Table Of ContentEssential
Neuroscience
T H I R D E D I T I O N
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Essential
Neuroscience
T H I R D E D I T I O N
Allan Siegel, PhD
Professor Emeritus
Department of Neurology and Neurosciences
Department of Psychiatry
University of Medicine and Dentistry of New Jersey
New Jersey Medical School
Newark, New Jersey
Hreday N. Sapru, PhD
Professor
Department of Neurological Surgery
Department of Neurology and Neurosciences
Department of Pharmacology and Physiology
University of Medicine and Dentistry of New Jersey
New Jersey Medical School
Newark, New Jersey
Case Histories written by Heidi E. Siegel, MD
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Third Edition
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Library of Congress Cataloging-in-Publication Data
Siegel, Allan, 1939- author.
Essential neuroscience / Allan Siegel, Hreday N. Sapru ; case histories written by Heidi E. Siegel.—Third edition.
p. ; cm.
Includes index.
ISBN 978-1-4511-8968-1 (paperback)
I. Sapru, Hreday N., author. II. Siegel, Heidi. III. Title.
[DNLM: 1. Nervous System Physiological Phenomena. 2. Mental Disorders—physiopathology. 3. Nervous System—-
anatomy & histology. 4. Nervous System Diseases. WL 102]
RC343.6
612.8—dc23
2014003977
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D e d i c a t i o n
This book is dedicated to our wives, Carla Siegel, of blessed memory, and
Millie Sapru.
“We have learned much from our teachers and from our colleagues more than
from our teachers, but from our students, more than from them all.”
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Preface
A most effective. Consistent with this approach, the book
s we noted in the fi rst edition of this text, there has begins with analysis of the single neuron, which then
been a dramatic explosion of information in the fi eld of expands to how neurons communicate with each other.
neuroscience over the last few decades. This explosion of Following d iscussion of the anatomy of the spinal cord and
information has presented a great challenge to those of us brain, the text continues with a detailed study of the sen-
who teach neuroscience in terms of synthesizing a coherent sory, motor, and integrative systems. This approach was
approach in which the diverse topics encompassed by neu- deemed helpful by both students and faculty. Moreover, the
roscience can be taught in a lucid and effective manner. We building-blocks approach improved student performance
met this challenge by designing Essential Neuroscience , a on National Board and Neuroscience Shelf examinations.
book that considers all of the basic neuroscience topics to The book comprises 28 chapters and a glossary.
allow the students to focus on the essential concepts and Chapters 1 through 3 (“Overview of the Central Nervous
facts intrinsic to any given topic without overwhelming System,” “Development of the Nervous System,” and
them with distracting or confusing extraneous information. “Meninges and Cerebrospinal Fluid”) provide a back-
Consistent with this approach, each chapter begins with ground for understanding the structural organization of the
Learning Objectives followed by a discussion of the sub- brain and spinal cord. These chapters provide a basis for
ject matter in a succinct yet informative manner. To pres ent a more in-depth analysis of nervous system functions and
the material in an integrated fashion, Clinical Consider- clinical disorders.
ations are included as are discussions of the physiological Having provided the student with a basic understanding
aspects. At the end of each chapter, a Chapter Summary of the gross anatomy and general functions of the brain
Table is provided that highlights the most important facts and spinal cord, the book then introduces a series of topics
and concepts of the chapter and allows for review of the designed to provide an understanding of the basic elements
material in a simple, effi cient manner. A Clinical Case is of the nervous system and the role they play in neuronal
also presented, which is followed by a Chapter Test con- communication. These topics are discussed in Chapters
sisting of questions that can also be used effectively for 4 through 7 (“Histology of the Nervous System,” “Elec-
USMLE preparation. trophysiology of Neurons,” “Synaptic Transmission,” and
Recent developments in neuroscience have also been “Neurotransmitters”). The basic physiological processes
incorporated in the text. For example, over the past two presented in these chapters prepare the student for fur-
decades, there have been signifi cant advances in our under- ther understanding of the diverse functions of the nervous
standing of the molecular bases of development. Accord- system in the subsequent sections. Chapters 8 through 12
ingly, a section has been added in Chapter 2, “Development (“The Spinal Cord,” “Brainstem I: The Medulla,” “Brain-
of the Nervous System,” which summarizes the key aspects stem II: Pons and Cerebellum,” “Brainstem III: The Mid-
of these developmental mechanisms. In addition, in recent brain,” and “The Forebrain”) enable the student to examine
years, great strides have been made in the identifi cation of the organization of the central nervous system in a system-
neurotransmitter malfunction in several diseases. There- atic way. After learning about the key structures and func-
fore, a detailed chapter has been included on neurotrans- tions at each level of the neuraxis of the central nervous
mitters and implications of their malfunctions in mental system, the student will begin to develop an understanding
disorders. Similarly, genetic abnormalities involved in cer- of why damage to a given structure produces a particu-
tain diseases (e.g., cystic fi brosis, schizophrenia, Hunting- lar constellation of defi cits. Because of the importance of
ton’s chorea) have been briefl y discussed. Malfunctions Chapter 13, “The Cranial Nerves,” and the extent to which
of the immune system in certain diseases (e.g., Lambert- this material is tested on USMLE examinations, each cra-
Eaton syndrome, multiple sclerosis, myasthenia gravis) nial nerve is presented separately in terms of its structural
have also been discussed where applicable. and functional properties as well as the defi cits associated
The genesis of this textbook evolved over the past with its dysfunction.
