Putting the mind in the brain: Promoting an appreciation of the biological basis to understanding human behavior
A surprising number of students in psychology, behavioral science, and related social science classes fail to appreciate the importance of biological mechanisms to understanding behavior. To help teachers promote this understanding, this paper outlines six sources of evidence. These are (a) phylogenetic, (b) genetic/developmental, (c) clinical, (d) experimental, (e) brain recordings, and (f) experiential. The evidence can be easily understood from common knowledge or personal experience and can be incorporated into an introductory level lecture. It is concluded that the successful study of human behavior requires the student to appreciate the biological basis of the discipline. ********** In my experience in teaching about human behavior to psychology, behavioral science, and related social science college students, a surprising number of them are puzzled, uncertain, or unaware of why understanding the biological basis to behavior is so important. These feelings can have a knock on effect in reducing their motivation to learn about topics like brain anatomy, neurophysiology, hormones, and genetics. There is also the danger that students will not fully appreciate the significance of neuroscience the modern day blending of the biological and psychological sciences. To motivate students and implant in them the first seeds of knowledge, I have had success in using six sources of evidence for the biological basis of behavior. The link between each source of evidence and its relevance to behavior is so obvious that it can be appreciated even in an introductory level class. These six sources of evidence are described here to provide a reference from which teachers can apply in their behavioral science class. A quote It is useful to preface the six sources of evidence with some words from Bertrand Russell, the brilliant mathematician, scientist, and philosopher. He said: The important point is, that the difference between mind and brain is not a difference in quality, but a difference in arrangement. It is like the difference between arranging people in geographical order or in alphabetical order, both of which are done in the Post Office directory.... The ancient question of the dependence of mind on brain, or brain on mind, is thus reduced to linguistic convenience. In cases where we know more about the brain it will be convenient to regard the mind as dependent, but in cases where we know more about the mind it will be convenient to regard the brain as dependent. In either case, the substantial facts are the same, and the difference is only as to the degree of our knowledge, pg. 289. What is Bertrand Russell's point here? He is arguing that there may in fact be no distinction between the mind and brain. By implication, any scientific explanation for the mind will ultimately be based on the physical characteristics of our brain. That is, thinking, perceiving, remembering, desiring, and feelings are all brain functions. The claim that they are all part of the mind is merely one of linguistic convenience. Psychological science is a field in which students apply the scientific method and the tools of induction and deduction to examine behavior. The question that we must encourage our enquiring student to ask is "What is the basis of behavior?" The Evidence The basis of behavior is the biological processes of the brain. Some evidence in support of this claim can be detailed and complex. For instance, there is more dendrite branching of the precentral brain area in the left hemisphere than there is in the right hemisphere in right handed individuals (Toga & Thompson, 2003). This fact is not commonly thought of by teachers (or students) as supporting the dominance of the left hemisphere for language and, by implication, supporting the link between biological processes and behavior. …