Biological Psychology

Klein's Biological Psychology is a textbook that appears superficially to be similar in its style and organization to others in the field. However, Klein, a psychology professor at Mississippi State University, writes in an easy to read format that is supplemented by excellent figures, reflective review questions, and an interactive web page. Klein never oversimplifies the material or avoids complicated issues. In the past I have used Klein's text as a supplemental reading in an upper level undergraduate course on physiological psychology (that typically enrolls psychology, biology, and chemistry students), but I will be using it as a primary text this year at the suggestion of students. The text is composed of fifteen chapters logically organized beginning with the basics (neuroanatomy and biophysics) and ending with integrative topics such as emotion, language, and psychopathology. Uniquely, each chapter begins with a vignette that describes a clinical scenario. For example, the drugs and behavior chapter begins with the tale of a computer software analyst who uses cocaine with friends at a party. She does not use again for weeks but often thinks about the experience. After more use, she beings to crave it so intensely that her daily activities begin to revolve around procuring it. The vignette sets up a number of questions about the underlying nervous system causes or consequences of the symptoms or behavior described. Here Klein successfully taps into students' keen interest in clinical phenomena. Throughout each chapter, Klein brings the reader back to the vignette to connect the material to the story in a meaningful way. By the end of the chapter, the vignette has been thoroughly explored and both answers and additional questions presented. Each chapter contains section reviews, " before you go on " reflective questions, and glossaries. The " before you go on " questions range from factual questions to those that require the student to reflect on the vignette using the facts and theories presented in the text. Such questions encourage the student to solve a problem as well as to organize the material. Each chapter ends with an extensive review using three different forms of questioning: vocabulary (fill in the blank), multiple choice, and critical thinking questions. The critical thinking questions present additional cases where students must use information rather than simply repeating it. Additional readings are also suggested at the end of each chapter. The text concludes with a large and thorough …