E-Book Content
GREAT THE
BRAIN DEBATE
Also by John E. Dowling The Retina: An Approachable Part of the Brain Neurons and Networks: An Introduction to Behavioral Neuroscience (second edition) Creating Mind: How the Mind Works
GREAT THE
BRAIN DEBATE N AT U R E O R N U R T U R E ?
John E. Dowling
Joseph Henry Press Washington, D.C.
Joseph Henry Press • 500 Fifth Street, NW • Washington, DC 20001 The Joseph Henry Press, an imprint of the National Academies Press, was created with the goal of making books on science, technology, and health more widely available to professionals and the public. Joseph Henry was one of the founders of the National Academy of Sciences and a leader in early American science. Any opinions, findings, conclusions, or recommendations expressed in this volume are those of the author and do not necessarily reflect the views of the National Academy of Sciences or its affiliated institutions. Library of Congress Cataloging-in-Publication Data Dowling, John E. The great brain debate : nature or nurture? / John E. Dowling. p. ; cm. Includes index. ISBN 0-309-09223-X (hardback) — ISBN 0-309-53245-0 (pdf) 1. Brain—Popular works. 2. Neurobiology—Popular works. I. Title. [DNLM: 1. Brain—growth & development. 2. Brain—physiology —Adult. 3. Aging—physiology—Adult. WL 300 D747g 2004] QP376.D697 2004 612.8’23—dc22 2004017413 Brain image: 2003 Photo Researchers, Inc. All rights reserved. Copyright 2004 by John E. Dowling. All rights reserved. Printed in the United States of America.
For the next generation— Madison, Quincy, Grace, and Olivia
CONTENTS
Introduction
1
Part I—The Developing Brain 1 2 3
Building a Brain Maturing a Brain Developing Behaviors
7 33 57
Part II—The Adult Brain 4 5
Teaching Older Dogs New Tricks Controversies: New Neurons and Genes and Behavior
83 111
Part III—The Aging Brain 6
Is Aging of the Brain a Disease?
139
Conclusions (and Speculations)
161
Further Reading
175
Figure Credits
177
Index
179 vii
INTRODUCTION
The United States Congress designated the 1990s as the Decade of the Brain, but some suggest that the twenty-first century will be the century of the brain, when the last great frontier in biology —an understanding of the most complex biological system, the human brain—will be breached. Already the considerable advances made in neuroscience over the past 50-100 years are being called upon to explain many things about human behavior. Interdisciplinary programs are appearing in our colleges and universities asking what various disciplines and fields can learn from neuroscience and vice versa. At Harvard, I have been associated with the Mind, Brain and Behavior program since its inception in 1993, and I codirected it for a year. It attracts faculty from the Harvard Medical, Law, Divinity, and Business Schools as well as the School of Education and the Faculty of Arts and Sciences. Fields as diverse as philosophy, music, English, linguistics, anthropology, and history of science are represented, as well as the expected fields of biology, psychology, and computer science. 1
2
THE GREAT BRAIN DEBATE
Many examples can be offered to illustrate the impact of neuroscience on other disciplines; I offer two here. First, studies of how we learn and remember things have demonstrated convincingly that memories are largely reconstructive and creative. False memories are not uncommon. These findings have fundamentally changed the way the law views eyewitness testimony. Contrary to the long-held belief that an eyewitness can faithfully record and remember an event, we now realize that what we remember or even perceive of an event depends on many factors—previ