within chapter sections (URLs provided in hard copy). Most of these videos are under five minutes and have animated illustrations (e.g.,, 2-minute neuroscience, NOVA) or short interviews with scientists demonstrating their research. These videos are entertaining, often interactive, and scientifically accurate, making the experience of learning much more engaging.
    • Replete with rich visual illustrations, including depictions of key brain structures and nervous system processes that make the unseen apparent to learners.
  • End-of-Chapter features can be used to create excellent homework assignments and facilitate class discussions. They also encourage further exploration and demonstrate the relevance of neuroscience to all careers in psychology.
  • "Contemporary Issues" exposes students to revolutionary changes happening in neuroscience and how these issues might affect the future of the field in the context of compelling topics such as international collaboration projects, brain-computer interface technology, artificial retinas, mind-reading neuroimaging, naloxone and the opioid crisis, hallucinogens as treatment, and many more.
  • "Best Online Content" researched by the author, provides links to rich, online resources for learning more about neuroscience and psychology. Selected for the sense of wonder and engagement they foster, these resources consist of online links to short talks, videos, podcasts, articles, and documentaries from world-renowned experts. Examples include selections from,, Hidden, and Crash Course.
  • "Suggested Popular Science Books" provides references to popular books about neuroscience and behavior written by experts in the field for a general audience. Examples include works by Robert Sapolsky and Oliver Sacks. These suggestions, researched by the author, provide students with another high-interest way to connect with the field.
  • "Short Answer Questions" and "Discussion Questions" for assignment or independent student study highlight key concepts and content in the preceding chapter. These questions stimulate analysis and deeper understanding.
  • A glossary and references organized by chapter provide key term definitions and sources in one place for ease of studying and source checks.


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Biopsychology: Fundamentals and Contemporary Issues v.1.0 is an introduction to the biological basis of behavior. It is suitable for introductory or fundamentals courses on biopsychology, physiological psychology, and neuroscience taught at the undergraduate level. It can also be used at the graduate level for those students without a background in neuroscience. Biopsychology courses are offered primarily at four-year and occasionally at two-year colleges and universities.

Biopsychology: Fundamentals and Contemporary Issues v1.0 is a visually rich and lively presentation of the relationship between behavior, mental processes, and biological factors such as the nervous system, biochemistry, hormones, and genetics. Discussions are couched within the larger contexts of psychology, biology, physiology, genetics, chemistry, anthropology, medicine, and computer science. Key goals of this book are to help learners understand the basic functions of the nervous system, including functional anatomy; how neurons communicate; the biological basis of behavior; genetics in neuroscience; dispelling myths about the brain; the mind-body connection; drugs and drug addiction, brain disorders; research methodology; neuroimaging, and new research technologies. This textbook makes neuroscience relevant and approachable for all students interested in behavior and psychology. It is written in a style that is especially sensitive to students without a strong background in science.

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FlatWorld Homework

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Instructor’s Manual

Instructor’s Manual

The Instructor’s Manual guides you through the main concepts of each chapter and important elements such as learning objectives, key terms, and key takeaways. Can include answers to chapter exercises, group activity suggestions, and discussion questions.

PowerPoint Lecture Notes

PowerPoint Lecture Notes

A PowerPoint presentation highlighting key learning objectives and the main concepts for each chapter are available for you to use in your classroom. You can either cut and paste sections or use the presentation as a whole.

PowerPoint Lecture Notes

Test Generator - powered by Cognero

Test Generator - powered by Cognero

FlatWorld has partnered with Cognero, a leading online assessment system, that allows you to create printable tests from FlatWorld provided content.

Test Bank Files for Import to Learning Management Systems

Test Bank Files for Import to Learning Management Systems

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Test Item File

Test Item File

Need assistance in supplementing your quizzes and tests? Our test-item files (in Word format) contain many multiple-choice, fill-in-the-blank, and short-answer questions.

Sample Syllabi

Sample Syllabi

Sample syllabi provide useful templates to help new faculty adopters revise their teaching plans to match their assigned FlatWorld textbook or lend insights to existing adopters on how to organize their classes.


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Martin S. Shapiro California State University - Fresno

Martin S. Shapiro (PhD University of Hawaii, Manoa) is Professor of Psychology and Graduate Coordinator at California State University, Fresno. He holds an undergraduate and a master’s degree in biology, a doctorate in behavioral neuroscience, and was a post-doctoral researcher in the Department of Zoology, Oxford University. From 2007-2016 Martin participated in the American Association of State Colleges and Universities Global Challenge initiative to create curricula focused on the interconnectivity of key global issues. For several years he was the chair of a task force for high-impact practices and project-based learning at CSU Fresno.

Martin’s primary research interests are in learning, decision making, and neuroscience. His initial research focused on animal learning, choices, and behavior but has evolved to a current emphasis on risky decision making and physiological and emotional arousal in humans. Martin currently manages an active psychophysiology lab measuring heart rate, skin conductance response, facial EMG, electroencephalography, and salivary cortisol while participants make economic and risky decisions. Martin has also worked with students testing brain-computer interface equipment by Emotiv™ and Neurosky™. The interface allows participants to learn to move objects on a computer screen by controlling specific brainwaves using a modified EEG cap and biofeedback. He also collaborates with other departments that are interested in physiological responses related to their areas of interest, such as winemaking and tasting (viticulture) and television and commercials (mass media). Martin believes it is crucial to provide students with opportunities to involve themselves in the experience of research.

Martin has taught courses in biopsychology and neuroscience for the past 23 years as well as courses in motivation, learning and memory, senses and perception, human physiology, biology, and animal behavior. He has received several teaching awards from CSU, Fresno, including a University Provost award for using technology in teaching, the psychology department’s instructor-of-the-year honor, and the student-selected Faculty Lecture Series Award given to three faculty members at CSU, Fresno each year.



Section 15.3, "Depression Theories and Treatments" video updated to new video titled "The Science of Depression":

Section 16.7, "Study Finds Heading a Soccer Ball Causes Immediate Head Trauma" video updated to new video title "Science Talk: Frequent "Heading" in Soccer Can Lead to Brain Injury and Cognitive Impairment":


Note: The updated Figure 3.2 has also been added to the Chapter 3 PowerPoint file. 

Section 3.1: Figure 3.2 art was corrected. Previously the electrons showed positive charges but the art has been corrected so that they show negative charges.


Note: The updated Figure 2.4 has also been added to the Chapter 2 PowerPoint file. 

Section 2.1: Figure 2.4 art was corrected. The label in the third column was changed to "Pseudouniploar Neuron" from "Uniploar Neuron".

Section 2.1: Under the "Neurons" section, the term "telodendria" was added in parentheses after the key term "terminal branches".

Section 5.3: Under the "Behavioral Genetics" section, the definition of "dizygotic (DZ) twins" was corrected to read ". . . more more related than brothers . . ."

Section 9.2: Figure 9.5 art was corrected. The numbers for DELTA were changed to "0.5 – 3.5".



Section 1.4:

The second to last sentence in the paragraph under “The Foundation of Other Disciplines” was corrected to the following: Attention-deficit hyperactivity disorder (ADHD) increases a child’s risk for experiencing a traumatic brain injury (TBI), and about 30% of children that are diagnosed with ADHD had received a TBI sometime in their life (Eme, 2012; Karic et al., Nigg et al., 2010).

Section 1.6:

Two new references were added for Eme, R. (2021) and Karic, S. et al (2019).


Section 3.5: Broken video link was replaced with the new "How Brains See" link.

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