30 years, as a result of our efforts in teaching neurosci- A t this point in the study of the nervous system, the stu-
ence to medical and graduate students in ways that would dent has developed a basic knowledge of the anatomical
make learning the subject matter simple yet meaningful. organization of the central nervous system and its physiol-
After testing a variety of approaches, a building-blocks ogy and neurochemistry. Consequently, the student is now
approach in the presentation of the subject matter proved ready to study the sensory, motor, and integrative systems
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Preface vii
that require the knowledge accumulated thus far. The science that were highlighted in bold in each chapter and
next section of the book includes Chapters 14 through 17 explained in an e xtensive glossary at the end of the book,
(“Somatosensory System,” “Visual System,” “Auditory which was doubled in the second edition and expanded in
and Vestibular Systems,” and “Olfaction and Taste”) and the third edition.
discusses anatomical and physiological properties of sen- Also, as a result of the positive feedback we received
sory systems. in the changes made in the second edition, we have main-
T he next section of the text turns to the study of motor tained these changes in the third edition with respect to
systems and includes Chapters 18 to 20, “The Upper Motor Chapter Summary Tables at the end of each chapter. These
Neurons,” “The Basal Ganglia,” and “The Cerebellum.” tables not only helped students review chapters, which
These chapters examine, in an integrated manner, the ana- were just studied, but also served as valuable, high-yield
tomical, physiological, and neurochemical bases for nor- tools for study and review at examination time. Moreover,
mal movement and movement disorders associated with in addition to these changes, 150 questions, answers, and
the cerebral cortex, basal ganglia, cerebellum, brainstem, explanations of the correct and incorrect choices will be
and spinal cord. accessible on the Internet to all students who purchased
The fi nal section of the text (Chapters 21 to 28) concerns the textbook.
a variety of functions of the nervous system characterized In the third edition, we have maintained, enhanced,
by higher levels of complexity. Chapters 21 to 24, “The and expanded wherever appropriate the full-color illustra-
Autonomic Nervous System,” “The Reticular Formation,” tions, which have been universally praised in the second
“The Hypothalamus,” and “The Limbic System,” include edition and which we believe are even better in the third
analyses of visceral processes, sleep, and wakefulness. edition. In addition, 140 questions covering all chapters,
In addition, an analysis of the structure, functions, and and their answers and explanations, are included as an
dysfunctions of the cerebral cortex is provided in Chap- online supplement to this edition.
ter 25, “The Thalamus and Cerebral Cortex.” In this third Selected topics have been expanded where appropriate:
edition of our text, Chapters 26 and 27, “Blood Supply of the functional relationship, memory, and lateralization of
the Central Nervous System” and “Vascular Syndromes,” the hippocampal formation and limbic cortex; limbic re-
were placed toward the end of the book because by this lationships of the basal ganglia (especially in reference to
point the student has gained a deeper understanding and psychiatric issues); the development of the anterior and
appreciation of brainstem syndromes than if that material posterior pituitary; a discussion of prions in relation to
had been presented earlier in the text. These two chapters Creutzfeldt-Jakob disease; and others.
were placed back-to-back in order to allow the student to M aterial has also been integrated in multiple places
more effectively relate the distribution of the blood sup- where it would augment understanding of important con-
ply (Chapter 26) to vascular syndromes (Chapter 27), cepts. For example, the functional relationships associ-
which constitutes an important review for the student on ated with the cerebral cortex are again referred to vis-à-vis
a topic that is heavily tested on USMLE examinations. sensory and motor systems. Extensive cross-referencing
The fi nal chapter, “Behavioral and Psychiatric Disorders” among chapters has likewise been incorporated.
(Chapter 28), examines disorders such as schizophrenia, A lthough this text was originally primarily designed for
depression, anxiety, and obsessive compulsion. These dis- medical students who study neuroscience, it can be used
orders have a clear relationship to abnormalities in neural quite effectively by neurology residents and graduate and
and neurochemical functions and, thus, refl ect an important undergraduate university students specializing in biologi-
component of neuroscience. These topics also receive at- cal sciences. In this latest edition, special topics have been
tention on the USMLE. reworked to better accommodate dental students. The tri-
Essential Neuroscience proved to be a highly effec- geminal nucleus, for instance, has been divided into its
tive tool for students and faculty. The goal of this third components for a more detailed study.
edition, therefore, is to perfect the formula with which Essential Neuroscience , third edition, distinguishes it-
we had such success. For example, we have added num- self from other texts as the concise, clinically relevant neu-
bers of photographs of MRIs throughout the text at key roscience text providing balanced coverage of anatomy,
locations in order to support basic and clinical phenom- physiology, biology, and biochemistry. With a full array
ena presented in those chapters. In addition, we have ex- of pedagogical features, it helps students gain concep-
panded a number of chapters in the book to include new tual mastery of this challenging discipline and, we hope,
and important information such as mechanisms relating to foments the urge to continue its exploration.
feeding (Chapter 24) and autism (Chapter 28). In addition,
we have maintained the improvements made in the second Allan Siegel
edition. These include key terms and concepts of neuro- Hreday N. Sapru
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Acknowledgments
T New Jersey Medical School, for her critique of Chap-
he authors thank Dr. Leo Wolansky, Department of ter 28. The a uthors thank Dr. Masanobu Maeda, MD,
Radiology, Rutgers New Jersey Medical School, for PhD, Professor and Chairman, Department of Physiol-
generously providing us with the MRIs and CT scans ogy, Wakayama Medical University School of Medi-
used in Chapter 27, and Dr. Lewis Baxter, University cine, Japan, for serving as “Translation Director” for
of Florida Medical School, Gainesville, for provid- the Japanese edition of this book, which was published
ing an MRI of a patient with obsessive-compulsive by Maruzen Co, Ltd, Tokyo, Japan. We also thank Ms.
disorder shown in Chapter 28. The authors also thank Anne Rains for her excellent illustrations included in
Dr. Barbara Fadem, Department of Psychiatry, Rutgers each of the editions of this book.
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Contents
Preface vi
Acknowledgments viii
SECTION I Gross Anatomy of the Brain 1
1 Overview of the Central Nervous System 3
2 Development of the Nervous System 18
3 Meninges and Cerebrospinal Fluid 35
SECTION II The Neuron 47
4 Histology of the Nervous System 49
5 Electrophysiology of Neurons 66
6 Synaptic Transmission 84
7 Neurotransmitters 95
SECTION III Organization of the Central Nervous System 127
8 The Spinal Cord 129
9 Brainstem I: The Medulla 158
10 Brainstem II: Pons and Cerebellum 172
11 Brainstem III: The Midbrain 187
12 The Forebrain 197
13 The Cranial Nerves 216
SECTION IV Sensory Systems 247
14 Somatosensory System 249
15 Visual System 264
16 Auditory and Vestibular Systems 287
17 Olfaction and Taste 306
SECTION V Motor Systems 319
18 The Upper Motor Neurons 321
19 The Basal Ganglia 338
20 The Cerebellum 353
SECTION VI Integrative Systems 375
21 The Autonomic Nervous System 377
22 The Reticular Formation 406
23 The Hypothalamus 425
24 The Limbic System 443
25 The Thalamus and Cerebral Cortex 462
26 Blood Supply of the Central Nervous System 490
27 Vascular Syndromes 504
28 Behavioral and Psychiatric Disorders 525
Glossary G-1
Index I-1
ix
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